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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Book Review: Garbage Pizza, Patchwork Quilts, and Math Magic: Stories about Teachers Who Love to Teach and Children Who Love to Learn, by Susan Ohanian
Alvin White
*Harvey Mudd College*
Follow this and additional works at: [http://scholarship.claremont.edu/hmnj](http://scholarship.claremont.edu/hmnj)
Part of the [Elementary Education and Teaching Commons](http://scholarship.claremont.edu/hmnj), [Mathematics Commons](http://scholarship.claremont.edu/hmnj), and the [Science and Mathematics Education Commons](http://scholarship.claremont.edu/hmnj)
**Recommended Citation**
White, Alvin (1997) "Book Review: Garbage Pizza, Patchwork Quilts, and Math Magic: Stories about Teachers Who Love to Teach and Children Who Love to Learn, by Susan Ohanian," *Humanistic Mathematics Network Journal*: Iss. 16, Article 4. Available at: [http://scholarship.claremont.edu/hmnj/vol1/iss16/4](http://scholarship.claremont.edu/hmnj/vol1/iss16/4)
This Book Review is brought to you for free and open access by the Journals at Claremont at Scholarship @ Claremont. It has been accepted for inclusion in Humanistic Mathematics Network Journal by an authorized administrator of Scholarship @ Claremont. For more information, please contact email@example.com.
How was mathematics transformed from the most hated to the most loved subject for some K-3 children?
The Exxon Education Foundation, disturbed that children turn-off mathematics by fourth grade, created “K-3 math specialists” and invited applications. Everyone who applied was given a planning grant. After a year each school whose planning grant showed any sort of promise was given an implementation grant to get both the math specialists and the new ideas into primary classrooms. This book describes the transformations of teachers and students after several years of the project.
The book is a celebration of happy, involved children and their parents. The teachers have a new sense of professionalism and confidence. The children have a sense of ownership and excitement about their mathematical inventions and discoveries. Meaningless skill-drill is abandoned in favor of student involvement in creative opportunities for doing mathematics.
The book is filled with pictures the children have made of their activities. Patchwork quilts show symmetries and various geometric patterns. Bar graphs report on data collected. Sketches help children count the legs on farmyard animals. Garbage pizza illustrates the proportion of waste in the home. Paper gets the largest slice, followed by yard waste, food, etc. Students decorate their pizzas with samples of the appropriate trash.
Rote memorization is not present among these exuberant children who invent activities that use and extend mathematical concepts. Family Math Night when students bring their parents to school and “do” hands-on-math with them is a sell-out in projects all over the country. Parents who experience the thrill of understanding the real mathematics underlying a rote procedure they memorized years ago are not eager to join a petition drive to substitute skill-drill worksheets for the manipulative materials that help their children understand, say the geometric properties of multiplication. These parents remember their own agony in school and don’t want to see it perpetuated in their children.
Institutional change occurs in districts where there is a framework for administrators, teachers and parents to work and learn new things together - with the children and for the children. Teachers find colleagues at the NCTM (National Council of Teachers of Mathematics) meetings and guidance from the NCTM Standards. Research shows that learning does not occur by passive absorption. “We torture our students with the teaching of too many ‘facts’ too soon...Inappropriate practice and memorization produce muddled thinking.”
An experienced teacher in Orlando confessed, “I hated math. That’s why I applied to the math specialist program. I hoped it would help me improve. I owed it to my students to improve...I knew I had to get better in math because I was killing these kids with my narrow computational view. I was the kill-drill queen.”
As an experienced teacher the author is not an impartial observer. Her remarks enliven the book. “I began my study for the Exxon Education Foundation thinking that my job would be to record what I saw; I did not expect to be changed by it. I saw myself as merely an observer, never imagining that I would become a learner along the way. I was wrong.”
The book is filled with vignettes of children and teachers doing and learning mathematics in creative and happy ways. I enthusiastically recommend it. | <urn:uuid:46a487e4-e108-4e37-bc41-44389f176fa8> | CC-MAIN-2023-14 | https://scholarship.claremont.edu/cgi/viewcontent.cgi?article=1225&context=hmnj | 2023-03-24T06:23:31+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00796.warc.gz | 594,410,696 | 962 | eng_Latn | eng_Latn | 0.973946 | eng_Latn | 0.997784 | [
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(Knowledge for Development)
KIBABII UNIVERSITY
UNIVERSITY EXAMINATION
2017/2018 ACADEMIC YEAR
FIRST YEAR FIRST SEMESTER
MAIN EXAMINATION
FOR THE DEGREE OF BACHELOR OF COMMERCE AND
BACHELOR OF BUSINESS MANAGEMENT
COURSE CODE: BCO 204/BBM 211
COURSE TITLE: BUSINESS STATISTICS
DATE: 18/01/2018 TIME: 2.00P.M- 4.00 P.M
INSTRUCTIONS TO CANDIDATES
Answer Question One and Any other Two Questions
TIME: 2 Hours
KIBU observes ZERO tolerance to examination cheating
This Paper Consists of 5 Printed Pages. Please Turn Over.
SECTION A (COMPULSORY)
QUESTION ONE
a) Distinguish between continuous variables and discrete variables giving one example in each case.
b) Highlight three major characteristics of statistics.
c) The table below shows marks of students in a statistics exam. If the arithmetic mean of the distribution is 52, find the value of t.
| Marks | 0-20 | 20-40 | 40-60 | 60-80 | 80-100 |
|-------|------|-------|-------|-------|--------|
| Frequency | 8 | t | 19 | 14 | 9 |
d) State three disadvantages of the mean as a measure of central tendency.
e) From the following details, find the standard deviation of Y.
Pearson’s correlation coefficient (r) = 0.6
Covariance(X, Y) = 12
Standard deviation of X=5
f) Give two differences between correlation and regression.
g) Determine the standard deviation from the following set of data.
20, 15, 19, 24, 16, 14
h) State three shortcomings of consumer price index numbers.
i) Identify three main functions of statistics to a business enterprise.
SECTION B (ANSWER ANY TWO QUESTIONS)
QUESTION TWO
a) From the following data, calculate the karlpearson’s coefficient of skewness using the mean, median and standard deviation and comment about it.
| Age | 10-20 | 20-30 | 30-40 | 40-50 | 50-60 | 60-70 | 70-80 |
|-------|-------|-------|-------|-------|-------|-------|-------|
| frequency | 18 | 30 | 40 | 55 | 38 | 20 | 16 |
b) The table below shows the amount of fertilizer (X) used and productivity (Y) in a certain farm.
| Fertilizer used in tonnes(X) | 15 | 18 | 20 | 24 | 30 | 35 | 40 | 45 |
|------------------------------|----|----|----|----|----|----|----|----|
| Productivity of the farm(Y) | 85 | 93 | 95 | 105| 120| 130| 150| 160|
Determine the karlpearson’s coefficient of correlation and comment about it.
QUESTION THREE
a) The table below shows daily wages paid to workers in ABC Ltd company.
| Daily wages (sh) | 50-60 | 60-70 | 70-80 | 80-90 | 90-100 | 100-110 | 110-120 |
|------------------|-------|-------|-------|-------|--------|---------|---------|
| Number of workers| 10 | 14 | 18 | 24 | 16 | 12 | 6 |
Calculate the percentile coefficient of kurtosis and comment about it. 10mks
b) The table below shows income (X) in shillings and expenditure (Y) in shillings for Mr Tumbo in a period of 10 days.
| Income in shillings (X) | 41 | 65 | 50 | 57 | 96 | 94 | 110 | 30 | 79 | 65 |
|--------------------------|------|------|------|------|------|------|------|------|------|------|
| Expenditure in shillings (Y) | 44 | 60 | 39 | 51 | 80 | 68 | 84 | 34 | 55 | 48 |
(i) Obtain a regression line of expenditure (Y) on income (X). 8mks
(ii) Estimate the expenditure when income is sh 100. 2mks
QUESTION FOUR
a) Discuss five problems encountered in the construction of index numbers. 10mks
b) The table below shows prices and quantities of maize, wheat and beans for 1989 and 1996.
| | 1989 | | 1996 | |
|----------------|------|--------|------|--------|
| | Price (sh) | Quantity (bags) | Price (sh) | Quantity (bags) |
| maize | 65 | 20 | 135 | 30 |
| wheat | 95 | 8 | 160 | 7 |
| beans | 150 | 5 | 320 | 8 |
Using 1989 as the base year, calculate the following index numbers for 1996.
i) Laspeyre’s price index number. 3mks
ii) Paasche’s price index number. 3mks
iii) Fisher’s ideal price index number. 4mks
END
GOOD LUCK | <urn:uuid:8b60c9fe-2aca-4e64-bb33-f4c299d44352> | CC-MAIN-2024-10 | http://erepository.kibu.ac.ke/bitstream/handle/123456789/533/BCO%20204%20BBM%20211%20%28JAN%202018%29.pdf?sequence=1&isAllowed=y | 2024-02-27T10:55:22+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00500.warc.gz | 15,262,242 | 1,222 | eng_Latn | eng_Latn | 0.831142 | eng_Latn | 0.947887 | [
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Teaching by Design: Classroom “Hacks” to Support Student Learning
Caitlin DeClercq, PhD | Columbia University | firstname.lastname@example.org
Before we get started…
Draw or create with the resources provided a classroom in which you have taught or learned. Reflect on the following:
- What is good about this space?
- What is challenging about it?
- How might students experience this space? Teachers?
- What does this space convey about what learning is, or how it happens?
Key terms and concepts
Active Learning Classrooms (ALCs): “Classrooms that arrange students around tables, each table with a whiteboard mounted on the wall, and often with the capacity to project the screen of a student’s laptop to the rest of the class” (Baepler et al., 2010, p. 11).
Assumptions about educational environments (Weinstein, 1981):
- “Physical environments impact learning directly and symbolically
- These effects are moderated by other psychological, social, and institutional variables
- Learning environments should match teaching objectives, context (student, institution)
- Learning is optimized when physical environment aligns with pedagogy, curriculum”
Built environment: The sum of all human-made surroundings—from objects to buildings to landscapes—that frame human life and activity.
Built pedagogy: “Architectural embodiments of educational philosophies” (Monahan, 2002).
Classroom climate: “The intellectual, social, emotional, and physical environments in which our students learn” (Ambrose et al., 2010, p. 170, emphasis added).
Ecology of participation: How “discussion is varied as a function of location” (Sommer, 1969). For example, you might observe that students in the front of the room speak more often than those at the back of the room.
Hacks: Simple, low- or no-cost actions an instructor can take in service of learning goals. In this session, we discuss three types of hacks:
• Physical (spatial, provision of resources)
• Pedagogical (engaging pedagogical strategies beyond what is suggested by arrangement of the room; see *built pedagogy, above*)
• Social (norm-setting, behavioral changes)
**Person-environment relationships:** How people and places interact and reciprocally shape and inform each other (c.f., Sommer, 1969).
*The physical context of learning* refers to “how people are located in buildings, how they are expected to relate to each other in space, and how they move and are expected to use their bodies” (Huse, 1995, p. 290). This includes:
• “the provision, location, and arrangement of furniture, access to resources;”
• “the location of bodies and relationship to each other;”
• “posture; the possibility for movement, physical control, and choice.”
**Spotlight on “hacks”**
**WHY MIGHT YOU USE HACKS?**
• Respond to limited availability or utility of resources
• Disrupt or reframe an observed “ecology of participation” (e.g., find ways to engage students at the periphery; bridge distances between instructor/students)
• Use techniques to overcome room’s predominant “built pedagogy” (e.g., promote collaboration or active learning in a lecture hall)
• Use space and resources intentionally and in new ways (e.g., no “front” of the room)
**WHAT ARE SOME EXAMPLES OF HACKS?**
| **Physical** | • Rearrange furniture to enable a certain type of interaction
• Rearrange furniture or resources to aid better visibility/utility of resources like chalkboards or projectors
• Make use of alternative resources (e.g., chalkboards, individual computers, papers) or post things to walls when desired resources are unavailable/not useful |
|---|---|
| **Pedagogical** | • Engage pedagogical techniques like polls, think/pair/share, or group activities, even (especially) in spaces not designed for collaborative work
• Call on or walk near people at points around the room to engage students in all parts of the classroom
• Assign students different roles to evenly distribute participation in room
• Move around the room depending on activities/desired interactions
• Try new practices based on insights gleaned from built environment lens |
| **Social** | • Ask students to sit near the front of the room or close together (or in any other configuration to ensure visibility, collaboration, etc.)
• Clarify norms about the space (e.g., share your intent behind creating a circle and that it’s ok to “pass”); disrupt norms (e.g., invite students to write on the board)
• Acknowledge students’ experiences of space; “decode” it together |
Activity #1: Case Studies (Responding to Common Challenges in the Built Environment)
ROADMAP TO THIS EXERCISE
• Select a case study topic by moving to that part of the room and forming small groups
• As a group: read and discuss assigned case study (see additional handout at your table)
• Think about the both case itself and the value of the activity more broadly
• Be prepared to report out (1-2 minutes)
Write your notes from the large group discussion and debrief here.
To view additional case studies discussed in this session, either:
• Scan QR code to the right to view PDFs on your phone or tablet
• Access materials uploaded to the POD website: https://podnetwork.org/2018-conference-session-materials/
Some additional considerations
THE MYTH OF THE NEUTRAL CLASSROOM
• Teachers and students do not enter an equally ‘safe’ or ‘objective’ space inside of our classes.
• All classrooms, in all disciplines, have “complex opportunities, acknowledged or not, to promote or thwart the contributions of students” (Lee et al., 2012, p. 83).
ONE CLASSROOM, MANY EXPERIENCES
“Teacher and [students] may share the same classroom but they see it differently. From a student’s eye level, the world is cluttered, disorganized, full of people’s shoulders, heads, and body movements,” but for a teacher, it appears organized and orderly (Sommer, 2008, p. 132).
NEED TO UNCOVER ASSUMPTIONS ABOUT SPACE
Teachers make assumptions about space. For example, a teacher might arrange chairs into a circle, thinking that “rearranging rows of chairs into circles creates a welcome environment for learning that students appreciate,” but students may in fact feel a “censorial gaze” or the “need to speak” (Brookfield, 1995, p. 7, 29-31). This in mind:
• Reflect: Use 4 lenses of critical reflective practice: self, peers, students, literature* to identify assumptions and “environment gaps” (Brookfield, 1995).
• Iterate: Make changes, tweaks, hacks over time and in response to feedback, experiences, needs (Meyer et al., 2014).
Activity #2: Reflection and Application
REFLECTION 1: [SAMPLE REFLECTION ACTIVITY] WHICH WOULD YOU CHOOSE?
Reflect on the range of solutions your group brainstormed in Activity #1.
- Which would you choose for your own classroom context? Why? (consider your teaching goals, students’ needs, etc.)
- Are there any hacks you would not use? Why? (consider: subjectivity, comfort, anticipated challenges)
REFLECTION 2: APPLICATION TO YOUR CONTEXT
Reflect on the following questions, and record your notes below.
What built environment challenges do you face:
- In your Center?
- Elsewhere on campus (e.g., classrooms)?
How might insights from today inform:
- Your work at the Center?
- Your work with faculty/graduate students?
- Your own teaching practice?
What is one concept or tactic discussed today that you plan to use in your work to support learning, engagement, accessibility, and/or inclusion?
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). *How Learning Works: Seven Research-Based Principles for Smart Teaching*. San Francisco, CA: John Wiley & Sons.
Baeppler, P., Walker, J. D., Brooks, D. C., Saichaiie, & K. Petersen, C. I. (2016). *A Guide to Teaching in the Active Learning Classroom: History, Research, and Practice*. Sterling, VA: Stylus Publishing.
Brookfield, S. (1995, 2017). *Becoming a Critically Reflective Teacher*. San Francisco: Jossey-Bass. [See especially chapters 1-2.]
Brufee, K. A. (1999). *Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge*. (2nd Ed.). Baltimore: Johns Hopkins University Press.
Center for Teaching and Learning (2017). *Guide for Inclusive Teaching at Columbia*, https://ctl.columbia.edu/resources/inclusive-teaching-guide/.
Childress, H. (2000). *Landscapes of Betrayal, Landscapes of Joy: Curtissville in the Lives of its Teenagers*. Albany, NY: State University of New York Press.
Chism, N. V. N. (2006). Challenging traditional assumptions and rethinking learning spaces. In Diana G. Oblinger (Ed.), *Learning Spaces* (2.1-2.12). EDUCAUSE.
Doorley, S. & Witthoft, S. (2012). *Make Space: How to Set the Stage for Creative Collaboration*. Hoboken, NJ: Wiley.
Flexspace: Examples of active learning classrooms. https://flexspace.org/
Graetz, K. A. & Goliber, M. J. (2002). Designing collaborative learning places: Psychological foundations and new frontiers. *New Directions for Teaching and Learning, 92*, 13-22.
Huse, D. (1995). Restructuring and the physical context: Designing learning environments. *Children’s Environments, 12*(3), 290-310.
Jack, A. A. (2016). (No) harm in asking: Class, acquired cultural capital, and academic engagement at an elite university.” *Sociology of Education, 89*(1), 1–19.
Jensen, E. (2005). *Teaching With the Brain in Mind*. (2nd Ed). Alexandria, VA: Association for Supervision and Curriculum Development.
Kim, Y. K., & Sax, L. J. (2009). Student-faculty interaction in research universities: Differences by student gender, race, social class, and first-generation status. *Research in Higher Education, 50*, 437-459.
Lee, A., et al. (2012). Engaging diversity in undergraduate classrooms: A pedagogy for developing intercultural competence. *ASHE Higher Education Report, 38*(2).
Meyer, A., Rose, D. H., & Gordon, D. (2014). *Universal Design for Learning: Theory and Practice*. Wakefield, MA: CAST Professional Publishing.
Monahan, T. (2002). Flexible space & built pedagogy: Emerging IT embodiments. *Inventio, 4*(1), 1-19.
Sommer. R. (1969, 2008). *Personal Space: The Behavioral Basis of Design*. Bosko Books.
Strange, C. C., & Banning, J. (2001). *Educating by Design: Creating Campus Learning Environments that Work*. San Francisco, CA: Jossey-Bass.
Weinstein, C.S. (1981). Classroom design as an external condition for leaning. *Educational Technology, 21*, 12-19.
Wiggins, G. & McTighe, J. (2005). *Understanding by Design*. Alexandria, VA: Association for Supervision and Curriculum Development.
Vice Provost for Teaching and Learning at Stanford. (2018, February 9). *What I wish my professor knew* [Video file]. Retrieved from http://vptl.stanford.edu. | <urn:uuid:b3e6e7bb-a303-47a6-bb7d-38066c5dcfee> | CC-MAIN-2023-40 | http://cd3100.sandbox.library.columbia.edu/wp-content/uploads/2021/09/POD_Hacking_Handout-to-Share-1.pdf | 2023-09-21T21:34:48+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506045.12/warc/CC-MAIN-20230921210007-20230922000007-00645.warc.gz | 6,537,342 | 2,553 | eng_Latn | eng_Latn | 0.89443 | eng_Latn | 0.971165 | [
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Dinosaurs are fascinating creatures that have captured the imagination of people for centuries. They lived millions of years ago and came in all shapes and sizes, from tiny birds to massive beasts. Dinosaurs were not just limited to the prehistoric era; some species survived until the end of the Cretaceous period, which ended about 65 million years ago.
There are many different types of dinosaurs, each with its own unique characteristics. Some were herbivores, feeding on plants, while others were carnivores, hunting other animals for food. The most well-known dinosaur is probably Tyrannosaurus rex, or T. rex, which was a large carnivore that lived during the late Cretaceous period.
Dinosaurs were not only interesting because of their size and behavior, but also because they were so diverse. There were small, feathered dinosaurs that looked like modern birds, as well as huge, armored dinosaurs that resembled modern reptiles. Some dinosaurs even had wings, allowing them to fly.
Today, we can learn more about dinosaurs through fossils and other evidence found in rocks and sediment. Scientists use these clues to piece together information about the lives of these ancient creatures. By studying their bones and other remains, researchers can determine what they ate, how they moved, and even what they looked like.
In conclusion, dinosaurs are an incredible part of our natural history, and there is still much to learn about them. Whether you are interested in their size, behavior, or diversity, there is always something new to discover about these fascinating creatures. | <urn:uuid:436fbb9c-65f2-40f6-a266-a1bc1d783603> | CC-MAIN-2022-05 | https://leblogdann101109754.files.wordpress.com/2021/11/dessin-vierge-pop.pdf | 2022-01-16T09:36:24+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320299852.23/warc/CC-MAIN-20220116093137-20220116123137-00014.warc.gz | 426,996,525 | 310 | eng_Latn | eng_Latn | 0.99881 | eng_Latn | 0.99881 | [
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Hurricanes
Hurricanes are dangerous and can cause major damage because of storm surge, wind damage, and flooding. They can happen along any U.S. coast or in any territory in the Atlantic or Pacific oceans. Storm surge is historically the leading cause of hurricane-related deaths in the United States.
**Eastern Pacific Hurricane Season:** May 15-November 30.
**Atlantic Hurricane Season:** June 1-November 30.
**Central Pacific Hurricane Season:** June 1-November 30.
Prepare for Hurricanes
Know your Hurricane Risk
Hurricanes are not just a coastal problem. Find out how rain, wind, water could happen where you live so you can start preparing now. Be sure to consider how COVID-19 may affect your plans. Keep in mind that your best protection from the effects of a hurricane may differ from your best protection from diseases, such as coronavirus disease 2019 (COVID-19).
Make an Emergency Plan
Make sure everyone in your household knows and understands your hurricane plan. Discuss the latest Centers for Disease Control (CDC) guidance on Coronavirus (COVID-19) and how it may affect your hurricane planning. Don’t forget a plan for the office, kids’ daycare, and anywhere you frequent.
Know your Evacuation Zone
You may have to evacuate quickly due to a hurricane. Learn your evacuation routes, practice with household, pets, and identify where you will stay.
- Follow the instructions from local emergency managers, who work closely with state, local, tribal, and territorial agencies and partners. They will provide the latest recommendations based on the threat to your community and appropriate safety measures.
- Due to limited space as a result of COVID-19, public evacuation shelters may not be the safest choice for you and your family. If you don’t live in a mandatory evacuation zone, make a plan to shelter in place in your home, if it is safe to do so. If you cannot shelter at home, make plans to shelter with friends and family, where you will be safer and more comfortable.
- Note that your regular shelter may not be open this year. Check with local authorities for the latest information about public shelters.
- If you must evacuate to a public shelter, try to bring items that can help protect you and others in the shelter from COVID-19, such as hand sanitizer, cleaning materials, and two cloth face coverings per person. Children under 2 years old and people who have trouble breathing should not wear masks.
- Review the CDC’s guidelines for “Going to a Public Disaster Shelter During the COVID-19 Pandemic.”
Those with Disabilities
If you or anyone in your household is an individual with a disability identify if you may need additional help during an emergency.
Prepare your Business
Make sure your business has a continuity plan to continue operating when disaster strikes.
Recognize Warnings and Alerts
Have several ways to receive alerts. Download the FEMA app and receive real-time alerts from the National Weather Service for up to five locations nationwide. Sign up for community alerts in your area and be aware of the Emergency Alert System (EAS) and Wireless Emergency Alert (WEA)- which requires no-sign up.
Sign up for email updates and follow the latest guidelines about coronavirus from the Centers for Disease Control and Prevention (CDC) and your local authorities to prevent the spread of COVID-19.
Review Important Documents
Make sure your insurance policies and personal documents like ID are up to date. Make copies and keep them in a secure password protected digital space.
Strengthen your Home
Declutter drains and gutters, bring in outside furniture, consider hurricane shutters.
Get Tech Ready
Keep your cell phone charged when you know a hurricane is in the forecast and purchase backup charging devices to power electronics.
Help your Neighborhood
Check with neighbors, senior adults, or those who may need additional help securing hurricane plans to see how you can be of assistance to others.
Gather Supplies
Have enough supplies for your household, include medication, disinfectant supplies, masks, pet supplies in your go bag or car trunk. After a hurricane, you may not have access to these supplies for days or even weeks.
- Being prepared allows you to avoid unnecessary excursions and to address minor medical issues at home, alleviating the burden on urgent care centers and hospitals.
- Remember that not everyone can afford to respond by stocking up on necessities. For those who can afford it, making essential purchases and slowly building up supplies in advance will allow for longer time periods between shopping trips. This helps to protect those who are unable to procure essentials in advance of the pandemic and must shop more frequently. In addition, consider avoiding WIC-approved products so that those who rely on these products can access them.
Stay Safe During a Hurricane
Stay Informed
Pay attention to emergency information and alerts.
If you live in a mandatory evacuation zone and local officials tell you to evacuate, do so immediately.
Dealing with the Weather
Determine how best to protect yourself from high winds and flooding.
Take refuge in a designated storm shelter, or an interior room for high winds. Practice going to these places while following the latest guidelines from the Centers for Disease Control and Prevention (CDC) and your state and local authorities to prevent the spread of COVID-19.
If trapped in a building by flooding, go to the highest level of the building. Do not climb into a closed attic. You may become trapped by rising flood water.
Do not walk, swim, or drive through flood waters. Turn Around. Don’t Drown! Just six inches of fast-moving water can knock you down, and one foot of moving water can sweep your vehicle away.
Stay off bridges over fast-moving water.
Personal Safety
If you must go to a community or group shelter remember to follow the latest guidelines from the Centers for Disease Control and Prevention (CDC) for protecting yourself and family from COVID-19. Due to limited space as a result of COVID-19, if you do not live in a mandatory evacuation zone, it is recommended that you shelter in place in your home. If you live in a mandatory evacuation zone, talk with your friends and family to see if you can shelter with them. Only evacuate to shelters if you are unable to shelter at home or with family or friends. Be sure to review your previous evacuation plan and consider alternative options to maintain social and physical distancing to prevent the spread of COVID-19, and update your plan accordingly.
Maintain at least 6 feet between you and persons not part of your immediate family while at the shelter [by avoiding crowds or gathering in groups] as much as possible.
If you must evacuate, if possible, bring with you items that can help protect you and others in the shelter from COVID-19, such as hand sanitizer, cleaning materials, and two masks per person. Children under 2 years old, people who have trouble breathing, and people who cannot remove masks on their own should not wear them.
If you are sick and need medical attention, contact your healthcare provider for further care instructions and shelter in place, if possible. If you are experiencing a medical emergency, call 9-1-1 and let the operator know if you have, or think you might have, COVID-19. If possible, put on a mask before help arrives. If staying at a shelter or public facility, alert shelter staff immediately so they can call a local hospital or clinic.
Only use generators outdoors and away from windows.
Returning Home After a Hurricane
Listen to local officials for information and special instructions.
Be careful during clean-up. Wear protective clothing, use appropriate face coverings or masks if cleaning mold or other debris, and maintain a physical distance of at least six feet while working with someone else. People with asthma and other lung conditions and/or immune suppression should not enter buildings with indoor water leaks or mold growth that can be seen or smelled, even if they do not have an allergy to mold. Children should not take part in disaster cleanup work.
Continue taking steps to protect yourself from COVID-19 and other infectious diseases, such as washing your hands often and cleaning commonly touched surfaces.
Wear protective clothing and work with someone else.
Do not touch electrical equipment if it is wet or if you are standing in water. If it is safe to do so, turn off electricity at the main breaker or fuse box to prevent electric shock.
Avoid wading in flood water, which can contain dangerous debris. Underground or downed power lines can also electrically charge the water.
Save phone calls for emergencies. Phone systems are often down or busy after a disaster. Use text messages or social media to communicate with family and friends.
Document any property damage with photographs. Contact your insurance company for assistance.
Engage virtually with your community through video and phone calls. Know that it’s normal to feel anxious or stressed. Take care of your body and talk to someone if you are feeling upset. Many people may already feel fear and anxiety about the coronavirus 2019 (COVID-19). The threat of a hurricane can add additional stress. Follow CDC guidance for managing stress during a traumatic event and managing stress during COVID-19.
**Additional Resources**
**Videos**
- Ready Campaign Public Service Announcements - COVID-19
- Storm Surge Public Service Announcements
- FEMA Accessible: Hurricane Safety Messages
- Important Things to Know Before a Disaster
- When the Waves Swell – Hurricane Animated
**Graphics**
- Hurricane Preparedness Graphics
**Tip Sheets**
- Hurricane Preparedness Documents
**More Information**
- National Weather Service 2020 Hurricane Preparedness Week
- Protective Actions Research for Hurricane
- CDC Coronavirus
- Ad Council Coronavirus Response Toolkit
- Flood Map Service Center
- National Flood Insurance Program
- National Storm Surge Hazard Maps
Last Updated: 04/07/2021 | <urn:uuid:6bfea6f6-75e0-4acd-80bd-be62ec50d03a> | CC-MAIN-2021-39 | https://webefit.com/101WaystoDie/PICS_Hurricanes/Hurricanes%20_%20Ready.gov.pdf | 2021-09-20T11:52:21+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057036.89/warc/CC-MAIN-20210920101029-20210920131029-00493.warc.gz | 640,739,727 | 1,976 | eng_Latn | eng_Latn | 0.992365 | eng_Latn | 0.997644 | [
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Straw Lab: Introduction to Equilibrium
Procedure:
Get: two 50 mL graduated cylinders, 2 large straws, small straw, eyedropper, beaker with tap water
Part 1:
1. Use the beaker to place 50 mL of tap water into one graduated cylinder; leave the second empty.
2. Place a large straw in each of the graduated cylinders.
3. This step requires two people – one person for each straw. Ensuring that your straw is touching the bottom of the cylinder, cover the straw with your finger to trap the water (this works best if you hold the straw with one hand, and use a wetted finger on your other hand to seal the straw at the top).
4. Simultaneously, transfer the contents of the straws (be careful not to let any water spill).
5. Record the new volumes in the graduated cylinders (use Table 1 below).
6. Return your empty straw to its original cylinder. Repeat steps 3 – 5 until the volumes stop changing.
Part 2: Repeat Part 1, this time using a large straw for the cylinder that starts with 50 mL of water and a small straw for the cylinder that starts empty. Record your data in table 2.
Part 3: Repeat Part 2 with the following changes:
1. Start with 20 mL of water in the graduated cylinder with the large straw and 30 mL in the graduated cylinder with the small straw.
2. After two successive transfers in which the volume readings remain constant, add 5 mL to the cylinder with the large straw. After adding the 5 mL, record the new volume in the same box as your last reading (thus one box will have two volume values).
3. Continue the transferring procedure until you again reach a point where volumes are stable over two readings. After two transfers in which the volume readings are the same, remove 10 mL from the cylinder with the large straw. Again, you will have two volume readings for one of the boxes.
4. Continue the transferring procedure until the levels stabilize. Clean up.
Table 1: Volume after x transfers (2 large straws)
| x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
|---|---|---|---|---|---|---|---|---|---|---|----|----|----|----|----|----|----|----|----|----|----|
| mL | 50 | | | | | | | | | | | | | | | | | | | | |
| mL | 0 | | | | | | | | | | | | | | | | | | | | |
Table 2: Volume after x transfers (1 large straw, 1 small straw)
| x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
|---|---|---|---|---|---|---|---|---|---|---|----|----|----|----|----|----|----|----|----|----|----|
| mL | 50 | | | | | | | | | | | | | | | | | | | | |
| mL | 0 | | | | | | | | | | | | | | | | | | | | |
Table 3: Volume after x transfers (1 large straw, 1 small straw)
| x | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 |
|---|---|---|---|---|---|---|---|---|---|---|----|----|----|----|----|----|----|----|----|----|----|
| mL | 20 | | | | | | | | | | | | | | | | | | | | |
| mL | 30 | | | | | | | | | | | | | | | | | | | | |
Questions: (read 14.1 – starting on pg. 551)
1. Draw two lines across a piece of graph paper, dividing it into three equal areas. Plot three graphs – one for each table. Note that ‘number of transfers’ is the independent variable (i.e. it goes on the x-axis). Connect values so that there are two continuous lines on each of the three graphs (note: sequential data points should be connected with straight lines).
2. Assuming that Part 1 simulates the reaction \( A \text{ (reactant) } \rightleftharpoons B \text{ (product)} \), what do these represent:
i) volume of water in cylinder #1 (50 mL to start), ii) volume of water in #2, iii) transferring water from #1 to #2, iv) transferring water from #2 to #1, v) number of transfers, vi) diameter of straws
3. What are the two important defining characteristics of a dynamic equilibrium? How can you tell by looking at your graphs when equilibrium has been established?
4. How can you tell by looking at a graph which reaction (forward or reverse) is favored (i.e. faster when the concentrations of reactants and products are equal)? | <urn:uuid:345fad4d-6de4-4e4a-99d7-f32f682b041b> | CC-MAIN-2017-09 | http://www.chalkbored.com/lessons/chemistry-12/straw-lab.pdf | 2017-02-23T00:12:01Z | crawl-data/CC-MAIN-2017-09/segments/1487501171066.47/warc/CC-MAIN-20170219104611-00393-ip-10-171-10-108.ec2.internal.warc.gz | 346,593,976 | 1,348 | eng_Latn | eng_Latn | 0.997258 | eng_Latn | 0.997258 | [
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Hispanic kids the largest group of children living in poverty
By Carol Morello and Ted Mellnik,
Published: September 28
Hispanics now make up the largest group of children living in poverty, the first time in U.S. history that poor white kids have been outnumbered by poor children of another race or ethnicity, according to a new study.
In a report released Wednesday, the Pew Hispanic Center said that 6.1 million Hispanic children are poor, compared with 5 million non-Hispanic white children and 4.4 million black children. Pew said Hispanic poverty numbers have soared because of the impact of the recession on the growing number of Latinos.
The rise in childhood poverty is another signal of distress for the nation’s 50.5 million Hispanics, who have been hit harder by the bleak economy than any other group. They have one of the highest unemployment rates and saw their household wealth decline more steeply than either blacks or whites, largely because so many lost their houses to foreclosure.
Although the recession is the largest single factor explaining the rise, the sheer number of Hispanics in the country and their high birth rates suggest that childhood poverty for Hispanics is not just a temporary bump in the road. The nation’s under-18 population would have declined over the past decade if it weren’t for Hispanics, and most places that grew in population had Hispanics, along with Asians, to thank.
“How Latinos mature, what schools they go to and how they do in the labor market will have implications for us all in this century,” said Mark Lopez, an author of the Pew study. “A quarter of all children are Hispanic, and in the future they will make up a greater share of the nation’s workforce.”
Although the number of poor Hispanic children is at a record high, black children have a higher rate of poverty — 39 percent, compared with 35 percent for Hispanic children. In contrast, the poverty rate for white children is about 12 percent.
Nationwide, one in five children across all races and ethnicities is living in poverty, which the Census Bureau defines as a household income of $22,113 for a family of four.
In the Washington region, almost every jurisdiction has experienced a rise in childhood poverty since the
recession began in 2007, according to recently released census statistics. But the District has by far the highest rate, with almost one in three children growing up poor. Almost all are African American. In the suburbs, the highest poverty rates fluctuate between black and Latino kids.
Before the recession, poor white children outnumbered poor Hispanic children in the United States. The recession thrust more children of all races and ethnicities into poverty, but none more than Hispanics. Their poverty rate increased about twice as fast as the rate for black children.
“Hispanics have really been slammed with what’s been going on in the past three years,” said Patricia Foxen, associate director of research for the National Council of La Raza, a Hispanic advocacy group, singling out unemployment and the foreclosure crisis as the two main culprits. “A lot of Latinos invested most of their wealth in buying homes. It’s the American dream. When people lost their homes, as lots of people in the Latino community did, they get wiped out. If both unemployment and foreclosure affect your family, clearly the chances you’re going to live in poverty go way up.”
The Washington area’s demographics are different. Black children account for more than half the region’s 126,000 children living in poverty. About one in four poor children are Hispanic, and one in 10 are white. Asians are the smallest group, just 8 percent of the region’s poor children.
But these figures vary widely by jurisdiction. In the District, for example, 90 percent of the more than 30,000 children living in poverty last year were black, while 8 percent were Hispanic, and less than half a percent were white.
In Arlington County, 39 percent of poor kids were Hispanic, while 19 percent were black. In Fairfax County, black and Hispanic children each made up about a third of the 19,000 poor kids.
At least a third of poor children were Hispanic in Montgomery, Loudoun and Prince William counties, while black children made up a third or more of the poor kids in Montgomery, Prince George’s, Anne Arundel and Howard counties.
The number of people seeking help from Casa of Maryland, a nonprofit group that works with low-income immigrants, has risen by a third or more since the recession began, said Director Gustavo Torres. Though its focus is to help people find jobs, Casa of Maryland is about to expand services for children and families.
“People initially come to us looking for jobs,” Torres said. “Their next question always is: ‘If you don’t have any jobs, can you help me with food? I need food for my family, I need food for my kids, I cannot eat tonight.’ It’s really sad to see. We didn’t face this kind of challenge before.”
He said Casa of Maryland has formed partnerships with food pantries. Once a month, the pantries bring groceries to the organization’s work centers to distribute.
The reason for the growing need is clear to Torres: “The main priority for our children and parents is jobs, jobs, jobs,” he said.
In the Pew study, many of the factors affecting whether a child is likely to live in poverty are the same across races and ethnicities.
Poverty was most prevalent in families headed by a single mother, or parents who are unemployed or have less
than a high school education.
But where parents were born also played a role. The poverty rate among Hispanic children with immigrant parents was 40 percent, compared with 28 percent for children whose parents were born in the United States.
Staff researcher Jennifer Jenkins contributed to this report.
© The Washington Post Company | <urn:uuid:e0e59053-fbbe-443a-a618-c8b271e52733> | CC-MAIN-2019-39 | http://www.nathanielhiggins.com/uploads/3/6/4/2/3642182/_hispanic-kids-are-the-largest-group-of-children-living-in-poverty-wapo.pdf | 2019-09-20T01:07:15Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00454.warc.gz | 292,410,834 | 1,193 | eng_Latn | eng_Latn | 0.998934 | eng_Latn | 0.999017 | [
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Today, the 6th September 2019, two poster exhibitions and two talks were organized in Raj Nivas as part of Raj Nivas Art and Culture Series and Raj Nivas Lecture Series.
Two poster exhibitions were inaugurated at Raj Nivas today as part of Raj Nivas Art and Culture Series - Edition 13. The exhibitions were inaugurated by Dr. Kiran Bedi, Hon’ble Lt. Governor and Prof. Gurmeet Singh, Vice Chancellor, Pondicherry University by lighting Kuthuvilakku. The concept of the exhibition was presented by Sri Aurobindo Foundation for Indian Culture (SAFIC), Sri Aurobindo Ashram, Puducherry.
The exhibition titled, “Sri Aurobindo and Indian Freedom Movement” highlights the momentous role of Sri Aurobindo in the early years of Indian independence movement.
The exhibition titled, “Nari Shakti: Woman, an Indomitable Spirit” features selected stories of Indian women from Vedic times to the present – women in various lines of work, who embody and express the Shakti, the dynamic and creative force and energy.
The Exhibition is permanent now in Raj Nivas. Everyday one school will be invited to see the exhibition to be educated about ‘Sri Aurobindo’ and also ‘Shakti’. The pleasure and motto of the exhibition is also to connect with the youth community with Raj Nivas, the prime power of India. The students who invited to the exhibition will be asked to produce their concept on learning from the exhibition. This will be documented for future generation.
The Raj Nivas Lecture Series Edition-12 began with the Vedic chants of disciples of Vedha Padasala, Karuvidikuppam, followed by the welcome address of Thiru G. Theva Neethi Dhas, OSD to Lt. Governor.
Eminent speaker Dr. Beloo Mehra gave her lecture on the subject, ‘Sri Aurobindo, a Yogi-Revolutionary’. In her talk, she said that Sri Aurobindo was the first political leader, who openly put forward the idea of complete independence for India. He was also the first revolutionary to advocate economic, educational, judicial and administrative boycott as a tactic to fight the imperialists, she said. She also enumerated his association with the spirituality in the holy land of Puducherry.
Dr. Sampadananda Mishra, Director of Sri Aurobindo Foundation for Indian Culture, the second Speaker of today’s Lecture series talked about ‘Shakti, an Indian Perspective on True Empowerment of Women’. He defined that women in Indian culture is seen as an embodiment of Shakti, the force and energy. He further said that the creative force, energy present within women has the potential to create new beings within themselves. An Indian view of feminism therefore must naturally emerge from this view of woman as Shakti, ‘Nari Shakti’.
The programme concluded with vote of thanks by Dr. Kiran Bedi, Hon’ble Lt. Governor. | <urn:uuid:06f08984-b905-4e77-b43a-40353401824d> | CC-MAIN-2019-39 | https://rajnivas.py.gov.in/admin/rtiuploads/2019090804220718350.pdf | 2019-09-20T01:05:35Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00454.warc.gz | 619,330,543 | 631 | eng_Latn | eng_Latn | 0.995668 | eng_Latn | 0.995668 | [
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Communication: a way to send and receive information
Modern Technology: newer and faster ways to send messages and news (like a computer)
Morse Code: an alphabet that uses dots, dashes, and spaces to represent letters, punctuation, and numbers
Telegraph: a system for transmitting messages to a distant place using coded signals
Telegram: a message that is sent by telegraph and then printed and delivered to someone's home or office
Newspaper: a paper that is printed and distributed (usually daily or weekly) and contains current events about local, national, and global communities
Radio: communication through sound to spread important information | <urn:uuid:5b48d1c5-7d07-48ab-a841-841c39b867fe> | CC-MAIN-2024-38 | https://museumofthecapefear.ncdcr.gov/early-communication-vocabpdf/download?attachment | 2024-09-17T18:56:17+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651829.57/warc/CC-MAIN-20240917172631-20240917202631-00563.warc.gz | 364,742,254 | 128 | eng_Latn | eng_Latn | 0.996821 | eng_Latn | 0.996821 | [
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Portrait of King Jayavarman VII
Ven Sophorn
In Khmer history, Jayavarman VII is regarded as the last great king of Angkorian era of the Khmer empire; the name of Jayavarman VII was little known before 1903, at which time the Bulletin EFEO (Ecole Francaise d'Extreme-Orient) published a study by Louis Finot concerning a Sanskrit inscription discovered by Georges Maspero in the Say Fong region of Lao (near Vientiane)\(^1\).
From stone inscriptions recorded at Preah Khan, Ta Prohm, Say Fong, Prasat Chrung, Banteay Chhmar and others in his reign from late 12\(^{th}\) century to early 13\(^{th}\) century A.D., they gave such an important event of King Jayavarman VII's royal court life, social affair and his eulogy. Before ascending to the throne, he probably had a name as Jayavadhana, his birthplace is Jayadityapura\(^2\). He was a son of Dharanindravarman II (a cousin of King Suryavarman II, the powerful king who built Angkor Wat temple) and Sri Jayarajacudamuni, his mother. He has a principle wife named Jayarajadevi, who mourned for him while he went to Champa\(^3\). After the death of Jayarajadevi, King Jayavarman VII married her talented elder sister named Indradevi who is the great composer of Phimean akas stele inscription\(^4\). Another name of his queen is Rajendradevi which is mentioned in Preah Khan Stele inscription\(^5\). The king had several sons, namely: Suryakumara, the author of the inscription of Ta Prohm; Virakumara, the author of the inscription of Preah Khan; Indravarman, the governor of Louvo or Lavodaya; and another son who died young is Sandac Srindrakumara\(^6\). For the death of Jayavarman VII, noted that the end of his reign in Coedès and other books is around 1220\(^7\), he bears a posthumous name as Mahaparamasangata pada.
During his reign, the territorial political expansion of Khmer empire was spanned a huge area. According to a Chinese book written around 1220. Cambodia’s border included Lavo (the region of Bangkok-Ayuthaya -Suphanburi), Chenlifu (near Chanthaburi on the southeast coast of Thailand,
---
\(^1\) http://cambodiamuseum.info/en_collection/stone_object/jayavaraman.html
\(^2\) Vong Sothera, King Jayavarman VII through Inscriptions, 2007 and Michael Vickery, Summary of lectures at Faculty of Archaeology 2001-2002, p.106.
\(^3\) Phimean Akas inscription K.485
\(^4\) Vong Sothera; according to Vat Sangke inscription K. 86, these two queens are originated from the Buddhist family
\(^5\) Lawrence Palmer brigge, The Ancient Khmer Impire, page 209
\(^6\) Georges Coedès, King Jayavarman VII commemorated the dedication of Banteay Chhmar temple to Srindrakumara.
\(^7\) Michael Vickery, Summary of lectures at Faculty of Archaeology 2001-2002, p.110.
and went as far as Pagan, Burma). But increasingly he devoted his energies and organizational capacities to the kind of religious and social infrastructure construction projects that had been carried on by his royal predecessors. He built Banteay Kdei, Ta Prohm, Preah Khan, Ta som, Kroal ko, Neak Poan, Bayon temple and Angkor Thom complex, and as further temple at Banteay Chhmar and Ta prohm tonle Bati temple.
Beside the temple constructions and political administrative works, the king established an irrigation system and road network linking from Angkor to Champa, Phimai and others. Furthermore, as the inscription of Preah Khan says, there were 121 rest houses built along these roads and another significant records, the erection of 23 Buddha Images called Jayabuddhamahanatha, possibly representing the king himself as Buddha and intended as symbolic of his rule over the localities concerned in 23 places: Sri jayarajadhani, sri jayantanagari, jayasimhavati, sri jayaviravati, lavodayapura, svamapura, sambukapattana, jayarajapuri, sri jayasimhapuri, sri jayavajarupuri, sri jayastambhapuri, sri jayarajagiri, sri javaripurui, sri jayavjavravati, sri jayakirtipuri, sri jayaksemapuri, sri vijayadipuri, sri jayasimhagrama, madhyamagramaka, samarendragrama, sri javapuri, viharottaraka and purvavasa.
With regard to his great achievement for the nation as described above, he is the one who remains his great fame through the archaeological evidences: inscriptions, bas-reliefs and his personal free-standing sculpture through his territorial domination. According to Mr. Gorge Coedès, there are a few male statues represented the royal portrait of Jayavarman VII. For instance, one found
---
8 Michael Vickery, Summary of lectures at Faculty of Archaeology 2001-2002, p.109
9 Lawrence Palmer Briggs, The Ancient Khmer Empire, page 226
10 Michael Vickery, Summary of lectures at Faculty of Archaeology 2001-2002, p.106
11 Gorge Coedès, Les statues du roi Khmer Jayavarman VII, In: Comptes-rendus des séances de l'Académie des Inscriptions et Belles-Lettres, 102e année, N. 3, 1958, pp. 218
in the south-eastern shrine of Phimai temple, situated in Thailand (it is well conserved in Phimai National Museum)\textsuperscript{12} (fig.1), it represented as a grand human stature, seated on the circular pedestal, two arms are missing without trace remaining on the laps. Similarly, in 1958, they discovered a beautiful head in Preah Khan, Kampong Svay(fig.2), and another one\textsuperscript{13} found in 1931 in the interior of Angkor Thom, at the Death gate; but its torso was found since 1924, at Kraol Romeas, (the northern part of Angkor Thom); and then, they transferred to Phnom Penh museum in 1934 for conservation (fig.3). More precisely, In 1934, G.Coedès had an idea to do comparative approach, those discovered statues to the bas-reliefs of Bayon and Banteay Chhmar, and this interpretation was confirmed by inscriptions at northern wall of western external gallery\textsuperscript{14} of Bayon temple, he assumed those discovered statues were the portrait of the King Jayavarman VII. Moreover, if we observe on the bas-reliefs at Ta Prohm and Bayon temple, there were some unusual figures; they probably represented the portrait of king Jayavarman VII with his two queens\textsuperscript{15} (fig.4). The most impressive depiction at the outer eastern gallery of Banteay Chhmar temple (fig.5), King Jayavarman VII unusually appears as profile figure with full cheeks, a large mouth and a square jaw; he was identified by showing a hairpin decorated with the image of Lokesvara.
\begin{figure}[h]
\centering
\begin{minipage}{0.45\textwidth}
\centering
Fig.1, From Phimai temple (Thailand) \\
Photo: Mr. Thong Bunthoeun and Ms. Patcharalada Jullapech
\end{minipage}
\begin{minipage}{0.45\textwidth}
\centering
Fig.2, From Preah Khan Kampong Svay, Photo trail Assembly by National Museum of Cambodia. Photo: Mr. Thiang Sakhoeun
\end{minipage}
\end{figure}
\textsuperscript{12} G. Coedès, Musée de Bangkok (Art Asiatique XII), pl.XVIII-XIX
\textsuperscript{13} According to Pierre Baptiste and Thierry Zephir, L’art Khmer dans les collections de Musée Guimet, P.263, Paris 2008: there’s another similar head are displaying in Gurnet Museum, its provenance is probably from Ta Prohm?
\textsuperscript{14} Gorge Coedès, Les statues du roi Khmer Jayavarman VII, In: Comptes-rendus des séances de la Société Asiatique, Sciences et Belles-Lettres, 102e année, N. 3, 1958, pp. 222.
\textsuperscript{15} This great depiction is found on the pediment of Ta Prohm’s shrine and Bayon’s gallery, on the bas-relief at bayon, 2\textsuperscript{nd} floor inner gallery on the East side, it was remarked by showing a figure of king was sitting on the throne with two queens in the royal palace.
in his chignon. Clearly resemblance of his portrait associated with the lord of compassion (Boddhisattva Lokesvara) in Mahayana Buddhism, another unique statue was found in Kraol Romeas Temple at Angkor, nowadays, displayed in Galley E, Angkor National Museum (fig.6).
Therefore, from a preliminary study, the portrait of King Jayavarman VII, might be conclude that his representative statue, probably appeared in two forms, one as the human form (before crowning as a king and during the sovereign life?) and another one is associated with the lord of Buddha and Boddhisattva Lokesvara. This researched subject should be extended for further scientific study in the near future.
Fig.3, from Kraol Romeas, Angkor Thom.
Photo: National Museum of Cambodia,
in Phnom Penh
Fig.4, from the bas-relief of Bayon,
2nd floor inner gallery on the East side.
Photo: Mr. Seng Chanthha
Fig.5, from the outer east gallery of
the Banteay Chhmar Temple.
Photo: Mr.Thong Bunthoeun
Fig.6, from Kraol Romeas, Angkor Thom.
Now displayed in Gallery E,
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PROGRAM OVERVIEW
Part of CARE International in Vanuatu’s Gender Equality program, the *Life Skills Series – Good Relationships Free From Violence* training is designed to tackle violence against women and girls by exploring common cultural beliefs and norms, challenging negative assumptions, and giving people the information they need to make good relationship choices. The training focuses on adolescents and young women and men, aiming to equip young people to create new and positive norms within their community. The *Good Relationships* training was piloted with a group of participants in Loukanral, Tanna Island— with promising results.
**Good Relationships Free From Violence**
Vanuatu is renowned for its smiling faces – it ranked fourth in the world on the Happy Planet Index in 2016 – but behind closed doors, there is too often a different story. According to a national study by the Vanuatu Women’s Centre in 2009, three in five women in Vanuatu experience violence in their lifetime and one in three experience sexual violence before the age of 15. Tanna Island has the highest rate of violence against women and girls in Vanuatu, with 67 percent of women in Tafea province saying they have experienced physical or sexual violence from a husband or partner in their lifetime. In times of disaster, the statistics are even worse – the number of domestic violence cases reported to the Vanuatu Women’s Centre in Tanna increased by 300 percent in the wake of Cyclones Vania and Atu in 2011.
Social norms and beliefs that allow a man to beat his wife and a lack of understanding about the basic human right to live free from violence are some of the main drivers of violence against women and girls in Vanuatu, which has one of the highest rates in the Pacific. A 2013 study on domestic violence in Vanuatu found that 81 percent of men and 79 percent of women believe there are times that a woman deserves to be beaten\(^1\). The consequences of perpetrating violence against women and girls are also often minor. Though use of the police and the legal system is increasing, in rural areas, many cases of violence against women and girls are still resolved through the chiefs in the traditional way. If a man beats his wife, the couple usually go to the chief for mediation. If a man rapes a woman, the man might have to give a pig, a cow or some kava to the woman or her family as compensation.
---
\(^1\) [http://www.care.org/our-work/where-we-work/pacific-islands/vanuatu](http://www.care.org/our-work/where-we-work/pacific-islands/vanuatu)
“Rape it is not taken particularly seriously,” says Senior Sargent Wilfred Nos, a police officer in Isangel, Tanna. “They don’t talk heavy – light only. And if a man has whipped his wife and the wife runs away, the emphasis is on the wife returning to solve the problem – not on the man’s responsibility to stop beating the wife.”
CARE’s *Good Relationships Free From Violence* training aims to tackle violence against women and girls at the roots – people’s attitudes. By teaching adolescents and young men and women that all people have the right to live free from violence and encouraging them to take a closer look at their own beliefs and behaviours, the training is helping communities to build a culture where men and women are treated equally.
“Women need to know their rights,” says Enimahi’a’s Chief Charleson William Koda Ialikawa, who is also a local teacher. “They need to know the Family Protection Act, and men need to know about individual rights and consequences. Life Skills has been very useful for the youth, especially the young females, as it helps them to build their confidence and to make good decisions, like about pregnancy. Youth were isolated before but this brings them together and helps them make wise decisions.”
Building on and complementing CARE’s other Life Skills training, which focuses on building confidence among young women, *the Good Relationships Free From Violence* training specifically includes young men. The training gives adolescent boys and young men as well as adolescent girls and young women the opportunity to think about the impacts of gender inequality in relationships and their community and provides them with the information they need to make changes.
“Since the training, my husband and I have had good consultation with each other,” says 25-year-old Juliane Nauí, who took part in the Good Relationships training pilot sessions in Loukanral, Tanna. “Now people in the community think that the young couples should follow our example. I think the training is very good and I’d like my husband and I to work together even more.”
For 24 year-old Koda Mokira, taking part in the *Good Relationships* training has been a turning point.
“Before the training, I was a boy who didn’t do anything. After the training, I have changed plenty of things in my life, and I hope lots of young boys and girls will change like me. I will share my experience with all my friends and especially the young boys.
“Since the training, I have had good consultation between me and my friends and girlfriend and family in the community. Lots of things have changed here – now, we work together as a community.”
---
1 Citizen Access to Information in Vanuatu | <urn:uuid:4cc3ea99-ed2b-4207-8874-fdbc450d000d> | CC-MAIN-2023-50 | https://www.care.org.au/wp-content/uploads/2014/11/Gender_LifeSkills_tackling-GBV_Elissa_2017-CLEAN.pdf | 2023-12-09T07:47:09+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100873.6/warc/CC-MAIN-20231209071722-20231209101722-00614.warc.gz | 765,095,559 | 1,098 | eng_Latn | eng_Latn | 0.997215 | eng_Latn | 0.997409 | [
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1. DO NOT FLIP OPEN THIS FRONT COVER UNTIL YOUR PROCTOR TELLS YOU.
在未收到监考老师指示前，请不要翻开此封面。
在未收到监考老师指示前，请不要翻开此封面。
2. This is a 25 question multiple choice test. For each question, only one answer choice is correct.
这是一套包括25道选择题的测试，每道题目只有一个正确答案。
这是一套包括25道选择题的测试，每道题目只有一个正确答案。
3. Every question is given a point value. You will receive full points for correct answer, and zero point for blank or incorrect answer. The full score of this test is 100 points.
每道题目都有给定的分值。每题答对得满分，答错或空白得0分。本次测试的满分为100分。
每道题目都有给定的分值。每题答对得满分，答错或空白得0分。本次测试的满分为100分。
4. Only scratch paper, graph paper, rulers, protractors, and erasers are allowed as aids. Calculators are NOT allowed. No problems on the test require the use of a calculator.
只能使用草稿纸、方格纸、尺、量角器和橡皮作为辅助工具。计算器是不允许使用的。测试中没有任何问题必须需要使用计算器。
只能使用草稿纸、方格纸、尺、量角器和橡皮作为辅助工具。计算器是不允许使用的。测试中没有任何问题必须需要使用计算器。
5. Figures are not necessarily drawn to scale.
图形不一定按比例绘制。
图形不一定按比例绘制。
6. You will have 75 minutes to complete the test once your proctor tells you to begin.
监考老师宣布开始后，你将有75分钟的时间完成测试。
监考老师宣布开始后，你将有75分钟的时间完成测试。
1. Which of the following symbols for signs of the Zodiac has an axis of symmetry?
以下哪个黄道十二宫的符号有对称轴？
(A) (B) (C) (D) (E)
2. When the five pieces shown are fitted together correctly, the result is a rectangle with a calculation written on it. What is the answer to this calculation?
当图示的五个组件按正确的方式组合在一起时，可以拼成一个完整的矩形，并显示一个算式，问这个算式的计算结果是多少？
(A) $-100$ (B) $-8$ (C) $-1$ (D) $199$ (E) $208$
3. The figure shows three concentric circles with four lines passing through their common centre. What percentage of the figure is shaded?
图中显示了三个同心圆，有四条直线穿过它们的共同中心。问这个图中阴影部分所占的百分比是多少？
(A) 30% (B) 35% (C) 40% (D) 45% (E) 50%
4. Byron is 5 cm taller than Aaron, but 10 cm shorter than Caron. Darren is 10 cm taller than Caron, but 5 cm shorter than Erin. Which of the following statements is true?
Byron 比 Aaron 高 5 厘米，但比 Caron 矮 10 厘米。Darren 比 Caron 高 10 厘米，但比 Erin 矮 5 厘米。问下列哪个陈述是正确的？
(A) Aaron and Erin are equal heights | Aaron 和 Erin 一樣高 | Aaron 和 Erin 一样高
(B) Aaron is 10 cm taller than Erin | Aaron 比 Erin 高 10 厘米 | Aaron 比 Erin 高 10 厘米
(C) Aaron is 10 cm shorter than Erin | Aaron 比 Erin 矮 10 厘米 | Aaron 比 Erin 矮 10 厘米
(D) Aaron is 30 cm taller than Erin | Aaron 比 Erin 高 30 厘米 | Aaron 比 Erin 高 30 厘米
(E) Aaron is 30 cm shorter than Erin | Aaron 比 Erin 矮 30 厘米 | Aaron 比 Erin 矮 30 厘米
5. Each of the five vases shown has the same height and each has a volume of 1 litre. Half a litre of water is poured into each vase. In which vase would the level of the water be the highest?
圖示的五個花瓶高度相同，體積均為 1 升。往每個花瓶裡倒半升水。問哪個花瓶的水平面最高？
图示的五个花瓶高度相同，体积均为 1 升。往每个花瓶里倒半升水。问哪个花瓶的水平面最高？
6. A student correctly added the two two-digit numbers on the left of the board and got the answer 137. What answer will he get if he adds the two four-digit numbers on the right of the board?
一個學生正確地把黑板左邊的兩個兩位數相加，得到答案 137。如果他把黑板右邊的兩個四位數相加，會得到什麼答案？
一个学生正确地把黑板左边的两个两位数相加，得到答案 137。如果他把黑板右边的两个四位数相加，会得到什么答案?
\[
\begin{array}{c}
AB \\
+ CD \\
\hline
137
\end{array} \quad \begin{array}{c}
ADCB \\
+ CBAD \\
\hline
?
\end{array}
\]
(A) 13737 (B) 13837 (C) 14747 (D) 23737 (E) 137137
7. Costa is building a new fence in his garden. He uses 25 planks of wood, each of which are 30 cm long. He arranges these planks so that there is the same slight overlap between any two adjacent planks. The total length of Costa’s new fence is 6.9 metres. What is the length in centimetres of the overlap between any pair of adjacent planks?
Costa 正在他的花園裡建籬笆。他用了 25 塊木板，每一塊都有 30 厘米長。他排列這些木板，使相鄰的兩塊木板之間有相同長度的小部分重疊。Costa 新柵欄的總長度是 6.9 米。問相鄰兩片木板之間重疊部分的長度是多少厘米？
Costa 正在他的花园里建篱笆。他用了 25 块木板，每一块都有 30 厘米长。他排列这些木板，使相邻的两块木板之间有相同长度的小部分重叠。Costa 新栅栏的总长度是 6.9 米。问相邻两片木板之间重叠部分的长度是多少厘米?
\[
\begin{array}{cccccc}
\text{A} & \text{B} & \text{C} & \text{D} & \text{E} \\
\text{F} & \text{G} & \text{H} & \text{I} & \text{J} \\
\text{K} & \text{L} & \text{M} & \text{N} & \text{O} \\
\text{P} & \text{Q} & \text{R} & \text{S} & \text{T} \\
\text{U} & \text{V} & \text{W} & \text{X} & \text{Y} \\
\text{Z}
\end{array}
\]
(A) 2.4 (B) 2.5 (C) 3 (D) 4.8 (E) 5
8. A rectangular chocolate bar is made of equal squares. Neil breaks off two complete strips of squares and eats the 12 squares he obtains. Later, Jack breaks off one complete strip of squares from the same bar and eats the 9 squares he obtains. How many squares of chocolate are left in the bar?
一塊長方形的巧克力由相同的正方形小塊構成。Neil 斮下兩條完整的方塊，吃掉了他得到的 12 個方塊。後來，Jack 從同一塊巧克力上斮下一條完整的方塊，吃掉了他得到的 9 個方塊。剩下的巧克力上還有多少個小方塊？
一块长方形的巧克力由相同的正方形小块构成。Neil 斮下两条完整的方块，吃掉了他得到的 12 个方块。后来，Jack 从同一块巧克力上斮下一条完整的方块，吃掉了他得到的 9 个方块。剩下的巧克力上还有多少个小方块？
(A) 36 (B) 45 (C) 54 (D) 63 (E) 72
Part 2: 9 problems, 4 points each
第二部分：9 道题目，每题 4 分 | 第二部分：9 道题目，每题 4 分
9. Five identical right-angled triangles can be arranged so that their larger acute angles touch to form the star shown in the diagram. It is also possible to form a different star by arranging more of these triangles so that their smaller acute angles touch. How many triangles are needed to form the second star?
如圖所示，有五個相同的直角三角形，使它們較大的銳角聚集於一點，可以組成星型。另外，也可以使用更多這樣的直角三角形，使他們較小的銳角聚集於一點組成另一個星型。問組成第二個星型需要多少個三角形？
如图所示，有五个相同的直角三角形，使它们较大的锐角聚集于一点，可以组成星型。另外，也可以使用更多这样的直角三角形，使他们较小的锐角聚集于一点组成另一个星型。问组成第二个星型需要多少个三角形？
(A) 10 (B) 12 (C) 18 (D) 20 (E) 24
10. We assign numbers 1, 2, 3, 4, 5, 6 to \(a, b, c, d, e, f\) such that different letters get assigned different numbers, and the value
\[
\frac{a + 2b + 3c}{4d + 5e + 6f}
\]
is as large as possible. What is number assigned to \(d\)?
我們把數 1, 2, 3, 4, 5, 6 分配給 \(a, b, c, d, e, f\)，使得不同的字母對應於不同的數，並且
\[
\frac{a + 2b + 3c}{4d + 5e + 6f}
\]
的值盡可能大。問分配給 \(d\) 的數是什麼？
我们把数 1, 2, 3, 4, 5, 6 分配给 \(a, b, c, d, e, f\)，使得不同的字母对应于不同的数，并且
\[
\frac{a + 2b + 3c}{4d + 5e + 6f}
\]
的值尽可能大。问分配给 \(d\) 的数是什么？
(A) 1 (B) 2 (C) 3 (D) 4 (E) 5
11. Five squares are positioned as shown. The small square indicated has area 1. What is the value of \(h\)?
五個正方形按如圖所示的方式放置。圖示的小正方形的面積為 1。問 \(h\) 的值是多少？
五个正方形按如图所示的方式放置。图示的小正方形的面积为 1。问 \(h\) 的值是多少？
(A) 3 (B) 3.5 (C) 4 (D) 4.2 (E) 4.5
12. There are 20 questions in a quiz. Each correct answer scores 7 points, each wrong answer scores \(-4\) points, and each question left blank scores 0 points. Eric took the quiz and scored 100 points. How many questions did he leave blank?
一次测验有 20 个问题。每道题答对得 7 分，答错得 \(-4\) 分，不答得 0 分。Eric 参加了测验，得了 100 分。他有多少个题没答？
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4
13. A box of fruit contains twice as many apples as pears. Christy and Lily divided them up so that Christy had twice as many pieces of fruit as Lily. Which one of the following statements is always true?
一盒水果中苹果的数量是梨的两倍。Christy 和 Lily 把水果分成两份使 Christy 的水果数量是 Lily 的两倍。下列哪个陈述总是正确的？
(A) Christy took at least one pear. | Christy 至少有一个梨。 | Christy 至少有一个梨。
(B) Christy took twice as many apples as pears. | Christy 的苹果数量是梨的两倍。 | Christy 的苹果数量是梨的两倍。
(C) Christy took twice as many apples as Lily. | Christy 的苹果数量是 Lily 的苹果数量的两倍 | Christy 的苹果数量是 Lily 的苹果数量的两倍
(D) Christy took as many apples as Lily. | Christy 與 Lily 有相同数量的苹果。 | Christy 与 Lily 有相同数量的苹果。
(E) Christy took as many pears as Lily got apples. | Christy 的梨的数量与 Lily 的苹果数量相同。 | Christy 的梨的数量与 Lily 的苹果数量相同。
14. 2021 has a remainder of 5 when divided by 6, by 7, by 8, and by 9. How many positive integers, less than 2021, have this property?
2021 除以 6, 7, 8 和 9 时，所得的余数都是 5。问有多少个小于 2021 的正整数具有这样的性质？
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4
15. Three villages are connected by paths as shown. From Downend to Uphill, the detour via Middleton is 1km longer than the direct path. From Downend to Middleton, the detour via Uphill is 5km longer than the direct path. From Uphill to Middleton, the detour via Downend is 7km longer than the direct path. How long is the shortest of the three direct paths between the villages?
如图所示，三个村庄之间有道路相连。从 Downend 到 Uphill，经过 Middleton 的路线比直达的路线长 1km。从 Downend 到 Middleton，经过 Uphill 的路线比直达的路线长 5km。从 Uphill 到 Middleton，经过 Downend 的路线比直达的路线长 7km。问村庄之间的三条直达路线中最短的一条有多长？
(A) 1 km (B) 2 km (C) 3 km (D) 4 km (E) 5 km
16. A triangular pyramid is built with 20 cannon balls, as shown. Each cannon ball is labelled with one of A, B, C, D or E. There are four cannon balls with each type of label. The picture shows the labels on the cannon balls on three of the faces of the pyramid. What is the label on the hidden cannon ball in the middle of the fourth face?
如圖所示，一個三角形的金字塔是由 20 個炮彈建造的。每個炮彈都標有 A、B、C、D 或 E 中的一個標簽。每一種標簽的炮彈都有四個。這張照片顯示了在金字塔的三個面上炮彈的標簽。在第四面的中間的炮彈上的標簽是什麼？
如图所示，一个三角形的金字塔是由 20 个球形炮弹构建的。每个炮弹都标有 A、B、C、D 或 E。每一种标签的炮弹都有四个。照片显示了在金字塔的三个面上炮弹的标签。问第四个面中间的炮弹的标签是什么？
(A) A (B) B (C) C (D) D (E) E
17. A box contains only green, red, blue and yellow counters. There is always at least one green counter amongst any 27 counters chosen from the box; always at least one red counter amongst any 25 counters chosen; always at least one blue amongst any 22 counters chosen and always at least one yellow amongst any 17 counters chosen. What is the largest number of counters that could be in the box?
盒子里只有绿色、红色、蓝色和黄色的组件。从盒子中任意取出 27 个组件，其中至少有一个绿色组件；任意取出 25 个组件，其中至少有一个红色组件；任意取出 22 个组件，其中至少有一个蓝色组件；任意取出 17 个组件，其中至少有一个黄色组件。问盒子里的组件最多有多少个？
盒子里只有绿色、红色、蓝色和黄色的组件。从盒子中任意取出 27 个组件，其中至少有一个绿色组件；任意取出 25 个组件，其中至少有一个红色组件；任意取出 22 个组件，其中至少有一个蓝色组件；任意取出 17 个组件，其中至少有一个黄色组件。问盒子里的组件最多有多少个？
(A) 27 (B) 29 (C) 51 (D) 87 (E) 91
18. 2021 coloured kangaroos are arranged in a row and are numbered from 1 to 2021. Each kangaroo is coloured either red, grey or blue. Amongst any three consecutive kangaroos, there are always kangaroos of all three colours. Bruce guesses the colours of five kangaroos. These are his guesses:
- Kangaroo 2 is grey;
- Kangaroo 20 is blue;
- Kangaroo 202 is red;
- Kangaroo 1002 is blue;
- Kangaroo 2021 is grey.
Only one of his guesses is wrong. What is the number of the kangaroo whose colour he guessed incorrectly?
2021 只彩色袋鼠排成一排，並從 1 到 2021 編號。每隻袋鼠的顏色為紅色、灰色或藍色。在任意連續的三隻袋鼠中，總是三種顏色的袋鼠都有。Bruce 猜測了五隻袋鼠的顏色如下：
- 2 號袋鼠是灰色的；
- 20 號袋鼠是藍色的；
- 202 號袋鼠是紅色的；
- 1002 號袋鼠是藍色的；
- 2021 號袋鼠是灰色的。
他的猜測只有一個是錯的。他猜錯了顏色的袋鼠的編號是多少？
(A) 2 (B) 20 (C) 202 (D) 1002 (E) 2021
19. Among the below five numbers, how many of them are multiple of 20?
在下面的五個整數中，有多少個數是 20 的倍數？
\[2^{100} + 2^{102}, \ 3^{100} + 3^{102}, \ 5^{100} - 5^{99}, \ 6^{100} + 4, \ 9^{101} + 1.\]
(A) 0 (B) 1 (C) 2 (D) 3 (E) 4
20. In a tournament each of the six teams plays one match against every other team. In each round of matches, three take place simultaneously. A TV station has already decided which match it will broadcast for each round, as shown in the diagram. In which round will team D play against team F?
錦標賽有六支球隊參加，每支球隊都要和其他球隊進行一場比賽。在每一輪比賽中，三場比賽同時進行。如圖所示，電視台已經決定了每一輪轉播哪場比賽。問 D 隊和 F 隊的比賽在哪一輪？
| 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|
| A-B | C-D | A-E | E-F | A-C |
(A) 1 (B) 2 (C) 3 (D) 4 (E) 5
21. How many five-digit positive numbers have the product of their digits equal to 1000?
各位數字的乘積等於 1000 的五位數有多少個？
各位数字的乘积等于 1000 的五位数有多少个？
(A) 10 (B) 20 (C) 30 (D) 40 (E) 60
22. A $3 \times 4 \times 5$ cuboid consists of 60 identical small cubes. A termite eats its way along the diagonal from $P$ to $Q$. This diagonal does not intersect the edges of any small cube inside the cuboid. How many of the small cubes does it pass through on its journey?
一個 $3 \times 4 \times 5$ 的長方體由 60 個相同的小立方體組成。一隻白蟻沿著對角線從 $P$ 啃食到 $Q$。這條對角線不與長方體內任何小立方體的邊相交。問白蟻經過了多少個立方體？
一个 $3 \times 4 \times 5$ 的长方体由 60 个相同的小立方体组成。一只白蚁沿着对角线从 $P$ 啃食到 $Q$。这条对角线不与长方体内任何小立方体的边相交。问白蚁经过了多少个立方体？
(A) 8 (B) 9 (C) 10 (D) 11 (E) 12
23. In a town there are 21 knights who always tell the truth and 2000 knaves who always lie. A wizard divided 2020 of these 2021 people into 1010 pairs. Every person in a pair described the other person as either a knight or a knave. As a result, 2000 people were called knights and 20 people were called knaves. How many pairs of two knaves were there?
在一個小鎮裡，有 21 個總是說真話的騎士，和 2000 個總是說謊的流氓。一位巫師將這 2021 人中的 2020 人分成了 1010 對。每一對中的兩人都要描述對方是騎士還是流氓。結果，有 2000 人被稱為騎士，20 人被稱為流氓。問兩人都是流氓的對有多少個？
在一个小镇里，有 21 个总是说真话的骑士，和 2000 个总是说谎的流氓。一位巫师将这 2021 人中的 2020 人分成了 1010 对。每一对中的两人都要描述对方是骑士还是流氓。结果，有 2000 人被称为骑士，20 人被称为流氓。问两人都是流氓的对有多少个？
(A) 980 (B) 985 (C) 990 (D) 995 (E) 1000
24. The diagram shows a quadrilateral divided into four smaller quadrilaterals with a common vertex $K$. The other labelled points divide the sides of the large quadrilateral into three equal parts. The numbers indicate the areas of the corresponding small quadrilaterals. What is the area of the shaded quadrilateral?
如圖所示，一個四邊形被分割成了四個有公共頂點 $K$ 的小四邊形。其他標記的點為大四邊形各邊的三等分點。所標的數表示相應的小四邊形的面積。問陰影四邊形的面積是多少？
如图所示，一个四边形被分割成了四个有公共顶点 $K$ 的小四边形。其他标记的点为大四边形各边的三等分点。所标的数表示相应的小四边形的面积。问阴影四边形的面积是多少？
(A) 4 (B) 5 (C) 6 (D) 6.5 (E) 7
25. There is a deck of nine cards labelled from 1 to 9. Peter randomly pick out five cards and calculate the median of the five numbers shown on these cards. What is the probability that this median is 5?
一副牌有九張，分別寫有從 1 到 9 的數。Peter 隨機抽取五張牌，併計算其上所標的五個數的中位數。問這個中位數是 5 的概率是多少？
一副牌有九张，分别写有从 1 到 9 的数。Peter 随机抽取五张牌，并计算其上所标的五个数的中位数。问这个中位数是 5 的概率是多少？
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We are pleased to present you this year’s water quality report. Our constant goal is to provide you with a safe and dependable supply of drinking water.
**General Information About Drinking Water**
All drinking water, including bottled water, may be reasonably expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that the water poses a health risk. Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV-AIDS or other immune system disorders, some elderly, and infants can be particularly at risk of infections. These people should seek advice about drinking water from their health care providers. For more information about contaminants and potential health effects, or to receive a copy of the U.S. Environmental Protection Agency (EPA) and the U.S. Centers for Disease Control (CDC) guidelines on appropriate means to lessen the risk of infection by *Cryptosporidium* and microbiological contaminants call the EPA Safe Drinking Water Hotline at 1-800-422-4791.
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in source include:
*Microbial contaminants*, such as viruses and bacteria that may come from sewage treatments plants, septic systems, agricultural livestock operations, and wildlife.
*Inorganic contaminants*, such as salts and metals, which can be naturally-occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil & gas production, mining or farming.
*Pesticides and herbicides* that may come from a variety of sources, such as agriculture, urban storm water runoff, and residential uses.
*Organic chemical contaminants*, including synthetic and volatile organic chemicals, which are byproducts of industrial processes and petroleum production, and also may come from gas stations, urban storm water runoff, and septic systems.
*Radioactive contaminants*, that can be naturally occurring or be the result of oil & gas production and mining activities.
In order to ensure that tap water is safe to drink, the Colorado Department of Public Health and Environment prescribes regulations limiting the amount of certain contaminants in water provided by public water systems. The Food and Drug Administration regulations establish limits for contaminants in bottled water that must provide the same protection for public health.
**Our water sources**
| SOURCE | WATER TYPE |
|-----------------|----------------|
| # 4 well, now well #1 | Ground water |
| #3 well, now well #2 | Ground water |
The Colorado Department of Public Health and Environment has provided us with a Source Water Assessment Report for our water supply. You may obtain a copy of the report by visiting [www.cdphe.state.co.us/wq/sw/swaphom.html](http://www.cdphe.state.co.us/wq/sw/swaphom.html) or by contacting Don Hindman @ 719-689-2527.
Potential sources of contamination in our source water area come from: Evergreen forests and road miles.
The Source Water Assessment Report provides a screening-level evaluation of potential contaminants that *could* occur. It does not mean that the contamination *has or will* occur. We can use this information to evaluate the need to improve our current water treatment capabilities and prepare for future contamination threats. This can help us ensure that quality finished water is delivered to your homes. In addition, the source water assessment results provide a starting point for developing a source water protection plan.
Please contact Don Hindman @ 719-689-2527 to learn more about what you can do to help protect your drinking water sources, any questions about the Drinking Water Consumer Confidence Report, to learn more about our system, or to attend scheduled public meetings. We want you, our valued customers, to be informed about the services we provide and the quality water we deliver to you every day.
**TERMS AND ABBREVIATIONS**
The following definitions will help you understand the terms and abbreviations used in this report:
*Parts per million (ppm) or Milligrams per liter (mg/L) - one part per million corresponds to one minute in two years or a single penny in $10,000
*Parts per billion (ppb) or Micrograms per liter (ug/L) - one part per billion corresponds to one minute in 2,000 years or, a single penny in $10,000,000.
*Parts per Trillion (ppt) or Nanograms per liter (nanograms/L) - one part per trillion corresponds to one minute in 2,000,000 years, or a single penny in $10,000,000,000.
*Parts per quadrillion (ppq) or Picograms per liter (pictograms/L) - one part per quadrillion corresponds to one minute in 2,000,000,000 years, or one penny in $10,000,000,000,000.
*Picocuries per liter (pCi/L) - picocuries per liter is a measure of the radioactivity in water.
*Nephelometric Turbidity Unit (NTU) - nephelometric turbidity unit is a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person.
*Action Level (AL) - the concentration of a contaminant which, if exceeded, triggers treatment or other requirements which a water system must follow.
*Treatment Technique (TT) - a treatment technique is a required process intended to reduce the level of a contaminant in drinking water.
*Maximum Contaminant Level Goal (MCLG) - The “Goal” is the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
*Maximum Contaminant Level (MCL) - The “Maximum Allowed” is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
*Maximum Residual Disinfectant Level Goal (MRDLG) - The level of drinking water disinfectant, below which there is no known or expected risk to health. MRDLGs do not reflect the benefits of the use of disinfectants to control microbial contaminants.
*Maximum Residual Disinfectant Level (MRDL) - The highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants.
*Running Annual Average - An average monitoring results for the previous 12 calendar months.
*Gross Alpha, Including RA, Excluding RN & U - This is the gross alpha particle activity compliance value. It includes radium-226, but excludes radon 222 and uranium.
*Microscopic Particulate Analysis - An analysis of surface water organisms and indicators in water. This analysis can be used to determine performance of a surface water treatment plan or to determine the existence of surface water influence on a ground water well.
**DETECTED CONTAMINANTS**
MOUNTAIN MUTUAL WATER COMPANY routinely monitors for contaminants in your drinking water according to Federal & State laws. The following table(s) show all detections found in the period of January 1 to December 31, 2007 unless otherwise noted. The State of Colorado requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year, or the system is not considered vulnerable to this type of contamination. Therefore, some of our data, though representative, may be more than one year old. The “Range” column in the table(s) below will show a single value for those contaminants that were sampled only once. Violations, if any, are reported in the next section of this report.
NOTE: Only detected contaminants appear in this report. If no tables appear in this section, that means that MOUNTAIN MUTUAL WATER COMPANY did not detect any contaminants in the last round of monitoring.
**HEALTH INFORMATION ABOUT WATER QUALITY**
Infants and young children are typically more vulnerable to lead in drinking water than the general population. It is possible that lead levels at your home may be higher than other homes in the community as a result of materials used in your home’s plumbing. If you are concerned about elevated lead levels in your home’s water, you may wish to have your water tested and flush your tap for 30 seconds to 2 minutes before using tap water. Additional information is available from the Safe Drinking Water Hotline (800) 426-4791.
**VIOLATIONS**
| Type | Category | Analyte | Compliance Period |
|-------------------------------------------|---------------------------|--------------------------------|----------------------------|
| MONITORING, ROUTINE MAJOR | Failure to Monitor | 1,2-DIBROMO-3-CHLOROPROPANE | 01/01/2005 - 12/31/2007 |
| MONITORING, ROUTINE MAJOR | Failure to Monitor | EHTYLENE DIBROMIDE | 01/01/2005 - 12/31/2007 |
| MONITORING, ROUTINE MAJOR | Failure to Monitor | INORGANICS GROUP | 01/01/2005 - 12/31/2007 |
| FOLLOW-UP OR ROUTINE TAP | | | |
| M/R (LCR) | Failure to Monitor | LEAD & COPPER RULE | 01/01/2005 - 12/31/2007 |
| SECONDARY FLUORIDE | Secondary MLC Exceedence | Fluoride | 01/01/2005 - 12/31/2007 |
**INFORMATION ABOUT THE ABOVE VIOLATION(s)**
At low levels, fluoride can help prevent cavities, but children under nine years old drinking water containing more than 2 milligrams per liter (mg/L) of fluoride may develop cosmetic discoloration and/or pitting of their permanent teeth (dental fluorosis). This problem occurs only in developing teeth, before they erupt from the gums. Children under nine years of age should be provided with alternative sources of drinking water or water that has been treated to remove the fluoride to avoid the possibility of staining and pitting of their permanent teeth. You may also contact your dentist about proper use by young children of fluoride-containing products. Older children and adults may safely drink the water. Drinking water containing more than 4 mg/L of fluoride can increase your risk of developing bone disease. Your drinking water does not contain more than 4 mg/L of fluoride, but we’re required to notify you when we discover that the fluoride levels in your drinking water exceed 2 mg/L because of the cosmetic dental problem. Some home water treatment units are also available to remove fluoride from drinking water. To learn more about available home water treatment units, you may call NSF International at 1-877-NSF-HELP.
Mountain Mutual Water Company is required to include an explanation of the violation in the above table and the steps taken to resolve the violations:
Fluoride is a naturally occurring mineral and the levels sometimes fluctuate. Our fluoride level was discovered to be 3 mg/L as of October, 2006. A notice was sent to customers October 24, 2006 advising them of the slightly elevated level of fluoride and was posted in several public places. The fluoride has returned to a level below 2 mg/L. We continue to monitor the fluoride levels.
MOUNTAIN MUTUAL WATER COMPANY is required to include an explanation of the violations in the above table and the steps taken to resolve the violations:
All of the paperwork for testing requirements were sent to the lab. Two of the four test items in the “Failure to Monitor” category above were tested for but the appropriate, corresponding test result forms were not sent to the state by the lab. Those two items tested for were: Inorganics Group and Lead & Copper Rule. Upon notification of the “Failure to Monitor” status, Mountain Mutual Water Company sent the results directly to the state and requested the lab to follow up with the necessary results on the state required forms. For the LEAD & COPPER RULE: Our samples were taken in November 2007. Sample period should have been June - September, 2007. Because the sample period was not in the correct months, it is listed as a violation. Mountain Mutual has forwarded all results to the state and will resume on the annual test cycle to be completed during the months of June - September.
Though testing requirements were sent to the lab, two items on the requirements forms were not tested for. Those two items are: 1,2-DIBROMO-3-CHLOROPROPANE and ETHYLENE DIBROMIDE.
Mountain Mutual is currently working in conjunction with the lab to get those two items tested for and, test results will be sent to the state immediately upon completion.
The violation for the “Failure to Monitor” for INORGANICS has been resolved and monitoring requirements have been satisfied. Mountain Mutual Water Company failed to test for INORGANICS because it was not on our “Testing Requirements for 2007” as received by the State. It was on our “Testing Requirements for 2006” form and Mountain Mutual Water Company missed it. Mountain Mutual Water Company did not realize we were non-compliant until we received our “Failure to Monitor” notification. Samples for INORGANICS were sent to the lab in April of 2008. Results were sent to the State and Mountain Mutual Water Company has returned to Compliance. | <urn:uuid:c540ebc3-2950-42ba-b3bc-de5f216365e6> | CC-MAIN-2021-49 | https://mountainmutual.com/documents/ccr/2007%20CCR.pdf | 2021-12-05T16:16:55+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00567.warc.gz | 488,997,648 | 2,890 | eng_Latn | eng_Latn | 0.995502 | eng_Latn | 0.996537 | [
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BRAIN WORK CULTURE FORMATION IN JUNIOR SCHOOL CHILDREN WITHIN DEVELOPING EDUCATION SYSTEM
Artemenko O.N.
Stavropol State University
Stavropol, Russia
The developing education system created by a large collective under the leadership of D.B. Elkonin, V.V. Davydov, V.V. Repkin and others differs from other conceptions of developing education with its direct orientation to the problem of psychic, intellectual and personal development.
Proceeding from the problem of providing development, mental development of children in the process of academic activity, first of all, resting upon the views of L.S. Vygotsky about the leading value of the digested knowledge content for the intellectual development, a conclusion cardinally differing from the training practice applied in primary school, was made. In elementary school already the academic activity content should be directed at the digestion of theoretical knowledge as the system of scientific concepts, the acquirement of which develops the foundations of theoretical thinking and consciousness in learners. In the situation, when the content of education is made up of empiric notions and knowledge, there are necessary processes of memory and thinking fully formed before schooling in a child for their digestion. That is why the acquirement of such knowledge doesn’t result in mental energy and abilities growth. In contrast to this, to be digested theoretical notions require new forms of thinking. The a priori knowledge digestion-mindedness of the academic activity in the practice of developing education opens real ways for the development of thinking and personal cognitive interests associated with the last.
The brain work culture level of school children defines all the sides and results of education: the quality of knowledge and skills being formed; the cognitive activity and development of learners’ thinking and creative power; the learning work productivity and the level of academic load depending on the last; the efficiency of using educational opportunities of the academic activity; the readiness of school leavers to life.
As the formation of knowledge, working-out of educational-cognitive devices represents a long-term process: at the first, reproductive, stage school children use an explained device in standard academic conditions under the guidance of the teacher, and at the final, productive, stage they operate it in nonstandard conditions independently and creatively, performing the procedure of its application automatically, in the contracted form, i.e. without dividing this procedure into composite elements.
The work of the teacher on the organization of mastering this or that academic work device within the system of developing education is formed of such elements as: the device mastering original level diagnostics; the teacher’s explanation of importance and necessity of mastering the given device; the instruction about its content and methods of mastering it; the delivery of practical exercises (merged with usual exercises delivered to digest a school subject); the current monitoring of the educational-cognitive skill formation course; its application in various situations; the fixation of the formed skill to work out a habit in school children to apply it independently.
It should be noted that in solving an important problem – to teach school children to learn – a close cooperation between teachers and parents should be exercised. From time to time the teacher should explain the parents which help is required form them while their children prepare their homework; teach them how to run the corresponding work, constantly guide them and correct their actions if it is necessary. But to do it the teacher himself should be equipped with special psychological knowledge about academic activity, its structure, formation, failure after-effect; he should digest the knowledge and skills to form educational-cognitive abilities of learners, methods and devices of this formation.
Thus, the brain work culture represents a complex multilevel model, in the process of education of which a complex approach is needed, i.e. the educational impact should be focused on the personality formation in its entirety.
References:
1. Voronov V.V. Pedagogy of school – M., 1999.
2. Zak A.Z. Development of intellectual endowments of junior school children – M., 1994.
3. L’vov M.R. School of creative thinking – M., 2003.
4. Mironova R.M. A game in development of children’s activity – Minsk, 2000.
5. Tarasova I.A. Didactic games in primary school // Primary school – N10 – 2002.
6. Toparkova T.A. Development of intellectual endowments // Primary school – N6 – 1997.
7. Elkonin D.B. Game psychology – M., 1984.
The work was submitted to international scientific conference «Modern education. Problems and solutions», Thailand – Cambodia, February 18-28, 2009, came to the editorial office on 10.12.2008.
WAYS AND MEANS OF THINKING DEVELOPMENT IN PRIMARY SCHOOL AGE
Artemenko O.N., Bakunova I.V., Demidenko O.P.
Stavropol State University
Stavropol, Russia
The problem of learners’ thinking development and perfection is one of the most important problems in psycho-pedagogical practice. It is fairly considered that the main way to solve it is the rational organization of the whole academic activity. A specially organized game training of thinking can be considered as a supplementary, auxiliary way.
The weight of evidence suggests that a general base for any sound mental activity behaviour is the presence of three universal components of thinking as a minimum:
1. A high level of elementary mental operations formation: analysis, synthesis, comparison, segregation of the essential and other operations appearing as most divided elements of thinking;
2. A high level of activity, thinking unreversedness and plurality, manifested in production of a great amount of various hypotheses;
3. A high level of thinking organized and purposeful nature, manifested in a clear orientation to segregation of the essential in phenomena and use of generalized analysis outlines.
The main task of primary school is to guarantee the personality development of a child at a higher level compared to the pre-school period.
A source of the sound development of a primary school child is two kinds of activity. First, any child develops according to the past experience digestion of the mankind due to the inclusion into its contemporary culture. At the heart of this process there is educational activities aimed at the digestion of the knowledge necessary for the life in the society. Second, any child in the process of development realizes its possibilities independently due to its creative activity. As distinct from academic one, creative activity is not aimed at the digestion of general knowledge. It evokes self-activity and self-actualization in the child, the embodiment of its own ideas aimed at the creation of the new.
Performing the specified kinds of activity, children solve many problems and do it for different purposes. So, in academic activity training problems are solved to master any skill or digest one or another rule. In creative activity intellectually demanding creative tasks are solved to develop children’s abilities. That is why, if a general ability to learn is formed in the process of educational activity, then within the framework of creative activity a general ability to search and find new solutions, unusual ways to achieve the required effect, fresh approaches to the offered situation consideration. If we speak about the present state of modern primary school in our country, then the central place is still taken by academic activity. At the lessons of the two main classroom disciplines – language and mathematics – children almost always solve training routine tasks. Their purpose is to reduce gradually children’s searching activity with every following task of one and the same type and finally make it disappear at all.
The system of modern primary school one cannot call a normal one. On the one hand, the existed dominant influence of the knowledge and skills digestion activity thwarts children’s intellect progress and creative thinking, first of all. In connection with such a system of teaching children accustom to solve the problems having always ready-made solutions, a single one, as a rule. That is why children become embarrassed, when a task has no solutions or, vice versa, has a set of them. Besides, children get used to solve problems on the basis of the already learned rule, so, they are not able to act independently to find any other new method.
On the other hand, constant solving routine problems impoverishes the child’s personality, its attitude to itself, in particular. Little by little, children start evaluating themselves, their possibilities only through the prism of a successive or non-successive settlement of routine problems, which depends on the corresponding rule or definite knowledge digestion. Often it results in the fact that a positive self-esteem of a child depends not on the display of its invention or quick understanding, but on the diligence and carefulness in mastering rules and knowledge. However, that is not to say that in modern primary school there are no problems of searching character at all. But, first, the settlement of such problems is far from being intelligible to all children, but the most quick-witted ones; and, second, to solve these problems is not obligatory.
Thus, intellectual upbringing, thinking development is an important side in the primary school child personality development, in its cognitive sphere, in particular. An active search for relations between different events is typical of human reasoning. It is the orientation to the reflection of directly non-observed relations, segregation of principal and unequal, essential and non-essential details distinguishes thinking as a cognitive process from perceptions and sensations. The study of thinking is referred to the number of the most difficult and poorly developed problems of psychology.
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Moments
Supplementary Reader in English for Class IX
राष्ट्रीय शैक्षिक अनुसंधान और प्रशिक्षण परिषद्
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
2020-21
First Edition
February 2006 Phalguna 1927
Reprinted
November 2006 Kartika 1928
October 2007 Kartika 1929
December 2009 Agrahayana 1931
November 2010 Kartika 1932
January 2012 Pausa 1933
December 2012 Agrahayana 1934
November 2013 Kartika 1935
December 2014 Pausa 1936
December 2015 Agrahayana 1937
December 2016 Pausa 1938
December 2017 Kartika 1939
December 2018 Agrahayana 1940
August 2019 Shravana 1941
PD 575T BS
© National Council of Educational Research and Training, 2006
₹ 40.00
Printed on 80 GSM paper with NCERT watermark
Published at the Publication Division by the Secretary, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi 110016 and printed at Esskay Press Pvt. Ltd. 220, Patparganj Industrial Area, Delhi -110 092
ALL RIGHTS RESERVED
No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher.
This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in any form of binding or cover other than that in which it is published.
The correct price of this publication is the price printed on this page. Any revised price indicated by a rubber stamp or by a sticker or by any other means is incorrect and should be unacceptable.
OFFICES OF THE PUBLICATION DIVISION, NCERT
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Head, Publication : M. Siraj Anwar
Division
Chief Editor : Shweta Uppal
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Chief Business Manager : Bibash Kumar Das
Editor : Vijayam Sankaranarayanan
Assistant Production Officer : Deepak Jaiswal
Illustrations
Bhushan Shaligram and Nidhi Wadhwa
Cover and Layout
Nidhi Wadhwa
Foreword
The National Curriculum Framework (NCF), 2005, recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986).
The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.
These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this book proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The supplementary reader attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience.
The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development
committee responsible for this book. We wish to thank the Chairperson of the advisory group in languages, Professor Namwar Singh and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee. Several teachers contributed to the development of this supplementary reader; we are grateful to their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, materials and personnel. We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande for their valuable time and contribution. As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinements.
Director
New Delhi 20 December 2005
National Council of Educational Research and Training
A Note for the Teacher
*Moments*, a supplementary reader in English for Class IX, is meant for extensive reading. It is designed to promote a love for reading by exposing the learners to a variety of materials.
An attempt has been made to provide learners with a rich reading experience through stories of mystery, adventure, courage, growing up, romance, wit and humour. These carefully selected pieces would cater to the needs and interests of adolescents and hold the mirror up to different aspects of life and people.
A deliberate effort has been made to gloss only some potentially difficult words in the stories to aid the reading process. The few questions given under ‘Think About It’ are all global questions, designed to help learners develop their ability of intelligent and imaginative reading. The ‘Talk about It’ section has discussion topics which take a constructive approach to the analysis of contemporary issues. The learners may be encouraged to interact with their classmates or seniors, integrate their understanding of the issues and make a purposeful, personalised, and imaginative oral presentation. A list of suggested readings is given at the end of each story to encourage learners to read extensively and independently.
THE CONSTITUTION OF INDIA
PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a 'SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC' and to secure to all its citizens:
JUSTICE, social, economic and political;
LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the 'unity and integrity of the Nation';
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949 do HEREBY ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2, for "Sovereign Democratic Republic" (w.e.f. 3.1.1977)
2. Subs. by the Constitution (Forty-second Amendment) Act, 1976, Sec.2, for "Unity of the Nation" (w.e.f. 3.1.1977)
TEXTBOOK DEVELOPMENT COMMITTEE
CHAIRPERSON, ADVISORY GROUP IN LANGUAGES
Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi
CHIEF ADVISOR
R. Amritavalli, Professor, Central Institute of English and Foreign Languages (CIEFL), Hyderabad
CHIEF COORDINATOR
Ram Janma Sharma, Professor and Head, Department of Languages, NCERT, New Delhi
MEMBERS
Amber Banerjee, Principal, Dehli Public School, Dagapur, Darjeeling Road, Pradhan Nagar, Siliguri
Nasiruddin Khan, Reader in English, Department of Languages, NCERT, New Delhi
S. Neerada, Principal, Kendriya Vidyalaya, AF 8, Rajokri, New Delhi
Sadhana Parashar, AEO (ELT), CBSE, 17, Rouse Avenue, Institutional Area, New Delhi
Shruti Sircar, Lecturer, Centre for ESL Studies, CIEFL, Hyderabad
Sonia Makhija, TGT (English), Govt Girls’ Secondary School No. 3, Uttam Nagar, New Delhi
MEMBER-COORDINATOR
Sandhya Rani Sahoo, Reader in English, Department of Languages, NCERT, New Delhi
Fundamental Duties – It shall be the duty of every citizen of India —
(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c) to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women;
(f) to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i) to safeguard public property and to abjure violence;
(j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement;
(k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years.
ACKNOWLEDGEMENTS
The National Council of Educational Research and Training is grateful to Professor M.L. Tickoo, formerly of the Central Institute of English and Foreign Languages, Hyderabad, and the Regional Language Centre, Singapore, for going through the manuscript and making valuable suggestions.
NCERT would like to thank Westland Books Pvt. Ltd., Chennai for ‘A House Is Not a Home’ by Zan Gaudioso; Black Swan Transworld Publishers, London for ‘The Accidental Tourist’ by Bill Bryson; and R. K. Laxman for ‘Iswaran the Storyteller’ along with the illustrations.
Special thanks are also due to the Publication Department, NCERT, for their support. NCERT gratefully acknowledges the contributions made by Matthew John, Proofreader, and Uttam Kumar, DTP Operator.
CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions and reasonable restrictions)
guarantees these
Fundamental Rights
Right to Equality
- before law and equal protection of laws;
- irrespective of religion, race, caste, sex or place of birth;
- of opportunity in public employment;
- by abolition of untouchability and titles.
Right to Freedom
- of expression, assembly, association, movement, residence and profession;
- of certain protections in respect of conviction for offences;
- of protection of life and personal liberty;
- of free and compulsory education for children between the age of six and fourteen years;
- of protection against arrest and detention in certain cases.
Right against Exploitation
- for prohibition of traffic in human beings and forced labour;
- for prohibition of employment of children in hazardous jobs.
Right to Freedom of Religion
- freedom of conscience and free profession, practice and propagation of religion;
- freedom to manage religious affairs;
- freedom as to payment of taxes for promotion of any particular religion;
- freedom as to attendance at religious instruction or religious worship in educational institutions wholly maintained by the State.
Cultural and Educational Rights
- for protection of interests of minorities to conserve their language, script and culture;
- for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
- by issuance of directions or orders or writs by the Supreme Court and High Courts for enforcement of these Fundamental Rights.
Contents
Foreword ..... iii
A Note for the Teacher ..... v
1. The Lost Child ..... 1
Mulk Raj Anand
2. The Adventures of Toto ..... 7
Ruskin Bond
3. Iswaran the Storyteller ..... 12
R. K. Laxman
4. In the Kingdom of Fools ..... 19
Kannada Folktale (ed.) A. K. Ramanujan
5. The Happy Prince ..... 28
Oscar Wilde
6. Weathering the Storm in Ersama ..... 37
Harsh Mander
7. The Last Leaf ..... 44
O. Henry
8. A House Is Not a Home ..... 49
Zan Gaudioso
9. The Accidental Tourist ..... 56
Bill Bryson
10. The Beggar ..... 62
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5. **How much** (quantity) do I need to store up based on my answers above?
**Water** – Goal: 3 gallons of water/person/day
Don’t forget to include pets and livestock in your planning!
Multiply the number of people \( \times \) 3 (gallons) \( \times \) the number of days needed
**Food** - Don’t forget to include pet and livestock feed in your planning! One easy way to plan:
a) Take the 21 most used recipes in your family. This will provide you with a recipe rotation of three weeks.
b) Make a list of all ingredients including the quantity for each ingredient.
c) For any ingredients which are the same in the recipes (for example, salt), total the amounts to obtain the list of what you will need to obtain to be prepared.
d) Multiply the quantity by multiplier listed in the table below that corresponds to the month supply for which you are planning to prepare.
| Month Supply | Multiplier |
|--------------|------------|
| 3 month | 4 |
| 6 month | 8 |
| 12 month | 18 |
(e) **NOTE:** If there are recipes that you make more frequently than once every three weeks (like bread, for example), you will want to separate those recipes from the main list; multiply them by the number of weeks to ensure that you have the appropriate amount of ingredients on hand.
**Example:** If you make bread twice a week and you are preparing to have a six month supply of ingredients on hand, you will want to do the following calculation:
- List the amount of ingredients in recipe and double it (since you make this twice a week)
- Multiply these amounts by 24 weeks to obtain the amount needed for a 6 month supply.
6. What **skill sets** do I need to learn, sharpen or acquire through relationships? There are skills sets for each of the areas of preparedness. Examples for Food might include: gardening, hunting, fishing
List skills sets under each area below (suggestion: use different color ink for learn, sharpen, and acquire):
| Water | Food | Shelter/Warmth | Light/Power | Medical/First Aid/Sanitation |
|-------|------|----------------|-------------|------------------------------|
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| Communication | Transportation | Security/Safety | Financial Security | Like Minded People |
|---------------|----------------|-----------------|--------------------|--------------------|
| | | | | |
| | | | | |
| | | | | |
| | | | | |
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Churchfields Infants' School, Nursery Unit & Language Facility
Mathematics Policy
Ginsberg comments on the individuality of children in the context of mathematics… “Startling contradictions, unsuspected strengths or weaknesses and fascinating complexities”
ETHOS
Mathematics is an essential skill for learning and for economic well-being in future life. It provides an opportunity to become creative and innovative, involving imagination, intuition and discovery. Mathematics is a search for pattern and relationships, a way of solving problems and a means of communicating ideas. By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the mathematics curriculum should enable pupils to think creatively and critically, to solve problems and to make a difference.
AIMS
The aims of mathematics teaching at Churchfields are:
- **Curriculum**: To provide a broad and balanced mathematical curriculum ensuring continuity in our approaches to mathematics and progression in children’s experiences throughout the school.
- **Enjoyment in learning**: To promote enjoyment of, and enthusiasm for, mathematical learning as a means of encouraging the best possible progress and the highest attainment for all pupils. To stimulate thinking, reason and logic, to promote an enquiring mind, a capacity to think rationally and to encourage an appreciation of maths for its own sake.
- **Learning experiences**: To provide opportunities for children to acquire mathematical skills and strategies, building on their strengths and interests. To develop their confidence to learn and work independently and collaboratively through practical activity, exploration and discussion. To apply their knowledge, understanding and skills to problem solving in everyday real life situations.
- **Communication**: To introduce mathematical language in a planned way, and provide opportunities for discussion, so that children use it with ease and understanding as a form of communication.
OBJECTIVES
**Curriculum Planning:**
Churchfields Infants School Foundation Stage follows the Early Years Foundation Stage and mathematical learning. Planning is built upon the ‘observe > assess > plan cycle with children’s interests and abilities being developed from sensitive observation.
In **Key Stage One** the National Curriculum a statutory framework provides a framework for planning. All year groups plan from these documents and guidelines as appropriate to ensure coverage of the curriculum. Planning is organized in the ‘review > teach > practise > use and apply’ cycle ensuring pupils have opportunities to acquire, consolidate and apply their skills, knowledge and understanding to solve ‘real life’ problems. Weekly plans ensure coverage of the curriculum and are modified as necessary.
**Teaching and Learning Strategies:**
**Organisation and activities**
*Foundation Stage* children have regular access to planned mathematical activities and experiences, including mathematic specific activities to meet the demands of the curriculum. For example role play activities provide opportunities for learning, and songs and rhymes form a daily part of the learning experience.
Pupils in **Key Stage One** have a daily mathematics lesson of 30 – 50 minutes, (generally including a mental oral starter activity, a teaching session, planned activities and a plenary or review session.) Whenever possible practical work will precede and reinforce learning. Mathematics lessons in Key Stage 1 are carefully planned to ensure a balance of whole class teaching, opportunities for pupils to work individually and collaboratively in pairs and in small groups. Children are grouped and supported in a variety of ways and work is differentiated to ensure all pupils have appropriate challenge.
**Recording**
*Foundation Stage*: Developmental recording of mathematical thinking is encouraged and valued. In addition pupils will be taught to form numbers correctly, through individual and small group activities by the end of the Reception year.
*Key Stage One*: Practical work and informal recording will precede more formal recorded work. Teachers will teach and encourage the use of drawings and jottings and will model recording. Pupils will have opportunities to explore recording on individual whiteboards prior to recording in books. Pupils will move from the support of calculation frames and printed number lines etc. towards independent recording by the end of year 2.
**Resources and Display**: The school aims to be consistent in the use of resources, models and images used and displayed to ensure continuity and equal access to learning for all pupils. Each classroom has an Interactive Whiteboard to support interactive mathematical teaching and learning and a rich variety of mathematical resources.
**Cross curricular opportunities**: Where possible mathematics learning takes place in other areas of the curriculum to provide a wider context for mathematical learning.
- Creativity in mathematics is developed through the use of story contexts.
- Measuring and recording of data takes place through science investigations.
- Conducting surveys and creating graphs and charts takes place in ICT lessons.
- PE lessons provide opportunities to explore shape and the language of position and direction in movement.
- Singing ‘mathematical’ songs and using rhymes and chants add to the enjoyment of mathematical learning.
- Computer technology, cameras, electronic and programmable toys are widely used throughout the school.
Assessment
**Foundation Stage** children are assessed on entry to school and their progress is tracked regularly throughout the Foundation Stage. The FS profile is completed at the end of the Reception year and informs Key Stage 1 and the wider community.
**Key Stage One**
**Formative assessment**
Assessment for learning opportunities are incorporated in daily lesson plans. This informal assessment is carried out by teachers and support staff through observation, questioning, guided work and marking. Pupils are given feedback and support as appropriate. This assessment informs planning.
**Summative assessment**
Key Stage One pupils are tested formally each term. The scores give a National Curriculum level, which supports teacher judgement in completing the ISP to ensure each pupil is making progress. Statutory tasks will be used to support teacher assessment of pupil progress throughout year 2.
**Reporting**
**Foundation Stage**: Home visits take place on entry to the nursery and information on progress is shared when children leave the nursery. Reception home visits and parental consultation meetings take place in the autumn and spring terms, when relevant information is shared. FS Profiles are reported to parents on completion and the Reception Report provides information about mathematical ability. FS Profile data is reported to the LA on completion in the summer term.
**Key Stage One**: Parent teacher consultation meetings in the autumn and spring terms provide planned opportunities for teachers to informally report pupil progress, and to discuss ways in which parents may best support their child’s learning. Written reports, including progress in mathematics, are given to parents at the end of Years 1 and 2 and an opportunity to discuss the report is offered during the summer term consultation meeting. A statistical return to the LA, of Key Stage 1 results, is carried out by Year 2 staff as part of the annual review.
**EQUAL OPPORTUNITIES**
The teaching of Mathematics is in accordance with the current policy for Equal Opportunities. We aim to ensure that all children attain their full potential regardless of ability, religion, race, gender or class. Resources will reflect the diverse population of our multicultural society. Books and displays will portray positive images of men, women, people from different cultures and religions and those with disabilities.
We aim for all children, where possible, to participate in whole class lessons on a daily basis through careful differentiation of resources, activities and questioning. The school uses a variety of methods to identify pupils with particular needs in mathematics and where necessary extra support is in place for children with SEN including an IEP and adult support. The SEND coordinator, EMA teacher and class teacher work together to provide differentiated work and to monitor progress.
HOME AND SCHOOL LINKS
In addition to the planned parent consultation meetings, Foundation Stage parents are invited to a Curriculum evening. Target sheets for Mathematics are sent to parents of Reception, Year 1 and Year 2 each term to give guidance. Consultation meetings provide time for discussion for all parents. The school encourages home links to support mathematics through use of web based materials and challenges. | <urn:uuid:a9b327b6-57be-4b9b-b354-e02ce69a954e> | CC-MAIN-2018-51 | http://www.churchfieldsinfant.com/churchfields/wp-content/uploads/2012/03/Mathematics.pdf | 2018-12-17T15:30:05Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00152.warc.gz | 368,500,417 | 1,584 | eng_Latn | eng_Latn | 0.87943 | eng_Latn | 0.997256 | [
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Comparing the Dangers and Risks
ORGANIC GRASS v. PLASTIC TURF
(!! Annual Playable Hours are the same !!)
Now is the Time to Think and Compare, and then to Choose Wisely, because Our Choice will affect everyone in our community in one way or another for generations to come.
TOXICITY
Plastic is Toxic and gets much more toxic by Heat and UV from Sun/Thawing Hard Rain/Wind Impact & Friction, causing toxic outgassing and microplastics.
Are we really willing to put our children at such risk???
Organic Grass is completely non-toxic
HEAT
Plastic fields get very hot: 121 degrees F which makes them much more TOXIC!
Imagine jumping into a 86° pool... Now imagine jumping into 121°! Now imagine what 121° does to the plastics molecules.
Organic Grass fields stay cool and are completely non-toxic.
INJURIES
Playing on Plastic fields causes roughly 30% more Injuries than on Grass fields. ???
Again: Are we really willing to put our children at such risk ??? ??
SANITATION
Blood, Sweat, Spit
Plastic fields pose great risk of viral and bacterial contamination. Using Antiseptics pose additional threat to the health of our youth.
Grass fields are the perfect natural antiseptic, filled with beneficial organisms that kill bacteria & viruses.
Costs
Full accounting for a 16-year cycle shows that Plastic fields cost roughly 30% more than organic Grass fields. ???
Now we need true full costs comparison between Grass and Plastic
Recycling
After 10 years, Plastic fields turn into many tons of trash, and no recycling yet. When/if it comes it will be very, very costly, and very polluting. ???
Grass fields: 100% recycling, continuously = Zero waste.
CO₂ Pollution
Plastic fields cause massive CO₂ pollution, cradle-to-grave
Grass fields cause Zero CO₂ pollution! In fact, Grass fields absorb many tons of CO₂ from the atmosphere.
NITROGEN POLLUTION
Cradle-to-Grave, this Plastic turf causes massive Nitrogen pollution in soil, water, air.
Modern Organic Grass fields will leach Zero Nitrogen into our water and our ponds. | <urn:uuid:d582e5aa-cb20-4512-9983-6cf73882c968> | CC-MAIN-2021-49 | https://www.oakbluffsma.gov/DocumentCenter/View/5644/Anna-Edey-email-Feb-16-2021 | 2021-12-05T17:20:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363215.8/warc/CC-MAIN-20211205160950-20211205190950-00571.warc.gz | 1,040,437,199 | 483 | eng_Latn | eng_Latn | 0.995946 | eng_Latn | 0.995946 | [
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New CEO, New Vision
From Richard Dalon, CEO, CVWMA
The opportunity to work for the CVWMA and with the staff has proven to be a rewarding experience. I have been here only a short time, almost 4 months, but I am impressed by the dedication and hard work of our staff who have had to work under rather stressful financial and other constraints.
For 40 years, the CVWMA has worked hard to conserve and manage the Area to promote biodiversity and ensure a healthy, productive wetland ecosystem. The continued future of this organization is filled with huge potential and exciting directions.
We are proposing a new vision for the management area that will allow us to become a Centre of Excellence for the study of environmental issues such as climate change, carbon sequestration, ungulates, plant ecology and species at risk. This will be a thriving, self-sustaining, environmentally-friendly, world-class Centre of Excellence, supporting scholars and visitors from around the world, the larger community and stewardship of these outstanding natural resources of the Creston Valley.
This would represent an expansion of our current responsibilities and involve creating public and private partnerships with colleges, universities and the private sector.
We would need to have a small research laboratory, accommodations for professors and students and the public at large. There would be a requirement for a small and environmentally-friendly conference facility as part of the accommodations to ensure that small conferences could be held throughout the year by various government and non-government organizations as well as visiting scholars.
This is a long-term vision requiring extensive study and the formation of public and private partnerships to secure a financially self-sustaining project. But it is a vision that is attainable if enough people can agree to work together for a common purpose.
It is a vision that would provide an economic benefit – not only to Creston – but to the entire East and Central Kootenay Region. It could increase tourism as well as eco-friendly industries such as bird watching and help the service industry of Creston and surrounding towns.
To realize this vision there are many issues that need to be resolved before we can expect to reach this final goal. We need to secure a funding arrangement that will guarantee financial stability for the short and medium term. Without this financial stability it will be impossible to move forward and we will not be able to continue to manage this area in any significant way.
In addition, because of the complexity and confusing aspects of our legislation and governance model we will need to change our legislation. The 1968 Creston Wildlife Act, which is the piece of Provincial Legislation that regulates us, is now 40 years old and does not allow us to function in 2008.
Send questions and comments to...
Carla Haegele, Editor
firstname.lastname@example.org
(250) 402 6905
The good news is that we have...
Donors in the Spotlight...
"Donors in the Spotlight" highlights one of our donors in each Wetlander issue. This time, let's hear from Terasen Gas!
Happy 40th Birthday!
After 40 years of hard work, the Creston Valley Wildlife Management Area (CVWMA) continues to be one of the largest wildlife management areas in BC. This amazing area not only provides important habitat for over 286 species of birds, 57 species of mammal and 29 fish, amphibian and reptile species plus thousands of invertebrate and plant species, but it also provides people with the opportunity to explore and study these species and their ecosystems.
Terasen Gas is proud to be one of the Creston Valley Wildlife Management Area’s Principal Partners. Terasen Gas has been involved with the CVWMA since 1999 and in 2000, the Southern Crossing Pipeline Project installed a natural gas pipeline through the southern portion of the CVWMA. Throughout this project, Terasen Gas worked closely with CVWMA staff to ensure the pipeline had minimal impact on the environment and improved water management features within the CVWMA. In addition to the pipeline works undertaken, the BC Gas (now Terasen Gas) Wood Duck Trail was created along the pipeline route to improve recreation opportunities.
Terasen Gas continues to support the work and philosophies of the CVWMA and believes that conserving and managing areas for wildlife is integral to the future of both communities and wildlife in the Creston Valley. Through the continuous work of the CVWMA’s dedicated staff and volunteers, this area acts as a refuge for wildlife and a place of enjoyment, recreation and education for over 35,000 visitors each year.
The Creston Valley Wildlife Management Area is truly a unique area within our beautiful province of BC, and Terasen Gas is proud to be involved in such a fantastic legacy for future generations.
Leslie Kristoff
Environmental Program Manager, Terasen Gas
Wildlife Centre Repairs and Walkway Project
The Wildlife Interpretation Centre structural repairs are complete. Rot was identified in some of the support beams underneath the building in 2005. After embarking on a fundraising campaign, we were able to raise the money necessary to fix the building and we hired a contractor in the fall of 2007. Steel beams were placed on the existing beams to strengthen them and epoxy was injected into the beams to stabilize and keep them from deteriorating further. New roof extensions were added on the front and back of the building to inhibit snow accumulation and rain from penetrating the deck and beams. It now provides outdoor teaching and wildlife viewing space that is sheltered from the elements. The building is ready to open on May 13th!
The Walkway Project is also complete and it looks amazing. It provides a wheelchair and stroller accessible route from the parking lot to the Centre. Planks were sold (1,195 as of the end of April) to raise money for the project and plaques will be installed in September as part of our 40th Anniversary Celebration. Stay Tuned for more information!
A BIG thank you to our Wildlife Interpretation Centre Structural Repairs funding partners:
Ministry of Environment
Columbia Basin Trust
Habitat Conservation Trust Fund
Kootenay Lake Freshwater Society
Kootenai Rivers Network
Creston Rod and Gun Club
CVWMA Donors
Wildlife Sightings
From Marc-André Beaucher
No need to convince anyone that it has been a long winter with lots of snow. It seemed like the birds were somewhat sparse this winter, but there were many interesting birds to see. The most interesting birds I encountered during the months of November and December of 2007 were a few Northern Pygmy-Owls, several Northern Shrikes, two Killdeers, two Western Grebes, several Rough-legged Hawks and a flock of approximately 20 Red Crossbills eating grit on the highway.
In January, I encountered one more Northern Pygmy-Owl, a few more Northern Shrikes, and a few American Dippers in various locations. On January 28th, 2008, I had the surprise to see a nice furry bobcat feeding on a dead deer along Highway 3A near Wynndel. In early February, nearly three dozen Tundra Swans showed up on Duck Lake. The numbers steadily increased through February and March; on March 21st, I counted up to 350 Tundra Swans. I encountered a Eurasian Wigeon at Duck Lake on March 10th, one Pied-billed Grebe in Leach Lake on March 18th and one Double-crested Cormorant in the same location on March 25th; I also spotted 5 bright adult male Mountain Bluebirds that same day in Leach Lake. Finally, a day later, 50 Greater-white Fronted Geese flew over while I was checking water levels in Corn Creek.
While all these birds (and mammal) were a treat to see, the most incredible “birding” time I had was on March 20th and 21st at Duck Lake when I counted close to 100 Bald Eagles through my spotting scope. I had never seen large numbers like those in over a decade in this valley. Many of the eagles were immatures and seemed to be feeding on dead fish on the melting ice. I was back there on March 25th and there were still several dozens perched in the trees and flying overhead.
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Email:____________________________________________________________
Send cheque, money order or Credit Card information to:
CVWMA PO Box 640, Creston BC VOB 1GO
Why is it so important to conserve wetlands such as the CVWMA?
♦ Wetlands are nature's kidneys, filtering out sediment and chemicals, including nutrients, pollutants and toxic materials from the water.
"We are currently cutting out our kidneys to enlarge our stomachs"
Eric Freyfogle, Illinois law professor, on the destruction of wetlands, Baltimore Evening Sun, September 12, 1991
♦ Wetland plants purify the water as they absorb excess nutrients and cycle them through the food chain.
♦ Wetlands act as giant sponges, reducing the impacts of floods by slowing and storing flood water. Wetlands absorb water and then gradually release it over a periods of weeks to months as the surrounding area dries out.
♦ Wetlands store carbon within their plant communities and soils.
♦ Wetlands are breeding, nesting, nursery and feeding grounds for a wide range of species.
Education and Stewardship
Wildlife Interpretation Centre
The exciting world of insects swarms the Gallery this year.
♦ Our science lab will intrigue you with the wonders of the wetland world in close detail
♦ Look through our spotting scopes at a variety of wildlife species frolicking in the wetland
♦ Delight in our Gift Shop as you find treasures and treats for all (Santa shops here!!)
♦ Naturalists are on site to answer questions and provide trail maps, information and tours
Centre Hours
May 13 to June 30 Tues-Sat 9am to 4pm
July 1 to Aug 30 7 days a week 9am to 4pm
Sept 2 to Oct 11 Tues-Sat 10am to 4pm
Your admission supports this wetland
Join a Naturalist on an hour long guided canoe tour. Learn more about the wetland as you paddle the ponds and channels in search of wildlife.
Departs daily at 9:30am, 10:30am, 1pm and 2pm
To book a tour, program or for more information, please call the Centre at (250) 402 6908
Junior Naturalists
These curious young creatures investigate the wetland by canoeing, hiking, dip-netting... Hands-on activities and games fill the week with excitement and adventure. Please call (250) 402 6908 to register.
Little Larvae
For ages 6&7
Sessions: July 7-11 & July 14-18 (9-1pm)
Mischievous Muskrats
For ages 8&9
Sessions: July 14-18 & July 21-25 (9-3pm)
Coyote Howlers
For ages 10&11
Sessions: July 21-25 & July 28-Aug 1 (9-3pm)
...with a sleepover on Thursday
Wildlife Drama
Art and drama combine to create a week of creative fun!
For ages 8-10
Session: July 28-Aug 1 (9-1 pm)
Mallard Mornings
An invitation for parents to bring curious Ducklings, ages 3-5 years old, on a Naturalist-led outdoor adventure of discovery and fun every Tuesday.
Sessions: May 20-June 24 (10-1130 am or 1-2:30pm)
Special events
Father's Day Sleepover
Share the evening with bats, beavers and owls as you and your Dad prowl the wetland. Sleep over at the Wildlife Centre and join the birds for a morning walk and breakfast.
Date: June 14-15 Time: 7pm till...
Roots and Shoots
Explore the wetland this spring and fall in search of tall shoots and deep & twisted roots. An ethno botanist will share with you wildlife and human uses of wetland plants. Bring your lunch and sample our cattail stir-fry cook-up!
For ages 8 and up.
Dates: June 21st & Sept 27th Time: 10am-1pm
Full Moon Paddle
Dip your paddle into the moonlit water on this evening venture. The wetland comes alive at night!
Dates: July 18 & Aug 15 - Family (age 6 & up) Time: 7:30pm
Dates: July 19 & Aug 16 - Adult (age 12 & up) Time: 8pm
Make sure you check out our GIFT SHOP where you can browse through nature inspired educational gifts and treasures
Conservation Corner
Grade nine woodworking students at JL Crowe Secondary School in Trail, BC are busy building swallow and wood duck nesting boxes for the CVWMA. As part of the Stewardship Program, JL Crowe students will help to enhance nesting habitat for bird species by replacing old, deteriorating nesting boxes with new ones. Students will come out in May to erect the boxes they made along the trails in Corn Creek Marsh near the Wildlife Centre. Thanks to Mike Vanness, the woodworking teacher at JL Crowe and his students for participating in the project. Lumber for the boxes was donated by Kalesnikoff Lumber Company in Castlegar, BC.
New Vision... cont from page 1
managed to convince the provincial government that there is a problem with our legislation, governance, and financial structure that hinders our ability to meet our current legislative obligations and they now want to fix it.
As a result, they have agreed to embark on a government led mandate review process that will culminate in a cabinet document submission with several options and, I hope, with some recommendations outlining how to fix the problems to which I have referred earlier.
The exact nature of the mandate review process will be explained to us by the Assistant Deputy Minister of the Ministry of Environment at our next Board meeting in mid May. The Mandate Review process for crown agencies is under the direction of the Crown Agencies Secretariat and they have a process that we will have to follow.
I am excited about this process; it is the first time in many years that the government has shown a serious interest in trying to solve some of the many frustrating issues that we have to deal with. I look forward to the process and I am confident that it will result in a more stable financial situation and a governance model that will match the needs and aspirations of whatever new entity arises out of the ashes of the past.
It is both a pleasure and an honor to lead our organization during this transitional period. None of this, of course, could be accomplished without the hard work and dedication of the staff, volunteers and supporters.
Richard comes to us with a diverse and interesting background and significant senior management experience in both the government and private sector.
Quiz... Ducks 101 (answers on page 6)
Dabbler ducks have legs that are located where on their body?
a center b towards the front
c towards the back d at the tail
Of the following ducks, which is NOT a cavity nester?
a Bufflehead b Barrow’s Goldeneye
c Hooded Merganser d Canvasback
Ducks use the least amount of energy when they fly at what speed?
a very slow b very fast c at medium speed
d use the same amount of energy at all speeds
To save weight and remain as light as possible, waterfowl
a have light, hollow bones b grow bones together instead of using muscle c turn food into energy very quickly
d all of the above
Which of the following is North America’s smallest dabbler duck?
a Cinnamon Teal b Green-winged Teal
c Gadwall d Pintail
Unlike most other ducks, this species has sharp claws to perch on trees
a Wood Duck b Mallard
c Pintail d Common Merganser
1% For the Planet is a growing global movement of 847 companies that donate 1% of their sales to a network of over 1,500 environmental organizations. We are proud to be a member!! Log onto their website at www.onepercentfortheplanet.org for more information. A hand goes out to all the companies involved for recognizing that sustainability of the natural resources is fundamental to the sustainability of business.
A Burning Question!
Send your questions to email@example.com
Q: What exactly is a gall?
A: Galls are abnormal outgrowths of plant tissues found on many plants. They are produced by the host plant in response to an irritation (chemical secretion) caused by an invading organism such as fungi, bacteria, insects and mites. Galls look like berries, fuzzy balls, spiny balls or tiny pimples; the size, shape, and form is determined by the organism and the plant it selects.
Gall-inducing insects include gall wasps, gall midges, beetles, flies, aphids and moths. Insect galls can be found on the leaf, stem, stalks, branches, buds, roots and even flowers and fruits, but the insects are usually species specific and sometimes tissue specific on the plants they gall.
There are, in general, two types of galls - open and closed. Open galls are produced by insects with sucking mouthparts and mites. The gall always has an opening which is tightly sealed when the young are developing. However, when the insects or mites mature, the gall dries and the opening is enlarged sufficiently for the pests to escape. Closed galls are produced by gall wasps and beetles that have chewing mouthparts. Either the larva or the new adult chews a hole through the gall tissues to exit.
In general, galls are not a serious threat to the plant. They are beneficial to the agent that caused it, providing habitat for the lifecycle of the organism.
Galls are rich in resins and tannic acid and have been used in the manufacture of permanent inks and astringent ointments, in dyeing, and in tanning. The larvae in the galls are food for many birds and other animal species. Woodpeckers and chickadees eat the Thimbleberry Knot Galls. Squirrels will eat a “ripe” Lodgepole pine gall caused by a fungus. It is “ripe” when it discharges powdery spores. Yum.
If you are keen to find out more about galls check out the Field Guide to Plants Galls of California and other Western States published by University of California Press in 2007. It is really good!
The Answers… from Ducks 101 Quiz (page 5)
Dabbler ducks, such as mallards and teals, have legs that are centrally located on their bodies. Centrally located legs make walking easier, allowing for greater mobility while feeding on terrestrial vegetation and agricultural grains, but are not efficient for powerful swimming. But that’s fine because dabblers eat food that is on or just below the surface. In contrast, diver ducks such as mergansers and scaups have legs positioned towards the rear of their bodies. They stand more vertically than dabblers and can appear awkward while walking, but are better suited for diving under water to chase fish and other aquatic animals.
Cavity nesting birds found at the CVWMA include: Bufflehead, Barrow’s Goldeneye, Hooded Merganser, Common Merganser, Common Goldeneye and Wood Ducks. These are secondary cavity nesting birds, relying on nest sites created by primary cavity nesters such as Pileated Woodpeckers and Northern Flickers or by decay or damage to the tree. The cavities provide protection from weather and predators and are located in close proximity to suitable brood habitat. Human disturbance and destruction of cavity trees or snags are common threats to these species.
Birds use more energy when they fly very slow or very fast, so they try to fly at medium speeds to use the least amount of energy. Waterfowl make tremendously long migratory flights, traversing thousands of kilometers from their breeding grounds to their wintering grounds. During migration, waterfowl often fly continuously and land only when they are exhausted or weather conditions make flying difficult. Most fly at 60 to 100 kilometers per hour and fly from a few feet above the water to over 20,000 feet above sea level. Wouldn’t you want to conserve as much energy as possible if you had to go such great distances?
To remain light in weight, waterfowl have light, hollow bones. Also, many bones grow together to form one bone instead of two. That way, extra muscle, which would add more weight, isn’t needed to hold the bones together. Waterfowl also turn food into energy very quickly so that it doesn’t weigh them down. Whatever is left over after digestion passes through their body right away.
The Green-winged Teal wins the prize for the smallest dabbling duck in North America at 31-39 cm long with a wingspan of 52-59 cm and a weight of 140-500 g. They prefer shallow points with lots of emergent vegetation, so the CVWMA has great habitat!
Wood Ducks are also called perching ducks. They have sharp claws on their webbed feet that are used for perching in trees. Wood Ducks live along river and creek bottoms of hardwood forests and nest in the cavities of dead trees or use artificial nest boxes. | <urn:uuid:f3d3c22b-3c3e-4b12-b382-35276cf18403> | CC-MAIN-2018-51 | https://crestonwildlife.ca/publications/wetlanders/wetlander-spring-2008.pdf | 2018-12-17T15:41:34Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00154.warc.gz | 583,670,437 | 4,630 | eng_Latn | eng_Latn | 0.99821 | eng_Latn | 0.998913 | [
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This or These
Fill in the blanks with **this** or **these**
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MAY 2016
ASTHMA AND ALLERGY AWARENESS MONTH:
May is Asthma and Allergy month and we wanted to promote awareness and education regarding these two very common issues that affect millions of Americans. According to the Centers for Disease Control 1 in 14 people have Asthma, which is about 24 Million Americans. It also is the cause of about 2 million emergency room visits a year, and the average hospital stay is 3.6 months. What many people don’t know is each day 3,630 Americans die from Asthma, which is avoidable with proper treatment, care and education.
- **What is Asthma**: Asthma is a chronic lung disease that makes it harder to move air in and out of your lungs, and it can start at any age.
- **How does Asthma Affect the Body?** Asthma is swollen airways that become extra sensitive to things you are exposed to; these are called “Triggers”
- **Common Triggers**: Respiratory infections, Allergens, Chemicals, odors, physical activity, emotions and seasonal changes,
- **How to tell if you are experiencing Asthma symptoms?** A tight feeling in the chest, shortness of breath, coughing and wheezing.
- **How to tell if someone is having an Asthma attack?** Wheezing, they can’t stop coughing, have trouble walking or talking and a pale sweaty face.
For more information about Allergies, please see the Wellness Newsletter.
ASSOCIATE HIGHLIGHTS:
This month Premier would like to highlight the following associates that completed April’s Fitbit Challenge to accumulate 175,000 steps. The Wellness Committee congratulates:
- Kevin F.
- Dauna y.
- John L.
- Melinda B.
- Jason P.
- Sherene
- Teresa W.
- Anna B.
- Brian S.
- Dennis P.
- Yesenia C.
- Luis P.
- Jennifer R.
- Chris W.
- Natasha J.
- Elizabeth H.
- Jackee J.
- Nicole
- Bridget L.
- Amanda G.
Premier accumulated a total of 6,665,450 steps which equals to 2,981.05 miles in the month of April.
UPCOMING WELLNESS HIGHLIGHTS:
**Eric Patrie 5k** – Premier Eye Care would like to invite you and your family to participate in the “4th Annual Firefighter Eric Patrie 5K Run/Walk” on Saturday May 14th, 2016 right here in Delray Beach. This will be Premier’s 3rd year participating in this race, and we are excited to see Premier’s associates once again supporting the local fire departments as well as being active together.
- All runners will receive a t-shirt and goodie bag.
- The 5K takes place along A1A in Delray Beach.
- Participants will be able to see Fire Engines on display.
- Please contact the Wellness Committee at [email@example.com](mailto:firstname.lastname@example.org) with any questions about attending the event.
ABOUT PREMIER EYE CARE
Why is Health and Wellness so important to us? Wellness is more than just physical fitness and can affect multiple parts of your life: lower levels of stress, increased self-image, reduced healthcare costs, reduced absenteeism, increased morale and productivity, as well as improved physical fitness. | <urn:uuid:b8e321b6-f8ee-4e55-9849-4d16e3b20d00> | CC-MAIN-2018-51 | http://www.premiereyecare.net/wp-content/uploads/2016/05/Wellness-May-2016-Newsletter.pdf | 2018-12-17T15:24:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00154.warc.gz | 466,317,936 | 711 | eng_Latn | eng_Latn | 0.996608 | eng_Latn | 0.996608 | [
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1. NAME
COMMON: Tullie Smith House
AND/OR HISTORIC:
2. LOCATION
STREET AND NUMBER:
Swan House Estate, 3099 Andrews Drive, N.W.
CITY OR TOWN:
Atlanta
STATE: Georgia | CODE: 13 | COUNTY: Fulton | CODE: 121
3. CLASSIFICATION
CATEGORY (Check One)
- [ ] District
- [X] Building
- [ ] Site
- [ ] Structure
- [ ] Object
OWNERSHIP
- [ ] Public
- [X] Private
- [ ] Both
Public Acquisition:
- [ ] In Process
- [ ] Being Considered
STATUS
- [ ] Occupied
- [ ] Unoccupied
- [X] Preservation work in progress
ACCESSIBLE TO THE PUBLIC
- [X] Yes
- [ ] Restricted
- [ ] Unrestricted
- [ ] No
PRESENT USE (Check One or More as Appropriate)
- [ ] Agricultural
- [ ] Commercial
- [X] Educational
- [ ] Entertainment
- [ ] Government
- [ ] Industrial
- [ ] Military
- [X] Museum
- [ ] Park
- [ ] Private Residence
- [ ] Religious
- [ ] Scientific
- [ ] Transportation
- [ ] Other (Specify) Being restored
4. OWNER OF PROPERTY
OWNER'S NAME:
Atlanta Historical Society
STREET AND NUMBER:
3099 Andrews Drive, N.W.
CITY OR TOWN:
Atlanta
STATE: Georgia | CODE: 13
5. LOCATION OF LEGAL DESCRIPTION
COURTHOUSE, REGISTRY OF DEEDS, ETC:
Fulton County Courthouse
STREET AND NUMBER:
150 Pryor Street, S.W.
CITY OR TOWN:
Atlanta
STATE: Georgia | CODE: 13
6. REPRESENTATION IN EXISTING SURVEYS
TITLE OF SURVEY:
None
DATE OF SURVEY:
- [ ] Federal
- [ ] State
- [ ] County
- [ ] Local
DEPOSITORY FOR SURVEY RECORDS:
STREET AND NUMBER:
CITY OR TOWN:
STATE:
Tullie Smith House is a frequently encountered type of early Georgia farmhouse in the style Frederick Doveton Nichols calls "plantation plain." In *The Early Architecture of Georgia*, Nichols described such houses in this way:
Between the delicate Adam work of the Early Republic and the full fledged Greek Revival, there came a period of simple edifices, mainly plantation houses and their dependencies, which we call the "plantation plain style." They were of wood covered with weatherboard, topped with a simple gable, and had masonry or clay chimneys....Interiors were usually partially or completely sheathed with matching boarding and without cornices and with the simplest of door and window trim; the style persisted almost until the mid-century mark.
Few of these sublimely simple wooden structures have survived entirely unchanged. Their simplicity suggested—almost required—modifications. Tullie Smith House and its kitchen building are not exceptions to this rule.
A craftsman's architecture of wood, it was a style which persisted for generations and, without exception, the phases and periods of remodelings are subtle, deceptive, and maddening to perceive. Therefore, when the Atlanta Historical Society decided to restore the much-remodeled house to its original c. 1840 appearance, the structure became a laboratory for studying the phases of modifications to a ubiquitous type of old Georgia house. Consequently, what follows is a description of original appearance as determined by research. When restored to that appearance, Tullie Smith House will be a prototype for "plain style" house restorations whether public or private, educational or residential.
I. House, A. Exterior: The basic outlines of the dwelling and kitchen remain almost as they were originally. The house is a two-story clapboard structure with a low pitched gable roof and a brick chimney in each gable end; a shed roof runs the length of the rear. The whole is crowned by a simple cornice which only returns partway on each gable end. The side facades are almost unchanged except for new weatherboarding. Each gable end has, on the first floor, two windows with nine-over-six lights and directly above on the second floor are smaller windows with six lights over six. (On each side facade the windows come right up to the chimney so that no clapboarding shows on one side of each window.) Five windows light the shed rooms, one on each side of the shed and three on the back: one on the left of the back door and two on the right. The front facade was altered on the first floor level about 1875 when the original front porch was replaced by a full length shed porch and "traveler's room." Evidently the original porch was a simple pedimented affair sheltering the front entrance but neither of the front windows. The exact appearance of the front facade is still being deliberated but basically it was as follows: each floor had only two windows one above the other. The front door was off center and the porch was a gable-ended shed with simple columns.
B. Interior: Except for the loss of an original hallway which bisected the house from front to rear, downstairs the original configuration survives: two front rooms, a steep staircase, and two rooms under the rear shed roof. Upstairs is one large room where originally there were two. Original mantelpieces survive throughout as well as the original stairs, except that the stairs now descend to the rear rather than to the front of the house. This is a "plain style" interior exactly as Nichols described in the quotation above, with horizontal boarding and no plaster throughout.
(continued)
7. PHYSICAL APPEARANCE
II. Kitchen: This is a small one-story, one-room, braced-frame, weatherboarded structure. In the gable end farthest from the house is one large chimney, the lower 3/4's of which is of rock and the upper 1/4 of brick. (A typical plain style dependencey, it is believed to be the only surviving detached kitchen in the Atlanta area.)
8. SIGNIFICANCE
PERIOD (Check One or More as Appropriate)
- [ ] Pre-Columbian
- [ ] 16th Century
- [ ] 18th Century
- [X] 20th Century
- [ ] 15th Century
- [ ] 17th Century
- [X] 19th Century
SPECIFIC DATE(S) (If Applicable and Known) c. 1835-40; 1970
AREAS OF SIGNIFICANCE (Check One or More as Appropriate)
- [ ] Aboriginal
- [ ] Education
- [ ] Political
- [ ] Urban Planning
- [ ] Prehistoric
- [ ] Engineering
- [ ] Religion/Philosophy
- [X] Other (Specify) History
- [ ] Historic
- [ ] Industry
- [ ] Science
- [ ] Agriculture
- [ ] Invention
- [ ] Sculpture
- [ ] Architecture
- [X] Landscape
- [ ] Art
- [ ] Architecture
- [ ] Social/Humanitarian
- [ ] Commerce
- [ ] Literature
- [ ] Communications
- [ ] Military
- [ ] Theater
- [ ] Conservation
- [ ] Music
- [ ] Transportation
STATEMENT OF SIGNIFICANCE
Atlanta and Fulton County are the most populous urban centers in Georgia. Little tangible "history" survives. Tullie Smith House and its kitchen building are an almost unique exception. Atlanta's expressways and executive parks mushroomed around this house until it was isolated on a hillock and the last member of the family died. The estate demanded the sale of the valuable house site. Heirs agreed to donate the buildings and an Atlanta banker provided the money to save and move them. The Atlanta Historical Society provided a new house site on its own grounds. Here they will be restored exactly as they were when built, c. 1835-45, when Atlanta began. Their pioneer simplicity will contrast with the suburban sophistication of Swan House, the 1920's mansion headquarters of the Atlanta Historical Society. The Atlanta Junior League and the Georgia Historical Commission are cooperating with the Historical Society in this effort to provide a locally unique three-dimensional history lesson.
In Georgia with the exception of the state administered historic site "Traveler's Rest," no "plantation plain style" house—as discussed on the facing page—has been restored and opened for educational purposes. These fragile wooden documents of an important part of Georgia's state and local history are fast disappearing. Had Tullie Smith House not been moved to the Atlanta Historical Society's "backyard," it too would have disappeared. Because such houses are not of the high-style Federal and Greek Revival periods, they are often overlooked and because the pioneer citizens who built them were often "plain style" people, little is usually known about their history; indeed they are usually not thought to be historical documents. The builder of our example was Robert H. Smith who came from Rutherford, North Carolina, about 1833 and settled in DeKalb County, Georgia, on what later became North Druid Hills Road. Smith's great-granddaughter, Tullie, the last member of the family to occupy the property, gives the house its name. When it and the kitchen building are restored, a visitor may experience the sparsely settled frontier which this area was about 1835, several years before Terminus was created by a railroad surveyor's benchmark and about a decade before Marthasville became Atlanta in 1845.
9. MAJOR BIBLIOGRAPHICAL REFERENCES
Garrett, Franklin M., *Atlanta and Environs*, (New York: Lewis Historical Publishing Company, Inc., 1954).
Mitchell, William R., Jr., Personal Inspection Reports and other Data on file at GHC.
Mitchell, William R., Jr. Tape recorded Interview with Robert Smith Paden, grandson of Robert H. Smith, August 5, 1970, on file at GHC.
Nichols, Frederick Doveton, *The Early Architecture of Georgia*, (Chapel Hill: University of North Carolina Press, 1957).
Sparks, Andrew, "Oldest House' Comes to Town," *Atlanta Journal and Constitution Magazine*, November 9, 1969.
10. GEOGRAPHICAL DATA
| CORNER | LATITUDE | LONGITUDE |
|--------|----------|-----------|
| NW | | |
| NE | | |
| SE | | |
| SW | | |
OR
| LATITUDE | LONGITUDE |
|----------|-----------|
| W.84° 23' 10" | N.33° 50' 30" |
APPROXIMATE ACREAGE OF NOMINATED PROPERTY: less than one acre
LIST ALL STATES AND COUNTIES FOR PROPERTIES OVERLAPPING STATE OR COUNTY BOUNDARIES
| STATE | CODE | COUNTY | CODE |
|-------|------|--------|------|
11. FORM PREPARED BY
NAME AND TITLE:
William R. Mitchell, Jr., Director, Georgia Historic Sites Survey
ORGANIZATION
Georgia Historical Commission
STREET AND NUMBER:
116 Mitchell Street, S.W.
CITY OR TOWN:
Atlanta
STATE
Georgia
CODE
13
12. STATE LIAISON OFFICER CERTIFICATION
As the designated State Liaison Officer for the National Historic Preservation Act of 1966 (Public Law 89-665), I hereby nominate this property for inclusion in the National Register and certify that it has been evaluated according to the criteria and procedures set forth by the National Park Service. The recommended level of significance of this nomination is:
National [ ] State [x] Local [ ]
Name
Mary G. Garrett
Title
State Liaison Officer
Date
10-13-70
NATIONAL REGISTER VERIFICATION
I hereby certify that this property is included in the National Register.
Chief, Office of Archeology and Historic Preservation
Date
ATTEST:
Keeper of The National Register
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1-3-18
Aim: SWBAT represent inequalities on a number line and in interval notation.
HW: Packet Page 5
Review Packet due Thursday
Equations Test Friday
Do Now: Put your name on the new packet
AIM: SWBAT represent inequalities on a number line and in interval notation.
Inequality Symbols: <, >, ≤, ≥
< means **is less than**
≤ means **is less than or equal to**
> means **is greater than**
≥ means **is greater than or equal to**
**Understanding Inequalities:**
In an inequality, the variable represents more than one solution; in fact, it represents an infinite number of solutions. Therefore, if we want to show the solution to an inequality, we must graph it on a number line.
Write a verbal phrase to describe the inequality
1) \( f \geq -4 \)
**All real #s greater than or equal to -4.**
2) \( d < 9 \)
**All real #s less than 9.**
3) \( w > -19 \)
**All real #s greater than -19.**
4) \( g \leq 0 \)
**All real #s less than or equal to 0.**
When graphing inequalities you have to decide what type of circle to use:
- "OPEN CIRCLE" Not Equal To
- "CLOSED CIRCLE" Equal To
State whether you would use a closed or open circle (circle your answer) Explain.
1) \( x < 8 \)
- **closed** because 8 is **not part of the solution set**
2) \( x \geq -8 \)
- **closed** because -8 is **part of the solution set**
3) \( x \leq -8 \)
- **closed** because -8 is **part of the solution set**
4) \( x > 8 \)
- **closed** because 8 is **not part of the solution set**
To graph an inequality on a number line you should:
- Mark the number with either an open (\(<, >\)) or closed (\(\leq, \geq\)) circle.
- Shade the number line to represent the solutions.
Graph the inequality, \(x > 1\), on the number line:
Use the number line below:
- Mark an **open** circle on the number 1.
- Shade to the **right** of the number 1 including the arrow. Shading the arrow indicates that the numbers continue infinitely. The shaded arrow indicates that there is no UPPER boundary because the set of real numbers is INFINITE.
CHECK your graph.
Choose a number in the shaded area: **10**
Replace the variable with that number: \(10 > 1\). Is this TRUE? **Yes**, \(10 > 1\) **TRUE**
(If so your shading is correct. If it is false you should have shaded in the other direction.)
**Interval notation** is another way to represent an inequality. When written in interval notation inequality, \(x > 1\), would be represented as \((1, \infty)\). The number, 1 represents the boundary. The symbol \(\infty\), represents INFINITY and indicates that there is no UPPER boundary. The parentheses indicate that the boundary values are NOT included.
Graph the inequality \(x \leq 1\) on the number line:
Use the number line below:
- Mark a **closed** circle on the number 1.
- Shade to the **left** of the number 1 including the arrow.
- Remember to Check!!
When written in interval notation inequality, \(x \leq 1\), would be represented as \((-∞, 1]\).
The symbol \(-∞\), represents NEGATIVE INFINITY and indicates that there is no LOWER boundary. The BRACKET indicate that the boundary values ARE included.
Summary:
- Use [ or ] for when you would use a CLOSED CIRCLE.
- Use ( or ) when you would use an OPEN CIRCLE or to represent \(-∞\) or \(\infty\).
You Try! Tell whether the number given is a solution to the inequality graphed below.
1) -6.5 **F**
2) 0 **T**
3) $-3\frac{1}{2}$ **T**
4) 4 **T**
5) -5 **F**
6) -5.5 **F**
7) -4.9 **T**
8) -5.1 **F**
9) Write the inequality that is represented by the number line above: $x > -5$.
10) Use interval notation to represent the inequality graphed above: $(-5, \infty)$.
Graph each inequality. **Make sure the variable is first before you graph!** Then use interval notation to represent the inequality.
1) $x \leq -2$
2) $x > 24$
**3) $-24 > x$
Write an inequality for each graph, then represent it in interval notation.
4)
5)
You Try!
Graph each inequality then represent it using interval notation.
1) \( x \geq -7 \)
\[
\begin{array}{c}
-7 \\
O \\
\end{array}
\]
\[
[-7, \infty)
\]
2) \( x < 14 \)
\[
\begin{array}{c}
O \\
14 \\
\end{array}
\]
\[
(-\infty, 14)
\]
**3) \( 6 < x \)
\( x > 6 \)
\[
\begin{array}{c}
O \\
6 \\
\end{array}
\]
\[
(6, \infty)
\]
Write an inequality for each graph, then represent the inequality in interval notation.
4)
\[
\begin{array}{c}
O \\
12 \\
\end{array}
\]
\( x < 12 \)
\[
(-\infty, 12)
\]
5)
\[
\begin{array}{c}
-2 \\
O \\
\end{array}
\]
\( x \geq -2 \)
\[
[-2, \infty)
\]
Match the inequality with its graph:
1) \( x < -1 \)
2) \( x \leq 1 \)
3) \( x \geq 1 \)
4) \( x > -1 \)
Write the inequality and the verbal phrase represent by each graph. Represent each inequality in interval notation.
5)
Inequality: ___________ Interval Notation: _______
Verbal Phrase: ______________________________________
6)
Inequality: ___________ Interval Notation: _______
Verbal Phrase: ______________________________________
7)
Inequality: ___________ Interval Notation: _______
Verbal Phrase: ______________________________________
8)
Inequality: ___________ Interval Notation: _______
Verbal Phrase: ______________________________________
9) Describe and correct the error in graphing \( x \geq -6 \).
10) Are the inequalities \( x < 12 \) and \( 12 > x \) equivalent? Explain.
11) The frequency, \( f \), of the human singing voice is at least 81 hertz and not more than 1100 hertz. Which statement is NOT true about \( f \)?
A) \( f \geq 81 \)
B) \( f \leq 1100 \)
C) \( 81 \leq f \)
D) \( f \geq 1100 \) | <urn:uuid:44c0ce56-3a14-4c56-8790-50663835cb59> | CC-MAIN-2018-17 | https://cpb-us-e1.wpmucdn.com/blogs.ccsd.edu/dist/0/163/files/2018/01/01-03-18-Intro-to-Inequalities-and-Interval-Notation-1jw5tz6.pdf | 2018-04-23T13:29:30Z | crawl-data/CC-MAIN-2018-17/segments/1524125946011.29/warc/CC-MAIN-20180423125457-20180423145457-00596.warc.gz | 588,314,962 | 1,611 | eng_Latn | eng_Latn | 0.830057 | eng_Latn | 0.982118 | [
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The Vietnam War was a conflict that lasted from 1955 to 1975, primarily between North and South Vietnam, with the United States playing a significant role in supporting South Vietnam against communist forces. The war was marked by intense fighting, including the famous Battle of Khe Sanh, which took place from February 1968 to July 1968. This battle was part of the Tet Offensive, a major military campaign launched by the Viet Cong and North Vietnamese Army (NVA) against South Vietnam and the United States.
The Tet Offensive was a series of coordinated attacks on cities and towns across South Vietnam, including the capital city of Saigon. The offensive was intended to boost morale among the Viet Cong and NVA fighters and to weaken the resolve of the South Vietnamese government and its American allies. The offensive was a significant setback for the United States and its allies, as it demonstrated the resilience of the Viet Cong and NVA forces and their ability to conduct large-scale operations.
The Battle of Khe Sanh was a particularly brutal and prolonged engagement, lasting for over five months. The battle was fought between the U.S. Marines and the Viet Cong and NVA forces, with the Marines defending the base while the enemy attempted to capture it. The battle was characterized by intense fighting, including the use of artillery and air strikes, and resulted in heavy casualties on both sides.
The war had a profound impact on the United States and its allies, as well as on the people of Vietnam. It was a costly and controversial conflict, with many Americans questioning the wisdom of the war effort and the role of the United States in Vietnam. The war also had a significant impact on the global political landscape, as it contributed to the rise of anti-war movements and the eventual withdrawal of American forces from Vietnam. | <urn:uuid:0939a073-a277-4de3-a381-6288ed9108f2> | CC-MAIN-2023-50 | http://4rarmuseum.com/2%20Inside%20Cover%2088.pdf | 2023-12-06T01:53:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00668.warc.gz | 531,624 | 361 | eng_Latn | eng_Latn | 0.999019 | eng_Latn | 0.999019 | [
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1861
] | [
2.625
] | 1 | 0 |
Titration with an Acid and a Base
Titration is a process in which you determine the concentration of a solution by measuring what volume of that solution is needed to react completely with a standard solution of known volume and concentration. The process consists of the gradual addition of the standard solution to a measured quantity of the solution of unknown concentration until the number of moles of hydronium ion, $H_3O^+$, equals the number of moles of hydroxide ion, $OH^-$. The point at which equal numbers of moles of acid and base are present is known as the equivalence point. An indicator is used to signal when the equivalence point is reached. The chosen indicator must change color at or very near the equivalence point. The point at which an indicator changes color is called the end point of the titration. Phenolphthalein is an appropriate choice for this titration. In acidic solution, phenolphthalein is colorless, and in basic solution, it is pink.
At the equivalence point, the number of moles of acid equals the number of moles of base.
\[
(1) \quad \text{moles of } H_3O^+ = \text{moles of } OH^-
\]
By definition
\[
(2) \quad \text{molarity (mol/L)} = \frac{\text{moles}}{\text{volume}} \ (\text{L})
\]
If you rearrange equation 2 in terms of moles, equation 3 is obtained.
\[
(3) \quad \text{moles} = \text{molarity (mol/L)} \times \text{volume (L)}
\]
When equations 1 and 3 are combined, you obtain the relationship that is the basis for this experiment, assuming a one-to-one mole ratio and the units of volume are the same for both the acid and base.
\[
(4) \quad \text{molarity of acid} \times \text{volume of acid} = \text{molarity of base} \times \text{volume of base}
\]
In this experiment, you will be given a standard hydrochloric acid, HCl, solution and told what its concentration is. You will carefully measure a volume of it and determine how much of the sodium hydroxide, NaOH, solution of unknown molarity is needed to neutralize the acid sample. Using the data you obtain and equation 4, you can calculate the molarity of the NaOH solution.
**OBJECTIVES**
- Use burets to accurately measure volumes of solution.
- Recognize the end point of a titration.
- Describe the procedure for performing an acid-base titration.
- Determine the molarity of a base.
Titration with an Acid and a Base continued
MATERIALS
- 0.500 M HCl
- 50 mL burets, 2
- 100 mL beakers, 3
- 125 mL Erlenmeyer flask
- double buret clamp
- NaOH solution of unknown molarity
- phenolphthalein indicator
- ring stand
- wash bottle filled with deionized water
Always wear safety goggles, gloves, and a lab apron to protect your eyes and clothing. If you get a chemical in your eyes, immediately flush the chemical out at the eyewash station while calling to your teacher. Know the locations of the emergency lab shower and eyewash station and the procedures for using them.
Do not touch any chemicals. If you get a chemical on your skin or clothing, wash the chemical off at the sink while calling to your teacher. Make sure you carefully read the labels and follow the precautions on all containers of chemicals that you use. If there are no precautions stated on the label, ask your teacher what precautions to follow. Do not taste any chemicals or items used in the laboratory. Never return leftovers to their original container; take only small amounts to avoid wasting supplies.
Call your teacher in the event of a spill. Spills should be cleaned up promptly, according to your teacher’s directions.
Never put broken glass into a regular waste container. Broken glass should be disposed of properly.
Procedure
1. Set up the apparatus as shown in Figure A. Label the burets $NaOH$ and $HCl$. Label two beakers $NaOH$ and $HCl$. Place approximately 80 mL of the appropriate solution into each beaker.
2. Pour 5 mL of NaOH solution from the beaker into the NaOH buret. Rinse the walls of the buret thoroughly with this solution. Allow the solution to drain through the stopcock into another beaker and discard it. Rinse the buret two more times in this manner, using a new 5 mL portion of NaOH solution each time. Discard all rinse solutions.
3. Fill the buret with NaOH solution to above the zero mark. Withdraw enough solution to remove any air from the buret tip, and bring the liquid level down within the graduated region of the buret.
4. Repeat steps 2 and 3 with the HCl buret, using HCl solution to rinse and fill it.
5. For trial 1, record the initial reading of each buret, estimating to the nearest 0.01 mL, in the Data Table. For consistent results, have your eyes level with the top of the liquid each time you read the buret. Always read the scale at the bottom of the meniscus.
6. Draw off about 10 mL of HCl solution into an Erlenmeyer flask. Add some deionized water to the flask to increase the volume. Add one or two drops of phenolphthalein solution as an indicator.
7. Begin the titration by slowly adding NaOH from the buret to the Erlenmeyer flask while mixing the solution by swirling it, as shown in Figure B. Stop frequently, and wash down the inside surface of the flask, using your wash bottle.
8. When the pink color of the solution begins to appear and linger at the point of contact with the base, add the base drop by drop, swirling the flask gently after each addition. When the last drop added causes the pink color to remain throughout the whole solution and the color does not disappear, stop the titration. A white sheet of paper under the Erlenmeyer flask makes it easier to detect the color change.
9. Add HCl solution dropwise just until the pink color disappears. Add NaOH again, dropwise, until the pink color remains. Go back and forth over the end point several times until one drop of the basic solution just brings out a faint pink color. Wash down the inside surface of the flask, and make dropwise addition of NaOH, if necessary, to reestablish the faint pink color. Read the burets to the nearest 0.01 mL, and record these final readings in the Data Table.
10. Discard the liquid in the flask, rinse the flask thoroughly with deionized water, and run a second and third trial.
11. Record the known concentration of the standard HCl solution in the Data Table.
DISPOSAL
12. Clean all apparatus and your lab station. Return equipment to its proper place. Dispose of chemicals and solutions in the containers designated by your teacher. Do not pour any chemicals down the drain or in the trash unless your teacher directs you to do so. Wash your hands thoroughly before you leave the lab and after all work is finished.
| Data Table |
|------------|
| **Buret readings (ml)** |
| **HCl** | **NaOH** |
| **Trial** | **Initial** | **Final** | **Initial** | **Final** |
| 1 | | | | |
| 2 | | | | |
| 3 | | | | |
Molarity of HCl __________
Analysis
1. Organizing Data Calculate the volumes of acid used in the three trials. Show your calculations and record your results below.
Trial 1: Volume of HCl = _______________________________________
Trial 2: Volume of HCl = _______________________________________
Trial 3: Volume of HCl = _______________________________________
2. **Organizing Data** Calculate the volumes of base used in the three trials. Show your calculations and record your results below.
Trial 1: Volume of NaOH = ________________________________
Trial 2: Volume of NaOH = ________________________________
Trial 3: Volume of NaOH = ________________________________
3. **Organizing Data** Use equation 3 in the introduction to determine the number of moles of acid used in each of the three trials. Show your calculations and record your results below.
Trial 1: Moles of acid = __________________________________
Trial 2: Moles of acid = __________________________________
Trial 3: Moles of acid = __________________________________
4. **Relating Ideas** Write the balanced equation for the reaction between HCl and NaOH.
_______________________________________________________
5. **Organizing Ideas** Use the mole ratio in the balanced equation and the moles of acid from Analysis item 3 to determine the number of moles of base neutralized in each trial. Show your calculations and record your results below.
Trial 1: Moles of acid = __________________________________
Trial 2: Moles of acid = __________________________________
Trial 3: Moles of acid = __________________________________
6. **Organizing Data** Use equation 2 in the introduction and the results of Analysis item 2 and 5 to calculate the molarity of the base for each trial. Show your calculations and record your results below.
Trial 1: Molarity of NaOH _________________________________
Trial 2: Molarity of NaOH _________________________________
Trial 3: Molarity of NaOH _________________________________
7. **Organizing Conclusions** Calculate the average molarity of the base. Show your calculations and record your result below.
Conclusions
1. **Analyzing Methods** In step 6, you added deionized water to the HCl solution in the Erlenmeyer flask before titrating. Why did the addition of the water not affect the results?
2. **Analyzing Methods** What characteristic of phenolphthalein made it appropriate to use in this titration? Could you have done the experiment without it? How does phenolphthalein’s end point relate to the equivalence point of the reaction?
Titration with an Acid and a Base
Teacher Notes
TIME REQUIRED 60 min
SKILLS ACQUIRED
Collecting data
Communicating
Experimenting
Identifying patterns
Inferring
Interpreting
Organizing and analyzing data
RATING
Teacher Prep–3
Student Set-Up–3
Concept Level–3
Clean Up–2
THE SCIENTIFIC METHOD
Make Observations Students observe the color change at the end point of a titration.
Analyze the Results Analysis questions 1 to 9
Draw Conclusions Analysis question 7
Communicate the Results Analysis questions 1 to 7
MATERIALS
To prepare 1.0 L of 0.500 M hydrochloric acid, use a fresh bottle of reagent grade concentrated HCl, preferably one that shows the actual assay of HCl rather than an average assay. Observe the required safety precautions. Assuming that the concentrated HCl is 12 M, slowly and with stirring, add 41.65 mL to enough distilled water to make 1.00 L of solution. If a large number of students are to be provided with solutions, it’s best to make up 10.0 L in a large dispenser to ensure the same concentration for all lab groups. However, it will be impossible to make the HCl exactly 0.500 M without the accuracy of a volumetric flask. Some 5 gal carboys with spigots make ideal dispensers for the acid and base solutions.
To prepare 1.0 L of 0.6 M sodium hydroxide solution, observe the required safety precautions. Stir while adding 24 g of NaOH to enough distilled water to make 1.0 L of solution.
To prepare 1.0 L of phenolphthalein solution, dissolve 10 g of phenolphthalein in 500 mL of denatured alcohol and add 500 mL of water.
A wet cloth mop can be rinsed out a few times and used until it falls apart.
Bromthymol blue may be used as an indicator and is the more appropriate indicator for the titration of a strong acid with a strong base. For the concentrations of acid and base used, phenolphthalein and bromothymol blue give the same molarity results.
**SAFETY CAUTIONS**
Read all safety precautions, and discuss them with your students.
- Safety goggles and a lab apron must be worn at all times.
- In case of an acid or base spill, first dilute with water. Then mop up the spill with wet cloths or a wet cloth mop while wearing disposable plastic gloves. Designate separate cloths or mops for acid and base spills.
- Wear safety goggles, a face shield, impermeable gloves, and a lab apron when you prepare the NaOH and HCl solutions. For preparing HCl, work in a hood known to be in operating condition, and have another person stand by to call for help in case of an emergency. Be sure you are within a 30 s walk from a safety shower and an eyewash station known to be in good operating condition.
**TIPS AND TRICKS**
Demonstrate all techniques needed for successful titration: cleaning the burets, reading the buret with the eye at the liquid level, reading the buret scale correctly, swirling the flask, manipulating the stopcock, washing down the sides of the flask, and evaluating the color of the indicator.
Discuss the role of the indicator and the meaning of the terms *end point* and *equivalence point*. Indicators change colors at different pH values. It is important to choose an indicator that changes color at a pH which is close to the pH of the equivalence point of the titration. For this titration, phenolphthalein is a good indicator.
It may help students if you work through a set of sample titration data.
**DISPOSAL**
Set out three disposal containers for the students: one for unmixed acid solutions, one for unmixed base solutions, and one for partially neutralized substances and the contents of the waste beaker. To neutralize the acid and base, slowly combine the solutions while stirring. Adjust the pH of the final waste liquid with 1.0 M acid or base until the pH is between 5 and 9. Pour the neutralized liquid down the drain.
Titration with an Acid and a Base
Titration is a process in which you determine the concentration of a solution by measuring what volume of that solution is needed to react completely with a standard solution of known volume and concentration. The process consists of the gradual addition of the standard solution to a measured quantity of the solution of unknown concentration until the number of moles of hydronium ion, $H_3O^+$, equals the number of moles of hydroxide ion, $OH^-$. The point at which equal numbers of moles of acid and base are present is known as the equivalence point. An indicator is used to signal when the equivalence point is reached. The chosen indicator must change color at or very near the equivalence point. The point at which an indicator changes color is called the end point of the titration. Phenolphthalein is an appropriate choice for this titration. In acidic solution, phenolphthalein is colorless, and in basic solution, it is pink.
At the equivalence point, the number of moles of acid equals the number of moles of base.
\[(1) \quad \text{moles of } H_3O^+ = \text{moles of } OH^-\]
By definition
\[(2) \quad \text{molarity (mol/L)} = \frac{\text{moles}}{\text{volume}} \ (\text{L})\]
If you rearrange equation 2 in terms of moles, equation 3 is obtained.
\[(3) \quad \text{moles} = \text{molarity (mol/L)} \times \text{volume (L)}\]
When equations 1 and 3 are combined, you obtain the relationship that is the basis for this experiment, assuming a one-to-one mole ratio and the units of volume are the same for both the acid and base.
\[(4) \quad \text{molarity of acid} \times \text{volume of acid} = \text{molarity of base} \times \text{volume of base}\]
In this experiment, you will be given a standard hydrochloric acid, HCl, solution and told what its concentration is. You will carefully measure a volume of it and determine how much of the sodium hydroxide, NaOH, solution of unknown molarity is needed to neutralize the acid sample. Using the data you obtain and equation 4, you can calculate the molarity of the NaOH solution.
**OBJECTIVES**
- Use burets to accurately measure volumes of solution.
- Recognize the end point of a titration.
- Describe the procedure for performing an acid-base titration.
- Determine the molarity of a base.
Titration with an Acid and a Base continued
MATERIALS
- 0.500 M HCl
- 50 mL burets, 2
- 100 mL beakers, 3
- 125 mL Erlenmeyer flask
- double buret clamp
- NaOH solution of unknown molarity
- phenolphthalein indicator
- ring stand
- wash bottle filled with deionized water
Always wear safety goggles, gloves, and a lab apron to protect your eyes and clothing. If you get a chemical in your eyes, immediately flush the chemical out at the eyewash station while calling to your teacher. Know the locations of the emergency lab shower and eyewash station and the procedures for using them.
Do not touch any chemicals. If you get a chemical on your skin or clothing, wash the chemical off at the sink while calling to your teacher. Make sure you carefully read the labels and follow the precautions on all containers of chemicals that you use. If there are no precautions stated on the label, ask your teacher what precautions to follow. Do not taste any chemicals or items used in the laboratory. Never return leftovers to their original container; take only small amounts to avoid wasting supplies.
Call your teacher in the event of a spill. Spills should be cleaned up promptly, according to your teacher’s directions.
Never put broken glass into a regular waste container. Broken glass should be disposed of properly.
Procedure
1. Set up the apparatus as shown in Figure A. Label the burets $NaOH$ and $HCl$. Label two beakers $NaOH$ and $HCl$. Place approximately 80 mL of the appropriate solution into each beaker.
2. Pour 5 mL of NaOH solution from the beaker into the NaOH buret. Rinse the walls of the buret thoroughly with this solution. Allow the solution to drain through the stopcock into another beaker and discard it. Rinse the buret two more times in this manner, using a new 5 mL portion of NaOH solution each time. Discard all rinse solutions.
3. Fill the buret with NaOH solution to above the zero mark. Withdraw enough solution to remove any air from the buret tip, and bring the liquid level down within the graduated region of the buret.
4. Repeat steps 2 and 3 with the HCl buret, using HCl solution to rinse and fill it.
5. For trial 1, record the initial reading of each buret, estimating to the nearest 0.01 mL, in the Data Table. For consistent results, have your eyes level with the top of the liquid each time you read the buret. Always read the scale at the bottom of the meniscus.
6. Draw off about 10 mL of HCl solution into an Erlenmeyer flask. Add some deionized water to the flask to increase the volume. Add one or two drops of phenolphthalein solution as an indicator.
7. Begin the titration by slowly adding NaOH from the buret to the Erlenmeyer flask while mixing the solution by swirling it, as shown in Figure B. Stop frequently, and wash down the inside surface of the flask, using your wash bottle.
8. When the pink color of the solution begins to appear and linger at the point of contact with the base, add the base drop by drop, swirling the flask gently after each addition. When the last drop added causes the pink color to remain throughout the whole solution and the color does not disappear, stop the titration. A white sheet of paper under the Erlenmeyer flask makes it easier to detect the color change.
9. Add HCl solution dropwise just until the pink color disappears. Add NaOH again, dropwise, until the pink color remains. Go back and forth over the end point several times until one drop of the basic solution just brings out a faint pink color. Wash down the inside surface of the flask, and make dropwise addition of NaOH, if necessary, to reestablish the faint pink color. Read the burets to the nearest 0.01 mL, and record these final readings in the Data Table.
10. Discard the liquid in the flask, rinse the flask thoroughly with deionized water, and run a second and third trial.
11. Record the known concentration of the standard HCl solution in the Data Table.
DISPOSAL
12. Clean all apparatus and your lab station. Return equipment to its proper place. Dispose of chemicals and solutions in the containers designated by your teacher. Do not pour any chemicals down the drain or in the trash unless your teacher directs you to do so. Wash your hands thoroughly before you leave the lab and after all work is finished.
| Data Table |
|------------|
| **Buret readings (ml)** |
| **Trial** | **HCl** | **NaOH** |
| | **Initial** | **Final** | **Initial** | **Final** |
| 1 | 0.70 | 10.90 | 5.08 | 13.58 |
| 2 | 10.90 | 20.80 | 13.58 | 21.80 |
| 3 | 20.80 | 28.81 | 21.80 | 28.33 |
Molarity of HCl \( \frac{0.500}{M} \)
Analysis
1. Organizing Data Calculate the volumes of acid used in the three trials. Show your calculations and record your results below.
Trial 1: Volume of HCl = \( 10.90 \text{ mL} - 0.70 \text{ mL} = 10.20 \text{ mL} \)
Trial 2: Volume of HCl = \( 20.80 \text{ mL} - 10.90 \text{ mL} = 9.90 \text{ mL} \)
Trial 3: Volume of HCl = \( 28.81 \text{ mL} - 20.80 \text{ mL} = 8.01 \text{ mL} \)
2. Organizing Data Calculate the volumes of base used in the three trials. Show your calculations and record your results below.
Trial 1: Volume of NaOH = $13.58 \text{ mL} - 5.08 \text{ mL} = 8.50 \text{ mL}$
Trial 2: Volume of NaOH = $21.80 \text{ mL} - 13.58 \text{ mL} = 8.22 \text{ mL}$
Trial 3: Volume of NaOH = $28.33 \text{ mL} - 21.80 \text{ mL} = 6.53 \text{ mL}$
3. Organizing Data Use equation 3 in the introduction to determine the number of moles of acid used in each of the three trials. Show your calculations and record your results below.
Trial 1: Moles of acid = $\frac{0.500 \text{ M} \times 0.01020 \text{ L}}{} = 0.00510 \text{ mol}$
Trial 2: Moles of acid = $\frac{0.500 \text{ M} \times 0.00990 \text{ L}}{} = 0.00495 \text{ mol}$
Trial 3: Moles of acid = $\frac{0.500 \text{ M} \times 0.00801 \text{ L}}{} = 0.00401 \text{ mol}$
4. Relating Ideas Write the balanced equation for the reaction between HCl and NaOH.
$HCl + NaOH \rightarrow NaCl + H_2O$
5. Organizing Ideas Use the mole ratio in the balanced equation and the moles of acid from Analysis item 3 to determine the number of moles of base neutralized in each trial. Show your calculations and record your results below.
Trial 1: Moles of acid = $\frac{0.00510 \text{ mol}}{} = \text{moles of base}$
Trial 2: Moles of acid = $\frac{0.00495 \text{ mol}}{} = \text{moles of base}$
Trial 3: Moles of acid = $\frac{0.00401 \text{ mol}}{} = \text{moles of base}$
6. Organizing Data Use equation 2 in the introduction and the results of Analysis item 2 and 5 to calculate the molarity of the base for each trial. Show your calculations and record your results below.
Trial 1: Molarity of NaOH = $\frac{\text{moles NaOH}}{\text{volume NaOH}} = \frac{0.00510 \text{ mol}}{0.00850 \text{ L}} = 0.600 \text{ M}$
Trial 2: Molarity of NaOH = $\frac{0.00495 \text{ mol}}{0.00850 \text{ L}} = 0.602 \text{ M}$
Trial 3: Molarity of NaOH = $\frac{0.00401 \text{ mol}}{0.00653 \text{ L}} = 0.614 \text{ M}$
7. Organizing Conclusions Calculate the average molarity of the base. Show your calculations and record your result below.
Average molarity of NaOH = $\frac{0.600 \text{ M} + 0.602 \text{ M} + 0.614 \text{ M}}{3} = 0.605 \text{ M}$
Conclusions
1. Analyzing Methods In step 6, you added deionized water to the HCl solution in the Erlenmeyer flask before titrating. Why did the addition of the water not affect the results?
Diluting with water did not change the number of moles of HCl in the flask.
NaOH was added until the number of moles of NaOH equaled the number of moles of HCl.
2. Analyzing Methods What characteristic of phenolphthalein made it appropriate to use in this titration? Could you have done the experiment without it? How does phenolphthalein’s end point relate to the equivalence point of the reaction?
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**Map of Livelihood Zone & Population Figures**
| Region | Reg.Pop | Reg.LZ total | LZ as % of Reg. Pop |
|------------|---------|--------------|---------------------|
| Awdal | 252695 | 120875 | 48% |
| W.Galbeed | 354145 | 67243 | 19% |
| Sanag | 390455 | 38409 | 20% |
| Togdheer | 324465 | 18640 | 6% |
| **Total** | **1121760** | **245167** | |
Source: POPULATION, WHO, 2001
**Description of LZ**
- The LZ mainly covers the northwest and is known to have strong connections with the Middle East and many of the Somalis in this area are of the diaspora origin. More remittances are received from abroad in this group. Pastoralists make up 75% of the population in the Togdheer region.
- Livestock conditions are good in this LZ, due to the presence of the mountains, which guarantee a good water source.
- Camel and cattle as well as shaat are all typically owned by pastoralists from this LZ.
- In general animal and human population have increased over the last few years with high numbers of returnees from southern and central Somalia.
- Security in the Burao area has been good since 1996; prior to this, intermittent conflict had taken place with Burao town a particular target.
- 70% of the total livestock population are sheep, 25% goats, 4% camel and 1% cattle. 80% of herd composition in mountainous zones are goats, whilst in the Hawd plains 75% are sheep.
- This is a relatively wealthy area with diversified livestock holdings and a more guaranteed mountainous water supply.
- Cattle are predominantly found in the mountainous areas.
**Wealth Breakdown**
Wealth is measured by herd size.
- **Poor**
- 20-35%
- HH size 5-8
- 10-70 shoats
- 1-2 cattle
- 1-3 camels
- Annual income: $1100-1200
- Very poor 0-5
- **Middle**
- 50-60%
- HH size 6-12
- 100-150 shoats
- 3-7 cattle
- 5-15 camels
- Annual income: $1400-1500
- **Better off**
- 5-15%
- HH size 6-12
- 200-300 shoats
- 20-40 camels
- 10-30 cattle
**Normal Year Definition:**
1994 used as the baseline/normal year.
Milk production: Jilaal 135 l, Gu 443 l, Hagay 295 l and Deyr 357 l = a total of 1,230 l per year.
## POOR
### Sources of Food
- Own products: 15-25%
- Purchase: 75-85%
### Sources of Income
- Annual income = $1100-1200
- Gifts: 0-5%
- Self/employment: 25-35%
- Livestock: 20-30%
- Livestock products: 30-40%
### Expenditure Pattern
- Non food items: 25-35%
- Non essential foods: 5-15%
- Food: 50-55%
- Livestock drugs: 5-10%
### Notes
- The main source of food comes from purchase comprising mostly of cereals & sugar.
- Milk, meat and ghee from the family herd make up the remainder of the annual food consumption.
- The main source of income derives from livestock and livestock products (milk & ghee).
- 25-35% of the annual income for the poor comes from employment such as livestock herding, labouring & construction and portering.
- Self-employment activities may be charcoal production, fodder, gum and sale of wildfoods.
- About half the annual income is spent on foodstuffs and the balance spent on non-food items such as clothes, kerosene, medicine, soap and koranic schooling.
- 45% of expenditure occurs during Jilaal, 12% in Gu, 25% in Hagau and 18% during the Deyr season. The income seasonality relates to this expenditure – 38% in Jilaal, 20% in Gu, 18% in Hagau and 25% in the Deyr season.
## MIDDLE
### Sources of Food
- Own production: 15-20%
- Purchase: 80-85%
### Sources of Income
- Annual income = $
- Livestock products: 60-70%
- Livestock: 30-40%
### Expenditure Pattern
- Non essential food: 5-15%
- Livestock drugs: 0-10%
- Non food: 20-30%
- Gifts: 10-20%
- Food: 40-50%
### Notes
- The middle group sources of food come from their own production, with a small proportion coming from purchasing sugar, milk, oil & meat.
- Main income from the sale of their own production including cereals, pulses, other crops, fodder & milk.
- Households will try to avoid selling livestock.
- Remittance from relatives.
- 40-50% of income is spent on food items particularly sugar, oil, meat & milk.
- Middle groups employ agricultural labourers to prepare their land, plant, weeding, bird scaring, harvesting and threshing.
- Additionally this group will buy new clothes and give other poor relatives cereal.
## SEASONAL CALENDAR
20% of HH move to mountainous areas in search of water & pasture
- **APRIL** Peak season for ghee
- **JILAAL** Long dry season in plateau
- **GU** Heavy & most important rain season
- **HAGAU** Main dry season
- **JULY**
- Milk increase
- Cereal purchase & prices increase
- ↑ milk ↓ ghee
- Access to wild meat, fruits & birds
- Water scarcity – cost of water rises
- **DECEMBER**
- Moderate ghee
- Sale of wild fruits
- Cereal purchase & prices increase
- **SEPTEMBER**
### RISK FACTORS
- Livestock ban
- Job loss in livestock sector
- Access to water & pasture
### COPING STRATEGIES
- During the livestock ban:
- More people turned to selling (more) milk & charcoal
- More remittances were being received
- More wild fruits being consumed & sold
- Increase in credit facilities
- In drought years:
- Increased migration to mountainous areas for water & pastures | <urn:uuid:fcf2209d-d4e0-4e63-afb2-0cebb4125daa> | CC-MAIN-2019-43 | http://www.fsnau.org/downloads/Golis-Guban-Pastoral.pdf | 2019-10-22T14:26:18Z | crawl-data/CC-MAIN-2019-43/segments/1570987822098.86/warc/CC-MAIN-20191022132135-20191022155635-00335.warc.gz | 248,082,492 | 1,496 | eng_Latn | eng_Latn | 0.988921 | eng_Latn | 0.99005 | [
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Fledgling Reservoir Evolves Into Major Taxpayer Tracing Aquarion Water Company’s Role in Shelton
Spectacular sunsets that rival Key West.
The serenity of a pristine chapel.
Wildlife you might find in a zoo.
With these elements, the beauty and eco-magnetism of Trap Falls Reservoir almost eclipse its role as Aquarion Water Company’s main source of drinking water for the city.
The reservoir came about just after the turn of the last century, when the men running Aquarion’s forerunner, Bridgeport Hydraulic Company, realized the population in the greater Bridgeport area was growing too fast for their water supply to keep up.
They had other challenges too: low water pressure from small reservoirs around the city, and pollutants from the many factories that sprang up during the Industrial Revolution.
Samuel P. Senior, a young engineer who later served as the water company’s CEO for 35 years, devised a plan that would address all the challenges. According to current CEO Charles V. Firlotte, Senior planned a system of four large, interconnected reservoirs at high elevations outside the city. The reservoirs would be large enough to supply water for the burgeoning population in the decades ahead, the elevation would increase pressure with the help of gravity pulling water down the pipes, and the rural locations would keep the water free of factory emissions.
“Senior was a visionary,” Firlotte said. “A century later, those four reservoirs are still the backbone of our water supply for a major part of Fairfield County.”
Trap Falls Takes Shape
The first of the four was Trap Falls, a 2.3-billion-gallon reservoir that went into service in 1905.
A southern section of Huntington already formed a natural basin, which made it an ideal choice for BHC — but first the company had to acquire the land, which was divided among numerous landowners.
The parcels varied in size, from one acre formerly owned by William E. Hine, to 50.3 acres BHC bought from Ira Northrop in 1902. The names on many of the deeds would be familiar to anyone who knows even a little of the city’s history: Nichols, Hawley, Wooster and Beard, for example.
Once BHC held the deeds, its workers cleared the land, laid in pipes, and then diverted nearby Far Mill River and Means Brook in the White Hills area to fill the reservoir.
Today water piped in from much smaller reservoirs on Far Mill River and Means Brook still supply Trap Falls. The water from Means Brook enters through a pipe that comes up through a stone structure at the northern end of Trap Falls called an aerator, or “bubbler.” The agitation of the water as it tumbles out of the pipe and down over the stonework infuses it with oxygen. Many people enjoy watching the fountain-like effect and the wildlife the fresh water attracts, such as ducks, egrets, otter, beavers and foxes.
BHC begins to expand
Once the reservoir was in full operation, BHC began to expand its holdings in Shelton. In 1916, it acquired Shelton Water Co., which had been incorporated in 1875, and retained the latter company’s water sources for emergency back-up.
By the early 1950s, BHC once again was looking for more water to supply the region’s ever-growing population, but so much land was taken up by homes and manufacturing plants by then, there wasn’t enough room to establish a new reservoir.
Instead, BHC started drilling wells, including a site in Shelton above the Housatonic River. Firlotte said the Housatonic Well Field was one of the largest supplies of drinkable underground water in all of New England, and the new water source helped BHC weather a four-year drought in the 1960s.
Answering another challenge
The federal government’s Safe Drinking Water Act of 1974 meant another challenge for BHC, Firlotte said, because it introduced more stringent quality standards.
The company’s answer was a state-of-the-art treatment plant on 10 acres at Trap Falls. Construction took three years, and the plant went into service in 1981, bearing the name of then-BHC executive Donald W. Loiselle.
The 1900s gave way to a new century, and BHC became Aquarion. Under both names, the company has always been concerned with the environment, from the days when Sam Senior looked for areas free of pollutants, to modern day when Aquarion diligently monitors its land and water sources to ensure they remain undisturbed.
Firlotte, a former Shelton resident, said Aquarion “is proud to be part of a great city like Shelton and to support it as one of its top taxpayers. We’re also cognizant of our role as an environmental steward, and we are committed to preserving the land around the reservoirs, protecting the wildlife inhabiting that land, and striving for the highest quality in the water we provide.”
CALL TO ALL ARTISTS
The Valley Philanthropy Council & the Valley Arts Council Present The Art of Giving Art Show Sunday, Nov. 9, 2008
All are welcome to submit original paintings, drawings, photography, sculpture and music/writing that represents the contest’s “Art of Giving” theme.
For more information contact Jill Nichols at (203) 925-4981, ext. 305 or visit the VAC web site at www.valleyartscouncil.org | <urn:uuid:27041902-345b-47a4-8de2-016cb687f51a> | CC-MAIN-2019-43 | http://aquarionwater.com/files/pdfs/Shelton%20Life%20for%20AQ.pdf | 2019-10-22T14:44:30Z | crawl-data/CC-MAIN-2019-43/segments/1570987822098.86/warc/CC-MAIN-20191022132135-20191022155635-00331.warc.gz | 15,911,179 | 1,134 | eng_Latn | eng_Latn | 0.99789 | eng_Latn | 0.998002 | [
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Kids are used to seeing special effects. The big screen is filled with intergalactic conflicts, time travel, and unstoppable superheroes. Compared with today’s dizzying array of unbelievable feats, kids may view Jesus’ coming back to life with a certain amount of complacency. Help them understand that today’s lesson is about the greatest event in human history! Not only did the event actually happen, unlike the media-produced productions kids are used to, but it has eternal implications for every human ever born. Beat *that*, Hollywood!
| LESSON | WHAT CHILDREN DO | SUPPLIES | EASY PREP |
|--------|-----------------|----------|-----------|
| 1 | **Getting Started** | **Easter Egg Hunt** *(about 10 min.)* Find eggs with symbols of Easter. | 1 plastic egg per child
**Teacher Pack:** “Easter Symbol” cards | Separate the “Easter Symbol” cards, and place 1 card inside each plastic egg. Then hide eggs inside the room or outside. |
| | **Easter Part 1: A Dark Hour** *(about 10 min.)* Experience parts of the Bible. | Bibles, CD player, dark chocolate chips, small paper cups, tape
**Teacher Pack:** CD, “Easter” poster | |
| 2 | **Bible Exploration** | **Easter Part 2: At the Tomb** *(about 10 min.)* Understand what it was like to find Jesus’ empty tomb. | CD player, scissors, paper, pens, markers, perfume or air freshener
**Teacher Pack:** CD, “Easter” poster, netting, ribbon | Cut the ribbon into 6-inch lengths. Hang up the “Easter” poster where everyone can see it. |
*Bold text* within the lesson is spoken text.
**Bible Point**
Jesus is alive.
**Key Verse**
“Jesus said to her, ‘I am the resurrection and the life. He who believes in me will live, even though he dies.’ ” (John 11:25).
**Weaving Faith Into Life**
Children will evaluate what they believe about Jesus and grow closer to him.
| LESSON | WHAT CHILDREN DO | SUPPLIES | EASY PREP |
|--------|------------------|----------|-----------|
| | **Jesus or the World?**
*(about 10 min.)*
Compare Jesus with the world. | Bible, poster board, balloon, masking tape, pin (or toothpick)
**Teacher Pack:**
Bible Timeline | Cut out a large cross from the poster board. Cover the cross completely with masking tape. Blow up a balloon, and cover it completely with one layer of masking tape. |
| | **Celebration Mural**
*(about 10 min.)*
Create a mural to learn the Key Verse, and consider what Jesus’ resurrection means to them. | Bibles; 11 x 17 sheets of paper; tape; painting or drawing supplies, such as sidewalk chalk, crayons, markers, or paint; paintbrushes | Hang the paper throughout the room to create a sort of gallery. You’ll need 1 sheet of paper per child. Set out art supplies. |
| | **The Gate to God**
*(about 10 min.)*
Share about a relationship with Jesus. | Bible Truth Sleuth, pens
**Teacher Pack:**
“Easter” poster | Tear out the Lesson 6 pages from each Bible Truth Sleuth student book. |
| | **Daily Challenges**
*(about 5 min.)*
Choose a Daily Challenge to apply God’s Word. | Bible Truth Sleuth | |
| | **Weaving Faith at Home**
*(about 2 min.)*
Talk about how to share what they learned with their families. | | |
*Bold text within the lesson is spoken text.*
Jesus Is Alive!
Mark 16:1-8
Four Views
The first question skeptics ask about Jesus’ resurrection is, Why do the Gospel writers all give different accounts? To answer that question, think about an exciting event in your life at which several people were present. If you asked them to tell about the events of that day, would all their versions of the day be exactly the same? Of course not. We all see things from different perspectives and remember different details of what we see.
That’s exactly what happened with the Gospel writers’ telling of Jesus’ resurrection. All seeming contradictions arise out of their slightly different views of events and can easily be resolved when one accepts that truth. In fact, if all the accounts were exactly the same, a critic would say that the authors had collaborated to make up a convincing story. And thanks to these different viewpoints, the accounts we have—as orchestrated by God—give us a more nearly complete picture of what happened than if only one Gospel had been written.
Especially Good News
The angel’s proclamation “He has risen!” was the most wonderful news anyone could have given to Jesus’ followers. He was alive, and they were to meet him! Why did the angel mention Peter specifically? Peter—the bold one—had fearfully denied Jesus three times the night of Jesus’ trial and then had broken down and wept (Mark 14:66-72). Now that Jesus was alive, Peter would likely wonder if Jesus would accept him. The angel left no doubt of Jesus’ forgiveness by telling the women at the tomb, “Go tell his disciples and Peter.”
Death Defeated
Why do we celebrate Easter? The Apostle Paul eloquently tells us, “If Christ has not been raised, your faith is futile; you are still in your sins…The sting of death is sin, and the power of sin is the law. But thanks be to God! He gives us the victory through our Lord Jesus Christ” (1 Corinthians 15:17, 56-57). What more could we ask? “Thanks be to God for his indescribable gift!” (2 Corinthians 9:15).
The Jesus Connection
We don’t serve a dead leader the way most other religions do. Jesus is alive! Because he lives, we can each have a dynamic and growing relationship with him.
How can you thank God for the indescribable gift of Jesus and the world-rocking, sin-shattering, life-revolutionizing power of his resurrection? Make this Easter Sunday special. Turn from distractions, and focus instead on the real gift of Easter: new life through Jesus’ death and resurrection. Start now by talking to God about what Easter means to you. You can write your prayer here.
Easter Egg Hunt
What You’ll Do
Welcome kids warmly as they arrive, and ask them how their week went. Direct kids to the area where the Easter egg hunt will take place, and explain that the kids will each find one egg.
When everyone has found an egg, return to a large group. Ask kids to open their eggs and see what’s inside. Then have willing kids share their symbols of Easter. Briefly discuss the symbols and their meanings. For example, baby animals could represent new birth and starting fresh.
Talk With Kids
Lead kids in this discussion.
Ask:
- What are some of the different ways people celebrate Easter?
- Why is Easter so important?
Say: Easter is celebrated in many different ways. Some people think of bunnies. Some think of flowers. Some even think of the rock that covered Jesus’ tomb. But the real reason we celebrate Easter is because JESUS IS ALIVE. Let’s explore what happened on that very first Easter.
Easter Part 1: A Dark Hour
What You’ll Do
This biblical account will be told in two parts. The poster has three scenes that correspond to three parts of the Easter passage, and you’ll point out the first two scenes as you explore each part of the account. The third scene will be used in the “Weaving Faith Into Life” section.
Start out by pointing to the first section of the “Easter” poster. Then give each child a paper cup with a dark chocolate chip in it. Make sure everyone has a Bible, and have kids open to Mark 15:33-39. Tell them they’ll be hearing the sounds of the crucifixion.
Play “A Dark Hour” (track 10 on the CD). Pause the CD after the centurion announces, “Surely this man was the Son of God!”
Say: Now put the piece of chocolate into your mouth, and keep it there. You can quietly think about your sins and talk to God about them. Allow a few minutes for reflection.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- How was the chocolate different than you expected?
- How was that chocolate like the sin we have in our lives?
- What was the importance of Jesus dying on the cross?
Say: Jesus’ death was very unusual. The sky was very dark. The earth shook. The curtain to the Temple tore from top to bottom. After watching all that happened that day, the Roman soldier was convinced that Jesus was the Son of God. Jesus died for our sins. But ▶ JESUS IS ALIVE today. Let’s see what happened next.
**Easter Part 2: At the Tomb**
**What You’ll Do**
Point out the second section of the “Easter” poster.
Say: After the Sabbath some of the women brought spices to the tomb to anoint Jesus’ body. Let’s listen as Mary Magdalene describes what happened that day.
Play “Mary Magdalene” (track 11 on the CD).
Give kids each a pen and a piece of paper, and set out markers to share. Have kids write praises and decorate their sheets of paper, thanking Jesus for being alive. When they’re finished, lightly spray each child’s paper with the perfume.
Give each child a piece of netting and a 6-inch piece of ribbon. Have kids fold up their praise papers, put them into the netting, and tie the netting up into a bag.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- What are some other ways we can thank Jesus for being alive?
- Why is it important that Jesus is alive?
Say: When the women reached the tomb, they saw something they never expected: an empty tomb. Jesus had come back to life! We celebrate Easter because ▶ JESUS IS ALIVE. He had died for our sins. Now he was reunited with
---
**Easter Part 2: At the Tomb**
**Supplies**
- CD player
- scissors
- paper
- pens
- markers
- perfume or air freshener
**Teacher Pack**
- CD: “Mary Magdalene” (track 11)
- “Easter” poster
- netting
- ribbon
**Easter Part 2: At the Tomb**
**Easy Prep**
Cut the ribbon into 6-inch lengths.
Hang up the “Easter” poster where everyone can see it.
God the Father. Mary Magdalene and the others had taken spices to Jesus’ tomb to anoint his body, but they didn’t need them because Jesus had risen! You can take this bag home with you as a reminder of Jesus’ sacrifice for us—and that he’s alive today!
3 WEAVING FAITH INTO LIFE
Jesus or the World?
What You’ll Do
Show kids the “Jesus Rises From the Dead” picture on the Bible Timeline. Ask a willing child to read aloud the Key Verse, John 11:25: “Jesus said to her, ‘I am the resurrection and the life. He who believes in me will live, even though he dies.’ ”
Say: We can believe in Jesus and stick to him, or we can believe in the world and the things it has to offer us.
Hold up the cross and the balloon, both covered in masking tape.
Ask:
- What happens when we put our trust and hope in the things the world has to offer us?
- What happens when we put our trust and hope in Jesus?
- Why can we put our trust and hope in Jesus?
Ask kids to share some of the pressures they face each day. For example, they might mention problems in school, arguments with their friends, or not agreeing with their parents about something. For each pressure a child shares, have that person come up and poke the pin or toothpick through the masking tape into the balloon. The balloon will slowly deflate and crumple.
Then ask kids to come up, pray about a pressure, and then poke the pin or toothpick through the masking tape into the cross. The cross will keep its shape.
Talk With Kids
Lead kids in this discussion.
Ask:
- What are some ways the world can crumple around us?
- What are some things the cross represents to us?
- What are some of the pressures you can give to Jesus?
- How does knowing that Jesus died and came back to life help you trust him with those pressures?
Say: When the pressures of the world hit us and we put our hope in the world and the temporary pleasures it has to offer, we will be disappointed. The life we have in the world and its temporary pleasures will deflate and leave us crumpled and empty. However, if our hope is in Jesus and his resurrection, we won’t be let down, because ▶ JESUS IS ALIVE!
Celebration Mural
What You’ll Do
Read the Key Verse aloud again: “Jesus said to her, ‘I am the resurrection and the life. He who believes in me will live, even though he dies’” (John 11:25).
Say: Think about the images this verse makes you think of. What does it look like for Jesus to be the resurrection and the life? Do you see him walking out of the tomb in glory? Do you think of beautiful living things? Do you see Jesus opening his arms to hug you?
Direct kids to the papers you hung before the lesson. Explain that they will be using the various art supplies to make a gallery of artwork with the images they thought of. Ask kids to create their artwork based on what images the Key Verse brings to mind, such as a cross, the conquering of all sins, an open door to heaven, and so on. After kids have finished creating their gallery, have them write the Key Verse next to their artwork.
Talk With Kids
Lead kids in this discussion.
Ask:
- How did you determine what to draw or paint?
- What does it mean that Jesus is the resurrection and the life?
- How can you choose to live with Jesus today?
Say: We celebrate Easter because ▶ JESUS IS ALIVE. Because he lives, we’re able to live forever with him. That’s a great reason to celebrate!
The Gate to God
What You’ll Do
Point out the third scene on the “Easter” poster.
Say: When the tomb was opened and Jesus had risen, Jesus opened the way for us to be reunited with God. Jesus opened the gate, and now he welcomes us with open arms. Because of Jesus’ resurrection, we can be thankful. He has provided a way for us to be with God.
Distribute pens and this week’s Bible Truth Sleuth pages, and have kids turn to the “My Relationship With Jesus” activity. Ask kids to find a partner and share three things they know about their relationship with Jesus. For example, kids could share about how they spend time with Jesus, how Jesus has changed them, and what they’d like to thank Jesus for.
When pairs have shared, have them write those things on their Bible Truth Sleuth pages.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- What difference does it make to your relationship with Jesus to know that he’s alive?
- What things on your list would be different if Jesus had stayed in the tomb? Explain.
Say: We celebrate Easter because ➤ JESUS IS ALIVE. That means that we can now have a relationship with Jesus, and we can invite others into a relationship with him, too.
---
**4 LASTING IMPRESSIONS**
**Daily Challenges**
**What You’ll Do**
Say: Let’s think about how we can remember this week that ➤ JESUS IS ALIVE and ways we can grow in our relationship with Jesus.
Have kids find the Daily Challenges on their Bible Truth Sleuth pages and choose one to do this week. They can choose one or more of these three options:
- If you’re not sure if you believe in Jesus, write down what you do believe about Jesus and questions you have about him. Then talk to a Christian adult about your questions.
- If you do believe Jesus loves you and died for you, write a song or poem telling him why he’s so important to you.
- Tell someone about your relationship with Jesus. You’ll grow closer to Jesus at the same time as you give someone else an opportunity to know about him!
Be sure to commit to a Daily Challenge as well. Kids will be more inclined to follow through on their commitments when they see you doing the same.
Talk With Kids
Lead kids in this discussion.
Ask:
- What’s a practical way you’re going to do your Daily Challenge? Include a time, a place, and other ideas.
Say: When Jesus was on the cross, it was a dark day. But we have hope, because JESUS IS ALIVE!
Weaving Faith at Home
Encourage kids to talk with their parents about the Daily Challenge they chose and what they learned about Jesus’ resurrection. Kids can also do the activities in the “HomeConnect” section of their Bible Truth Sleuth pages with their families.
Talk to your Director about emailing the FREE FamilyConnect to all your church’s families. Available at group.com/digital.
Take a couple of minutes to pray with your kids. Invite kids to pray to follow Jesus or to recommit their lives to following him. | <urn:uuid:acfbcacb-28c6-4792-a11d-fc9e6915659f> | CC-MAIN-2018-17 | http://innercityministries.org/Downloads/FWNow_SP18_Gr3-4_TG_06.pdf | 2018-04-23T13:08:07Z | crawl-data/CC-MAIN-2018-17/segments/1524125946011.29/warc/CC-MAIN-20180423125457-20180423145457-00597.warc.gz | 153,815,487 | 3,720 | eng_Latn | eng_Latn | 0.991593 | eng_Latn | 0.995552 | [
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In all classrooms, the focus on literacy standards includes expectations in reading, writing, speaking, and listening. If all students are to be ready for college and career by the end of high school, it is not sufficient to solely address literacy skills; we must also consider the texts to which students apply these skills.
**Key Shifts in ELA:**
- **Content-Rich Nonfiction**
This shift does not mean disregarding literature. The standards celebrate the role literature plays in building knowledge and creativity in students. Social studies, health, music, art, business, FACS, TEE, and science courses equip students with disciplinary literacy skills needed to read and gain information from the content-specific nonfiction texts. These texts are powerful vehicles for learning content as students build skills in the careful reading of a variety of texts, such as primary documents in social studies class or descriptions of scientific observations in science class.
Students no longer can rely on prior knowledge and experiences to respond to questions. Quality text-based questions, unlike low-level “search and find” questions, require close reading and deep understanding of the text.
- **Reading Grounded in Evidence**
Writing and speaking using evidence from texts to present careful analysis, well-defended claims, and clear information is the focus of argumentation. Students have vast experience sharing their opinions based on experience and prior knowledge but are challenged when asked to use facts and evidence to defend their point of view.
- **Argumentative Writing**
The ability to comprehend complex texts is the most significant factor differentiating college and career-ready from non-college and career-ready readers. Students who can predict, summarize, and infer while using text as evidence are better able to make meaning from what they read. This shift requires practice through deliberate close reading.
- **Complex Text**
One of the most basic obstacles to comprehension is vocabulary. To understand complex materials, students need support in developing key academic vocabulary common to those texts.
- **Academic Vocabulary** | <urn:uuid:fbe7ce8b-aae8-4579-b48c-495c5d97dbdb> | CC-MAIN-2019-43 | http://www.todayinschool.com/wp-content/uploads/2013/11/ELA_11.pdf | 2019-10-22T14:10:04Z | crawl-data/CC-MAIN-2019-43/segments/1570987822098.86/warc/CC-MAIN-20191022132135-20191022155635-00342.warc.gz | 332,472,860 | 398 | eng_Latn | eng_Latn | 0.998061 | eng_Latn | 0.998061 | [
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Learning Welsh: A Guide
Learning Any Language
There are two paths to learning a language, the fast track and the slow track. You want to spend time on both.
The Fast Track
The bare minimum you need to get by is just simple grammar and essential vocabulary. For Welsh, both of these are provided in the online lessons: level A gives you the minimal grammar and the most common words in the language.
The Slow Path
This is just absorbing whatever comes your way, reading and listening, and putting the language together out of isolated fragments. This gives you richness and context and is more fun than grammar, but takes more time.
Learning any language is a challenge, but a language like Welsh presents a few special challenges. This short guide is designed to help you find your strengths and avoid the pitfalls. In short, to get the most out of the learning process. It is divided into three sections:
1. The Language
- The particular facets of Welsh that need special attention (and a few that need no attention at all).
2. The Learner
- Strategies you can use to make the most effective use of time and resources.
3. The Class
- How the class can best work for you.
Welsh: A User’s Guide
Welsh is a minority language, which means that unlike French, German, and Spanish, there isn’t one single correct version of the language. This is good, in a way; in Welsh, it is perfectly acceptable to drop an English word into conversation if you need to, and mistakes won’t impede communication nearly as much as in other languages. On the other hand, it can be extra confusing. There are multiple dialects, primarily North and South, and multiple registers, primarily literary and conversational. The drawback is that for many words, you’ll have to learn one form but also learn to recognize others. The best plan is to choose one for your focus (for example, Conversational South Welsh), but not to worry if you mix and match.
Learning Welsh requires memorizing two sets of information, vocabulary and grammar. Chances are good that you have had bad experiences with grammar in the past. It is often taught badly, meaning that it people find it boring and often learn “facts” that are not actually true. Grammar does not have to be boring and painful! A common pitfall among language students is that they expend more energy avoiding the grammar than they would spend just learning it. It is true that in the short term, if you avoid grammar, you learn faster and it’s more fun, but in the long term, you get stuck and it becomes very difficult to get beyond Absolute Beginner. (If that last sentence hits home, don’t worry, but do start paying more attention to the grammar.)
Grammar. With grammar, you need to memorize rules. There really aren’t that many. It is helpful if you can go beyond and understand how and why they work, but it’s not 100% necessary—you probably speak English without being able to explain all of its grammar. Welsh has a few features which appear scary at first, but are simple. For example, the alphabet and the mutations can be learned quite quickly. The truly scary features only come later, in complex sentences.
Different languages are easier or harder depending on which language you start from. If you speak English as a first language, Welsh is harder than French, Spanish, or Italian, but easier than Russian, Gaelic (whether Irish or Scottish), or Chinese. Overall, it’s probably around the same level of difficulty as German.
More complicated features of Welsh are the word order, which is very unlike English, and the parts of speech,
which aren’t exactly the same as the ones you are used to. You must be clear on the English parts of speech before trying to learn Welsh.
The verb “to be” is also a necessary but uphill struggle. In Welsh, the first words in a sentence is usually a verb. The subject follows the verb, and the rest of the sentence comes after that. Welsh uses pronouns and prepositions much more than English, and in some unusual ways. Pronouns conjugate (so there are different words for “with” and “with me” and “with you”, etc.), and pronouns can possess verbs: in Welsh, the word for “my” followed by “telling” means “telling me” when translated.
Some of the other features to do with time and traditional counting are also quite unusual, but very interesting!
**Vocabulary.** When you learn a word, it is essential to learn its part of speech and, depending on that, some further information.
**Verbs**, often called *verb-nouns* in Welsh, consist of a stem and endings. *Caru* means either “to love” (verb) or “loving” (noun), and its stem is *car-*. Both forms must be learned, because it is not always possible to guess the stem from the dictionary form or vice versa.
**Nouns** are either masculine or feminine, and the plurals are also not predictable so must be learned individually. For nouns, then, you should learn the singular, the plural, the gender, and the meaning.
**Prepositions** often have a conjugation, and these need to be memorized; prepositions and conjunctions also often trigger *mutations*, or changes in the starting letter of the following word, and these need to be learned as well.
**Particles** don’t even exist in English. They tell you the quality of a sentence (is it a question? negative?). **Adjectives** and **Adverbs** share a close relationship in Welsh, governed in part by particles and mutations. Mutations are also a concern for **Pronouns** and **Conjunctions**.
Remember that there isn’t a one-to-one correspondence between Welsh and English. The English word “spring” might be *gwawrwyd* or it might be *ffynnon*, depending on what kind of spring you mean, season or fountain; *glas* might be translated as “blue”, its basic meaning, but it could be “green” or “grey”, depending on context.
---
**The Learner**
You have to be self-motivated, because the external motivations (I need it for work, I need it to talk to people who have no English) won’t apply here. Welsh’s minority language status also means that it is more difficult to find resources (whether classes and textbooks or entertainment) outside of Wales, but they are available, notably online. There is a wide variety of resources, from systematic lessons ([http://www.siaredcymraeg.com/](http://www.siaredcymraeg.com/), for example) to Wikipedia in Welsh to music to youtube video lessons. The main thing is to devote time to it. Ideally, at least 15 minutes every other day. That’s around an hour a week. The more the better, obviously, but even a short period every other day is much more effective than large blocks of time every once in a while.
Only you know your level. If you are just starting, have a look at the pronunciation guide on the Society’s website ([here](#)). Tell me specifically what you need ([my email](#)), and I’ll try to help you find the best resources.
There are four aspects to any language: reading, writing, speaking, and listening. Two of these skills are passive, and two are active; two are oral, and two are written.
| | Passive | Active |
|--------|---------|--------|
| Oral | Listening | Speaking |
| Written | Reading | Writing |
Passive skills are best for acquiring new information, such as vocabulary and grammar. Active skills are best for cementing your knowledge (i.e. practice makes perfect). Everyone finds the passive skills easier to acquire than the active skills, and most people find the written skills easier than the oral. If you find speaking Welsh much harder than following a conversation or reading it, you’re not alone!
How should you spend your Welsh time? Every learner is different. Spend a little time with yourself first and
figure out what works best for you. Everyone uses a different mix of skills to acquire new knowledge: audio, visual, and kinesthetic, or in other words, whether you learn best by hearing, watching, or doing. If you like music, find a recording of a song and learn the lyrics; they’re probably posted online somewhere. Keep listening until you can hear which words are which; practice using some of the phrases. Make flashcards or label your kitchen in Welsh or talk to the cat—whatever works for you. One reading strategy that is effective is to take a children’s book (because the language is simpler) that has been translated from English to Welsh. Read the English until you know it well, and then read the Welsh. Having the plot and images in your head already will help make sense of the text.
Be creative. Learning a language has real and practical benefits for your mind, so why not include other beneficial brain exercises like writing poetry or letters or stories? Think of ways you can use Welsh in your daily life: translate the advertisements on the bus, or start exclaiming “ych y fi!” whenever you’re mildly annoyed or disgusted. If you’re just beginning, rewrite English words in the Welsh alphabet: Fancwfer, Bwrnabu, Siatl.
There is also a psychological aspect to learning a language, particularly on your own. There is a certain amount of frustration: frustration at not making progress fast enough; frustration at not understanding much (or any) of what you see and read; frustration at comparing yourself to other people who seem to be doing better. It is crucial that you tolerate a little bit of frustration. *Frustration is a symptom that your brain is working to solve the problem.* Too much frustration, of course, is bad, but a little bit just means you are being challenged, and like broccoli and sprouts, it is good for you. (Note: if you’re experiencing overwhelming frustration, lower your expectations. It’s not a race!)
Do not compare yourself to other learners. Ever. It is easy to assume that you are alone in not understanding something, or that other people are progressing better than you are, but you do not know what their background is or how much time they are able to put into it. Use your fellow learners to help, but never let your perceptions of where they are affect you. Learning is a highly individual process.
On the other hand, do expect to forget some of what you learn. It is natural when learning a language to take a few steps forward and then to take one back. The occasional “I should know this!” is a good sign, and as long as your overall progress is forward, you’re doing fine.
The other thing to watch out for is putting up your own roadblocks. For example, in the sentence,
*Mae’r bachgen yn fyrbwyll, ond mae ei galon yn dda*
you might get stuck on the word “*fyrbwyll*”. Whether listening or reading, it is far better to learn to take this as
*The boy is something, but his heart is good* or even *The boy is something, something else is something else* rather than making this mistake:
*The boy is fyrbwyll. What on earth is fyrbwyll? I can’t understand this. I must find out what this one word is…* while you lose the thread of the conversation or the text.
When listening, trying to ignore the gaps and just accept the conversation as a puzzle with pieces missing. When reading, a good rule of thumb is to look up one word per sentence if you’re a beginner, one word per paragraph if you’re more advanced, but in any case stop when you’ve learned five or six new words. Let them settle, and come back to it later. Eventually, you’ll get more and more from context alone.
**The Class**
There are many different kinds of language classes. The best kind meet frequently (at least thrice a week, but four or five times a week is better). They are taught in tandem by native speakers and fluent learners, both with extensive experience teaching the language, and there is a set schedule and orderly lessons from excellent textbooks. All the students begin and proceed at the same level. Everyone attends and participates enthusiastically, and at the end of each session everyone is given a slice of cake, a fluffy kitten, and a winning lottery ticket.
Unfortunately, we don’t have the numbers or the budget to offer those classes, even without the kittens and lottery tickets (we do usually have cake). Our class in particular runs on a very different model. We meet only once a fortnight, which poses certain challenges. The biggest one is retaining what you have learned from lesson to lesson.
The second-biggest is being at a different level from others in the group. In a way, the strategies for both are the same.
1. **Take what you can get and leave the rest.** Some of the material, whether vocabulary, grammar, or the reading, will be beyond you. You’re fresher at the beginning of the night than at the end. As long as you get *something* out of each lesson, you’re making progress. When your brain is full for the evening, tune out and let the sounds of Welsh wash over you. This is serious advice: passive exposure won’t hurt you, but fretting will. Try to go back to it at least twice a week in between classes, and move what you’ve learned from short-term into long-term memory. (This can be done by sheer rote repetition, by word or image association, by understanding and contextualizing, or by any number of other techniques.)
2. **Engage actively.** Have fun! Try to go a little bit beyond. In the conversation section, can you substitute a different word or phrase? With the grammar, can you apply it to a different example? With the reading, what can you understand before it is translated? Even a single word is something! Certainly don’t be shy about speaking out or making mistakes, essential to the learning process. Your mistakes make the other learners feel better about their own, and it’s a bonus if they’re funny.
3. **Ask questions of the instructor.** I may not know the answer, but I can always find out. The benefit of having an instructor is that I can explain the grammar to you, help you translate a passage, and serve as a sounding board for the progress you’ve made during the fortnight. If you are worried that other people will be annoyed or think less of you for asking questions, rest assured: nobody minds. They are grateful that somebody else asked. Others have the same questions, and you are doing them a favour.
4. **Don’t worry if we get ahead of you.** You have a lot of demands on your time outside of class, but so does everyone else. I expect you to progress at different rates, and nobody minds. Your classmates are always grateful for a little review, and you don’t have to learn in sequence: the language is a network, not a line, and you can jump around from subject to subject. In fact, one of the biggest mistakes you can make is trying to learn all of Step One before proceeding to Step Two. If you approach a language in that way, you will never progress.
5. Strategies for Older Learners: **You need more repetition.** You never stop learning, but as you age, it takes more repetition for new information to move from short-term to long-term memory. Don’t assume that what worked in school will still work: change strategies to adapt to the new situation. This is also good for the brain!
6. **Most Important:** **Make use of the class as a community.** Talk to another learner for five minutes a day in Welsh only. Email each other in Welsh. Share neat words. It doesn’t matter if you make mistakes as long as you practise! Commiserate with other learners on how hard it is. Share techniques for what works and what doesn’t. You’ll progress faster and have more fun if you treat this as a social project, not a lonely individual one. Remember that **success is continual improvement, not perfection.**
Use the class for inspiration: as a reminder, every so often, that learning Welsh is something you want to do. Look around and see the evidence that even so far away from Wales, people can and do learn Welsh.
**Dysgwch!** | <urn:uuid:e59dccda-aaaf-4a95-ad4c-d6d4d45c9967> | CC-MAIN-2018-43 | http://www.welshsociety.com/Antone2.pdf | 2018-10-21T12:15:33Z | crawl-data/CC-MAIN-2018-43/segments/1539583514005.65/warc/CC-MAIN-20181021115035-20181021140535-00200.warc.gz | 570,995,022 | 3,419 | eng_Latn | eng_Latn | 0.998962 | eng_Latn | 0.99906 | [
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Look for a pattern. Solve.
1. Emma is collecting cans for a recycling project. The chart shows how many cans she plans to collect each week. What is the pattern?
| Week | Cans |
|-------|------|
| 1 | 10 |
| 2 | 20 |
| 3 | 30 |
| 4 | ? |
| 5 | ? |
_____ more cans each week
2. What is Emma’s goal for week 4 and week 5?
Week 4: _____ Week 5: _____
5. Mrs. Rose takes cookies out of the oven. They are in 4 rows and 5 columns. Which addition sentence shows how many cookies in all?
4 + 5 = 9 4 + 4 + 4 = 12 5 + 5 + 5 + 5 = 20 5 + 5 + 5 + 5 + 5 = 25
(A) (B) (C) (D)
5. One week, a group of chimpanzees ate 437 bananas. The next week, they ate 465 bananas. Did they eat more than 900 bananas during both weeks? Explain. | <urn:uuid:a7921613-d86b-4f78-9f95-a939d6531282> | CC-MAIN-2022-33 | https://www.scusd.edu/sites/main/files/file-attachments/grade_2_word_problem_examples.pdf | 2022-08-16T18:59:53+00:00 | crawl-data/CC-MAIN-2022-33/segments/1659882572515.15/warc/CC-MAIN-20220816181215-20220816211215-00400.warc.gz | 840,476,619 | 265 | eng_Latn | eng_Latn | 0.996565 | eng_Latn | 0.996565 | [
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Section - A
Q1) \((10 \times 2 = 20)\)
a) “The emphasis of financial accounting is different from that of Cost Accounting”. Comment.
b) Explain the steps (in sequence form) involved in the accounting cycle.
c) “Depreciation is an important source of funds (working capital)”. Do you agree. Justify your answer.
d) What do you mean by Cash Flow Statement?
e) “Fixed Costs are really variable. The more you produce the less they become”. Do you agree? Explain.
f) Distinguish between Materials Price Variance and Materials Usage Variance.
g) During the current year, AB Ltd. showed a profit of Rs.1,80,000 on a sale of Rs.30,00,000. The variable expenses were Rs.21,00,000. You are required to work out:
(i) Break-even sales at present
(ii) Break-even sales, if variable expenses increase by 5 percent.
h) What are the points of similarity and points of difference between budgets and standard costs?
i) Define Human Resource Accounting. Enlist the advantages of Human Resource Accounting.
j) How does Activity Based Costing differ from the traditional costing approach?
Section - B
(4 × 10 = 40)
Q2) From the following Trial Balance extracted from the books of Ravi, prepare a Trading Account, Profit and Loss Account for the year ending 31st March, 2006 and a Balance Sheet as on that date.
| Description | Dr. (Rs.) | Cr. (Rs.) |
|------------------------------|-----------|-----------|
| Capital | | 20,000 |
| Drawings | 1,700 | |
| Plant & Machinery | 12,000 | |
| Horses & Carts | 2,600 | |
| Debtors | 3,600 | |
| Creditors | | 2,600 |
| Purchases & Sales | 2,000 | 4,200 |
| Wages | 800 | |
| Cash at bank | 2,600 | |
| Salaries | 800 | |
| Repairs | 190 | |
| Opening Stock | 1,600 | |
| Rent | 450 | |
| Manufacturing Expenses | 150 | |
| Bills Payable | | 2,350 |
| Bad Debts | 500 | |
| Carriage | 160 | |
The following adjustments are to be made:
(a) Closing Stock Rs. 1,600.
(b) Depreciate Plant and Machinery - 10%; Horses & carts - 15%
(c) Allow interest on capital at 5% p.a.
(d) Rs. 150 is due for wages
(e) Paid Rs. 50 as Rent in advance.
Q3) Explain, in detail, the different methods used for analysis and interpretation of financial statements.
Q4) The following information was taken from the financial statements of XYZ Ltd. (amount in thousand of rupees)
| Particulars | Year 1 | Year 2 | Year 3 |
|----------------------|--------|--------|--------|
| Total Assets | 750 | 850 | 860 |
| Credit Sales | 420 | 520 | 550 |
| Cost of Goods Sold | 450 | 595 | 645 |
| Cash | 50 | 60 | 55 |
| Debtors | 150 | 165 | 180 |
| Inventory | 130 | 160 | 170 |
| Net Fixed Assets | 120 | 260 | 250 |
| Creditors | 75 | 85 | 100 |
| Short-term Debt | 125 | 175 | 170 |
| Long-term Debt | 125 | 185 | 175 |
| Equity | 125 | 200 | 210 |
Calculate following ratios (indicating efficient use of assets) and discuss potential sources of trouble.
(a) Current Assets Turnover
(b) Debtors’ Turnover
(c) Inventory Turnover
(d) Fixed Assets Turnover
(e) Total Assets Turnover
Note: Debtors and Inventory at the end can be taken where opening balances are not available.
Q5) Discuss in detail, the various basis of classification of cost and various types of cost.
Q6) XYZ Ltd. operates a chain of shoe stores. The stores sell 10 different styles of men’s shoes with identical purchase costs and selling prices. The company is trying to determine the desirability of opening another store, which would have the following expense and revenue relationships per pair.
| Variable data: | Rs. |
|-------------------------|-------|
| Selling Price | 30.00 |
| Cost of shoes | 19.50 |
| Salesmen’s Commission | 1.50 |
| Total Variable Expenses | 21.00 |
| Annual Fixed Expenses: | Rs. |
|-------------------------|-------|
| Rent | 60,000|
| Salaries | 2,00,000|
| Advertising | 80,000|
| Other Fixed Expenses | 20,000|
| Total Fixed Expenses | 3,60,000|
Required to calculate the following. (consider each question separately)
(a) What is the Annual Break-Even Point in sales amount and in unit sales?
(b) If 35,000 pairs of shoes are sold, what would the store’s net income be?
(c) If the store manager was paid Rs.0.30 per pair as commission, what would the annual break-even point be in sales amount and in unit sales?
(d) Refer to the original data. If the store manager was paid Rs.0.30 per pair as commission on each pair sold in excess of the break-even point, what would be the store’s net income if 50,000 pairs were sold?
(e) Refer to the original data. If sales commissions were discontinued in favour of Rs.81,000 increase in fixed salaries, what would the annual break-even point be in amount and in unit sales?
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Towards Motivation And Development Of Scientific Attitude Among College Science Students
Raghunath Mahajan * Sandip Patil ** Suhasini R Mahajan ***
Abstract - Attitude is an expression of favour or disfavour towards a person, place, thing or event. It influences view of science. In this perspective of revolution of science and technology, importance of science education has become more noteworthy and pertaining to this developing a science temperament among the learners is necessary. Scientific attitude has three basic component, belief, feeling and action. With the help of selective characteristics of Nobel Prize winners as they inherent, objectivity, open mindedness, persistence, creativity and flexibility like attitudes are describe. The belief that their contribution to world definitely proposes relevant directives to improvement in learner's attitude towards not only in science but also concerning development and aspiration in various fields and need of the society. Some advance teaching techniques are also suggested to develop scientific attitude. For simplicity, three approaches of practical work to understand the meaning of teaching and learning in context to motivation and development of scientific attitude at college level among the science students have proposed. Teacher is an aspirator, a facilitator, a good narrator; and an educator. Science teachers should accustom themselves with latest developments in the field of science and technology and skills so as to attract learners toward science. Teacher's role is aspiration and strengthening new generation for better society. What are we teaching? What are they learning? What are we auditing? Answer to this is discussed in this paper.
Key words - descriptor, mentor, aspirator, educator, scientific attitude.
Introduction - The investigation of student's attitude towards study science has been a substantive feature for the work of science education community for last 20 years. Many facts as gender, teacher, curricula and other variables are important to inculcate science attitude among the learners. It is the aspiration to know and understand, Attitudes towards science and scientists influence views of science. (Jonathan Osborne , 2003, Farahhnaz Movahdzadeh, 2011). It encourages questioning mind and a spirit of enquiry. An attitude in science encourages learners to develop safe and sound, accountable and collaborative working practices when carrying out experimental work. Developing attitude in science would help nation to cope up with vigorous advances in technology all around the world. (Rajib Mukhopadhyay, 2014) Career consciousness, and classroom participation, television programs, commercials, books, and the social network around the learners strongly influence attitude towards science. Belief is the cognitive basis of scientific attitude, which provides learner scientific information of several phenomenon's, eminent scientists, and inventions etc. Science teachers should accustom themselves with latest developments in the field of science and technology and skills so as to attract learners toward science. Twenty general science attitudes found among the learners are,
1. Empiricism Knowledge comes only or primarily from sensory experience. A scientist prefers to "look and see." You do not argue about whether it is raining outside-just stick a hand out the window,
2. A thirst for knowledge, an "intellectual drive
3. Determinism "Cause-and-effect" underlies everything,
4. Precision Scientists are impatient with vague statements,
5. Parsimony Prefer the simple explanation to the complex,
6. Skepticism All statements make assumptions of prior conditions,
7. Respect for paradigms Universally recognized scientific achievements that, for a time, provide model problems and solutions for a community of practitioners,
8. Aversion to superstition and an automatic preference for scientific explanation A scientist
jects superstition and prefers science paradigms out of an appreciation for the power of reality based knowledge.
A respect for power of theoretical structure “That is all right in theory but it won’t work in practice”.
10. Scientists are addicted puzzle-solvers,
1. Awareness of assumptions Good scientist starts by defining terms, making all assumptions very clear, and reducing necessary assumptions to the smallest number possible. Scientists are very specific about what they “know” or will say with certainty.
12. Suspended judgment Difficult to give an opinion already investigated matter,
13. Willingness to change opinion When Harold Urey, author of one textbook ‘theory on the origin of the moon’s surface’, examined the moon rocks brought back from the Apollo mission, he immediately recognized this theory did not fit the hard facts laying before him. “I’ve been wrong!” he proclaimed without any thought of defending the theory he had supported for decades.
14. Loyalty to reality Dr. Urey above did not convert to just any new idea, but accepted a model that matched reality better. He would never have considered holding to an opinion just because it was associated with his name,
15. Ability to separate fundamental concepts from the irrelevant or unimportant,
16. Respect for quantification and appreciation of mathematics as a language of science,
17. An appreciation of probability and statistics, Effectiveness of results is proved by analyzing data by its probability and statistical significance,
18. An understanding that all knowledge has tolerance limit Values that scatter at least slightly around the average point. E.g. Human’s core body temperature,
19. Empathy - the capacity to place oneself in another’s position, Capacity to share or recognize emotions experienced by another sentient it means ability to feel, perceive, or to experience subjectivity.
20. A belief that problems have solutions perhaps not easily, but possible.
Earlier researchers found common aspects of teaching that, we perceived to be effective by both teachers and pupils, these are:
I. Clear goal for pupil learning
II. Use of preview and review of lesson content
III. Clarity of communication of lesson goal and agenda to pupils
IV. An ability and willingness to allow for different cognitive styles and of engaging with learning process among pupils. The interpreted a range of components in the measures of attitudes to science include:
I. Nature of classroom environments
II. Motivation towards enjoyment of science and the value of science
III. The perception of science teacher
IV. Anxiety towards science
V. A fear of failure course
VI. Self-esteem of science
VII. Attitudes of peer, friends and parent’s towards science
VIII. In achievements in science (Munby, 1983, Kobella et al, 1889, Utibe et al, 2013)
Learners attention could be drawn by judging properly student’s aptitude level that is important decide teaching parameter accordingly the level of learner. We have defined following descriptor to decide student’s achievement level at 10 scale attitude? (See in the last page)
Many teaching techniques are evolved and suggested to develop scientific attitude. (Hakan 2010, Chandrashakar, 2014, and Deshpande, 2010). Some out of them are, innovative teaching plans, designing of animation, use of power point presentation, screening of science documentaries and movies, use of ICT, smart class rooms as well as designing simple experiments to demonstrate laboratory course, Virtual classroom practical’s and lessons Organization of Seminars, Science fair, Science exhibition, Conferences, Science quiz’s, competitions, Workshops, Anveshan and Avishkar could fascinate learners to develop science attitude. Organization of academic visits to institute and industries boosts clarification of future ideas about carrier in science. (Mahajan et al 2016)
Additional attention could be strained from emphasis on Computer literacy (ICT) among the learners and teachers. Good mentor- mentee relations, Quality of teacher, clarity in communication, help of teaching aids, defining learners vision, mission and goal could help to develop scientific attitude and science related values among learners of science faculty.
Improving social wellbeing through education, research and innovations -
Argumentation: Teaching and learning using practical work - Practical work we mean tasks in which learner, observe or manipulate real objects or materials or witness a teacher’s demonstration.
Practical work can -
I. Motivate pupil by stimulating interest and enjoyment
II. Teach laboratory skills
III. Enhance the learning of scientific knowledge
IV. Give insight into scientific method and develop expertise in using it
V. Develop scientific attitudes such as open-mindedness and objectivity
We put following point to learners knowledge to make practical work more effective
I. The teaching objectives should be clear, relatively few in number for any given task
II. The task design highlights the main objective and keeps noise to minimum.
III. A strategy is used to stimulate the students thinking before hand, so that the practical task is answering a question, the student is already thinking about.
In the context of teaching scientific knowledge; practical work is best seen as communication and not as discovery.
We would like to suggest some examples of simple experiments to motivate and to develop scientific attitude among science students.
**Experiment 1** - Innovative ideas to demonstrate various practical exercises based on titration using 0.1 N HCl and 0.1 N NaOH. Such experiments not only provide practical knowledge on different aspects but also facilitate to conduct examination at graduate and post graduate level students. Acidity or alkalinity of a given sample is calculated by simple titration using appropriate indicator, standard 0.1 N NaOH and 0.1 N HCl solutions are used for such study. The utility of this practical exercise is applied for number of practical’s routinely carried out at post graduate and under graduate courses of biosciences. Such study includes analysis of i. fermentation ii. urine excretion iii. Stomach function iv. Protein chemistry v. Applied chemistry vi. Enzymology vii., Oil chemistry and viii. Metabolic study. This classroom activity is useful as teaching tool to students who are not opted chemistry as subject at S Y B. Sc level at several Universities. At low cost time saving, economic kit prepared serves as a tool for chemical education which improves skill, better understanding chemical principles. It has been found that SY students of above category are slow learner and sensitive for these practical’s.
**Experiment 2** - Use of edible and non edible oil cake as source of nitrogen for culturing various organisms Oil cakes are rich in protein, fibre and energy contents. Owing their availability at low cost they may be included in the studies concerning microbiological and biotechnological practicals. They could be used as fermentation substrates in developing bioprocesses for the production of organic chemicals and bimolecular, for the studies of industrial enzymes, antibiotics, biopesticides, and vitamins and other biochemicals production using microbes.
**Experiment 3** - Standardization of simple protocol to study proteolytic enzyme activity of locally available laticiferous garden plants
In our laboratory a simple protocol established to study proteolytic activity of latex of garden plants to introduce enzyme chemistry and its utilizations for commercial industrial application. Native plants of Khandesh region belonging to various families such as *Apocynaceae*, *Asclepiadaceae*, *Caricaceae*, *Moraceae* and *Euphorbiaceae* possess caseinolytic, gelatinolysis and milk clotting properties. The latter is used for searching a substitute for animal rennet to clot milk, in turn, used for cheese production. Simple protocols are i. Digestion of casein ii. Degradation of gelatin from X-ray film iii. Clotting of milk. All these protocols are simple, time and money saving and can be taught to UG and PG students of life sciences without much complications. Setting and conducting all above experimental approach, lead to improvement in student’s skills, attitude and research culture is motivated at college level.
To develop scientific attitude in science and related values in subject, here are examples of some Nobel laureates, explaining nature of their work with keywords, these are:
i. **Curiosity** An eager or desire to know, Galileo Galilei’s curiosity about the heavenly bodies made him the first person to use a telescope to study the moon, the sun, the planets, and the stars. With his telescope, he discovered the moons of Jupiter, the craters on the earth’s moon, and the sunspots.
ii. **Logical and systematic behavior**, careful and accurate record keeping among the reasons why Gregor Mendel discovered the principles of heredity when others have failed was his logical experimental methods and his careful and accurate record keeping.
iii. **Open Mindedness and Free of Bias**, An open minded person is one who can modify or discard hypothesis, if necessary. Johannes Kepler- develop evidence that planet moved along perfect circles But after 15 years of work, he broke away from that idea and discovered that planets follow elliptical orbits.
iv. **Intellectually honest**, Newton built his laws of motion on the previous work of Gallileo and others. In fact, Newton’s fist law was very similar to Gallileo’s concept of inertia. He never claimed that he worked out his laws by himself.
v. **Work Hard and Is Persistent**, Marie Curie was the first person ever to be awarded the Nobel Prize twice. It was not surprising considering how hard she worked in a small wooden shed with a dirt floor and a leaky roof. This is where she discovered radium and polonium.
vi. **Creativity**, Albert Einstein was able to derive his theory of relativity because he went beyond what was given and known at that time. He studied links and connections where others did not. He looked at things from different perspectives.
Nobel Prize is the most coveted award of the world, awarded to eminent personalities contributing valuably to various walks of life. The following Indian have made us proud by winning the Nobel Prize
i. Ravindra Nath Tagore – in literature (1913) for his work “Gitanjali”
ii. Sir C. V. Raman, in physics (1930) for “Raman Effect”
iii. Dr. Hargovind Khorana in medicine and physiology (1968) for interpreting the genetic code and analyzing its function in protein chemistry
iv. Dr. Subramaniam Chadrashrkar in Physics (1983) for his theoretical work on stars and their evolution
v. Mother Teresa, in Peace (1979) she dedicated her life serving the poor, and sick people around the world
vi. Dr. Amartya Sen in Economics (1998) for social support in development appeared humane and wise
vii. Dr. Rajendra Kumar Pachauri in Peace (2007) on the behalf of the intergovernmental panel on climate change
Conclusion - This paper provides information regarding many facets of teaching on student's attitude to science. Science educators have much to learn from the growing body of the literature on the study of motivation and update recent information. Teachers' training, quality of teacher, infrastructure, and learning resources offer opportunity to students to achieve excellence in learning outcomes. The amount of research or studies being done on the science topic is continuously increasing. Motivation offers important pointer to the kind of classroom environment and activities that raise pupils' interest in studying science and lead to focus for future research. This is our general observation based on last 30 years of teaching at science College students. Research culture among UG and PG college students is initiated; such initiatives inculcate students' ability to participate and present their research work as budding researchers in seminars, workshops, and Avishkar etc.
References:
1. Akcay H, Yager RE, Iskander S M., & Turgut H, Change in student beliefs about attitudes toward science in grades 6-9 Asia-Pacific Forum on Science Learning and Teaching; 2010. 11. 1, 1
2. Candrasekaran S, Developing Scientific Attitude, Critical Thinking and Creative Intelligence of Higher Secondary School Biology Students by Applying Synectics Techniques: International Journal of Humanities and Social Science Invention; 2014. 2319 – 7714
3. Deshpande L, Challenges in Measurement of Scientific Attitude http://www.hbcse.tifr.res.in/episteme/episteme-1/allabs/leena_abs.pdf
4. Farahhnaaz M, Importance of students' attitude towards science through blended learning, science education and civic engagement summer 2011 seceij.net/seceij/summer-im.html
5. Farahnaz M, Improving Students' Attitude toward Science through Blended Learning science education and civic engagement summer '2011. 3:2 http://skylinedpx.weebly.com/uploads/6/6/7/3/6673645/ib_science_assess_criteria.doc
6. http://www.k-state.edu/biology/pob/modern_attitudes.html
7. http://www.preservearticles.com/2012041730555/how-to-develop-scientific-attitudes.html
8. Jonathan Osborne, Attitude towards science: a review of the literature and its implication, International Journal. Sci. Educ.; 2003. 9. 1049-1074
9. Mahajan S, Rane S And Ladhe Y, Recent aspects on tools, techniques, and skills applied in teaching-learning vocational and technical education, In Book Emerging Trends In Technical And Vocational Education And Training, Lenin Media, Bhopal; 2016. 395-402
10. Mukhopadhyay R, Scientific attitude – some psychometric considerations IOSR Journal of Humanities and Social Science. 19.1. 2014. 98-100
11. Munby H, An investigation into the measurement of attitudes in science education Columbus, OH: 'SMEAC, INFORMATION CENTER, OHIO, State University 1983
12. Patrice P, and Abdelrim H., "Studies in science education," 2014. 50. 85
13. Thomas R. K, and Athens G A, Changing and Measuring Attitudes in the Science Classroom Research Matters - to the Science Teacher No. 1989. 8901
14. Utibe C, Atah A and Ogumogu E, An Investigation of the Scientific Attitude among Science Students in Senior Secondary Schools in Edo South Senatorial District, Edo State. Journal of Education and Practice; 2013. 4. 11
| Achievement level | Level indicator Student requires |
|------------------|----------------------------------|
| 0 | The student does not reach a standard described by any of the descriptors below |
| 1-3 | Some guidance to work safely and some assistance when using material and equipment. Some guidance to work responsibly with regards to the living and non-living environment. When working as part of a group, needs frequent reminders to cooperate with others |
| 4-6 | Little guidance to work safely and little assistance when using material and equipment. Works responsibly with regards to the living and non-living environment. When working as part of a group cooperates with others on most occasions. |
| 7-10 | No guidance to work safely and uses material and equipment competently. Works responsibly with regards to the living and non-living environment. When working as part of a group, cooperates with others. |
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St James’ CE Junior School Religious Education Policy
With exploring minds, and faith; we grow and learn together.
Our Vision Statement
‘Your word is a lamp to my feet, a light on my path.’ Psalm 119:105.
Our vision
Our vision is to ensure children thrive in their learning and, with exploring minds, are actively engaged in their studies. At St James’ we aim for our curriculum to provide children with skills, knowledge and personal characteristics that enable them to live their lives to the fullest. This approach is mirrored by the staff who reflect and adapt in order to develop their practice as the dedicated professionals that they are. In this way we grow and learn together as we follow the St James Way: Be Kind, Be Respectful and Always Give Your All.
From the foundation offered by our infant counterparts, where they teach the children: ‘To choose the right path’, Proverbs 22:6. Our vision is to follow on that journey with our mission statement of ‘Your word is a lamp to my feet, a light to my path.’ ~ Psalm 119: v105. This Christian vision is underpinned by our teaching of the Christian faith, biblical studies and our Christian school values of: Peace, Compassion, Friendship, Forgiveness, Thankfulness and Endurance.
Introduction
Religious Education is central to the purpose of St James’ CE Junior school because, as a church school, we see that the Christian faith informs all aspects of our life together and commits us to a search for truth.
As a Church of England school, we follow the 2017 Cumbria Agreed Syllabus for RE. Within this framework we cover all the major world religions but focus specifically on Christianity, Buddhism and Islam. We also incorporate units of work from Understanding Christianity.
RE at St James’ CE Junior School explores how individuals and communities make meaning and sense of their lives through the major religions of the world. It enables pupils to know about, understand and respond to the important and ultimate questions of life.
RE is taught in such a way that it inspires pupils to explore, develop and affirm their own faith and values and have respect for the faith, beliefs and values of others. Values education permeates the RE curriculum at St James’ CF Junior School.
**Aims**
At this school, RE supports and strengthens the vision, ethos and values which are at the heart of what we aim to do in every aspect of school life. The importance placed on the development of the whole child spiritually, morally, socially, culturally and intellectually is reflected in the RE curriculum.
RE aims to enable pupils to be: **Informed**: Know about and understand a range of religions and worldviews, so that they can:
- describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;
- identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom found in religions and worldviews;
- appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.
**Expressive**: Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:
- explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;
- express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including spiritual and ethical issues;
- appreciate and appraise varied dimensions of religion or a worldview.
**Enquiring and Reflective**: Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:
- investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;
- enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;
- articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other’s lives.
Legal Framework
As a voluntary controlled school, the Cumbria Agreed Syllabus for RE is our statutory document for teaching of RE.
Parents have a legal right in accordance with the Education act 1996 to withdraw their children from religious education. But as RE is central to the life and identity of St James’ Church of England School, we would ask parents to discuss with the head teacher any reasons they might have for doing this.
Teaching & Learning
- The scheme of work for RE will maintain a balance between the three attainment targets: Knowing about and understanding religions and worldviews, Expressing and communicating ideas related to religions and world views and gaining and deploying the skills needed for studying religions and world views.
- There will be clear learning outcomes for all units of work, based on the appropriate expectations as set out in the RE syllabus.
- The scheme of work will ensure that there is continuity and progression for pupils and opportunities for assessment in both attainment targets.
- Pupil progress and attainment in RE will be tracked and recorded half termly and the school will keep an up to date file of evidence to support assessment data.
- Progress in RE is included in each child’s annual report to parents.
- Inclusion and differentiation for children with SEND and EAL are an integral part of RE planning and teaching
- RE will be taught either as a discrete subject or as part of a cross-curricular approach where appropriate.
- A range of visitors will be invited to support the teaching of RE, and where possible, there will be planned visits to places of worship.
- In this school the faiths taught in RE are Christianity, Buddhism and Islam.
- Other religions and worldviews may be taught implicitly or when comparing ideas or as thematic studies. Wherever possible, links are made between Religious Education and other curriculum subjects
- RE will be given at least 5% of curriculum time i.e. 1 hour per week in key stage 2.
Spiritual, Moral, Social and Cultural Development/ British Values
- Religious Education is a key opportunity for children to develop morally, spiritually, socially and culturally. We invite pupils to reflect on their personal responses to issues, consider those of others, and appreciate that for some people belief in a spiritual dimension is important.
We encourage pupils to consider the answers offered by faith groups to questions of meaning and purpose and problems within society as well as their own experiences.
Religious education also strongly supports the school’s citizenship programme by introducing pupils to the significance of belonging to a community, the diversity of communities in the wider community, faith rules and their application to moral and ethical issues and cultural influences on religious practice. This includes work on British values.
**Assessment & Achievement**
Appropriate to age, at the end of their education in our Church school the expectation is that all pupils are religiously literate and (as a minimum) they are able to:
- Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.
- Show an informed and respectful attitude to religions and worldviews in their search for God and meaning.
- Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions
- Engage in meaningful and informed dialogue with those of other faiths and none.
*National Society RE Statement of Entitlement 2016*
**Subject Leadership**
The teaching, assessing and resourcing of Religious Education is managed by the RE subject leader, (in close collaboration with senior leaders) to ensure that the principles set out in the National Society’s Statement of Entitlement for RE are implemented.
- The RE subject leader will support and monitor the subject across the school and will have an annual budget to do this.
- The RE subject leader will ensure that relevant and regular CPD is in place to keep his/her subject knowledge and expertise up to date.
- The RE subject leader will ensure that staff receive adequate training in the teaching and assessment of RE.
- The RE subject leader will liaise with the governor who holds responsibility for RE and they will report regularly to the governing body so that everyone has an overview about progress and attainment in RE.
- The RE subject leader and head teacher will ensure that RE provision reflects diocesan advice and recommendations.
Arrangements for monitoring standards of teaching and learning in RE, including how RE contribute to SIAMS School Self Evaluation
The Head and RE subject Leader will monitor RE within the school through analysis of assessment data, observation, lesson studies, learning walks, planning analysis, work scrutiny and discussions with pupils. The Head and RE subject are responsible for contributing to the Church school self-evaluation process by reviewing each area of the SEF, monitoring and evaluation as above, followed by plans to move forward.
Review
This policy will be reviewed regularly. Its effectiveness will be monitored by the RE co-ordinator and will be based upon discussions with other members of staff, monitoring of children’s work and teaching plans. The outcome of the review will influence the future school development plan.
Date of policy: March 2022 (KM)
Signed by Chair of Governors:
[Signature]
REVD. R. JACKSON
25/04/2022
Review date: As and when there are significant changes to be made to the RE Curriculum. | <urn:uuid:041eae51-3048-4105-b732-4a98678270fd> | CC-MAIN-2024-22 | https://www.stjamesjun.cumbria.sch.uk/serve_file/6163465 | 2024-05-21T20:25:42+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058512.80/warc/CC-MAIN-20240521183800-20240521213800-00697.warc.gz | 879,958,323 | 1,866 | eng_Latn | eng_Latn | 0.995205 | eng_Latn | 0.996554 | [
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How does HFCA measure a successful kindergartener? It's not what you think
HFCA kindergarten students and supporters cheering on classmates in their Run for Your Wild Life fundraising event. After learning about endangered animals, students raised almost $4,000 to support Wildlife Conservation Network.HFCA Staff
Kindergarten success is often measured by the students' ability to recognize upper and lowercase letters, count to 100, develop self and social awareness, and become an emerging reader. At Holy Family Catholic Academy (Inverness), success in kindergarten extends beyond the intellectual gains. Success at HFCA is measured when their youngest learners become leaders and move their newly gained knowledge to action.
HFCA, the only International Baccalaureate World School (IB) in the Northwest suburbs, has designed a nationally and internationally recognized thinking curriculum that challenges learners to go beyond a basic understanding of facts, to make connections, and ultimately apply their learning to new situations outside of the classroom. States Principal Kate O'Brien, "The IB framework provides our teachers with worldwide best practices in education which helps us extend our students' learning by applying their knowledge and problem solving skills to make a difference in the larger community."
The IB framework consists of six trans-disciplinary units that present students with authentic problem solving challenges. The final unit in the kindergarten curriculum looked at how plants and animals need to grow and change, and humans need to care for the earth. Each student researched a favorite animal, built a habitat in the classroom, and visited the zoo to see their animals up close. As they presented their animals to the class, the students had to indicate if the animal was safe, threatened, or endangered. The young learners became passionate about helping the endangered animals, some even moved to tears.
States HFCA kindergarten teacher, Mrs. Elizabeth Kruse, "The students actively participated in their own learning which prompted them to take responsibility to save the animals." They decided on a Run for Your Wild Life and shared what they learned with family and friends near and far. They researched organizations that could help and raised almost $4,000 which was donated to the Wildlife Conservation Network. The organization acknowledged these 49 students publicly by saying, "The passion these children have is contagious, and their love for wildlife gives us so much hope for the future. We are so inspired by their generosity and compassion at such a young age."
Mrs. Kruse and Mrs. Lauren Longmeyer, Teacher Assistant agreed that the lesson encompassed a full circle of learning. "Our kindergarten students were challenged to build their knowledge, share it with each other, and apply their learning to help make a difference. The whole experience truly touched our hearts as teachers."
The motto for HFCA's more than 500 students in preschool through grade 8 is to become global thinkers, leaders grounded in faith. Mission accomplished for HFCA kindergarten learners. | <urn:uuid:447130ea-0827-4fca-81fd-4524e4b9668c> | CC-MAIN-2019-39 | https://4.files.edl.io/f48a/07/28/19/132156-ad50b199-3210-4de2-8177-30a8d03a95c4.pdf | 2019-09-20T01:33:30Z | crawl-data/CC-MAIN-2019-39/segments/1568514573801.14/warc/CC-MAIN-20190920005656-20190920031656-00456.warc.gz | 348,746,947 | 577 | eng_Latn | eng_Latn | 0.996831 | eng_Latn | 0.997648 | [
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Menu Planning Worksheet for Children
For each day of the week, write down the menus for the meal served.
Name of Child Care Facility: ___________________________ √ Menu Planning Age Group(s): ___1 & 2___3 - 5___6 - 18___ Week of ____________ 20_____
Type(s) of milk offered:
One year olds: whole milk
Two through five: (1%) or fat free milk
Six and older: (1%) or fat free milk
| Child meal pattern food components: | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|------------------------------------|--------|---------|-----------|----------|--------|
| **BREAKFAST** | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: six oz.; 6-18: eight oz. | Milk | Milk | Milk | Milk | Milk |
| Vegetable/Fruit/Juice: Ages 1-2: ¼ c; 3-5: ½ c; 6-18: ½ c | Fruit Cup (C) | Banana Slices (C) | Peaches (C) | Orange Slices (C) | Strawberries (C) |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, 1/3 c; 6-18: 1 slice/svg, ¾ c | English Muffin | Pancakes | French Toast | WG Cereal | Croissant |
| Meat/Meat Alternate (optional) | | | | | |
| LUNCH/SUPPER | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: six oz.; 6-18: eight oz. | Milk | Milk | Milk | Milk | Milk |
| Meat/Meat Alternate: Ages 1-2: 1 oz.; 3-5: 1 ½ oz.; 6-18: 2 oz. | Ham w/Mac & Cheese | Meat Patty w/ Gravy | Taco w/Cheese, Lettuce, Tomato | All Meat Franks | Chicken |
| Vegetable: Ages 1-2: ½ c; 3-5: ¼ c; 6-18: ½ c | Green Beans (A) | Potato Wedges | Corn | Baked Beans | Mixed Vegetables |
| Fruit or Vegetable: Ages 1-2: ½ c; 3-5: ¼ c; 6-18: ½ c | Mandarin Oranges | Broccoli (A) | Fruit Cocktail | Pears | Apricots |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, ¼ c; 6-18: 1 slice/svg, ½ c | Elbow Macaroni Pasta | WG Roll | WG Taco Shell | Roll | WG Whole Wheat Bread |
| SNACK | | | | | |
| Select 2 | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: four oz.; 6-18: eight oz. | Apple Slices | Plain Sun Chips 100% WG | Melon Chunks | Yogurt | Apple Wedges |
| Meat/Meat Alternate: Ages 1-2: ½ oz.; 3-5: ½ oz.; 6-18: 1 oz. | WG Crackers | Seasonal Fruit | WG Crackers | Peaches | Cubed Cheese |
| Vegetable: Ages 1-2: ½ c; 3-5: ½ c; 6-18: ¾ c | | | | | |
| Fruit: Ages 1-2: ½ c; 3-5: ½ c; 6-18: ¾ c | | | | | |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, ½ c; 6-18: 1 slice/svg, ¾ c | | | | | |
Note: The type(s) of milk served must be noted on the menu for each age group (fat content and if flavored). The daily 100% whole grain serving must be noted on the menu (e.g. “WG” or “whole grain bread).
Refer to Meal Pattern for Children for serving sizes when planning menus.
MENUS MUST BE POSTED AND MAINTAINED ON FILE!
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Each circle 200' diameter and three circles in juxtaposition area identified by campground designations at Silver Lake. In these same circles are approx. 400 living trees in all stages of development, the largest 3' in diameter. Each circle has the above number of 400. The largest tree in general area is 6' in diameter and it is a red cedar.
Left Silver Lake 11:00 A.M. Vine maples in full red color. Continued to Lopez Island. Enroute left Anacortes ferry terminal at 5:04 P.M. and made census of birds to Lopez:
2 Bonaparte gulls, 2 glaucous-winged gulls, Bonaparte gull, glaucous-winged gull, merbled murrelet, glaucous-winged gull, glaucous-winged gull, Bonaparte gull, 2 single glaucous-winged gulls, E Thatcher Pass, W Thatcher Pass, glaucous-winged gull. No bald eagle on nest on N end Humphrey Head.
At Bee House an adult & mule deer (29" high at shoulders) and her 2 fawns (23½" high) at feeder. Also last year's young (29") F.
Bee Estate, Humphrey Head, Lopez Island, San Juan Co., Washington
Sept 3, 1988
While on The Bee in Shoal Bay moorage at 1 hr. before sundown observed approx. 80 Bonaparte gulls circling a 200' length of Humphrey Head just above tops of conifer trees. This area is ridge directly above marina. They appeared to be capturing insects.
First pigeon guillemat observed at boat.
2 harbor seals observed at least 7 times surfacing between boat & shore to S.
One group of Bonaparte gulls, approx. 200, swam as one group from outlet of Humphrey Lagoon N around the Bee and then back to point of origin. They were swimming but not feeding.
One group of approx. 700 Bonaparte gulls flew S and W side of Shoal Bay (approx. 60' above water). As they approached the S end of bay they met a conifer tree barrier which caused them to disperse in several directions other than their course to the S. After this temporary confusion, the reformed and alighted on the water. This was at sundown. | <urn:uuid:750d5514-3484-4da4-bed3-2bf06767a6e6> | CC-MAIN-2024-51 | https://digital.lib.ku.edu/islandora/object/ku-bee%3A9452/datastream/PDF/download | 2024-12-07T14:54:17+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00879.warc.gz | 178,659,894 | 507 | eng_Latn | eng_Latn | 0.994103 | eng_Latn | 0.994103 | [
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Menu Planning Worksheet for Children
For each day of the week, write down the menus for the meal served.
Name of Child Care Facility: ___________________________ √ Menu Planning Age Group(s): ___1 & 2 ___3 - 5 ___6 - 18 Week of ____________ 20_____
Type(s) of milk offered: One year olds: whole milk Two through five: (1%) or fat free milk Six and older: (1%) or fat free milk
| Child meal pattern food components: | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|-------------------------------------|--------|---------|-----------|----------|--------|
| **BREAKFAST** | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: six oz.; 6-18: eight oz. | Milk | Milk | Milk | Milk | Milk |
| Vegetable/Fruit/Juice: Ages 1-2: ¼ c; 3-5: ½ c; 6-18: ½ c | Orange Slices (C) | Pineapple Chunks (C) | Fruit Cup (C) | Peaches (C) | Apple Slices (C) |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, 1/3 c; 6-18: 1 slice/svg, ¾ c | Cheese Toast | Bagels W/ Cream Cheese | Cheese Toast | Cheerios | WG Cereal |
| Meat/Meat Alternate (optional) | | | | | |
| **LUNCH/SUPPER** | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: six oz.; 6-18: eight oz. | Milk | Milk | Milk | Milk | Milk |
| Meat/Meat Alternate: Ages 1-2: 1 oz.; 3-5: 1 ½ oz.; 6-18: 2 oz. | Bean Burger Sandwich | Baked Beans | Red Beans | Black Beans | Bean Sandwich |
| Vegetable: Ages 1-2: ½ c; 3-5: ¼ c; 6-18: ½ c | Veggie Bean Soup | Potato Salad | Sweet Peas (A) | Baked Plantains | Lettuce, tomato |
| Fruit or Vegetable: Ages 1-2: ½ c; 3-5: ¼ c; 6-18: ½ c | Carrot Sticks | Baby Carrots | Tossed Salad/ Pear | Broccoli (A) | Orange Slices |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, ¼ c; 6-18: 1 slice/svg, ½ c | WG Bread | WG Bread | WG Rice | WG Rice | Pita Pockets |
| **SNACK** | | | | | |
| Select 2 | | | | | |
| Milk: Ages 1-2: four oz.; 3-5: four oz.; 6-18: eight oz. | Yogurt | Hummus Dip | Peaches | Veggie Sticks w/ Dip | Seasonal Fruit |
| Meat/Meat Alternate: Ages 1-2: ½ oz.; 3-5: ½ oz.; 6-18: 1 oz. | | | | | |
| Vegetable: Ages 1-2: ½ c; 3-5: ½ c; 6-18: ½ c | Mixed Fruit | Chips | Graham Crackers | WG Crackers | Muffin |
| Fruit: Ages 1-2: ½ c; 3-5: ½ c; 6-18: ¾ c | | | | | |
| Grains: Ages 1-2: ½ slice/svg, ¼ c; 3-5: ½ slice/svg, ½ c; 6-18: 1 slice/svg, ¾ c | | | | | |
Note: The type(s) of milk served must be noted on the menu for each age group (fat content and if flavored). The daily 100% whole grain serving must be noted on the menu (e.g. “WG” or “whole grain bread).
Refer to Meal Pattern for Children for serving sizes when planning menus.
MENUS MUST BE POSTED AND MAINTAINED ON FILE!
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Overview
Hydrogen is an abundant element and critical for the formation of molecules like water. With only one proton, hydrogen is the lightest element. Despite its small mass, hydrogen can pack a punch, carrying up to three times the energy content of gasoline. Green hydrogen is fuel produced using renewable energy, such as offshore wind. It is green because no greenhouse emissions, such as carbon dioxide, are emitted in the process of hydrogen fuel production.
Green hydrogen (H\textsubscript{2}) fuel is produced from water (H\textsubscript{2}O) through the process of electrolysis, a chemical reaction where an electric current passes through a substance and splits molecules apart. Electrolyzers are devices that, through the process of electrolysis, use electricity to split water molecules apart (Figure 1).
What are the byproducts of green hydrogen production and fuel?
The hydrogen produced during electrolysis is used for fuel and other energetic purposes. Byproducts include oxygen, water, and brine discharge. The oxygen produced can be used for critical applications like medical care. The water goes back into the water cycle, while byproducts, such as the brine, could be sold as salt.
Why is green hydrogen important?
Green hydrogen can be used as an energy source in hard-to-decarbonize sectors. Hydrogen can provide a fuel source for vehicles like trucks, trains, and ships. Hydrogen can also be stored in fuel cells for long-term energy storage (Figure 2), or as a source of backup power for critical infrastructure like public transportation.
Safety and Community Benefits
Hydrogen is highly flammable, but when green hydrogen production is carried out in a safe and secure environment, it poses little threat to communities. Research and development projects are underway to find the safest methods for green hydrogen production.
Green hydrogen production from offshore wind has great potential in the Gulf of Mexico, where existing port and pipeline infrastructure could be utilized and innovated to grow local economies, create new jobs, and support a just transition to clean energy. | <urn:uuid:5969a026-9e5e-49f8-a02a-b0272f1f0216> | CC-MAIN-2024-51 | https://www.boem.gov/sites/default/files/documents/newsroom/fact-sheets/BOEM_Green%20Hydrogen_Memo.pdf | 2024-12-07T15:18:01+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00887.warc.gz | 617,844,643 | 412 | eng_Latn | eng_Latn | 0.997351 | eng_Latn | 0.997351 | [
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PART I (QUESTIONS 1 - 10). PLACES IN CLASSICAL MYTHOLOGY.
1. Oedipus died at Colonus, a suburb of
a. Athens b. Iolcus c. Sparta d. Thebes
2. The sacred spring at Delphi was called
a. Arethusa b. Castalia c. Hippocrene d. Lerna
3. Hero and Leander lived on opposite sides of the Hellespont.
Respectively, their homes were the European city of ________ and the
Asian city of ________.
a. Abydus; Sestus b. Abyla; Calpe
c. Calpe; Abyla d. Sestus; Abydus
4. The centaur Chiron lived in Thessaly on Mount
a. Cyllene b. Dicte c. Oeta d. Pelion
5. Hercules fought with the Amazons at their Scythian capital of
a. Ancyra b. Halicarnassus
c. Salmydessus d. Themiscyra
6. The capital city of Colchis was situated on the River Phasis. Its name
resembles that of its most famous ruler, Medea's father. It was called
a. Aea b. Nineveh c. Pergamum d. Sardis
7. The fabulously wealthy King Croesus of Lydia found his gold in the river
where Midas supposedly washed away his golden touch. The name of this
river, a tributary of the Hermus, was the
a. Hebrus b. Sangarius c. Thermodon d. Pactolus
8. The sacred grove of Dodona was located in the region of
a. Arcadia b. Epirus c. Laconia d. Malis
9. The original name of the floating island Delos was "Quail Island" or
a. Anthemoessa b. Aeolia c. Ogygia d. Ortygia
10. Typhon lost a great deal of blood while fighting with Zeus above the
mountain range that we now call the Balkans. Consequently, the Greeks
called these mountains the
a. Haemus b. Pindus c. Rhodope d. Taurus
PART II (QUESTIONS 11 - 20). PLACES IN ANCIENT HISTORY.
11. Rome's primary naval headquarters were located at
a. Aquileia and Thurii b. Brundisium and Ostia
c. Misenum and Ravenna d. Puteoli and Rhegium
12. The eruption of Vesuvius in 79 A.D. not only destroyed Pompeii but also
buried the city of Herculaneum in liquid tufa and rained ash upon a third
city which is now called Castellamare. This third city was known to the
Romans as
a. Acerrae b. Nola c. Nuceria d. Stabiae
13. Cannae, the site of a great Roman defeat, is located in the region of
Italy called
a. Apulia b. Calabria c. Campania d. Liguria
14. Clusium and Veii were cities of the
a. Etruscans b. Marsi c. Sabines d. Samnites
15. Of the following four buildings, the only one that stood in the Campus Martius was the
a. Basilica Iulia b. Regia
c. Temple of Saturn d. Theatre of Pompey
16. The emperors Elagabalus and Severus Alexander were both born at the Syrian city of
a. Cibalis b. Emesa c. Naissus d. Sirmium
17. Lake Regillus lay approximately halfway between Rome and
a. Ardea b. Caere c. Falerii d. Praeneste
18. Sextus Pompey was defeated in 36 B.C. at Naulochus on
a. the coast of Africa b. the coast of Spain
c. Corsica d. Sicily
19. The island in the Bay of Naples which was home to the Emperor Tiberius was
a. Aenaria b. Capreae c. Ilva d. Trimerus
20. At the time of Crassus' death in 53 B.C., the capital of Parthia was
a. Artaxata b. Ctesiphon c. Ecbatna d. Seleucia
PART III (QUESTIONS 21 - 35). MISCELLANY.
21. The modern city of Hissarlik is associated with the ruins of ancient
a. Cnossus b. Mycenae c. Segesta d. Troy
22. The modern name for ancient Hibernia is
a. Denmark b. Ireland
c. the Netherlands d. Scotland
23. The site of ancient Carthage can be visited in modern-day
a. Algeria b. Libya c. Morocco d. Tunisia
24. The name given by the ancient Greeks to the lower Danube River was the
a. Halys b. Ister c. Maeander d. Strymon
25. The modern name for the British city of Eboracum is
a. Birmingham b. Pembroke c. Rochester d. York
26. The twin city of Tyre was
a. Ephesus b. Joppa c. Miletus d. Sidon
27. The Cyclades did NOT include
a. Delos b. Naxos c. Paros d. Rhodes
28. The Greek poet Alcaeus was born at Mytilene on the island of
a. Chios b. Cos c. Lesbos d. Salamis
29. The Roman author Seneca was born at Corduba, a city in
a. Africa b. Gallia Transalpina
c. Hispania Ulterior d. Syria
30. Mare Internum was one of the Romans' names for the
a. Black Sea b. Caspian Sea
c. Mediterranean Sea d. Red Sea
31. Of the following islands, the NORTHERNMOST was
a. Crete b. Euboea c. Samos d. Samothrace
32. Of the following four mythological peoples, the EASTERNMOST were the
a. Cicones b. Dolopians c. Lapiths d. Taurians
33. The NORTHERNMOST point on the Via Aurelia was
a. Luca b. Neapolis c. Placentia d. Rome
34. The EASTERNMOST point on the Via Salaria was
a. Ariminum b. Aternum c. Tarentum d. Truentum
35. Which of the following four kingdoms did NOT border on Galatia?
a. Bithynia b. Cappadocia c. Lycia d. Pamphylia
PART IV (QUESTIONS 36 - 50). MAPS.
36. On Map A, the number 36 marks a cape. It is here that Heracles descended to the underworld for his twelfth and final labor. The name of this cape was:
a. Caphareus b. Malea c. Sunion d. Taenarum
37. On Map A, the number 37 marks an isthmus. While crossing it, Theseus encountered numerous bandits. It was called the Isthmus of
a. Calydon b. Corinth c. Epidaurus d. Exetria
38. On Map A, the number 38 marks an island. Aphrodite is said to have stepped ashore here when she was born from the foam of the sea. The island's name was
a. Corcyra b. Cytheria c. Icaria d. Thera
39. On Map A, the number 39 marks a mountain. Actaeon was hunting there when he saw Diana bathing, and Teiresias was walking there when he saw Athena bathing. The name of this mountain was
a. Cithaeron b. Cynthus c. Ossa d. Pholae
40. On Map A, the number 40 marks a gulf. Its name was the
a. Gulf of Argolis b. Gulf of Eleusis
c. Saronic Gulf d. Thermaic Gulf
41. On Map B, the shaded area around the number 41 marks a mountain range which extends for about eight hundred miles. In ancient times, these mountains were famous for their wolves, bears, brigands and cheese. The name of this range was the
a. Appeninus b. Cebenna c. Iura d. Vosegus
42. On Map B, the shaded area around the number 42 marks a region. Hannibal and Spartacus were both active here. The name of the region was
a. Bruttium b. Lucania c. Picenum d. Umbria
43. On Map B, the number 43 marks a city. It was the first Greek colony on Italian soil and is inseparably associated with a Sibyl whose cavernous residence is still visited by tourists. The name of this city was
a. Circei b. Cumae c. Terracina d. Tusculum
44. On Map B, the number 44 marks a river. In mythology it is referred to as the Eridanus. Today it is called the
a. Anio b. Po c. Ticinus d. Trebia
45. On Map B, the number 45 marks a road that ran 209 miles from Rome to Ariminum. It was the great northern highway of Italy, built in 220 B.C., and it was called the Via
a. Flaminia b. Labicana c. Popillia d. Postumia
46. On Map C, the number 46 marks a volcano. In antiquity, its eruptions were attributed to the giant Enceladus who lay trapped beneath it. Its name was Mount
a. Aetna b. Algidus c. Eryx d. Vesuvius
47. On Map C, the number 47 marks a sea. Its name was the
a. Adriatic b. Icarian c. Ionian d. Tyrrhenian
48. On Map C, the number 48 marks a group of islands which were sometimes held to be the home of Vulcan and his workmen the Cyclopes. The name of these islands was the
a. Aegates Islands b. Dodecanese Islands
c. Lipari Islands d. Strophades Islands
49. On Map C, the number 49 marks a channel which was haunted by Scylla and Charybdis. It was called the
a. Bosporus b. Hellespont
c. Straits of Gibraltar d. Straits of Messina
50. On Map C, the number 50 marks the valley where Proserpina was abducted. It was called the Vale of
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Pollard Willows
by BRENDA HOWITT
OUR lowland landscapes are all man-made. Sometimes it was done consciously as by the 18th century landscape architects, sometimes as a result of farming revolution, as happened when miles of chessboard hedges were planted at enclosure, although that process is now in reverse. Some aspects of the countryside grew gradually, like the rows of pollard willows in the river valleys. Farmers have for long planted willows and harvested their crop of poles. Whether growing in leafy luxuriance in a Trentside hedge, leaning solitarily beside an old pond, or marching in stiff rows before the bitter Fenland wind, they have become an intrinsic part of the river landscape. Yet they were put there for the most utilitarian of purposes.
In the south the White Willow (*Salix alba*) is the commonest pollard. It comes into its own in the Ouse Valley and southwards into Cambridgeshire, with its soft silvery foliage and graceful pyramidal shape. It is common enough in Lincolnshire too, but it is the sturdier green-leaved Crack Willow (*Salix fragilis*) with its heavy boughs and dark glossy foliage that is the more commonly planted pollard with us.
Many people profess not to like pollards. They say that they are mutilated miseries. To me they are fascinating. The gnarled bark writhes itself into a hundred gnome's faces, like those that frightened the mole when he ventured into the Wild Wood. Holes and hollows in the trunk make habitations for owls, and woodpeckers delight in prising insects from the loose bark. Eventually the holes become so large that an old pollard can split up entirely, forming two or even three trees where there was only one before.
The point of growing pollards, however, is not their beauty or otherwise, but their economic use. Pollards are cut every seven to ten years. One could not grow a new tree from a cutting in so short a time, even though willows are quick growing, so a pollard is like a living long term store of timber. Willow timber is light and very strong and had innumerable uses on the farm. To a certain extent it was used for hurdles, but the most important use was for fencing.
To lay a thorn fence you need a good supply of willow stakes five feet high and about three inches in diameter, which you drive in to hold the layered thorn at intervals of rather less than three feet. That is 30 stakes to the chain, if your mind works that way. When the whole is laid a twist of fine willow should be run along the top, but this is a dying practice, we now more generally see a strand of barbed wire. Another strand of barbed wire, mounted on stout waist high willow posts, keeps the stock away from the new laid fence, until it is set.
Then willow is used for actual post and rail fencing in all those places where thorn will not grow, under the shade of trees, or where the ground is too wet. The heavy ends of the pollard branches, already developing fissured bark like the mature trunk, are used for posts, the lighter smooth barked lengths as rails. There is immense artistry and intense satisfaction in building a good willow fence. The poles are never straight and you must choose the right one for the job. This rail must be of a shape that will ram well back into the end of the thorn fence, another with a curve will make a fine bottom rail following the counter of the hollow ground. A third is just right to pass between the split trunks of a willow growing in the fence, from whose branches the poles have come. Half the skill of making the fence lies in accommodating it to the curving trunks of the hedgerow timber. When finished it will, like all local products, blend perfectly with the landscape which grew it.
Away from the farm willow timber had many uses, now generally superceded by metal or plastic. Because of its lightness it was used for artificial limbs, and more mundanely for packing cases and chip baskets. It made marvellous balls for coconut shies, so light they could seldom shift the prize. Willow bark was used for tanning.
Quite a different use for willows was as a substitute for quinine and a cure for ague. The old writers saw the hand of providence in the way the fens and marshes where the ague flourished also provide their cure. In time the active principle was isolated as salicin, 'a crystalline glucoside' and as salicylic acid, and later was synthesised and used in aspirin. Before this the salicin was produced from the bark, three pounds of dried bark made one ounce of crystals. Cattle understand that willow is beneficial. They quickly strip the bark from any poles left in the fields in spring, and love to pull down and devour the leafy branches.
If regularly cut a willow will live for a hundred years or more, the head, or poll, of the pollard constantly renewing itself. When left neglected the limbs become over heavy and soon break away at the weak spot where they join the trunk. In perhaps 20 or 30 years the whole tree is destroyed. Sadly, this is what is happening today as the demand for willow timber falls. The old pollards are decaying and beginning to disappear, and another subtle change is taking place in our landscape. | <urn:uuid:a910b10a-1932-409a-9c24-c446411a59a9> | CC-MAIN-2024-51 | https://www.heritagesouthholland.co.uk/wp-content/uploads/2013/06/AOS-D-0184-Pollard-Willows.pdf | 2024-12-07T14:57:34+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00886.warc.gz | 726,461,853 | 1,144 | eng_Latn | eng_Latn | 0.99921 | eng_Latn | 0.99921 | [
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HABITAT STEERING GROUP PROPOSED ACTION FORM
HSG Sponsor: Ms. Liz Hamilton
Title of Issue: Columbia River Flows for 2005
Deadline (if any): Fast Track
Proposed Action: Letter to federal managers regarding needs for fish under drought conditions.
Addressed To: Army Corp of Engineer, Bureau of Reclamation, National Marine Fisheries Service, Bonneville Power Administration
Description of Issue: In 2005, drought conditions will once again adversely affect outmigration conditions for juvenile salmon. This will likely affect future ocean fisheries. The Council should provide comments to the federal hydrosystem operators to encourage them to provide sufficient water and spill to ensure adequate juvenile survival.
Description of Regional Significance: The health of Columbia River fall chinook, and in particular Snake River wild fall chinook, have a major influence on regional salmon harvest opportunities.
Potential Adverse Impacts to EFH? X Yes □ No
For Which Species? Chinook and coho salmon.
Potential Benefits of Proposed Action: Improve coho and chinook essential fish habitat to levels that will sustain robust tribal, commercial and recreational salmon fisheries over time.
Attach draft document for Habitat Committee consideration.
The following is a list of the most important and commonly used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data in a computer program to make it easier to access, manipulate, and store.
3. Database: A collection of data organized in a structured manner that can be accessed and managed by a computer program.
4. Database Management System (DBMS): A software system that provides an interface between a database and its users.
5. Encryption: The process of converting information into a code so that only authorized parties can understand it.
6. Hashing: A process of converting data into a fixed-size string of characters.
7. Interface: A way of communicating between two systems or programs.
8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions.
9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs.
10. Programming Language: A formal language designed to communicate instructions to a computer.
11. Software: A set of instructions that tell a computer what to do.
12. System: A group of interacting or interrelated elements that act according to a common plan to achieve a common goal.
13. User Interface (UI): The part of a computer program that allows users to interact with the program.
14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
15. Web Application: A software application that runs on a web server and is accessed through a web browser.
16. Web Service: A software service that is accessible over a network using standard protocols such as HTTP.
17. XML: A markup language that is used to structure data in a way that is easy to read and write.
18. API: An Application Programming Interface that allows different software applications to communicate with each other.
19. Cloud Computing: A model for enabling on-demand network access to a shared pool of computing resources.
20. Big Data: A term used to describe large and complex datasets that require specialized techniques and tools for processing.
Dear Sirs:
The Pacific Fishery Management Council (Council) is concerned about Columbia Basin water conditions in 2005 and the impacts to fish, fishing communities, and businesses that will likely ensue, unless steps are taken now to improve conditions. This year (2005) may be among the worst water years on record in the Pacific Northwest. This drought will have devastating effects on this year’s salmon and steelhead outmigration. As we learned in 2001, dangerously low flows will result in significantly slower migration times, leaving juvenile salmon and steelhead more susceptible to predators and the ill effects of lethally hot water temperatures. We call on you to protect these fish and recognize the value of the fisheries they support.
The impact of low water conditions on the Northwest’s fisheries is significant. Columbia Basin impacts in 2001 were aggravated by a federal agency decision to cease providing spill for migrating salmon in order to generate revenue from additional electricity generation.
While the Council is keenly aware of the management challenges presented by drought conditions for federal dam operators, we urge you to remember that the impacts of a drought on Pacific coast salmon and steelhead, and the fisheries that depend upon them, are felt over several years. Our fisheries are still suffering the effects of poor water conditions several years ago. It is imperative that water management meets the needs of migrating fish so that the socio-economic costs of this drought do not rest unfairly on those dependent on fisheries.
We urge you to take immediate actions to ensure that salmon and steelhead migrate through the Federal Columbia River Power System ("FCRPS") quickly, minimizing exposure to harmful river conditions, and to improve river conditions through water acquisitions and full implementation of the FCRPS Biological Opinion’s spill provisions. Such actions will protect the significant regional investments in salmon recovery and the fishery jobs that go along with that investment. Without them, Pacific salmon, and the fisheries that rely upon them, will be feeling the effects of this drought long after others have forgotten it.
Sincerely,
Donald McIssac
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The kids in your group are prime targets for today’s advertisers. Video games, movies, designer clothes, toys…all may seem so desirable to kids that they can’t see beyond their own wants. Use the example of the widow’s giving to challenge kids to look beyond their own desires and to see the needs of others. Once they understand the concrete principle of setting aside money for God, they can move on to grasping that intangibles such as time, effort, and prayer are also gifts they can offer to God.
| LESSON | WHAT CHILDREN DO | SUPPLIES | EASY PREP |
|--------|-----------------|----------|-----------|
| 1 | Getting Started | Giving Has Its Rewards
(about 15 min.)
Play a game of giving crackers and a refreshing glass of water. | Bible, pitchers of ice water, several crackers per child, 1 cup per child, antibacterial gel (optional) | Place pitchers of ice water and cups on a table. |
| | | Giving Thoughts
(about 20 min.)
Read the Bible, share times it was hard to give, hear three people’s thoughts as they give, and discuss their attitudes. | Bibles, CD player, tape, scissors
Teacher Pack: CD, “Giving Thoughts” poster, “Giving Thoughts” cards | Hang the poster where everyone can see it. Cut apart the cards on the dotted lines. |
| 2 | Bible Exploration | Choosing to Give
(about 10 min.)
Give different amounts of coins away, and learn the Key Verse. | Bibles, handful of pennies per child, large resealable plastic bag, offering bowl or jar | |
**Bold text within the lesson is spoken text.**
**Bible Point**
Give cheerfully to God.
**Key Verse**
“Each man should give what he has decided in his heart to give, not reluctantly or under compulsion, for God loves a cheerful giver”
(2 Corinthians 9:7).
**Weaving Faith Into Life**
Children will choose to cheerfully give to someone.
| LESSON | WHAT CHILDREN DO | SUPPLIES | EASY PREP |
|--------|-----------------|----------|-----------|
| 3 | **A Gift of Talents**
*(about 15 min.)*
Form “talent” groups, and think of ways to use their talents to serve God. | Bible Truth Sleuth, paper, pens, tape, poster board, markers | Tear out the Lesson 4 pages from each Bible Truth Sleuth student book. |
| 4 | **Daily Challenges**
*(about 5 min.)*
Choose a Daily Challenge to apply God’s Word. | Bible Truth Sleuth, pens | |
| | **Weaving Faith at Home**
*(about 2 min.)*
Talk about how to share what they learned with their families. | pennies from the “Choosing to Give” activity | |
Jesus Notices a Widow’s Giving
Mark 12:41-44
Watching in the Temple
While Jesus—and presumably some of his disciples—sat watching in the Temple courts, numerous rich people gave large offerings of money. The disciples, who were from the lower economic classes, were probably amazed at some of the fortunes offered by these wealthy Jews.
They may not have even noticed the poor widow who dropped her two coins into the treasury box. These were the smallest coins in the Roman Empire. It took over 100 of these to make up a day’s wages. In terms of today’s wages, they would have been worth no more than a couple of dollars each. Yet Jesus knew how big the widow’s gift was.
An Extravagant Offering
Some Christians today might consider the widow’s giving foolish—she didn’t have to give both coins; she didn’t have to give even one coin. After all, she needed that money just to stay alive. But that kind of thinking is precisely what Jesus was teaching against. If we give only part of what we have—of what we are—to Jesus, we’re holding back. Jesus wants all of us. He wants us to give him all we have and all we are and to trust him for the results.
Our Gifts
Which of the givers in this passage are you more like? As you explore this passage, challenge yourself to examine what you’re giving to God. Are you giving just a small portion of your time, money, talents, and commitment to God? Is God getting the leftovers after you’ve taken care of all your wants? Or are you giving as the poor widow gave, risking all you have on God? The widow’s choice is not an easy one, but it’s one that honors God.
The Jesus Connection
Jesus isn’t impressed by outward displays of wealth—he looks straight into the heart at the inward wealth of faith, commitment, generosity, and trust. He knows the real you.
What does Jesus see in your heart? Are you fully entrusting your needs, wants, and future to God? What are you holding back? Grab a penny, and hold it as you pray about areas of your life that you need to give over to God. You can write your prayer below. Then give that penny in your church offering as a symbol to God of your commitment.
Giving Has Its Rewards
What You’ll Do
Welcome kids warmly as they arrive, and ask them how their week went. Have kids clean their hands. Give each child several crackers, but tell kids not to eat them yet.
Say: I brought a snack for us all today. But before we eat, I’d like you to decide how generous you will be in giving away some of your crackers. I’ll give you a few moments to think about it, and then when I say “Go,” I want you to stand up and quickly give away the number you chose to give, one cracker per person. Then sit down.
Pause to allow kids to think about how many crackers they’ll give away, and then say “Go!” After everyone has given away as many crackers as he or she had decided, give kids a couple of minutes to sit down and eat their crackers. Wait until all the kids have finished eating and are very thirsty before giving them the water.
Have kids form pairs and come up one partner at a time to get a cup of ice water for their thirsty friends. Have them go back to where their partners are and say, “I’m happy to give you this refreshing water.” Then have the other partner do the same. When all the partners have been served, read aloud the Key Verse, 2 Corinthians 9:7: “Each man should give what he has decided in his heart to give, not reluctantly or under compulsion, for God loves a cheerful giver” (2 Corinthians 9:7).
Talk With Kids
Lead kids in this discussion.
Ask:
- How did you decide how many crackers to give away?
- How many crackers would you consider a generous amount to give? Why?
- Tell about a time someone was generous in giving something to you.
Say: When we give from our hearts, God blesses us in many different ways. There was a woman in the Bible who happily gave the most valuable thing she possessed without expecting anything in return. She knew to GIVE CHEERFULLY TO GOD. Let’s find out what that looks like.
Giving Thoughts
What You’ll Do
Make sure kids all have Bibles, and have them turn to Mark 12:41-44. Have willing kids read each verse aloud.
Say: Sometimes it’s easy to give, and sometimes it’s very hard. Choose a partner, and take turns sharing your answers to the following questions.
Ask:
- Tell about a time giving was easy for you. What did you give, and how did it make you feel?
- Tell about the hardest time you had giving something away. What was it, and how did you feel doing it? Why did you give it away even though it was so hard?
Say: Let’s listen to our CD and pretend Jesus sat down in our church today. He’s listening to a few people’s hearts as they give their money during a church service.
Direct kids’ attention to the “Giving Thoughts” poster on the wall, and then play “Frank’s Thoughts” (track 5 on the CD). After the segment, stop the CD.
Ask:
- On a scale of 1 to 10, how cheerful would you say Frank’s attitude was about giving?
Say: Now let’s listen to Frank’s sister-in-law Ruby.
Play “Ruby’s Thoughts” (track 6 on the CD). After the segment, stop the CD.
Ask:
- On a scale of 1 to 10, how cheerful would you say Ruby’s attitude was about giving?
Say: Finally, let’s listen to Rosie’s thoughts as she gets ready to give her offering.
Play “Rosie’s Thoughts” (track 7 on the CD). After the segment, stop the CD.
Ask:
- On a scale of 1 to 10, how cheerful would you say Rosie’s attitude was about giving?
Have the kids form three groups. Give each group one of the “Giving Thoughts” cards, and have them discuss their answers. When the groups have finished their discussions, have one person from each group share his or her group’s answers with everyone. Once all the groups have shared, gather everyone again in one group.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- How were each of the characters’ responses to giving to God different?
- Be honest—which person’s attitude was the most like yours? Explain.
- What are some excuses people could give for only giving a little money?
- How was Rosie like the widow in our Bible passage?
Say: Like the widow in the Temple, Rosie gave everything she had to God. She chose to give that much. She didn’t feel like she *had* to give—she *wanted* to give. And when she gave, she was cheerful and happy about it. We, too, can ▶ GIVE CHEERFULLY TO GOD. Let’s see how we can choose to give cheerfully just as Rosie and the widow in the Temple did.
---
**Choosing to Give**
**What You’ll Do**
Give each child a handful of pennies, and then join kids in forming a large circle.
Say: I know these are pennies, but let’s imagine each penny is actually a $10 bill.
Ask:
- How difficult would it be for you to give away two of the pennies you have in your hand?
Say: Hold the pennies in your hands. When I say “Decide,” you’ll have five seconds to decide if you want to give two pennies away. Then I’ll say “Go!” and you’ll have to run to put two pennies in the bowl. Ready? Decide! Pause for five seconds. Go!
Give kids 15 seconds to drop their pennies into the bowl. When time is up, gather them back to the large circle.
Say: Now return all but two pennies to me.
Have kids return all but two pennies to the plastic bag.
Say: Now I want you to give away the two pennies you have in your hand. When I say “Go!” I want you to put those two pennies into the bowl. Ready? Go!
Allow kids to go and drop their pennies in the bowl.
Talk With Kids
Lead kids in this discussion.
Ask:
- Why do we have a hard time giving away money?
- How differently would you have felt if you knew those two pennies could buy you something you really wanted or needed?
Say: It can be hard to give away all we have. God doesn’t tell us to give everything away, but he does tell us to choose what to give and to give it cheerfully. Our Key Verse, 2 Corinthians 9:7, tells us this.
Read aloud the Key Verse again: “Each man should give what he has decided in his heart to give, not reluctantly or under compulsion, for God loves a cheerful giver” (2 Corinthians 9:7).
Ask:
- What are some things we can choose to give to God?
- How can we choose to be cheerful when we give?
Say: When we choose to give with a cheerful heart, we please God—just like the widow in the Bible did. It makes God happy to see us give to him because we want to. Let’s figure out what we can ▶ GIVE CHEERFULLY TO GOD.
3 WEAVING FAITH INTO LIFE
A Gift of Talents
What You’ll Do
Create talent groups of three to five kids each. Once all groups are formed, assign one of the following “talents” to each group. Give group members about five minutes to create a gift for the rest of the group by using their particular talent. Then have them share it or perform it for everyone. Some groups may need paper and pens.
- Drama Group—Act out a time you experienced or heard about something important that was given away, and tell what happened. An example could be someone donating clothing to a homeless shelter.
- Music Group—Pick a popular tune or television theme song, and put words to it that talk about giving something away.
- Writing Group—Write a story about something that was given away and how the giver felt. Choose one person as the storyteller to share it with everyone.
- Art Group—Have each group member draw a picture of a time he or she had to give something important away. Then have the kids tape the pictures together like a quilt and hang it on the wall.
A Gift of Talents Supplies
Bible Truth Sleuth
paper
pens
tape
poster board
markers
A Gift of Talents Easy Prep
Fear out the Lesson 4 pages from each Bible Truth Sleuth student book.
When time is up, have each group “give” its talent to the rest of the group. Allow time.
Distribute pens and this week’s Bible Truth Sleuth pages, and have kids turn to the “What Can You Give to God?” activity. Have them create a list of as many ways as they can think of to give to another person using these three areas listed on the Bible Truth Sleuth page:
- Things I could buy
- Things I can make
- Things I could do
Have kids share with the group the ideas they came up with. Write a list of answers on the poster board for everyone to see, avoiding duplications. Encourage kids to add unique ideas to their lists.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- Why is it important to share our talents with others?
- How has God been generous toward you?
- Of the ideas you wrote, which ones are the most practical things for you to be able to do to give cheerfully this week?
Say: Our talents are something valuable to us. They make us do things well and make each of us unique. We can use our talents to **GIVE CHEERFULLY TO GOD**—just as the widow did.
---
**4 LASTING IMPRESSIONS**
**Daily Challenges**
**What You’ll Do**
Say: Let’s commit to giving cheerfully to someone this week. Giving to others is one way we actually give to God!
Have kids turn to the “What Can You Give to God?” activity on their Bible Truth Sleuth pages, and then have kids each choose one person (from their neighborhood, school, or church) that they would like to give something to as their Daily Challenge this week.
At the bottom of the page, have kids write the name of the person they’re planning on doing something for this week. Then have kids circle one action on their things they could buy, make, or do list as a commitment to give to that person.
Make sure you choose someone to give something to for the Daily Challenge as well, and tell kids who you chose. Kids will be more inclined to follow through on their commitments when they see you doing the same.
**Talk With Kids**
Lead kids in this discussion.
Ask:
- What’s a practical way you’re going to do your Daily Challenge? Include a time, a place, and other ideas.
Say: We can **GIVE CHEERFULLY TO GOD**—just as the widow did! That means we can give money to the church or to missionaries. But it also means we can give our talents or time to others by following through on our Daily Challenges this week.
**Weaving Faith at Home**
Encourage kids to talk with their parents about their commitment to give to someone this week and what they learned about cheerful giving. Kids can also do the activities in the “HomeConnect” section of their Bible Truth Sleuth pages with their families.
Talk to your Director about emailing the FREE FamilyConnect to all your church’s families. Available at group.com/digital.
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31. What is the value of $5 - 5 \times 5 + 5 \div 5$?
32. How many diagonals are in a convex heptagon?
33. What is the first year after 2018 that is a palindrome?
34. A standard 52-card deck of playing cards includes four aces. What is the probability that two cards selected randomly, without replacement, will both be aces? Express your answer as a common fraction.
35. What is the value of $\sqrt{2 \cdot 3 \cdot 4 \cdot 5 \cdot 6 \cdot 7 \cdot 10}$? Express your answer in simplest radical form.
36. The temperature dropped from 13 °F to −5 °F. How many degrees Fahrenheit is the absolute value of the change in temperature?
37. What is the value of $1 \times 2 + 3 \div 6 \times 5 - 4$? Express your answer as a common fraction.
38. If $x \circ y$ is defined as $x^2 - y^2$, what is the value of $3 \circ (2 \circ 1)$?
39. If the digits 7, 8, 2, 3 and 0 are used, each exactly once, to form a three-digit positive integer and a two-digit positive integer that differ by exactly 288, what is the sum of the three-digit integer and the two-digit integer?
40. In rectangle ABCD, point P lies on side BC and point Q lies in the interior of the rectangle so that triangle APQ is equilateral. If the measure of angle PAB is 17 degrees, what is the measure of angle QPC?
41. Kim is knitting a baby blanket that requires 750 meters of yarn. There are 180 meters of yarn in each ball. How many balls of yarn must Kim buy to ensure she has enough yarn to complete her blanket?
42. On Chris' birthday in 1992, he was half the age of his brother Joseph. On Chris' birthday in 1998, he was two-thirds the age of Joseph. How old will Chris be on his birthday in 2018?
43. On a standard 12-hour clock, the minute hand moves continuously, at a constant rate, making one full revolution every hour, and the hour hand moves similarly, making one full revolution every 12 hours. What is the measure of the smaller of the two angles between the minute hand and the hour hand, in degrees, when the clock reads 5:42?
44. What is the value of the expression $12 \times 37 + 12 \times 7 + 12 \times 6$?
45. How many distinct positive factors does 2018 have?
46. Two fair six-sided dice, with sides numbered 1 through 6, are rolled. What is the probability that the values on the two top faces add to at least 9? Express your answer as a common fraction.
47. If the graph of the equation $y = mx + b$ is a line passing through the points (6, 13) and (10, 31), what is the value of $m$? Express your answer as a common fraction.
48. Dewey buys soda in 12-ounce cans that cost $1.00 each. Peppar buys soda in 20-ounce bottles that cost $1.25 each. If Dewey and Peppar buy the same volume of soda in one week, then Peppar pays $P\%$ less than Dewey. What is the value of $P$?
49. Gerald Scheetz is building a log cabin. If each log is 9 inches in diameter, how many logs must be stacked on top of one another to create a wall that has a height of 12 feet?
50. A square with area 8 units$^2$ is inscribed in a circle. What is the area of the circle? Express your answer in terms of $\pi$.
51. If \( y \) is a number such that \( y^2 = (y + 2018)^2 \), what is the value of \( y \)?
52. Maura is 5 years younger than her sister Cara. Seven years ago, Maura was half as old as her sister. How old is Maura now?
53. A dartboard consists of three concentric circles with radii 10, 5 and 1, respectively, measured in inches. The area between the largest and middle circles is colored green, the area between the middle and smallest circles is colored yellow, and the area within the smallest circle, the bull's-eye, is colored red. If a thrown dart is guaranteed to hit the board, but its position on the board is uniformly random, what is the probability that it lands in the yellow portion of the board? Express your answer as a common fraction.
54. The 1990 and 2018 calendars are identical in the number of days in each month and the day of the week on which each day of each month occurs. In fact, the calendar repeats in these ways every 28 years until the year 2100. How many days are there in the 28 years preceding 2018?
55. A right triangle has legs with lengths of 5 cm and 10 cm. What is the length of the altitude drawn to the hypotenuse of this triangle? Express your answer in simplest radical form.
56. Min Zhang wrote down all of the two-digit multiples of 5. What is the probability that one of these numbers, chosen at random, has exactly two distinct primes that are factors? Express your answer as a common fraction.
57. Given a set of numbers with median \( m \), the median of all the numbers less than \( m \) is the called the lower quartile. The median of all the numbers greater than \( m \) is called the upper quartile. The absolute difference between the lower and upper quartiles is called the interquartile range. What is the interquartile range for the numbers in the stem-and-leaf plot shown?
58. Positive integers 1 to 36 are written in rows in a six-by-six array as shown. Each prime number is crossed off, as well as all the numbers in the diagonal extending up and to the right from that prime. For example, 11 is prime and is crossed off along with the 6 above and to the right. What is the sum of the remaining values after all the primes and associated diagonals have been eliminated?
59. What is the value of \( 1,000,000! \div 999,999! \)?
60. A cubic yard of topsoil is to be spread evenly in the garden at Prove It! Math Academy. The garden measures 10 feet by 8 feet. How many inches deep will the topsoil be? Express your answer as a mixed number.
61. Diagonals FB and BD are drawn in regular hexagon ABCDEF. What is the ratio of the sum of the areas of triangles ABF and BCD to the area of quadrilateral BDEF? Express your answer as a common fraction.
62. What is the value of \(\frac{11! - (9+1)(9!)}{8(7!)}\)?
63. David's optometrist sold him a bottle of eyeglass cleaner containing 30 mL of glass-cleaning solution. Assuming there are 20 drops per milliliter, and assuming proper cleaning requires 3 drops of glass cleaner on each side of each lens, what is the maximum number of times David can properly clean his glasses before he must buy a new bottle of eyeglass cleaner?
64. The lunch-ordering app for Pete's Pizza Parlor requires you to choose two distinct meats from among pepperoni, Canadian bacon and sausage; or choose two distinct vegetables from among mushrooms, onions, green peppers and black olives; or choose one meat and one vegetable from among the same choices. How many different pizza combinations are possible using the lunch-ordering app?
65. Kathy Beckhardt weighs four of her sheep at the fair. She can weigh two of them at a time on the big scale. Sheep A and sheep B have an average weight of 150 pounds, sheep B and sheep C have an average weight of 127 pounds, and sheep C and sheep D have an average weight of 168 pounds. What is the average weight of sheep A and sheep D?
66. In circle O, the lengths of chords AB and BC are equal and \(m\angle ABC = 90\) degrees. Given that circle O has a radius of 3 meters, what is the length of arc ABC? Express your answer in terms of \(\pi\).
67. How many 4-inch square tiles are needed to cover a wall that measures 6 feet by 8 feet?
68. What is the units digit of \(2^{2017} \times 7^{2017}\)?
69. How many integers between 100 and 1000 contain no digits other than 3, 4 or 5?
70. The square shown is divided into five cells. How many paths can be drawn that start at any cell, move only to adjacent cells and visit each of the five cells exactly once?
71. A pencil and 5 paper clips weigh the same as 2 erasers. A pencil weighs the same as 29 paper clips. How many paper clips weigh the same as an eraser?
72. What is the maximum number of points of intersection of a right triangle with a square, assuming no side of the triangle is collinear with any side of the square?
73. If \( p(x) = ax^2 + bx + c \) is a quadratic polynomial satisfying \( p(0) = 4, p(1) = 15, p(2) = 36 \), what is the value of the product \( abc \)?
74. A certain sphere has a volume that is numerically equal to three times its surface area. What is the radius of this sphere?
75. A layered candle is made with 5 colors, shown here as candle A. How many different candles can be made using the same 5 colors, with BLUE as the middle layer, shown as candle B, and with no color next to a color that it touched in candle A?
| A | B |
|---------|---------|
| BLUE | |
| GREEN | |
| RED | BLUE |
| ORANGE | |
| YELLOW | |
76. Suppose Luke spins the pointer on a fair 3-color spinner twice. What is the probability that the pointer lands on the same color twice? Express your answer as a common fraction.
77. Kevin is playing basketball and up to now made \( \frac{1}{3} \) of his attempted shots. If he makes his next 5 shots, he will improve his shooting percent to 50%. How many shots has Kevin attempted up to now, when he has a \( \frac{1}{3} \) success rate?
78. What is \( 110011_2 \) when rewritten in base eight?
79. If the point (8, 9) is the center of a circle of radius 10 units, at how many points does the circle intersect the coordinate axes?
80. If \( x + \frac{1}{y} = \frac{1}{5} \) and \( y + \frac{1}{x} = 20 \), what is the value of the product \( xy \)?
81. If $3x + 5 = 13$, what is the value of the expression $(3x + 2)(3x + 3)(3x + 4)$?
82. What is the maximum area of a rectangle with a diagonal of length 16 units?
83. How many pairs of numbers $(a, b)$ satisfy rules I and II shown here?
I. $a = 0$ or $b = -1$ or $b = 1$
II. $a = -1$ or $a = 1$ or $b = 0$
84. If each letter in the sum A.BC + D.EF represents a different nonzero digit, what is the least possible value of the sum? Express your answer as a decimal to the nearest hundredth.
85. In the hardware store, Matt goes to the fastener aisle, which has wood screws, sheet metal screws, hex bolts, carriage bolts and lag bolts. How many ways can he choose 10 fasteners if he needs at least one of each kind?
86. A family farm is equally divided among three heirs: Jim, Jan and John. John’s share of the farm is then equally divided among his three heirs: Peter, Paul and Patricia. Paul decides to sell his share of the farm, and then later the family decides to sell the remainder of the farm all at once. What portion of the proceeds from the most recent sale should Jim receive? Express your answer as a common fraction.
87. Olivia Justynski earned scores of 82, 86 and 92 on her first three tests. What score does she need on her fourth test to achieve an average score of 90 on the four tests?
88. For each child, Kiddie Day Care charges $330 per month for preschool and $5.50 per hour for each hour of after-school care. If Cody’s cost was $770 for his son’s child care last month, how many hours did his son spend in after-school care?
89. When three consecutive positive integers are multiplied, the product is 16 times the sum of the three integers. What is the difference of the product minus the sum?
90. The lift force on an airplane during flight is directly proportional to the surface area of the wing. Orville builds a model airplane and goes outside to play. Orville’s little brother, Wilbur, builds a mini replica of Orville’s plane that is half as long in every linear dimension. What is the ratio of the lift force on Wilbur’s plane to that on Orville’s plane? Express your answer as a common fraction.
91. What whole number $n$ makes $\frac{6}{78} < \frac{1}{n} < \frac{5}{55}$ true?
92. In 2016 the Flying Turtles finished their baseball season with a record of 95 wins and 67 losses. The Dolphins finished the season with 84 wins and 78 losses. The Flying Turtles and Dolphins played each other 19 times during the season. If the Flying Turtles had $F$ wins against teams other than the Dolphins, and the Dolphins had $D$ wins against teams other than the Flying Turtles, what is the value of $F + D$?
93. A point D is placed on the segment with endpoints (0, 8) and (8, 0), and a point E is placed on the segment with endpoints (-3, 0) and (0, -2). What is the shortest possible distance between D and E? Express your answer in simplest radical form.
94. In the arithmetic sequence 1, 3, 5, 7, 9, 11, ..., how many terms appear after the term 315 but before the term 639?
95. Allen Zhang rolls two fair 6-sided dice with faces numbered 1 through 6. What is the probability that the sum of his two rolls has an odd number of positive integer divisors? Express your answer as a common fraction.
96. Six semicircles, each of radius $r$, are constructed inside a regular hexagon of side length $s$, one on each side, so that each semicircle is tangent to two others. What is the ratio of $r$ to $s$? Express your answer in simplest radical form.
97. Gaylon starts writing down dates from January 1, 2018 onward as follows: 01012018, 01022018, 01032018, etc. What is the 2018th digit Gaylon writes down?
98. Zeus threw, on average, 12 lightning bolts per day in the month of March. During the first week in April, he averaged 15 lightning bolts per day. How many lightning bolts does Zeus need to throw per day on average for the rest of April to maintain a 12-bolt-per-day average over March and April? Express your answer to the nearest integer.
99. For what positive value of $x$ is the equation $9^{2x^2 - 6} = 27^{x^2 - 1}$ true?
100. The decibel is a unit used to describe the loudness of a sound. For every 20-decibel increase, a sound gets 10 times as loud. Normal conversation is about 60 decibels, and a loud rock concert is about 120 decibels. How many times as loud is a rock concert compared to normal conversation?
101. Pamela Wickham writes a sequence of four consecutive integers on a sheet of paper. The sum of three of these integers is 206. What is the other integer?
102. Benjamin starts walking up on an escalator that moves down one flight of stairs every 20 seconds. Benjamin takes 10 seconds to walk up a single flight of stairs on the adjacent stationary staircase. Assuming Benjamin walks at the same speed on the escalator and stairs, how many seconds does it take him to walk up two flights on this escalator?
103. Let $K = 168 \times 900 = 151,200$. How many positive integer divisors does $K$ have?
104. Emma Kerwin creates a custom six-sided die by randomly choosing six different integers between 1 and 7, inclusive, to paint on the sides of a blank cube. What is the probability that the faces of her die sum to 24? Express your answer as a common fraction.
105. The owners of two food carts calculate their weekly profits for three weeks. The medians and the highest weekly profit values are the same for the two carts. The mean weekly profit of Cart A is $27 more than that of Cart B. What is the absolute difference between the lowest weekly profit values of Cart A and Cart B?
106. Each of the circles in the figure is tangent to exactly two others. The centers of all four lie on a line. If the diameters of the three inner circles are in a ratio of 1:2:3, what fraction of the largest circle is shaded? Express your answer as a common fraction.
107. Two congruent squares overlap to form a regular octagon as shown. What is the ratio of the shaded area to the area of the regular octagon? Express your answer in simplest radical form.
108. It takes Avi one half-hour longer to make a basket than it takes Markus. After 28 hours, Markus has made one more basket than Avi has made. How many hours does it take Avi to make one basket?
109. Suppose $N$ is a positive integer such that $N - 1$ is even, $N - 2$ is divisible by 3, $N - 3$ is divisible by 5, and $N - 5$ is divisible by 7. What is the least possible value of $N$?
110. What fraction of the positive integer factors of $1000^3$ are perfect squares? Express your answer as a common fraction.
111. Sola's lucky numbers are 7 and 11. So he decides his lucky common fraction, $f$, will be formed by the repeating decimal $f = 0.\overline{711}$. What is the value of $f$ as a common fraction?
112. Suppose $m$ is the line given by the equation $6x - 3y = 7$, and suppose $n$ is the line perpendicular to $m$ and passing through the point (6, 2). If $k$ is the line of slope 5 and y-intercept 1, what is the x-coordinate of the intersection of $n$ and $k$? Express your answer as a common fraction.
113. In hexagon ABCDEF, shown here, adjacent sides are perpendicular. If AB = 8, BC = 6, CD = 3 and DE = 4, what fraction of the segment AC lies inside of the hexagon? Express your answer as a common fraction.
114. The Richter scale is used to describe the strength of an earthquake. An increase of 1 point on the Richter scale represents a tenfold increase in the strength of an earthquake. How many times stronger is an earthquake rated 7.5 on the Richter scale compared to an earthquake rated 5? Express your answer in simplest radical form.
115. The third term of a geometric sequence of integers is 45. The seventh term of the sequence is 3645. What is the least possible sum of the first five terms of the sequence?
116. In a new version of Scrabble, a sequence of letters is considered a word if the first and last letters are consonants and every letter in between is a vowel. In this game, how many four-letter words can be formed using each of the letters M, A, T, H, R, U, L, E and S no more than once?
117. Rebecca and Susan live at opposite ends of a 2-mile-long street. At 8:00 a.m., Rebecca starts jogging from her house toward Susan's end of the street. At 8:06 a.m., Susan starts jogging from her apartment toward Rebecca's end of the street. They pass each other at exactly 8:13 a.m. If Rebecca and Susan jog at the same constant speed, what is this speed, in miles per hour?
118. We define a Heronian triangle to be a triangle with three integer side lengths and integer area. What is the least possible positive area of a Heronian triangle whose longest side has a length of 17 units?
119. For each of the first eight prime numbers, Brian Edwards writes down all the number's positive factors. What is the sum of all the numbers Brian writes down?
120. If $\sqrt{x} - \sqrt{y} = 10$ and $\sqrt{x} + \sqrt{y} = 14$, what is the value of $x + y$?
121. What is the greatest prime factor of \((1!)! \times (2!)! \times (3!)! \times (4!)!\)?
122. The table shows how long it takes Anita’s fully discharged cell phone battery to fully charge using three methods. When her phone battery fully discharged, Anita charged the phone for half an hour using the wall charger, and now she will continue charging it for 1 hour using her computer. How many minutes are required to fully charge the phone battery using the portable charger, if the phone is not used during or between chargings?
| Method | Hours (to fully charge) |
|--------------|-------------------------|
| Wall Charger | 1.5 |
| Computer | 3 |
| Portable Charger | 5 |
123. In equilateral triangle \(ABC\), \(M\) is the midpoint of side \(AB\). If \(CMN\) is also an equilateral triangle, what fraction of the area of triangle \(\triangle ABC\) lies inside of \(\triangle CMN\)? Express your answer as a common fraction.
124. What is the greatest prime factor of \(3^7 - 27\)?
125. In how many ways can eight differently colored balls, including one red, one green and one yellow, be ordered left to right so that the green ball is to the right of the red ball (not necessarily adjacent) and the yellow ball is to the right of the green ball (not necessarily adjacent)?
126. Sides \(DL\) and \(AN\) in a regular hexagon \(DANIEL\), shown here, are extended until they intersect at a point \(F\). If the sides of the hexagon have length 6 units, what is the length of segment \(FE\)? Express your answer as a radical in simplest form.
127. Annette, Mary and Lynn team up to pick apples. Annette can pick 4 baskets of apples per hour, and Mary can pick 5 baskets of apples per hour. Annette, Mary and Lynn work together to pick 6 baskets of apples in half an hour. How many baskets of apples can Lynn pick by herself in 3 hours?
128. Kayla Straub starts with a pile of 15 stones. She divides the pile into two new piles and finds the product of the numbers of stones in the two new piles. Kayla then divides one of the existing piles into two new piles. She finds the product of the numbers of stones in the two new piles and adds it to the previous product. Kayla continues this process, each time adding the product of the numbers of stones in the two new piles to the previous total, until she has 15 piles with one stone each. What is the greatest possible ending total?
129. A sphere is inscribed in a cube. What is the ratio of the volume of the cube to that of the sphere? Express your answer as a common fraction in terms of \(\pi\).
130. Let \(\#x\) represent the greatest even integer less than \(x\). If \(20 < x < 30\), what is the maximum possible value of \(\#(5x) - \#(4x)\)?
131. If two distinct ellipses and a square are drawn, what is the maximum possible number of points at which at least two of the three planar figures intersect?
132. Isosceles triangles \( \triangle ABC \) and \( \triangle DEF \) have six interior angles altogether, but these six angles have only three different measures among them. If the sum of these three different measures is 156 degrees, and both triangles have at least one angle of measure \( m \) degrees, what is the value of \( m \)?
133. Regular hexagon \( PQRSTU \) lies inside of trapezoid \( ABCD \), as shown, so that vertices \( P \) and \( Q \) trisect the base \( AB \), \( S \) and \( T \) lie on the base \( CD \), and sides \( PU \) and \( QR \) are parallel to sides \( AD \) and \( BC \), respectively. The shaded area is what fraction of the area of trapezoid \( ABCD \)? Express your answer as a common fraction.
134. How many positive integers in the set of numbers from 1 to 1000, inclusive, are multiples of 2, 3 and 5 but not 8?
135. In the sum \( \text{ABCD} + \text{EFGH} \), each letter represents a digit selected independently at random from the set \( \{1, 2, 3, 4\} \). What is the probability that the sum of the two four-digit numbers contains the digit 5 at least once? Express your answer as a common fraction.
136. In right triangle \( \triangle ABC \), with \( AB = 44 \) cm and \( BC = 33 \) cm, point \( D \) lies on side \( BC \) so that \( BD:DC = 2:1 \). If vertex \( A \) is folded onto point \( D \) to create quadrilateral \( BCEF \), as shown, what is the area of triangle \( CDE \)?
137. After the first eight games of the football season, Jason Doan had completed 70% of his passes. During the ninth game, he completed 49 of his 50 passes, raising his season pass completion rate to 74%. How many total passes did he throw during the first nine games?
138. The mean of seven distinct positive integers is 20. What is the difference between the greatest and least possible medians of the seven integers?
139. How many two-digit positive integers have a units digit that is equal to the product of its two digits?
140. Colleen Kipfstuhl rolls a standard fair six-sided die. If she rolls a number with an odd number of positive integer divisors, she steps 1 meter to her right. Otherwise, she steps 1 meter to her left. After four rolls of the die, what is the probability Colleen ends up right where she started? Express your answer as a common fraction.
141. What is the absolute difference between the sum of the multiples of 2, from 1 to 100, inclusive, and the sum of the multiples of 3, from 1 to 100, inclusive?
142. If $p(x)$ is a cubic polynomial with $p(0) = 4$, $p(1) = 10$, $p(-1) = 2$ and $p(2) = 26$, what is the value of $p(3)$?
143. What is the greatest possible perimeter of an obtuse triangle, each of whose side lengths is a whole number of inches less than or equal to 100?
144. After playing a math game, each member of the MATHCOUNTS national office staff gives a fist bump to every coworker. If 25 members of the national office staff participate as described, how many total fist bumps occur?
145. Several students were trying out for a class play. When asked which roles they were willing to play, 12 of them were willing to play the knight, 15 were willing to play the princess and 6 were willing to play the sorcerer. Of these students, 8 were willing to play either the knight or the princess, 5 were willing to play the knight or the sorcerer, and 4 were willing to play the princess or the sorcerer. Exactly 3 of these students were willing to play any of the roles. How many students were willing to play the sorcerer but no other role?
146. Frankie the frog stands at the number 0 on a number line and wants to hop to the number 8. He can hop 1, 2 or 3 units forward in a single jump. How many different ways are there for Frankie to reach the number 8?
147. The median and the mean of the five integers 10, 12, 26, $x$, $x$ are equal. What is the sum of all possible values of $x$?
148. How many ordered pairs of prime numbers $(a, b)$ are there such that $a + b = 100$?
149. What is the perimeter of a right triangle with an area of 10 cm$^2$ and a hypotenuse of length 10 cm? Express your answer in simplest radical form.
150. If $\frac{2}{x+1} + \frac{8}{y-3} = \frac{10}{3}$ and $\frac{4}{x+1} - \frac{2}{y-3} = \frac{2}{3}$, what is the value of $x + y$?
151. How many ordered triples of integers \((m, n, p)\) exist such that \(mn = p\), \(np = m\) and \(mp = n\)?
152. What is the least possible area of a rectangle that can enclose an equilateral triangle with side length 6 cm? Express your answer in simplest radical form.
153. How many of the first 2018 positive integers are either perfect squares or perfect cubes?
154. Alexander Clifton visits Sweet Dreams bakery, which sells three kinds of cookies. How many unique assortments of a dozen cookies can Alexander buy?
155. Gabriel and Isabel each start with a pile of 20 coins consisting of nickels, dimes and quarters. After Gabriel gives Isabel 2 coins, and Isabel gives Gabriel 5 coins, Gabriel's pile is worth twice the value of Isabel's pile. If Gabriel and Isabel have the greatest possible combined value of coins, what is the least number of dimes Isabel could end up with?
156. What is the smallest positive integer multiple of 130 that is divisible by 365?
157. A hexomino is a planar figure formed by connecting six unit squares so that adjacent squares have a common side. One possible hexomino is shown. How many distinct hexominoes can be drawn that have exactly four squares in a row? Two hexominoes are distinct if one cannot be reflected or rotated to form the other hexomino.
158. An equilateral triangle, a square and a regular hexagon with side length 6 are stacked as pictured. A larger equilateral triangle is then drawn around the stack of polygons, completely enclosing it. The area outside the polygon stack but inside the larger triangle can be expressed in the form \(a + b\sqrt{c}\), where \(a, b\) and \(c\) are integers and \(b\sqrt{c}\) is in simplest radical form. What is \(a + b + c\)?
159. Abhi, Bryan, Meghna and Noreen are each assigned a different integer from 1 to 10, inclusive. Abhi’s number is prime and Noreen’s number is a perfect square. Bryan’s number is half of the value assigned to another person, while Meghna’s number is the sum of two other assigned values. The ordered quadruple \((2, 1, 5, 4)\) is one possible assignment. How many such assignments are there?
160. For the two circles shown, the measures of arcs CD, GH and EF are 83 degrees, 98 degrees and 10 degrees, respectively. What is the measure of minor arc AB?
161. If \( n \) is the product of three consecutive positive integers and \( n = 22 \times 14 \times k \), what is the least possible value of \( k \)?
162. A regular \( 5 \times 5 \) magic square contains a permutation of the integers from 1 through 25, such that every row, every column, and the two main diagonals sum to the same value. What is the sum of the numbers missing from the magic square shown?
163. Two circles are inscribed in an equilateral triangle as shown. What is the ratio of the areas of the shaded regions K to P? Express your answer as a common fraction.
164. What is the sum of the integers strictly between 1 and 100 that are multiples of neither 2 nor 3?
165. James and John take turns spinning the pointer of a fair spinner that is divided into three congruent sectors. The first player whose spin lands on the WIN sector is the winner of the game. If James goes first, what is the probability that he wins the game? Express your answer as a common fraction.
166. Triangle ABC has vertices at (0, 0), (2, 6) and (8, 2). The line \( x - 3y = -7 \) intersects two sides of the triangle at points M and N, as shown. What is the length of segment MN? Express your answer as a common fraction in simplest radical form.
167. Edna enters a room with 1000 bottles lined up in a row left to right. One bottle contains a tasteless magic potion. All bottles to the left of the magic potion contain tasteless water. All bottles to the right of the magic potion contain a bitter poison. Edna can drink from no more than two bottles containing poison before becoming sick and being unable to drink anything else. She can take an unlimited number of drinks from any other bottle. What is the minimum number of bottles from which Edna may need to drink to ensure she can identify the bottle containing the magic potion no matter where it is in the lineup?
168. In origami, a silver rectangle is any rectangle such that the ratio of the length of the short side to the length of the long side is exactly \( 1 : \sqrt{2} \). Each of the small rectangles in the figure shown is a silver rectangle. How many silver rectangles of any size can be found in the figure?
169. Priya, Amanda and Du simultaneously begin jogging in the same direction from the same point on a circular track. Amanda’s speed is the average of Priya’s and Du’s speeds. Du passes Priya for the first time at the moment when Du completes his fourth lap. How many laps has Amanda completed at the moment when she passes Priya for the first time?
170. An equilateral triangle is stacked above a square as shown, with a circle inscribed inside the square and two stacked circles inscribed in the triangle so that they are tangent to each other. What is the ratio of the area of the smallest circle to the area of the largest circle? Express your answer as a common fraction. | <urn:uuid:61e36750-9503-4ffa-9514-cb75fd9df06a> | CC-MAIN-2021-49 | https://campussuite-storage.s3.amazonaws.com/prod/484005/2752018e-59b7-11e6-943a-22000bd8490f/1797038/d4f1569c-7dc0-11e8-8a3a-1253217a1672/file/88ccc0_eee37edc2e9b429b9de3b863cd853f15.pdf | 2021-12-08T14:00:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363510.40/warc/CC-MAIN-20211208114112-20211208144112-00608.warc.gz | 216,127,838 | 7,711 | eng_Latn | eng_Latn | 0.998174 | eng_Latn | 0.998592 | [
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Talking to someone who is struggling and trying to find the right words can feel overwhelming. If you’re worried about someone in distress, it’s important to know how to offer your support and make it safe for the other person to share. Take the lead, and ask: “Are you OK?”. Put away your cell phone & make it clear you are available.
**YOUR WORDS MATTER • DO SAY…**
- I wanted to check in with you, you haven’t seemed yourself lately.
- Is something bothering you?
- I’m listening.
- I am concerned about your safety. Have you thought about suicide or harming yourself?
- You are not alone in this. I am here for you. We will get through this together.
- How long have you been feeling like this?
- Have you thought about getting help?
- Thanks for opening up to me.
- How can I support you?
- I’m sorry that you’re in so much pain.
- You are important to me.
- Do you want a hug?
- You are not going crazy.
- I may not be able to understand exactly how you feel, but I care about you and I can listen.
- It’s not your fault.
- It’s the illness that causes these thoughts and feelings.
- This must be really difficult for you.
**YOUR WORDS MATTER • DO NOT SAY…**
- It’s all in your head.
- What’s wrong with you?
- Shouldn’t you be better by now?
- Just snap out of it!
- You’ll get over it, you just have to ignore it and get on with your life.
- We all have bad days. You will feel differently tomorrow.
**ACTIVE LISTENING PHRASES**
Try these when engaging in conversation so other person feels heard.
- **ENCOURAGING**
Can you tell me more?
- **CLARIFYING**
When did this happen?
- **SUMMARIZING**
Let me see if I understand what you said…
- **ACKNOWLEDGING**
I can see you are feeling very angry right now.
- **OPEN QUESTIONS**
Why___?” What would you like to see happen?
- **RESPONDING**
I see it this way____. How do you see it?
- **SOLICITING**
I’d like your advice on how we can resolve this.
- **ENCOURAGING**
How would you feel if it were you?
- **NORMALIZING**
Many people feel the way you do.
- **EMPATHIZING**
I can appreciate why you feel that way.
- **REFRAMING**
I understand that you feel___ when I/she/he___
- **VALIDATING**
I appreciate your willingness to______
PRACTICE ACTIVE LISTENING
Tip 1. BE RECEPTIVE
- Take the lead, show initiative and ask: “Are you OK?”
- Put the invitation out there: “I’ve got time to talk”. (put away your cell phone)
- Maintain eye contact and sit in a relaxed position (positive body language helps you both feel more comfortable)
Tip 2. USE ICE BREAKERS TO INITIATE A CONVERSATION
- Use open-ended questions such as “So tell me about…?”, which require more than a “yes” or “no” answer.
- Ask how they are feeling and share with them what you are noticing. Listen to what they are saying and notice their body language and the emotion behind their words. Possible questions to start a conversation:
“I’ve noticed you’ve seemed really stressed for a while. Is there anyone you’ve been able to talk to about it?”
“Lots of people go through this sort of thing. Getting help might make it easier. Has anything helped in the past?”
“I hate to see you struggling on your own. There are people that can help. Have you thought of visiting your doctor? Are you able to talk to your parents?”
Tip 3. PRACTICE YOUR LISTENING SKILLS
- Be patient. Let them take their time. Be open-minded & non-judgemental. Try not to form opinions or plan responses. Sometimes, they need someone to listen and they’re not always seeking advice. Remember that their experiences are not the same as yours. Avoid telling someone what to do.
- After they share, consider saying “How can I support you?”
- Active listening allows the speaker to feel heard and allows listener to listen without having to have a solution.
Tip 4. BE ENCOURAGING
- Ask questions. Reach out. Listen. Check-in. Be kind. Show compassion. Don’t minimize feelings.
- Encourage self-care. Maintaining regular exercise, a nutritious diet, balance around their digital devices and social media, and getting regular sleep helps to cope in tough times.
- Encourage the person to talk to a trusted adult (parent, teacher, counselor, coach), and to seek professional help from their family doctor, a support service or counselor, or a mental health worker.
- People can feel vulnerable after opening up and they need to know they can trust you with their story so (unless the person intends to hurt themselves) it’s important to keep their confidence and not share with other friends.
- Don’t give up if your friend pulls away. People with mental health disorders sometimes withdraw from family and friends. It is important to keep trying to spend time with them. Doing this may help them realize that you are available and that you care. Ask them, “Can I check back in with you tomorrow?” to keep communication open.
MENTAL HEALTH VS MENTAL ILLNESS
Mental Health is part of our overall health, everyone has it and it changes throughout our lives. Mental health is about how you feel, think, and act (our emotions, thoughts & feelings, our ability to solve problems and overcome difficulties, our social connections, our understanding of the world around us). We can all work at improving our mental health the same way that we can change and improve our physical health. Mental Illness is a disorder that disrupts a person’s thinking, feelings, mood, ability to relate to others, and daily functioning.
HELP RESOURCES FOR YOUTH
If someone tells you they are thinking about suicide, you will want to tell a trusted adult. If you are worried that the person will think you “ratted them out”, tell them that you need to be sure they are going to be safe. It is a good idea to offer to include the person when you talk to someone else. ASK: “I really care about you and I am worried.” “Are you thinking of ending your life?” “I think we need to ask for help.” “What adult do you trust that you could talk to, to get help?”
You can help them make the call or text…
- Call SAFTY, 888.334.2777, mobile crisis response service available to all SB County youth 8am-8pm
- TEXT 741741 to communication with a trained counselor.
- Talk to your School Dean, a Counselor, a Teacher, use the STOPIT app for your school.
- If someone hurts themselves after talking to you, it’s not your fault. Being supportive and doing what you can to help gives people some relief when they are thinking of suicide, even if relief doesn’t last long enough to prevent it. | <urn:uuid:b0dd16a1-6eb7-4786-abe4-b9310b2e8189> | CC-MAIN-2021-49 | https://youthwell.org/wp-content/uploads/2020/10/Active_Listening_Tips_YouthWell.pdf | 2021-12-08T13:48:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363510.40/warc/CC-MAIN-20211208114112-20211208144112-00607.warc.gz | 1,123,196,874 | 1,521 | eng_Latn | eng_Latn | 0.998296 | eng_Latn | 0.998447 | [
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DON’T LET YOUR EYES FOOL YOU – SILICA DUST CAN KILL!
Unlike the dust in your home, silica dust particles are so small that they are invisible to the naked eye. These tiny particles can find their way deep into your lungs, where they can cause irreversible damage.
Silica dust is produced by drilling, cutting, sanding or grinding materials which contain silica. Silica is one of the most common minerals, and it is frequently found in stone, mortar, bricks, concrete, slate, tiles and certain plastic composites, among various other materials.
Breathing in silica dust can cause severe damage to your health. Keep dust in check by using at least one of these methods every time:
- Local exhaust ventilation combined with an industrial air cleaning system
- An extraction device fitted to a hand-held power tool
- Water suppression
And remember to always protect yourself with respiratory PPE to prevent unhealthy dust from entering your lungs.
INHALING JUST ONE 40,000TH OF A TEASPOON OF SILICA DUST* CAUSES YOUR CHANCES TO GET CANCER OR ANOTHER LUNG DISEASE SKYROCKET.
*Teaspoon of silica dust weighing 4 g. One 40,000th equals 0.1 mg/m³
#startwithcleanair
firstname.lastname@example.org • www.zehnder-cleanairsolutions.com | <urn:uuid:5e4c3262-b1b0-4ea8-bcea-5348ff5ecba8> | CC-MAIN-2021-49 | https://www.zehnder-cleanairsolutions.com/media/silica-dust-can-kill.pdf | 2021-12-08T13:29:16+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363510.40/warc/CC-MAIN-20211208114112-20211208144112-00608.warc.gz | 1,099,885,436 | 287 | eng_Latn | eng_Latn | 0.994197 | eng_Latn | 0.994197 | [
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The Trillium Health Resources Southern Regional Advisory Board met on Thursday, July 27th, 2023 at 4:00pm via Webex call-in-only.
Members Present: Virtual Only
Members Present via Webex: Rob Zapple- Chair, David Stanley, Janice Nichols, Kari Sanders, Lea Wolf, Lisa Jackson, Mary Ann Furniss, Charlie Dunn Jr., Louise Miller
Call-in: Marty Cooke; Louise Miller
Members Absent: Danny Ellis, Mollie Glenn, Jerome McMillian, Jimmy Farrington, Kathy Webb, Lavern Coleman, Marty Cooke, Walter Scott, Wes Stewart.
Staff Present: Cecelia Peers-Southern, Regional Director, Desmetress Howard-Administrative Assistant, Holly Cunningham - Director of Contracting and Value Based Purchasing, Katie Hewitt - Practice Management Manager.
Guests: None
I. **Call to Order:**
Rob Zapple called the meeting of the Trillium Southern Regional Advisory to order at 4:00pm on July 27th, 2023.
II. **Adoption of Agenda:**
Rob Zapple called for a motion to adopt the agenda of July 27th, 2023.
III. **Adoption of the Minutes:**
Rob Zapple called for a motion to adopt the minutes from May 25th, minutes as written. Charlie Dunn Jr. made a motion for to adopt the minutes as written,
IV. **The Oath of Office:**
Kari Sanders was sworn in under the Oath of Office by Desmetress Howard-Administrative Assistant.
V. **Public comment:** None
VI. **Board Comments and Concerns:**
- Marty Cooke- None
- David Stanley- Brunswick County hosted to the for the Opioid Settlements monies
- Lea Wolf- Reported that there has been an increase of the overdose rate.
- Kari Sanders- Oversees the Opioid Settlement Funds. Onslow County is dealing opioid overdoses
- Janice Nichols- None
- Lisa Jackson- DHB
- Mary Ann Furniss- Commented on The Healing Place has 200 beds and 168 are being used.
- Louis Miller- None
- Charles Dunn Jr. - None
I. **Presentation** - Holly Cunningham-Director - Director of Contracting and Value Based Purchasing.
- Improving member health outcomes, reducing costs, while improving member and provider satisfaction.
- We have been partnering with members, health care providers and the community stakeholder in creating value-based purchasing that focuses on improving long-term health.
- A short video was given on “Project Transition” with Trillium, as we have helped our members to success.
VII. **Governing Board Report:**
Janice Nichols gave the Governing Board report:
- Pay Plan budget was approved.
- Resolution Adoption of the NCDOT for utility easement of .0144 in Jackson, NC
- Board approved the Salary increase of 3% COLA for Trillium employees, Effective 7/1.
- 2022-2023 Budget was adopted.
VIII. **CFAC Report:**
Mary Ann Furniss gave the Southern CFAC report:
- Sue Ann Forrest -Director of Government Relations, gave a presentation about the Legislative
- Southern Region still needs 2 members.
- Central CFAC has 14 members, but 3 counties that has no representation.
IX. Director’s Report:
Cecelia gave the report:
- The Governor’s had decided not to sign the budget bill, Budget went into an effect as of October 2nd, 2023. The decision will be made by DHHS Secretary Kinsley, no more 5 LME/MCO’s or no less than 4, we are waiting hear if there will be any county realignment. Medicaid Expansion - Trillium except to receive 4000 new members increase.
- Innovation Waiver slots 350 around the State, funds which provides people with intellectual and developmental disabilities with services and supports in their own community. Waiting list is about 1800 members for our Southern Region.
- More funds from the state on Re-entry Population Building a care management team. Supporting them to the resources.
- Tailored plan go live no later than June 30th of 2024 for 4 years.
- Trillium will continue to expand our network and more providers. Standard plan partner NC complete Health
- Healthy Opportunity pilot program trillium members will in February addition Medicaid funds, housing, and transportation access food inter-personal safety. Pilot counties in the Southern Region are Bladen, Onslow Columbus Brunswick, and New Hanover Pender. Community care of the lower Cape Fear is the lead organization.
- NC associations of County Commissioner county managers
- Benchmarks conference in Cherokee, NC support providers focus
- Eastern band of Cherokee Indian leadership and tour their hospital care model integrated care model
- ABC Funds Narcan kits sent to county and community colleges and training
- One community September National Suicide prevention month promoting (988) distributed swag items to 10,000 people One Community is working with Jones county schools. Sarah Hartz- Head od regional proclamation a County manager meeting Brunswick for Suicide awareness suicide presentation
- Organizational focus on Re-entry population, adding 19 staff new care management team
- Port Human Services community supervision MAT funding for Department of Correction for re-entry DOC probation on parole, New Hanover, Brunswick, Onslow counties.
- DHHS is offering a sequential intercept model training on a point’s legal system focusing on treatment and less on incarceration.
- Asked if anyone was interested in attending the I2I conference in Winston-Salem, Medicaid and Managed care.
Rescheduled of the November Meeting:
- All members agreed on next meeting November 30th at 4pm.
X. Adjournment:
With there being no other business, Commissioner Zapple requested a motion to adjourn the meeting all the motion which was approved unanimously.
• Rob Zapple- New Hanover will receive 200 kits, Ricky Carlson-Southern District “Star Program”
• Janice Nichols- (Pender) thankful for the idea, will receive 50 re-entry kits
Mary Ann Furniss commented Long-term recovery, and The Healing Place would be a great place to speak on this subject.
VI. Board Comments and Concerns:
• Marty Cooke: None
• David Stanley: (Brunswick) Community asking for options examples, home visits to prevent a health or mental crisis with resources. Rob Zapple suggested “CIT Team”. Kari Sanders (Onslow) gave information ex: Emergency Management using Opioid funds, by reaching out to DHHS for Adults. Novant has community health workers, neighborhood connections, training at the Community Colleges.
• Commissioner Charlie Dunn Jr- None
• Kari Sanders: (Onslow) Sworn in a new interim County Manager, David Smitherman
• Wes Stewart: None
• Janice Nichols: (Pender): Giving thanks to Brian Scott for the presentation
• Louis Miller: Giving thanks for the presentation. Being a former Law Enforcement, assisting with
• Mary Ann Furniss: Attended the Healing Place Graduation celebration, becoming peer mentors.
• Rob Zapple: Attended the Healing Place Graduation celebration Dinner. Also, giving thanks to Joy Futrell and Cindy Ehlers for attending.
VII. Governing Board Report-
Janice Nichols gave the report of the Governing Board.
• Jerry Langley is now the Chair of the Governing Board. Mary Ann Furniss is now the Co-Chair.
VIII. CFAC Report-
Our Communications team has setup a tool kit for recruitment of new members. This kit is a summary of what CFAC is and the role, being an independent group that is advising Trillium. Included social media all with member stories. Also, updated the Trillium Website that is readable.
Mary Ann had suggested to have Brian Scott Re-entry.
At the November meeting, we will take nominations and take vote on I’ll be given as a new member to the Governing Board from the Southern Advisory Board adding to the Governing Board.
Marty Cooke has shown interest in being on the Governing Board.
Respectfully Submitted
Desmetress Howard, Clerk
Rob Zapple - Chair
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data that allows efficient access, modification, and manipulation.
3. Database: An organized collection of data stored in a computer system.
4. Database Management System (DBMS): Software that manages databases and provides an interface for users to interact with them.
5. Encryption: The process of converting information into a code so that only authorized parties can understand it.
6. Hashing: A process of converting data into a fixed-size string of characters, typically used for data integrity checks.
7. Interface: A way for two systems to communicate with each other.
8. Network: A collection of computers and devices connected together to share resources and communicate.
9. Operating System (OS): A software program that manages computer hardware and software resources and provides common services for computer programs.
10. Programming Language: A formal language designed to be used by humans to express instructions to a computer.
11. Query: A request for information from a database.
12. Security: The protection of data and systems from unauthorized access, use, disclosure, disruption, modification, or destruction.
13. Software: A set of instructions that tell a computer what to do.
14. System: A collection of interrelated components that work together to achieve a common goal.
15. User Interface (UI): The part of a computer system that interacts with the user, allowing them to input commands and receive feedback.
16. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
17. Web Application: A software application that runs on a web server and is accessed through a web browser.
18. Wireless Network: A network that uses radio waves to transmit data between devices.
19. XML: eXtensible Markup Language, a markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable.
20. YAML: Yet Another Markup Language, a data serialization language that is easy to read and write, and is commonly used for configuration files. | <urn:uuid:e177ead5-80a2-49d1-8fe8-242a39da591e> | CC-MAIN-2024-51 | https://www.trilliumhealthresources.org/sites/default/files/docs/Southern-Region/072723-Trillium-SR-AB-Minutes.pdf | 2024-12-07T15:21:30+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066429485.80/warc/CC-MAIN-20241207132902-20241207162902-00886.warc.gz | 933,710,962 | 2,171 | eng_Latn | eng_Latn | 0.932655 | eng_Latn | 0.992681 | [
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Baseball Math: Comparing Numbers
Batter up! Step up to the plate and swing.
Compare the numbers by drawing a circle around the correct symbol:
> greater than, < less than, = equal.
| 96 | ? | 78 |
|----|---|----|
| > | = | < |
| 64 | ? | 88 |
|----|---|----|
| > | = | < |
| 47 | ? | 53 |
|----|---|----|
| > | = | < |
| 68 | ? | 68 |
|----|---|----|
| > | = | < | | <urn:uuid:2eff231b-d93f-441e-9378-f950848d1ecb> | CC-MAIN-2018-17 | https://www.kidsacademy.mobi/media/files/Worksheets-App-iOS-613051439/First%20Grade/Math/Number%20Sense/l3baseboll_math.pdf | 2018-04-20T03:22:31Z | crawl-data/CC-MAIN-2018-17/segments/1524125937113.3/warc/CC-MAIN-20180420022906-20180420042906-00445.warc.gz | 822,603,498 | 143 | eng_Latn | eng_Latn | 0.994339 | eng_Latn | 0.994339 | [
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World Sleep Day...Healthy Sleep, Healthy Aging
Mark your calendar for World Sleep Day on March 15th. This annual, global call to action about the importance of healthy sleep. The focus of WSD is to bring cognizance to the many burdens of sleep problems, as well as the importance of healthy sleep. WSD publicly displays efforts being taken toward prevention and management of sleep disorders. Created and hosted by World Sleep Society, World Sleep Day is an internationally recognized awareness event bringing researchers, health professionals and patients together to recognize sleep and its important impact on our health.
There are sleep breathing problems that can raise your risk factor for stroke!
Snoring: Snoring occurs when air being inhaled and exhaled through a crowded airway creates noise as a result of friction. For some people, snoring is soft and infrequent, but for many, it’s very loud and constant. Three problems arise around the continued experience of loud and constant snoring:
- The snorer is deprived of adequate oxygen to the brain, which leads to stubborn, hard-to-control increases in blood pressure.
- Anyone who sleeps next to or near the snorer can suffer from sleep deprivation as well as the snorer.
- Most people who snore loudly all night long are probably also experiencing obstructive sleep apnea.
It may seem harmless enough, but snoring should be treated as a potential symptom so that both the snorer and their loved ones can get the most out of their nightly sleep.
Sleep apnea: If you stop breathing for 10 or more seconds during sleep, you may have sleep apnea. An official diagnosis of sleep apnea will be made for anyone who averages at least 5 of these episodes per hour every night. Consult with your physician if you show symptoms of sleep apnea.
To learn more about World Sleep Day visit [worldsleepday.org](http://worldsleepday.org)
To learn more about sleep apnea visit the American Sleep Apnea Association at [sleepapnea.org](http://sleepapnea.org).
March is Nutrition Month
If you haven't already started your journey to focusing on better nutritional habits now is the time!
Everything you eat and drink matters. The right mix can help you be healthier now and in the future. This means taking four steps toward a healthier lifestyle:
- Focus on the five food groups, fruits, vegetables, grains, proteins and dairy and their nutritional value.
- Choose foods and beverages with less saturated fat, sodium, and added sugars.
- Start with small changes to build healthier eating styles.
- Support healthy eating for everyone
Test your nutritional knowledge with these food group quizzes.
[ChooseMyPlate.gov](http://ChooseMyPlate.gov)
Fruit
Welcome new SSEEO Board Member...
Jim Geminier
Jim has been a stroke survivor since 2011 and had open heart surgery in 2015. He joined SSEEO in 2016 leading the Stroke Survivor 2 Survivor (SS2S) telephone peer support calls at Advocate Sherman Hospital. Through his work with this program, he advocated and now leads the Sherman stroke support group. In 2018, Jim was named Volunteer of the Year at Advocate Sherman Hospital for his work with stroke patients. He credits his wife and daughter with encouraging him to work hard during rehabilitation and become a volunteer after his stroke.
Prior to his stroke, he was very successful in marketing and sales. Jim walks daily for exercise and after 45 years, remains a member of his golf league.
March Teleconference Series...
*Psychological Effects of Stroke*
Join presenter Mary F. Schmidt, PhD, Neuropsychologist, as she walks us through the psychological effects of stroke. She will discuss how stroke effects the brain, post stroke conditions, along with resources and strategies for handling these effects.
**Date:** Tuesday, March 12th
**Time:** 12:00 - 12:45 (cst)
**Where:** Right in your home, office, use as a community outreach activity or stroke support meeting.
**How:** FREE call to 1-800-920-7487 Passcode: 66523867#
[Click here for the teleconference flyer](#)
SSEEO
P.O. BOX 855 LOMBARD IL 60148
1(888) 988-8047
E-mail
Stay Connected
Together WE can make a difference. | 9a79df6f-5e32-4bcb-90de-8e483246f6cc | CC-MAIN-2021-04 | https://img1.wsimg.com/blobby/go/3e3a51ec-88f1-4e10-a8e3-f19b351de4e5/downloads/2019%20mar.pdf?ver=1606759713444 | 2021-01-22T06:41:51+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703529128.47/warc/CC-MAIN-20210122051338-20210122081338-00759.warc.gz | 382,067,500 | 889 | eng_Latn | eng_Latn | 0.991495 | eng_Latn | 0.997993 | [
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Buildings
The goal of an effective wildfire protection plan is to keep the fire from coming dangerously close to any building on the property and protect these buildings from ember exposures. This includes a house and any agricultural buildings or outbuildings. Once ignited, the building itself can become a source of radiant heat, flames and embers that can threaten nearby buildings and neighboring properties. An IBHS post-fire study and other research have shown that buildings located less than 15 feet apart are particularly vulnerable to this type of fire spread. If a building has combustible siding, such as wood, vinyl or other types of plastic, good defensible space will reduce the fire hazard. More information about protecting your home is available from your insurance agent or online at www.disastersafety.org/wildfire.
Surroundings
Some types of crops and grazing vegetation typically grown on farms and ranches can allow for a wildfire to move quickly. This potential for rapid fire spread will affect ability to respond to the fire and ability to evacuate, both people and livestock. Preparation is important.
Think of combustible materials or items surrounding or attached to a building as a potential wick that can bring flames to the house or outbuilding. This might include hay stacks, livestock feed, and fuel stored to perform normal business operations. Remember fires started by wind-blown embers are the biggest threat to properties during a wildfire. Once these embers land on combustible materials, the potential for the wildfire to spread is much greater.
Defensible Space Zones
Defensible space is the area between a home or building and the oncoming wildfire where vegetation and other combustible materials have been managed or moved to reduce the wildfire threat. It is critical to minimize combustible materials within 5 feet of a building. Effective defensible space helps the home or building survive without assistance from fire fighters.
Erecting fences, installing a security system and adding motion-detection lighting are all things security experts recommend for keeping intruders out. Think of defensible space in the same way. Keep in mind, just as with security systems, your defensible space is only effective if it is properly maintained.
Farm and ranch owners face unique risks from the threat of wildfire. Take control before a wildfire threatens and avoid the economic and personal upheavals that accompany such disasters.
A wildfire can be a threat to your farm or ranch. In order to minimize the potential for damage and loss from a wildfire, it is important to take actions that will reduce the chance for the wildland fire to burn directly to a home or building, and reduce the opportunity for wind-blown embers to ignite near-building items that could result in flames touching and igniting these buildings. Consider the vulnerability of all structures and combustible items on the property: equipment, fences, livestock housing and storage facilities, and vegetation—all of these will be vulnerable to a wildfire. Buildings that ignite during wildfires are often destroyed.
This guide contains simple—yet effective—information to help you prepare for a wildfire. Read and share it with employees—transfer risk into resiliency.
Actions to take before a wildfire:
Develop evacuation plans for you and your employees. Conduct practice drills with family members and employees.
Determine what your priorities are should you have to choose which of your assets to protect. (e.g., buildings, livestock, machinery, and feed).
To the extent possible, separate and consolidate combustible materials and equipment. Create low combustible zones around buildings, such as barns and storage sheds, through the use of a concrete slab or gravel paths. These zones should be about 5 feet wide, extending outward from the building. Inspect these zones regularly and keep them clear of debris.
Develop an evacuation plan for livestock, including alternative locations for housing animals as appropriate. These areas would have minimal vegetation, such as those that are managed grazing areas.
Where applicable, indicate the locations of septic tanks and leach fields with fencing or other signage. Heavy equipment, including fire trucks and other equipment, can damage these systems and may result in the trucks getting stuck.
Relocate the propane tanks at least 30 feet from any structures on the property or, if relocation is not an option, create a 10-foot noncombustible zone around the tank. An alternative solution is to build a noncombustible wall around two or three sides of the tank. Routinely clear out wind-blown debris that will accumulate in the enclosed space.
Clearly post weight limits for any bridges on the farm or ranch. Reinforce any bridges that cannot support the weight of a fire engine, or provide signed information on alternative routing.
Dust can become an ignition source, particularly for wind-blown fire brands, if an excessive amount is allowed to accumulate on surfaces. Minimize dust accumulation on surfaces, including those that may become heated by the regular operation of farm machinery.
Create defensible space zones around areas where equipment, fuel and chemicals are stored. Use only approved noncombustible storage containers and construct fire walls that will separate adjacent storage areas. Prepare and post warning signs for hazardous chemicals.
Farms and ranches by their very nature are located in rural areas and likely away from traditional fire hydrants. Create and maintain water storage capabilities, such as a pond, water tank or cistern. Working with the local fire department can help determine best practices. Create signage to alert firefighters to the location of the water supply.
More information can be found at:
www.disastersafety.org
http://texashelp.tamu.edu/005-agriculture/farms-ranches-wildfires.php
http://texasforestservice.tamu.edu/main/article.aspx?id=12298
Actions to take during a wildfire:
The first priority should be to protect human life. Livestock and employee evacuation plans should be in effect as soon as possible after observing or being notified of an oncoming wildfire.
If you are trapped inside a burning building, follow fire-safe procedures and precautions regarding opening doors, staying low to the ground, and covering your mouth with a cloth to avoid breathing smoke. | <urn:uuid:fe7313ef-d868-4d49-8988-c9042bf992c6> | CC-MAIN-2018-13 | http://www.fami.com/wp-content/uploads/2016/07/IBHS-Reducing-Wildfire-Farm-Ranch-FAMI.pdf | 2018-03-18T22:58:38Z | crawl-data/CC-MAIN-2018-13/segments/1521257646178.24/warc/CC-MAIN-20180318224057-20180319004057-00725.warc.gz | 388,692,406 | 1,221 | eng_Latn | eng_Latn | 0.998287 | eng_Latn | 0.998472 | [
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Art in the Garden
Michihiro Kosuge: The Quiet Voice of Metal & Stone
Winter 2008
Michihiro Kosuge: The Quiet Voice of Metal & Stone
The quiet presence of stone in a Japanese garden evokes a depth and strength of spirit that speaks directly to the heart. In ancient times, stones of extraordinary shape or size were called *iwakura*—revered as the dwelling places of the gods. The careful selection and proper placement of stone is perhaps the single most important consideration in the creation of a garden that is itself a work of art. The early tea masters appropriated carved stone temple lanterns for the quiet touch of antiquity they added to the gardens of their tea houses.
For centuries, sculptors from both Eastern and Western art traditions have been working with the incomparable qualities of stone. The work of Tokyo-born artist Michihiro Kosuge bridges both worlds in a unique visual language all his own. This exhibition of his work in both metal and stone launches the first of the new four-part Art in the Garden series of exhibitions to be held throughout the year in celebration of the four seasons at the Portland Japanese Garden.
Kosuge has been a prominent sculptor on the West Coast art scene since receiving his Master of Fine Arts degree from the San Francisco Art Institute in 1970. As former Chairman of the Department of Fine Art at Portland State University, Professor Kosuge has had major impact on more than one generation of young artists in the region, bringing a broad international perspective to both his art and his classroom.
He is noted for the many commissioned works of outdoor public art at sites throughout the region, and his work has been shown in over 100 exhibitions over his accomplished career. The work in this exhibition spans that career and speaks eloquently of his interest in the nature and use of materials and surface, transforming the natural qualities of metal and stone (primarily Columbia River basalt and red granite from Oregon, Washington, and California) with the carefully considered touch of the stonecutter’s tools.
With a blend of rough natural surfaces and smoothly polished shapes, his work embraces nature while it acknowledges the subtle touch of humanity, reflecting the aesthetic of the Japanese garden itself.
SPONSORED BY:
Laura Russo Gallery for partial support of this exhibition.
SPECIAL THANKS TO:
Herb and Ardyth Shapiro whose gift to the Garden of a Kosuge sculpture inspired this exhibition.
Diane Durston
Curator of Culture, Art, and Education
email@example.com
All Photos: Jonathan Ley
Portland Japanese Garden | Post Office Box 3847 | Portland, Oregon 97208-3847
© 2018 Portland Japanese Garden. All rights reserved. Printed on 100% recycled fiber content with 100% post-consumer waste. Processed chlorine-free. FSC certified. | <urn:uuid:cb25a65a-09cd-4095-a5a8-8d663fdc4f6b> | CC-MAIN-2018-51 | https://japanesegarden.org/wp-content/uploads/2018/09/AITG2008-Kosuge_Final.pdf | 2018-12-11T01:06:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376823516.50/warc/CC-MAIN-20181210233803-20181211015303-00363.warc.gz | 663,228,337 | 586 | eng_Latn | eng_Latn | 0.776805 | eng_Latn | 0.996442 | [
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This report summarizes the Commission’s findings and conclusions. It draws upon new research by partners around the world, new expert analysis of the existing evidence base, and wide-reaching global consultations with practitioners, education providers, ministers of finance and education, policymakers, and partners in education. More than 300 partners in 105 countries engaged in this process. The report also draws on the conclusions of dedicated expert panels on technology, health and education, and finance, as well as a youth panel.
The Education Commission is a major global initiative engaging world leaders, policymakers and researchers to develop a renewed and compelling investment case and financing pathway for achieving equal educational opportunity for children and young people.
The Commission’s members are current and former heads of state and government, government ministers, five Nobel laureates, and leaders in the fields of education, business, economics, development, health, and security.
Research Partners
Received and analysed research papers and inputs from over 30 research partners in 15 countries around the globe.
Expert Panels:
- Finance Panel
- Health Panel
- Technology Panel
- Youth Panel
The Crisis:
By 2030, more than half a generation of young people will not have the skills needed for the changing global job market.
That is more than 800 million out of 1.6 billion children and young people globally
Today’s generation of young people faces a radically changing world. Up to half of the world’s jobs – around 2 billion – are at high risk of disappearing due to automation in the coming decades. In contrast to the impact of innovation in previous generations, new technologies risk not creating new jobs at anything like the scale they are eradicating them. Due to shifts between industries and the changing nature of work within industries, demand for high-level skills will grow, and many low- and medium-skilled jobs will become obsolete. Jobs open to those without high-level skills will often be insecure and poorly paid. Only quality education for all children can generate the needed skills, prevent worsening inequality and provide a prosperous future for all.
The case for investment is very strong:
More prosperous, healthy and peaceful societies
Every dollar invested in a one-year increase in mean years of schooling, in particular for girls, has generated an impressive 10-fold health-inclusive benefit of $10 in low-income countries and nearly $4 in lower-middle income countries.
- GDP per capita in low-income countries will be almost 70% higher by 2050 than it would be if current trends continued. Poverty rates would reduce by a third because of education alone.
- The mortality reductions from education improvements in 2050, measured in years of life gained, would almost be equivalent to eradicating HIV and malaria deaths today. Educating a girl reduces child mortality of her children by 25%. And she will have 2 instead of 5 children.
- Every additional year of schooling reduces a young boy’s likelihood to become engaged in conflict by 20%. If a girl completes secondary education, her risk of early marriage becomes very low.
The Commission calls for the largest expansion of educational opportunity in history
The Learning Generation
Despite the current state of global education, the Commission finds that it is possible to get all young people into school and learning within a generation. We know it is possible because a quarter of the world’s countries are already on the right path. In fact, if all countries accelerated progress to the rate of the world’s 25 percent fastest education improvers, then within a generation, all children in low- and middle-income countries could have access to quality preprimary, primary, and secondary education, and a child in a low-income country will be as likely to reach the baseline level of secondary-school skills and participate in post-secondary education as a child in a high-income country today.
Five priorities of the Learning Generation:
- All children would have access to quality preschool, primary, and secondary education.
- All 10 year olds would have functional literacy and numeracy.
- Children in LICs would be as likely to reach the level of secondary school skills as those in HICs today.
- There would be a significant increase in post-secondary learning.
- Inequalities in participation and learning within countries would be sharply reduced.
#LearningGeneration
### Children enrolling in preschool
- High-income countries: 100%
- Upper-middle income countries: 95%
- Lower-middle income countries: 85%
- Low-income countries: 75%
### Completing primary and learning
- High-income countries: 100%
- Upper-middle income countries: 95%
- Lower-middle income countries: 85%
- Low-income countries: 75%
### Completing secondary and learning
- High-income countries: 100%
- Upper-middle income countries: 95%
- Lower-middle income countries: 85%
- Low-income countries: 75%
### Post-secondary access
- High-income countries: 100%
- Upper-middle income countries: 95%
- Lower-middle income countries: 85%
- Low-income countries: 75%
**Source:** Education Commission projections (2016).
A Financing COMPACT for the Learning Generation
- Countries invest and reform
- International community offer leadership and finance
- Both are held accountable
- Supported by high level advocacy
The Commission calls for four education transformations to realize the Financing Compact
I. Performance
II. Innovation
III. Inclusion
IV. Finance
Twelve recommendations of the compact:
I. PERFORMANCE: Successful education systems put results front and center
1. Set standards, track progress and make information public
2. Invest in what delivers the best results
3. Cut waste
II. INNOVATION: Successful education systems develop new and creative approaches to achieving results
4. Strengthen and diversify the education workforce.
5. Harness technology for teaching and learning
6. Improve Partnerships with non-state actors
III. INCLUSION: Successful education systems reach everyone, including the most disadvantaged and marginalized
7. Prioritize the poor and early years - Progressive Universalism
8. Invest beyond education to tackle the factors preventing learning
IV. FINANCE: Successful education systems require more and better investment
9. Mobilize more and better domestic resources for education
10. Increase the international financing of education and improve its effectiveness
11. Establish a Multilateral Development Bank (MDB) investment mechanism for education
12. Ensure leadership and accountability for the Learning Generation
I. Performance
Tunisia spends about the same amount per pupil on education as Vietnam, as a percentage of GDP per capita. But only 64 percent of Tunisian students met minimum standards in the secondary school-level international learning assessment, compared to 96 percent of Vietnamese students.
For any improvements in the design and delivery of education to succeed, they must be underpinned by a system that is built to deliver results.
Today, in too many parts of the world, more money is not in itself leading to better outcomes. Efforts to improve education are leading to huge variability in results. Successful education systems must put results front and center. For any improvements in the design and delivery of education to succeed, they must be underpinned by a system that is built to deliver results. Strong leaders are very clear about the outcomes they want to achieve and they design all aspects of the system to achieve these outcomes. In education, despite huge investment and effort, progress in many countries has been limited because of weaknesses in decision-making, in capacity, or in accountability and governance. As a consequence, too many investments and reforms have failed. To succeed, the first priority for any reform effort is to put in place the proven building blocks of delivery, strengthen the performance of the education system, and put results first. Strong results-driven systems are those which ensure coherence across goals, policies, and spending, a clear route from policy to implementation and effective governance and accountability.
Recommendation 1 – Set standards, track progress and make information public – including state and non-state providers. Deliver a Global Learning Indicator
The majority of children in the developing world are not tested systematically. Only about half of developing countries have a national learning assessment at primary school level.
#LearningGeneration
Recommendation 2 – Invest in what has been proven to deliver results
Source: Education Commission analysis (2016). Note: The improvements are based on a baseline of 50 percent (of enrollment, completion, or reaching learning targets) and measured as percentage points gained. The costs are estimated relative to average baseline costs—with average class size, materials, support, and salaries. The green bars pertain to those interventions that are related to teaching methods and teacher incentives, while the gray bars pertain to all other types of interventions.
Recommendation 3 – Cut waste to drive better results across the system
On average, low- and middle-income countries spend 2 percent of GDP each year on education costs that do not lead to learning.
The Commission recommends leaders:
• Crack down on corruption
• Enable teachers to spend their time teaching
• Cut the cost of learning materials
#LearningGeneration
The Commission recommends enabling teachers to spend time teaching and tackling the systemic, root causes of absenteeism.
Of all teachers in 7 African countries:
- Are present at school: 77%
- Are present in classrooms: 55%
- Are actually in classrooms teaching: 45%
Source: Data from Bold et al. (2016).
Successful education systems must develop new and creative approaches to achieving results. Just doing what has been proven to work will not always be enough in the future. The scale and pace of global change is transforming the purpose and nature of education. Faced with escalating demands, constrained resources, and unprecedented opportunities for innovation, education must transform if it is to prepare young people for life in 2050 and beyond. Successful systems in the future will be those which maintain a laser-like focus on results while encouraging innovative approaches for achieving these results at all levels of education, from the classroom to the state.
The Commission recommends leaders strengthen the education workforce. This includes the systematic professionalization of both teaching and non-teaching roles within education, by improving teacher training and support for teachers, alongside distinct training and support for non-teaching roles. Decision-makers also need to diversify the composition of the education workforce to leverage teachers, reduce the time teachers spend on nonteaching activities, and improve and personalize learning. To facilitate these actions and develop specific proposals, the Commission recommends an international high-level expert group on the expansion and redesign of the education workforce.
Source: OECD-TALIS data (2013); WHO data (2015). Note: estimate for health support staff is conservative. It does not include pharmaceutical assistants, lab assistants, or environmental workers. Teaching support staff includes teaching aides and all support professionals who provide instruction or support teachers in providing instruction, including education media specialists, psychologists, and nurses. Both estimates exclude management, administrative, and building maintenance personnel.
A child’s gender, family, ethnic, cultural, and economic background, their geography, their start in life, their health or disability, their exposure to poverty or disorder, conflict, or disaster all play a major role in whether a child will learn and succeed. Successful education systems must reach everyone, including the most disadvantaged and marginalized. While the first two transformations will help to ensure more effective learning systems, they will not close the learning gap unless leaders also take additional steps to include and support those at greatest risk of not learning – the poor, the discriminated against, girls, and those facing multiple disadvantages. This means targeting public resources at areas of greatest need while expanding opportunity for everyone. And it means looking far beyond education to tackle the broader factors that can inhibit participation and learning for the disadvantaged and marginalized. The leaders of all sectors should prioritize the needs of the disadvantaged, and mobilize every sector to address the multitude of factors that determine whether a child starts school, stays in school, and learns in school.
Recommendation 7 – Progressive universalism – progressive expansion of public investment focused on early years and disadvantaged
Korea – Progressive Universalism
Note: Enrollment for primary, lower-secondary, and upper-secondary are gross rates. Enrollment for tertiary is net rate. Net enrollment rate for tertiary is the ratio of the number of tertiary students age 18 to 21 divided by the total population age 18 to 21.
Source: Hong and Lee (2016).
Recommendation 8 – Invest across sectors to tackle the factors preventing learning and reach all children
Cross-cutting actions
- Plan, invest, and implement across sectors
- Promote community action and advocacy to challenge norms and support local change
- Use innovation to reach those that are far behind
- Underpin inclusion efforts with national legislation and international action
Barriers to participation and learning
| Gender and child marriage | Health, hunger, and disease | Disabilities and sensory impairments | Poor early childhood development | School safety and resilience | Child labor and street children |
IV. Finance:
- Increase **total investment** in low and middle income countries from $1.2 to 3 trillion; from 6% to 8.5% of GDP
- Increase **domestic public spending** from 4% to 5.8%
- **Household spending** levels declining to 1%, and focused on higher levels of education
- **External finance** increases from $16 to $89 billion, of which two thirds from international donors and one third from private sector
- This is 3% of total cost in LICs and MICs
- External finance would represent half of total costs in LICs
The Commission calls for an investment plan for the Learning Generation - a Financing Compact between developing countries and the international community. No country committed to invest and reform should be prevented from achieving its objectives for lack of resources.
Successful education systems will require more and better investment. Achieving the first three transformations will require a sustainable investment plan which enables all countries to increase investment in education, targets assistance where it is most needed, and maximizes the efficiency and impact of every dollar. This plan is based upon the primary responsibility of national governments to ensure that every child has access to quality education, free from pre-primary to secondary levels. It must be supported by the international partners, prioritizing their investment in countries that demonstrate commitment to invest and reform.
Recommendation 9 – Mobilize more domestic resources for education
Domestic public spending must be the driving force. Increase from $1 trillion in 2015 to $2.7 trillion by 2030, or from 4 to 5.8% of GDP needed.
1. Maintain growth
2. Raise more taxes equitably and sustainably
3. Increase education’s share in overall spending:
Recommendation 10 – Increase the international financing for education and improve its effectiveness
Reverse decline over past decade:
- Aid declined from 13% to 10%
- Innovative finance for education is less than $0.5bn compared to $7bn for health and $14bn for energy
Scale, innovate and improve impact:
✓ Bilateral donors increase allocation of ODA to education to 15%; and at least to 0.5% of GDP – to reach $50 billion by 2030;
✓ Philanthropists, corporations – to reach $20 billion by 2030
✓ Higher share of ODA through multilateral institutions, including GPE and Education Cannot Wait
✓ Share of education in humanitarian increase to 4-6%
✓ Include ECD and adolescent girls education in GFF
✓ Scale results based and innovative finance
Recommendation 11 - Establish a MDB investment mechanism for education engaging all actors
Source: Education Commission analysis (2016) based on data from OECD-DAC (2016). Note: The Asian Development Bank lacks earlier data. World Bank internal data differs slightly from OECD-DAC data and suggests an increase in the education share over time, but the current share is estimated at roughly the same level: at 10 percent of total lending.
Recommendation 12 – Ensure leadership and accountability for the Learning Generation
- Hold leaders accountable
- Recruit pioneer countries
- Strengthen advocacy at all levels
Photo credit: UNICEF
Moving forward:
- Mobilize pioneer countries to champion recommendations to reform and investment
- Develop global accountability, encourage reporting and advocacy
- Establish MDB investment mechanism for education
- Develop a global learning indicator and data initiative
- Establish an international expert group on the education workforce
- Harness education technology for teaching and learning
- Encourage co-investments in health and education
- Mobilize more and better domestic resources for education
- Develop innovative financing for education (education bonds, disaster insurance, student financing, impact investing and solidarity levies)
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Question 1
(a) Effect of high temperature on enzymes;
\(1 \times 1 = 1\) mark
(b) P colour of iodine retained starch absent;
\(1 \times 1 = 1\) mark
Q colour of iodine turned blue black starch present;
\(1 \times 1 = 1\) mark
(c) P enzyme/salivary amylase is active, starch was digested to maltose
\(1 \times 1 = 1\) mark
Q enzyme/salivary amylase denatured by heating/boiling saliva, starch was not broken down/digested to maltose
\(1 \times 1 = 1\) mark
(d) Provide optimum temperature for enzyme action;
\(1 \times 1 = 1\) mark
(e) i) glycogen;
\(1 \times 1 = 1\) mark
ii) starch;
\(1 \times 1 = 1\) mark
Question 2
(a) Parental genotype
AO X BO
Gemetes
A O B O
Fusion
AB AO BO OO
F1 offspring
AB AO BO OO
Genotypes of children
AB, AO, BO, OO
\(4 \times 1 = 4\) marks
(b) 1 Blood Group AB : 1 Blood Group A : 1 Blood Group B : 1 Blood Group O ;
\(1 \times 1 = 1\) mark
(c) (i) Blood group AB;
\(1 \times 1 = 1\) mark
(ii) Lack antibodies; hence receive blood from all blood groups without triggering an antigen-antibody reaction;
\(1 \times 1 = 1\) mark
(d) Massive destruction of red blood cells of the foetus due to antigen-antibody reaction of Rhesus positive and negative blood;
\(1 \times 1 = 1\) mark
Question 3
(a) Oxygen;
\(1 \times 1 = 1\) mark
(b) Presence of light; presence of chlorophyll; suitable temp/optimum temperature;
\(2 \times 1 = 2\) marks
(c) Palisade cells; palisade mesophyll; spongy mesophyll;
(d) Photosynthesis;
(e) Fatty acids; and amino acids;
Question 4
(a) Where organism in various trophic levels don’t exceed the carrying capacity;
(b) \(500 + 1200 + 5000 + 10 = 6710 \text{g or } 6.71 \text{kgs}\)
(c) (i) Water plants;
(ii) Fishes;
Each \(1/2\) mark
Arrow points at the feeder
Question 5
1.
a) P. Hair follicle;
Q. Sebaceous gland;
R. Sweat gland;
\(1x1= 1 \text{ mark}\)
\(1x1= 1 \text{ mark}\)
\(1x1= 1 \text{ mark}\)
b) Q. Secretes sebum;
T. Consist of actively dividing cells that produce new cells to replace cells lost/cells contain melanin that protect skin against harmful ultraviolet rays from the sun;
\(1x1= 1 \text{ mark}\)
b) It secretes sweat, water in sweat evaporates; carrying away latent heat of vaporization hence leaving a cooling effect;
\(1x1= 1 \text{ mark}\)
c) Reception of stimuli;
Protection of internal organs and tissues;
Storage of fat;
Excretion;
Synthesis of vitamin D;
Question 6
(a)
Average mass (kg)
Age (years)
Scale: 1mk ×2=2mks
Axes: 1/2mk ×2=1mk
Plotting: 1mk ×2=2mks
Curve: 1/2mk ×2=1mk
Labeling: 1/2mk ×2=1mks
(b)
(i) 26 kg; + 0.5
(ii) Girls 15 years -39
Girls 13 years -33
39-33 =6/2= 3.0kgs/year
(c) There is an increase in mass; because girls at adolescence grow faster;
(d) Girls generally grow faster than boys; boys grow slowly compared to girls but later after puberty they grow more steadily;
(e) Menstruation cycle begins hence they need more iron to replace blood lost during menstruation;
(f) Genetic composition;
Sex of the child;
State of health
Emotional status
(g) Height of the body;
Volume of the body;
Question 7
Comparative anatomy / taxonomy;
Members of a phylum / group show similarities; organisms have structures / organs performing the same function; e.g. digestive system; nervous system same function etc (any correct example 1mk)
The pentadactyl limb / any correct example; these are called homologous organs / structures; homologous (same origin but have different function); Analogous structures / different structures performing the same function e.g. wings of insects, bat and birds; Analogous – different origin but performing same function;
Fossil records / Paleontology; remains of organisms preserved in naturally occurring materials for many years; show morphological changes of organisms over a long period of time; e.g. skull of man (leg of horse)
Comparative embryology; embryos of vertebrates have similar morphology; suggesting the organisms have a common origin / ancestry ;
Geographical distribution; continents present are thought to have been a large landmass; joined together; as a result of continental drift; isolation; occurred bringing about different patterns of evolution; e.g. Llamas in the Amazons resemble the camel / any other correct example e.g. kangaroo in Australia Jaguar in S. America; camel in Africa;
Comparative serology / physiology ; antigen – antibody reactions / RH factor/ blood groups / haemoglobin structure reveal some phylogenetic relationship among organisms / common ancestry.
Max 20mks
Question 8
- Has secretory glands / crypts of lieberkuhn which secretes enzymes (maltase / sucrase / peptidase / lipase to complete digestion of lipids / sugar / proteins.
- Goblet cells secrete mucus allows for smooth movement of food / protect wall of ileum from action of digestive enzymes
- Very long to provide large surface area for absorption
- Highly folded / coiled to slow movement of food to allow more time for digestion / absorption / increase surface area for absorption.
- Has numerous villi which increase surface area for absorption / microvilli which further increase surface area for absorption.
- Ileum wall / villi have thin epithelium which is only one cell thick to reduce distance over which digested food has to diffuse.
- Villi are highly vascularized / have a rich network of blood capillaries for rapid transport from small intestines / maintain a steep concentration gradient.
- Villi have lacteals for absorption of fatty acids and glycerol
- Cells of the ileum wall have a large count of mitochondria to release energy that aids in active transport across the epithelium.
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1. The diagram below represents an apparatus used to collect specimens for study.
a) Identify the apparatus.
Specimen bottles;
b) State why it is advisable to have the apparatus illustrated above made of glass.
For visibility; and easier cleaning;
2. State the use of the following.
a) Pair of forceps - Hold stinging/biting/poisonous specimens.
b) Bait in a bait trap – Attract small animals on the trap.
c) Chloroform – Immobilize mobile animals during specimen collection/observation.
3. How do the following characteristics differ in plants and animals?
| Characteristic | Plants | Animals |
|----------------------|---------------------------------------------|----------------------------------------------|
| Nutrition | Have autotrophic nutrition/make their own food; | Heterotrophic nutrition/feed on already made food; |
| Movement and locomotion | Move some parts of its body;/lack locomotion; | Move from one place to another;/have locomotion; |
| Excretion | Lack complex excretory organs | Have complex excretory organs; |
| Growth | Growth occur at localized places | Growth occurs all over the body; |
4. In an experiment to investigate an aspect of digestion, two test tubes A and B were set up as shown in the diagram below
The test tubes were left in the water bath for 30 minutes. The content of each test tube was then tested for starch using iodine solution.
(a) What was the aim of the experiment?
Effect of temperature on enzyme activity;
(b) What results were expected in test tubes A and B
(2mks)
A- brown colour of iodine solution remains / iodine solution remains brown;
B- Blue black/black colour;
(c) Why was the set-up maintained at 37°C.
Provide optimum temperature for enzymatic action;
5. a) What is the role of cristae in respiration? (1mk)
It increases the surface area for attachment of respiratory enzymes;
b) Give an equation to show that respiration involves oxidation of a food stuff (1mk)
\[ \text{Glucose} + \text{Oxygen} \rightarrow \text{Carbon (IV) oxide} + \text{Water} + \text{Energy} \]
\[ \text{C}_6\text{H}_{12}\text{O}_6 + 6\text{O}_2 \rightarrow 6\text{CO}_2 + 6\text{H}_2\text{O} + 2880\text{Kj}; \text{must be balanced;} \]
c) Name the end products of Kreb’s cycle (2mks)
Carbon (IV) oxide; water; energy (ATP)
6. The diagram below represents a vertical section through a mammalian skin.
(a) What is the function of S. (1mk)
S – Protection against mechanical injury/bacteria/fungal infection;
(b) State the physiological changes that would occur in the following structures if the environmental temperature was raised gradually from 22°C to 40°C.
R - Will produce more sweat;
Q- Will dilate for more blood to flow near the skin surface;
7.a) state three external features found in the class mammalia only. (3 marks)
presence of mammary glands
Body covered with fur/hair
Have external ear/pinna
b) Give two difference between class Chilopoda and Diplopoda in relation to their genital aperture and division of the body. (2 marks)
| chilopoda | Diplopoda |
|-----------|-----------|
| Body divided into head, thorax and trunk | Body divided into head and trunk |
| Anterior genital aperture | Posterior genital aperture |
8. Lenticels are sites of gaseous exchange in woody stems. Explain why there is no intake of carbon (IV) oxide occurring through them. (2mks)
Cells beneath lenticels do not carry out photosynthesis; They only take in oxygen for respiration and give out carbon (IV) oxide;
9. State the name given to the study of:
(a) the cell. (1mk)
cytology; cell biology.
(b) chemical reactions in living organisms. (1mk)
Biochemistry
10.(a) Explain why the palisade layer in leaves of green plants is considered to be a tissue. (1mk)
It is made of a group of similar cells performing the same function;
(b) Name the tissue that:
(i) Transports oxygen in mammals.
Blood;
(ii) Facilitates gaseous exchange in leaves.
spongy mesophyll;
11. State the roles of the following organisms in the nitrogen cycle.
(a) Rhizobium sp
Converts free nitrogen into nitrates/Nitrogen fixation;
(b) Nitrobacter sp
Converts nitrites to nitrates
(c) Thiobacillus denitrificans.
Converts nitrates into free nitrogen/denitrification;
12. The diagram below represents a female cone.
a) Name the subdivision of the plant from which the cone was obtained
gymnospermae / gymnaspermatophyta
b) Other than the presence of cones, name two other external features that identify plants in the sub-division named in (a) above.
needle-like leaves
Thick waxy cuticle
Named seeds, sunken stomata
13. An experiment was set up as shown in the diagram below. The setup was left for 30 minutes.
a) State the expected results after 30 minutes. (1 mark)
- The visking tubing was fully filled with the solution/The level of water in the beaker decreased;
b) Explain your answer in (a) above. (2 marks)
- Sucrose solution in visking tubing has higher osmotic pressure creating concentration gradient; water molecules moved from distilled water to the visking tubing by osmosis
14. A particular food substance is suspected to contain vitamin C.
a) What chemical would you use to confirm presence of the above named vitamin? (1 mk)
- DCPIP/dichlorophenol idolphenol
b) What are the expected results if vitamin C is present? (1 mk)
- DCPIP is decolourised; rej discolourized
c) Give one role of vitamin C in the human body. (1 mk)
- Boosts body immunity;
- Prevents bleeding of gums; (mark 1st one)
- Acts as antioxidant;
15. What is the effect of contraction of diaphragm muscles during breathing in mammals? (3 mks)
- Diaphragm flattens; increasing volume of chest cavity/thoracic cavity; while pressure decreases; rej. Pressure decrease in the lungs.
16. a) Explain three adaptations of leaves that maximize efficiency in trapping sunlight for photosynthesis. (3 marks)
Broad flat lamina which provides a large surface area for the absorption of $CO_2$ and sunlight. Thinness of the leaf shortens the distance to be covered during the diffusion of $CO_2$ and penetration light to reach photosynthetic cells.
Cuticle and epidermis are transparent to allow penetration of light to the palisade cells.
Palisade cells contain large number of chloroplasts and their arrangement and location next to the upper epidermis enable them receive maximum sunlight. First three (3mks)
17. (a) Explain the role of oxygen in Active transport (1mk)
Oxidize food to produce energy required in active transport rej to produce energy
(b) Name two processes that depend on Active transport in animals (2mks)
Reabsorption of sugar and some salts by kidney;
Absorption of digested food from alimentary canal;
Excretion of waste products from body cell;
Transmission of nerve impulse.
18. Name the phylum whose members possess notochord (1mk)
Chordata
19. The diagram below represents a transverse section through a plant organ.
(a) Name the class of plants form which the section was taken. (1mk)
Dicotyledonae:
(b)(i) From which plant organ was the section obtained.
Root;
(ii) Give two reasons for your answer in (a)(i) above.
Presence of root hairs/structure M;
Xylem is star-shaped at the centre;
Presence of endodermis;
(c) Name the parts labelled K.
Phloem;
d) State the function of the part labelled M.
Absorption of water; Rj. transport
Absorption of mineral salts;
e) Another section was taken through a young monocotyledonous stem. In the space below draw a diagram showing how tissues are distributed across the section.(3mks)
20. The diagram below represents a food web in a certain ecosystem
(a) Name the trophic level occupied by each of the following:
(i) Caterpillars.
Primary consumers;
(ii) Small insects.
Primary consumers/secondary consumers;
(b) From the food web, construct two food chains which end with lizards as a tertiary consumer.
Decaying leaves → Caterpillars → Small insects → Lizards;
Green plants → Caterpillars → Small insects → Lizards;
(c) (i) Which organisms have the least biomass in this ecosystem.
Hawk;
(ii) Explain the answer in (c)(i) above.
Occupies the highest trophic level; hence less energy is available to them; since most of it is lost during respiration/excretion/defecation/death;(of organisms in lower trophic levels)
21. The graph below shows the effect of substrate concentration on the rate of enzyme reaction.
a) Account for the shape of the graph between A and B.
A and B - Between A and B fast increase in the rate of reaction, more active sites of enzymes available
B and C - Enzymes and substrate are in equilibrium because all active sites of enzymes are occupied, hence rate of reaction is constant
b) How can the rate of reaction be increased after point B?
Increasing concentration of enzymes
c) State two other factors that affect the rate of enzyme reaction.
pH, optimum temperature, presence of inhibitors
Presence of cofactors and coenzymes
d) Name one appropriate food substance for this enzyme if it was ptyalin.
starch
22(a). State characteristics of gaseous exchange surface. (4mrks)
i) They are supplied with dense network of blood capillaries/ highly vascularised for transportation of gases /to maintain high diffusion gradient
ii) They are thin walled to facilitate easy diffusion of gases and also to reduce the distance covered by the diffusing gases.
iii) They are moist dissolve gas
iv) They have a large surface area for gaseous exchange
b) Describe how gaseous exchange occurs in terrestrial plants. (16 marks)
Gaseous exchange takes place in a spongy mesophyll; During the day air diffuses into large air spaces of spongy mesophyll; through stomata; the Carbon(IV) Oxide in the air diffuses into Photosynthetic cells; in solution form; during photosynthesis. Carbon (IV) Oxide is used while oxygen is produced. Oxygen diffuses out of the leaf; through stomata; During the night; air diffuses into the air spaces (of spongy mesophyll), the air dissolves into film of moisture; then oxygen diffuses into the cells; and is used in respiration during which carbon (IV) oxide is produced, the Carbon (iv) Oxide diffuses out of the leaf; through stomata; due to concentration/diffusion gradient; Gaseous exchange takes place through epidermis (of young leaves and stems); epidermis of the root carries out gaseous exchange with air in the soil; some plants have pneumatophores/breathing roots; in which gaseous exchange occurs through lenticels; (found in older stems) | c84d2980-bf33-46d5-abe2-12e5afb3114b | CC-MAIN-2024-42 | https://teacher.co.ke/wp-content/uploads/2024/08/BIOLOGY-F3T1-2024-MS-TEACHER.CO_.KE_.pdf | 2024-10-05T03:15:13+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253346.35/warc/CC-MAIN-20241005020917-20241005050917-00277.warc.gz | 508,245,345 | 2,498 | eng_Latn | eng_Latn | 0.968423 | eng_Latn | 0.984984 | [
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Behavior of supplementally-fed black bears in Eagles Nest Township, Minnesota
Lynn L. Rogers and Susan A. Mansfield
Wildlife Research Institute, Ely, Minnesota
Question
Fed bears can be dead bears, but can food also lead bears OUT of trouble?
A dozen homeowners in a rural community of nearly 500 people have fed bears since 1961. What we documented changed our most firmly held beliefs about feeding, habituation, and food-conditioning.
A decade of data showed the following:
What the people did
1. Residents were extraordinarily willing to coexist with the bears.
2. Residents filed only two complaints with the DNR—one for a bear at a bird feeder and one for a subadult looking in a window.
3. Residents hiked and picked berries without fear or problems.
4. Residents who reduced attractants were very effective in avoiding bear visits.
5. By feeding, people assured there were no bad food years and no desperately hungry bears.
What the bears did
1. The bears maintained normal territories and spent most of their time foraging for wild foods, defending territories, raising cubs, exploring, and avoiding people.
2. When bears visited feeding stations, they usually went directly to them and avoided other houses—even in the worst food years.
3. Bears that were accustomed to people at feeding stations avoided people out in the woods.
4. Subadult males dispersed as usual. A dispersing male monitored for 13 months avoided communities and residences while traveling over 396 km (246 miles).
5. Bears showed unusually high survival. Cub survival was 87%, and adults reached ages of 24 and 26 years of age.
6. Fed bears continued to prefer wild food.
7. Bears were healthy, grew, and reproduced successfully.
The territory and movements shown are from a 9-year-old female with access to 10 feeding stations. Yet, she pursued her wild agenda. She never entered the state park campground in her area. Above are her travels from when she left her den in the spring till she denned in the fall.
This 9-year-old female accessed supplemental foods prior to green-up and when wild foods waned in late summer (15% of days). Otherwise, she foraged entirely on wild foods (60% of days) and or foraged mainly on wild foods but began or ended her day with supplemental foods (25% of days).
What the bears did NOT do
1. Become lazy and dependent
2. Stop foraging naturally
3. Become increasingly aggressive
4. Attack people
5. Break into houses
6. Accost hikers or berry-pickers
7. Jeopardize public safety
8. Go house to house seeking food
9. Become attached to people and seek them out for company
10. Increase to unnatural numbers (resident bears maintained population levels typical of the region (one bear per 4 km)
11. Walk up to hunters
12. In 1985, when bear food was at a record low and nuisance complaints were at a record high, newspaper archives show that this township was singled out for having no bear problems due to the feeding program
Habitation and food-conditioning were specific to locations, situations, and individuals.
1. Locations—bears became comfortable with people at feeding stations but avoided people out in the woods and any locations where they didn’t expect them.
2. Situations—bears became comfortable with routines but retreated from unusual situations.
3. Individuals—bears became comfortable with individual researchers with whom they developed trust and voice recognition. This enabled the researchers to join those bears in the woods for observation.
Contact Information
Lynn L. Rogers 218.343.1655 email@example.com
Susan A. Mansfield 603.209.6294 firstname.lastname@example.org
Wildlife Research Institute North American Bear Center
1482 Trygg Road 1926 Hwy 169
Ely, MN 55731 Ely, MN 55731
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An ecological perspective on learning requires teachers to think of themselves as part of an ecosystem within which teaching and learning takes place and to think of the ecologies that they are creating to facilitate students’ learning and creativity through their pedagogical thinking and practices. This talk explores the idea that learning, teaching and creativity are ecological phenomenon and our ecologies for learning something difficult and significant are the vehicles for integrating our creative imagination and critical reasoning to create new meaning.
Presentation & resources at http://www.normanjackson.co.uk/dit.html
CONCEPTS
Creativity & Critical Thinking in HE: DT580
THINKING ECOLOGICALLY: INTEGRATING REASON & IMAGINATION
Exploring a perplexing situation, problem or opportunity for action can involve the complete spectrum of thinking harnessed in a purposeful way
From Ann Pendleton Julian and John Seeley Brown (2016) Pragmatic Imagination p68-9
LEARNING ECOLOGY CONCEPTUAL MODEL
Jackson (2016) Exploring Learning Ecologies https://www.lulu.com/
Our ecologies for learning are the vehicles for creating meaning.
They involve the integration of perception, reasoning and imagination in purposeful thinking and action
Through their pedagogical thinking & practice, HE teachers create ecologies for students to learn, appropriate for a particular context.
**CONTEXT**
- **HE course/module & culture**
- **SPACES**
- physical
- virtual
- intellectual
- psychological
- **RELATIONSHIPS**
- teacher-students
- students & peers
- students & others who support their learning. With subject, resources/tools, spaces, activities & problems
**PEOPLE**
- teacher & students and what they bring to the situation
**PURPOSE – learning a subject/skills learning to think/behave like…..**
**AFFORDANCES**
- teachers create opportunities for learning. Students must see & use these affordances to benefit
**CONTENT & PROCESS**
- teacher determines what content & how/when it is learnt
**LEARNING CREATIVITY & ACHIEVEMENTS EMERGE**
---
**Ecological concept of pedagogy**
Pedagogy is more than teaching method, more than curriculum, more than assessment practice. It is all these things, but it is also how they are made into patterns of actions, activities and interactions by a particular teacher, with a particular group of students [in a particular context].
The concept of pedagogy encompasses relationships, conversations, learning environments, rules, norms and culture within the wider social context and may extend beyond school to community and public settings. It takes in the ways in which what teachers and students do is framed and delimited within a specific site, a policy regime and the historical [cultural] context.
Thomson, P., Hall, C., Jones, K. and Green, J.S. (2012) The Signature Pedagogies Project Final Report. Available at: http://investmentsforexcellence.noughn.com/sites/default/files/Signature_Pedagogies_Final_Report_April_2012.pdf
---
**Pedagogy connects what happens in the classroom to the whole ecosocial system**
**Macro system**
- SOCIETY / GOVERNMENT / ECONOMY
**University Exo system**
- INSTITUTION: leadership, culture, values, mission, frameworks, policies, tools, resources for learning and the support/control of social practices
**Meso system**
- EDUCATION SYSTEM
- contains many institutions, organisations & networks
- GAGE ON THE STAGE
- GUIDE ON THE SIDE
- T&L PRACTICES
- MEDDLER IN THE MIDDLE
**Exo system**
- EMPLOYERS / COMMUNITIES
---
**Personal Pedagogy**
All higher education teachers develop unique pedagogical thinking based on their personal history of experience & learning and pedagogical practices based on their interactions with their ecosystem. Their personal pedagogy involves their awareness, disciplinary & pedagogical knowledge and skill, interests, beliefs, values, emotions and history – in fact everything they can bring to the situation to fulfil their role as a teacher and help their learners learn.
Supporting Creativity & Critical Thinking in Many Learning Contexts
A Learning Ecology Approach to Curriculum Design
Ecologies for learning, developing & achieving occur at all scales & in all parts of a students' life.
Students' higher education experiences can be visualised as a constellation of ecologies for learning.
Most are shaped/created by teachers & institution some by students, and some by organisations outside the university.
Ecologies for learning occur at all scales & in all parts of a students' higher education experience.
To accommodate all the affordances for learning in a students' life we need to adopt a Lifewide Curriculum.
A student's ecologies for learning, developing & achieving 'becoming the archaeologist I want to be'
MY GOAL to learn archaeology
past knowledge, experience interests and orientations
Involvement in the signature pedagogy of being an archaeologist
THREE YEARS LEARNING ARCHAEOLOGY & BEING/BECOMING AN ARCHAEOLOGIST
Y3 Lead & Co-organise first Annual Student Archaeology conference (ASA)
- attending archaeology conferences
- Posthole Archaeology Magazine editorial team
Y2 Homeless Heritage excavation & exhibition working with homeless people
volunteer Young Archaeologists Club
Y3 organise & facilitate seminar participating in numerous excavations
- Y1 organise own digs
Conceptual tool for making sense of a students ecologies for learning, developing & achieving
Determined by learner
B Partly to significantly determined by learner(s)
A Completely determined by teachers
C Partly to significantly determined by learner
D Completely determined by learner
Learning ecology includes goals, affordances, processes, spaces, relationships, resources (knowledge, tools, technologies, mediating artefacts)
Types of learning ecology involved in becoming the archaeologist I want to be: A process of creating meaning
MY GOAL to learn archaeology
past knowledge, experience interests and orientations
Involvement in the signature pedagogy of being an archaeologist
THREE YEARS LEARNING ARCHAEOLOGY & BEING/BECOMING AN ARCHAEOLOGIST
Y3 Lead & Co-organise first Annual Student Archaeology conference (ASA)
- attending archaeology conferences
- Posthole Archaeology Magazine editorial team
Y2 Homeless Heritage excavation & exhibition working with homeless people
volunteer Young Archaeologists Club
excavations
- own digs
A
B
C
D
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BIRD CONSERVATION
The Magazine of American Bird Conservancy
Spring 2012
On the EDGE
“In the ecstasy of homecoming, the curlew now hardly remembered that for three summers past he had been mysteriously alone and the mating fire within had burned itself out unquenched…”
Fred Bodsworth, *Last of the Curlews*
Most – but certainly not all – shorebirds spend critical parts of their lives on the thin edge where sea meets land. Unfortunately for them, and for those of us who love shorebirds, this is also where people like to be.
This continuing, intense competition between man and nature at the shoreline is not going well for nature. Around the world, man is gaining the edge: building houses; polluting; filling wetlands (such as the invaluable Saemangeum wetlands on the coast of South Korea, home to millions of wintering shorebirds, including, perhaps, our own Bar-tailed Godwit); vainly hardening shorelines as sea level rises; and damaging habitat with off-road vehicles, invasive, alien plants, and flotsam. It really isn’t going that well for man either, now that I think of it.
But “shorebirds” is really a misnomer, since so many species in this group spend much or all of their time elsewhere, such as Upland Sandpipers nesting in grasslands, yellowlegs in the Boreal Forest, and Eskimo Curlews in history.
Yes, the Eskimo Curlew is gone forever, and in the words of American naturalist William Beebe, “Another Heaven and another Earth must pass before such a one can be again.” The last individual seen in North America was in 1962 on the edge at Galveston Island, Texas, and the absolute last confirmed Eskimo Curlew was shot in Barbados the following year. Other shorebirds such as the rufa Red Knot may follow the Eskimo Curlew into extinction.
Even those species that avoid the land/water ecotone altogether can be on or near the edge of survival and extinction. The Mountain Plover’s grassland habitats – and thus the bird – are disappearing as native grasslands are converted to marginal agriculture. Habitat loss, possibly in combination with pesticide poisoning, may cause the Buff-breasted Sandpiper to disappear over the horizon to another Heaven and another Earth too.
Many shorebirds, whose numbers seemed beyond affecting just a few years ago, are now disappearing before our eyes. Sanderlings – those birds we watched doggedly chasing the tide up and down the beach when we were children: way down (no more happy patter of little feet). Piping Plovers? Around 6,500 left.
Many birders I speak with tell me they steer clear of shorebirds: too hard to identify, they say. Most birders can walk out their front door and start to watch landbirds every day, but shorebirds are out on the edge of their imagination, in a faraway and, for some, even forbidding place. So, why care? The answers to this are many, and you have heard them before: we are borrowing from our children, we should adhere to the precautionary principle, maintain the intrinsic values of biodiversity, and the interconnectedness of all life.
I say care to save shorebirds because we can. Read the articles in this issue and learn how. It just takes will; yours and mine.
George H. Fenwick
President, American Bird Conservancy
COVER PHOTO: American Oystercatcher: Judd Patterson/Birds In Focus
SAVING SHOREBIRDS
8 Recovering Shorebird in the Americas
11 Threats to Shorebirds
14 Shorebirds Use Diverse Habitats
16 Far from Shore, But Up A Creek
18 Among the Islands: Laguna Madre
20 Beach-nesting Bird Conservation
22 Reserve Profile: El Cercado, Mexico
25 Planned Giving
26 Monarchs of the Mud-Probers
DEPARTMENTS
2 Bird’s Eye View
4 On The Wire
28 Species Profile
Diademed Sandpiper-Plover
Scan to check out ABC’s new mobile website!
Endangered Black-backed Thornbill Found at El Dorado Reserve in Colombia
In December 2011, biologists working with ABC partner Fundación ProAves observed and photographed a Black-backed Thornbill at the El Dorado Reserve. This hummingbird species, classified as globally endangered, is found only in the Sierra Nevada de Santa Marta of Colombia in humid and elfin forests, bush-covered slopes near the tree line, and in páramo (high-altitude grassland). The bird’s already small range is shrinking drastically due to rampant deforestation, overgrazing, and burning. Its population is suspected to be in decline due to this ongoing habitat loss, making the sighting of this individual at El Dorado significant.
Black-backed Thornbills have very short, slightly downward-curving bills and purplish-black, forked tails. Males are mostly black above, while females are bronzy-green above and whitish below, speckled with green on the throat and sides.
“This rare little bird is a gem and will undoubtedly bring more attention to the fantastic El Dorado Reserve,” said Benjamin Skolnik, Conservation Project Specialist with American Bird Conservancy. “You can add one more to a long list of endemic, threatened species you could see there.”
The El Dorado Bird Reserve protects over 2,000 acres of critical habitat for the Black-backed Thornbill and many other endemic species, such as the Santa Marta Parakeet, Santa Marta Sabrewing, and Santa Marta Bush-Tyrant.
ABC is presently supporting ProAves’ efforts to acquire another key tract of land to add to the reserve, where palm trees used by the Santa Marta Parakeet grow.
New Government Initiative Will Benefit Golden-winged Warblers
A new program called “Working Lands for Wildlife” (WLW), unveiled in March 2012 by the U.S. Departments of the Interior and Agriculture, will provide a huge boost for Golden-winged Warbler conservation in the eastern United States, involving dozens of organizations across ten states, including federal and state agencies, universities, and not-for-profit conservation organizations. This effort is being facilitated by the Appalachian Mountains Joint Venture (AMJV) and ABC.
“The Golden-winged Warbler is one of the most seriously threatened, non-federally listed species in eastern North America. Everyone familiar with its plight will be excited about the WLW project and the opportunity it provides to better engage private landowners in conservation. If we are going to have this bird around for future generations, we’re going to need public and private collaboration,” said Brian Smith, ABC’s AMJV Coordinator.
The WLW initiative will focus on creating and maintaining the types of habitat necessary to sustain populations of warblers in and around their current breeding areas, particularly young forest. This will include efforts designed to also increase the amount of available habitat throughout the Appalachians.
“The additional funding from the WLW project will provide for increased on-the-ground habitat restoration, conservation, and monitoring to benefit the Golden-winged Warbler. An education campaign will improve understanding of the importance of young forests and scrubby, open habitat to this bird,” Smith explained.
ABC has already made the Golden-winged Warbler a major focus of its conservation, and is continuing to coordinate conservation measures in both the United States and on the bird’s wintering grounds in Central and South America.
Protecting the Red Knot in South America
The rufa Red Knot has experienced alarming declines in recent decades — from well over 100,000 in the early 1990s to about 40,000 today — and is now in real danger of extinction within the next ten years. Populations of long-distance migrant Red Knots, which winter on Tierra del Fuego in southernmost South America, are of particular concern, having dropped from more than 50,000 in 1985 to fewer than 15,000 today. With numerous partners, ABC has advocated for the protection of one of the knot’s essential food sources – the eggs of horseshoe crabs, the laying of which coincides with the knot’s migration each spring.
But addressing threats to the species only in North America may not be enough to prevent extinction, as the knot also faces challenges to its stopover and wintering areas in South America.
One important stopover site, the San Antonio Bay Natural Protected Area in Río Negro, Argentina, lies next to a resort town popular with tourists in the Argentine summer months. Disturbance from beachgoers, especially those on 4x4 vehicles, can be severe.
A partnership among Rare, the Manomet Center for Conservation Sciences, and the Argentine non-profit Fundación Inalafquen recently led to the completion of a two-year social marketing campaign to reduce the disturbance to knots and other shorebirds at San Antonio Bay. With a mascot, a play, songs, and celebrations, the campaign increased local knowledge of the importance of the knots, and increased local support for their protection. By building an alternative 4x4 trail away from the beach, it also provided the way for responsible 4x4 users to “Choose the Right Path,” the campaign’s slogan. Similar campaigns were also successful at two other locations in Argentina – the Costa Atlántica in Tierra del Fuego, and the Río Gallegos Estuary in Santa Cruz. All three are sites in the Western Hemisphere Shorebird Reserve Network.
Charles Duncan, Director of Manomet’s Shorebird Recovery Project, commented: “Using marketing techniques to change attitudes and behaviors was entirely new to us. Fortunately, our partner, Rare, is a world leader in their use for conservation. We learned to connect shorebird conservation to the quality of life of the people at the sites. Red Knots and their habitats are the beneficiaries.”
New Conservation Area in Peru Protects Disappearing Cloud Forest Species
ABC has partnered with Asociación Ecosistemas Andinos (ECOAN) to establish a new conservation area in central Peru that will help protect the area’s shrinking cloud forest and rich biodiversity.
The new, almost 2,000-acre Monte Potrero Municipal Conservation Area is characterized by steep topography and moist cloud forests, and is home to a number of endemic Peruvian bird species, such as the Fire-throated Metaltail, Baron’s Spinetail, and Tschudi’s Tapaculo. Other notable species include the Powerful Woodpecker, White-chinned Thistletail, White-browed Spinetail, Three-striped Hemispingus, and White-browed Conebill. There are also small pockets of appropriate habitat where the globally vulnerable Bay-vented Cotinga and Rufous-browed Hemispingus may occur. In addition, the area protects habitat for the endangered Andean cat.
This new protective designation is the most recent in a series of important bird conservation efforts that ABC and our international partners have brought about in Ecuador, Peru, and Bolivia thanks to the generous support of the Gordon and Betty Moore Foundation.
First Millerbird Fledges on Laysan
An endangered Millerbird chick has fledged on Hawai’i’s Laysan Island for the first time in nearly 100 years. This conservation milestone follows the recent historic reintroduction of the rare songbird to the island. This project is a cooperative venture between the U.S. Fish and Wildlife Service and ABC, resulting from many years of research and detailed planning by biologists and resource managers.
Approximately 775 Millerbirds remain in existence. Until recently, the species was confined to Nihoa Island, where they risked extinction from introduced predators and hurricanes. In September 2011, 24 Millerbirds were trapped on Nihoa and released on Laysan Island, 650 miles away, in an effort to create a second population and minimize the risk of the species’ extinction.
Millerbirds historically occurred on Laysan, but were extirpated sometime prior to 1923; a result of the devastation of the island’s vegetation by rabbits and other introduced mammals.
Because of the difficulty of accessing Nihoa, a breeding population on Laysan will provide the first opportunity to observe the Millerbird’s nesting cycle from start to finish, a significant advance in the study of this endangered species.
“This is another huge milestone in the effort to save the Millerbird from extinction. We still have a long way to go, but each victory like this is encouraging, and tells us that, so far, we, and the Millerbirds, are succeeding,” said George Wallace, ABC’s Vice President for Oceans and Islands.
HELP MEET THE ABC SPRING MIGRATION CHALLENGE!
Shorebirds are not the only migratory birds facing daunting challenges throughout their life cycles. All our migratory birds — warblers, shorebirds, raptors, hummingbirds, seabirds, sparrows — need your help for their survival.
This spring, renowned author Jonathan Franzen and business executive Jeff Rusinow have generously teamed up with New York investor and philanthropist Robert Wilson to offer a challenge to you: help increase real protection for migratory birds this spring. Every dollar you donate between now and June 20 will be matched dollar for dollar up to $100,000 — with your help we can raise $200,000 this spring for birds!
Your challenge gift will mean:
✓ New and improved breeding and wintering habitat for declining species such as the Golden-winged, Red-faced, Cerulean, and Prairie Warblers.
✓ Work to protect the Lake Apopka Restoration Area – an ABC-designated Globally Important Bird Area – popular for migratory shorebirds such as the Western Sandpiper and Black-necked Stilt, as well as federally endangered species that include the Wood Stork and Florida Scrub-Jay.
✓ Expansion of a network of critically important Latin American and Caribbean bird reserves used by dozens of migratory species including the Baird’s Sparrow, Bicknell’s Thrush, Ovenbird, Hermit Warbler, and Long-billed Curlew. These reserves also protect habitat for some of the most endangered birds in the world.
✓ Increased efforts to protect raptors such as the Swainson’s Hawk, Broad-winged Hawk, and Burrowing Owl from the damaging aspects of wind power development.
✓ Continued cutting-edge work to prevent collisions with glass for birds such as the Wood Thrush and Ruby-throated Hummingbird.
✓ Protection of breeding and foraging grounds of albatrosses, shearwaters, and other threatened seabirds.
ABC is the only U.S. nonprofit dedicated exclusively to protecting birds and their habitats throughout the Americas. You already know ABC gets results — donate today to help us get even more results for migratory birds.
Please act now to help ABC meet the $200,000 goal — use the enclosed envelope or visit www.abcbirds.org/membership. Challenge ends June 20!
RECOVERING SHOREBIRDS in the AMERICAS
If you let them, shorebirds will completely redefine what you thought birds are capable of.
Consider this: On August 22, 2011, a Whimbrel, named Chinquapin by biologists, headed southward from Canada’s upper Hudson Bay carrying a tiny satellite transmitter. After two days and nights of non-stop flying, he encountered Hurricane Irene, with sustained winds over 111 mph. Ask anyone with a sailboat what this must have been like for a bird that weighs about a pound. To the amazement and relief of the researchers tracking him, Chinquapin flew on through the storm, then changed course and landed in the Bahamas for a several-week stay before resuming his migration. As I write, he is wintering in Suriname, exactly where he did last year, apparently none the worse for his experience.
Or this: In preparing to migrate north from Tierra del Fuego, at the southern tip of South America, Red Knots increase the mass of their flight muscles while simultaneously shrinking their digestive system. The change is so drastic that when they arrive at stopover sites in the United States, they are incapable of digesting the clams and mussels they eat most of the year. Yet if soft food, such as the eggs of horseshoe crabs, is sufficiently available, they can almost double their weight in just two weeks. You could think of a 105-lb. human reaching 200 lbs. in that short time (but maybe it’s better not to).
Or try this: a Red Knot named B95 has so far flown a cumulative distance equivalent to the Earth to the Moon and part way back – more than 350,000 miles! B95, now at least 18 years old, was photographed late last year by some of the same people who first caught him in 1995. They all look much older than in the earlier photographs, but he looks the same.
Many—but not all—shorebird species aggregate at a small number of food-rich “stepping stone” sites along coastlines and inland wetlands during their lengthy migratory cycle. Some, such as the Sanderling and the well-named Solitary Sandpiper, are “dispersed migrants” found in small numbers along extensive coastlines or rivers. Other shorebird species, endemic to South America, are among the world’s least understood groups of birds in both their natural history and their conservation status (see page 26).
For all shorebirds, threats including loss of habitat through development, chronic disturbance from beachgoers and dogs, “coastal engineering” projects, climate change, and overfishing of their food resources, have taken their toll. In fact, the U.S. Shorebird Conservation Plan (www.fws.gov/shorebirdplan), shows that no species of breeding or migrant shorebird in North America is in the category of “not at risk,” and half are classified as “of high concern” or “highly imperiled.”
What then is to be done? Effective conservation of shorebirds must address three inherent challenges: 1) shorebirds are among the most migratory animals on the planet and require concerted action over an enormous geography; 2) for the many species that congregate in large...
The following facts give a sense of the situation:
- The number of long-distance migrant *rufa* Red Knots has dropped from 50,000 to 15,000 since 1985.
- Numbers of migrant shorebirds using Delaware Bay have declined by 80% since 1982.
- Semipalmated Sandpipers have dropped by 80% — from 1.8 million to 350,000 birds — in their core winter range in northern South America since 1982.
- Populations of shorebirds using Kachemak Bay, Alaska, have fallen by 70% since the 1990s.
One of the best-known and most effective organizations is the Western Hemisphere Shorebird Reserve Network (WHSRN, www.whsrn.org). Begun in 1985, and now comprising 85 sites covering some 30 million acres in 13 nations, WHSRN is a voluntary, non-regulatory coalition whose mission is to conserve shorebirds and their habitats through a network of key sites across the Americas.
WHSRN enrolls sites based on two simple criteria: 1) importance to shorebirds as demonstrated by annually hosting at least 20,000 shorebirds or 1% of a population, and 2) a simple letter of commitment from the landowner(s) agreeing to make shorebird conservation a priority at the site. WHSRN’s Executive Office, with staff in Maine and Massachusetts; Baja California, Mexico; and Santiago, Chile, is operated by the Manomet Center for Conservation Sciences, and serves as the critical “backbone organization.” A Hemispheric Council, made up of 16 influential members of governments and non-profits in the Americas and beyond, shapes the WHSRN strategy and makes decisions on new site nominations.
Curiously, the very power of WHSRN is that is has no formal legal or treaty basis, and maintains a low barrier-to-entry. Rather than placing prerequisites on landowners and managers (such as having a functioning shorebird management plan), WHSRN first helps them appreciate their connection to the rest of the hemisphere and provides them not only the will (pride of place) but also the way (knowledge, tools, and connections) to ensure effective conservation of the site.
A second area where collective impact for shorebird recovery is necessary is in building a scientific foundation for action. What are the drivers that have caused shorebirds to decline? Answering this and similar questions is the purpose of the Shorebird Research Group of the Americas (www.shorebirdresearch.org), a consortium of researchers from academia, government, non-government organizations, and the public, whose purpose is to encourage collaborative research, provide communication among individuals and groups, and to be a clearinghouse for emerging ideas and issues related to shorebirds.
The work of the Arctic Shorebird Demographic Network (ASDN) exemplifies the enormous geographic scale and complexity that finding answers to shorebird declines presents. ADSN’s work combines unprecedented and sophisticated understanding of experimental design and biostatistics with the almost
The work of the Arctic Shorebird Demographic Network (ASDN) exemplifies the enormous geographic scale and complexity that finding answers to shorebird declines presents.
unimaginable logistical challenges of placing qualified teams of field biologists at sites across the Arctic breeding grounds (and getting them safely home).
Using carefully formulated scientific protocol, ASDN will provide information on the mechanisms behind declines (e.g., poor reproductive success or low adult survival), and also help determine when shorebird population sizes are likely to be limited (e.g., breeding, migration, non-breeding). The results will make future conservation actions more efficient and surgically targeted. ASDN is coordinated by Manomet, the U.S. Fish and Wildlife Service, and Kansas State University. The project is funded by the U.S. Fish and Wildlife Service, Canadian Wildlife Service, the National Fish and Wildlife Foundation, the Neotropical Migratory Bird Conservation Act, and several generous individual donors.
Any conservation effort needs to hold itself accountable by providing measures of success. For shorebirds, recovered and stable populations are the best measure of the success of conservation efforts. However, measuring and quantifying this requires a baseline from which to start, and ongoing monitoring at thousands of sites. Fortunately, in 1974, Brian Harrington, organized the International Shorebird Survey (ISS), one of the first large-scale “citizen-science” projects, with hundreds of volunteer teams counting shorebirds during spring and fall migrations. With modest financial resources, the ISS has contributed reliable data on shorebird populations for nearly 40 years, with over 69,000 surveys and total observations of more than 60 million shorebirds at more than 1,500 locations across the Western Hemisphere.
With the companion Atlantic Canada Shorebird Survey, the ISS has become among the most significant sources of monitoring information for shorebirds in North America.
Recently, statistician Dr. Paul Smith collaborated with Manomet to analyze the ISS data from 1974 through 2009 for 41 species (80% of all regularly occurring shorebirds in North America). The results demonstrate that shorebirds continue to face significant conservation challenges. Although ongoing declines for many species warrant concern, the analyses also suggested some reasons for optimism. For all shorebirds combined, the troubling declines observed through the 1990s may have slowed, perhaps because of conservation efforts by WHSRN and many other groups. Five species were found to be increasing. These include the American Oystercatcher, the subject of significant management efforts, and the Semipalmated Plover, not previously known to be increasing.
Despite these encouraging trends, the estimates also suggest that declines are ongoing for 23 species, and at statistically significant rates for five species. These include some already known to be of conservation concern, such as the Red Knot and Long-billed Curlew, but others, such as the Black-bellied Plover, for which there was previously no specific conservation concern.
What can you do? Help others understand how amazing these heroic little birds are and why they deserve our protection; contribute to knowledge by reporting sightings (http://ebird.org/content/iss/); avoid disturbing roosting or feeding shorebirds; and contribute financially to conservation groups such as ABC and Manomet.
Together we can create a conservation success story equal to that of waterfowl in the 1920s or raptors in the 1980s.
North American shorebirds, known for their epic migratory journeys, run a gauntlet of man-made threats as they wing their way between wintering and nesting grounds. Some of these threats impact only a few species, while others pose major problems for all. Cumulatively, these threats are causing declines across the entire shorebird family, with 22 species in such steep decline that they are now listed on the U.S. WatchList of birds of conservation concern. Some, such as the Eskimo Curlew, were never able to recover from the assault, and slipped into extinction – a sad reminder that all of these threats must be addressed before we lose any more species.
**Breeding Site Habitat Loss**
For the most part, shorebird breeding habitat in arctic Canada and Alaska is plentiful and well protected, but breeding habitats in the contiguous United States and southern Canada are threatened by agriculture and urbanization. For example, Marbled Godwits are steadily declining due to the conversion of prairie grasslands for farming in the northern Great Plains states and southern parts of central Canadian provinces. Draining of marshland has caused problems for Wilson’s Phalaropes on their breeding grounds, and the species can no longer be found at some traditional sites. Fortunately, the adaptability of this species in finding new areas is helping minimize declines.
**Wintering Site Habitat Loss**
The status of many shorebird wintering sites is poorly known. It is likely that most are stable and are not the limiting factor for populations, but specific threats, such as habitat loss, water pollution, and hydrologic alteration from shrimp farming, likely do impact some species. For example, in the State of Sinaloa on the west coast of Mexico, over 50,000 acres of intertidal and mangrove swamps important to shorebirds have been converted to shrimp farms. Similar problems have occurred in northeastern Brazil along the coast of Ceará and portions of Rio Grande do Norte states.
In 2007, ABC, with a generous donation from the Mitsubishi International Corporation Foundation, worked with Pronatura Noroeste to purchase 865 acres of coastal wetlands to conserve key shorebird habitat in Bahia Santa Maria, Mexico. The grant leveraged substantial federal funding to restore necessary water flow to an additional 7,410 acres of wetlands.
Stopover Site Habitat Loss
Habitat loss at migration stopover sites is likely the biggest problem for our shorebirds, preventing them from rebuilding sufficient fat reserves in between long-distance flights. Many birds that are still able to make it to their breeding grounds may not have the resources left to breed. Conversion of habitat to farmland and other uses is a significant problem, as is the phenomenon of “coastal squeeze”. Urban development encroaching on shoreline habitat from the inland side combines with erosion from the ocean side to create a pincer-like movement that squeezes shorebirds into an ever-thinner sliver of habitat. So-called “beach nourishment” programs and flood control projects exacerbate the problem, particularly on the bay sides of barrier islands.
Sea Level Rise
According to the U.S. Environmental Protection Agency, in the last century, sea levels along the Mid-Atlantic and Gulf Coasts rose five to six inches more than the global average because coastal lands there are subsiding. The International Panel on Climate Change estimates that on average, sea level will rise 7–24 inches in the next 100 years due to melting of polar ice caps and glaciers caused by global warming. Rising sea levels inundate wetlands and other low-lying lands, erode beaches, intensify flooding, and increase the salinity of rivers, bays, and groundwater tables. Some of these effects may be further compounded by other effects of climate change such as the increased frequency of severe storms.
Unregulated Hunting
While the unregulated hunting that plagued so many of America’s birds at the turn of the 20th Century, including putting an end to the Eskimo Curlew, has long since ceased, shooting free-for-alls are still occurring in parts of the Caribbean, in particular, the islands of Guadeloupe, Barbados, and Martinique. ABC and other organizations have drawn international attention to this issue and have formally requested France, which administers these islands, to stop this practice.
Beach Disturbance
Cars and ATVs driven along beaches can have a significant impact on shorebirds by crushing nests and causing birds to expend excessive energy avoiding the vehicles. Even beachgoers on foot can cause problems if they approach too close to breeding colonies. Unleashed pet dogs can scare birds away during critical nesting periods, and kill chicks and adults. Fencing, roping off, or posting key nest sites can make a big difference, particularly for species such as the endangered Piping Plover.
Pollution: Oil
According to the U.S. Congressional Research Service, the number and volume of oil spills in U.S. waters declined steadily between the mid-1970s and early 2000s, likely a result of both improved international standards that went into effect in 1983, and the Oil Pollution Act of 1990 that was passed after the Exxon Valdez spill. But the Deepwater Horizon disaster of 2010, which spewed 210 million gallons of oil into the Gulf of Mexico, sharply reversed that trend and served as a stark reminder of the threat oil poses to our coastal habitats and the birds that rely on them. Birds are particularly sensitive at migratory stopover and wintering sites, where vast numbers concentrate in relatively small areas.
Pollution: Effluent
Discharge and runoff of industrial waste, pesticides, and sewage from both onshore and offshore sources causes direct toxicity as well as oxygen depletion that can render coastal environments dead zones. Various federal regulations, particularly the U.S. Clean Water Act of 1977, have helped reduce the discharge and runoff of these pollutants that ends up on our shores, as have new standards for the treatment and release of effluent aboard ships adopted by the Marine Environmental Protection Committee of the International Maritime Organization in 2006; yet effluent pollution continues to threaten shorebird habitat.
Threats to Food Supplies
In a few cases, shorebirds are at risk from overfishing of their food supply. The *rufa* subspecies of the Red Knot has been in free-fall over recent decades due to the excessive harvesting of horseshoe crabs in Delaware Bay for use as bait in conch and eel pots. The reduction in the crab population has limited supplies of their eggs. As a result, migrating knots that stop in the bay to refuel on their long migration north are unable to gain the weight needed to complete their journey and breed successfully. ABC has campaigned for over a decade to protect the Red Knot and the horseshoe crab. In 2011, the U.S. Fish and Wildlife Service agreed to expedite listing of the *rufa* subspecies under the Endangered Species Act.
Predation
Cats, dogs, rats, and other introduced predators can devastate shorebird and colonies. Populations of native predators can also become artificially high as a result of coastal development and other human activities. Predator eradication programs can have a very beneficial and almost instantaneous impact. Caution must be taken with poisons used to kill rats, however, as they can also harm shorebirds. Feral cat colonies are a problem in many U.S. coastal areas, particularly those fed by seasonal beachgoers and year-round residents. ABC opposes so-called “managed” cat colonies because they exacerbate the threat to birds.
Shorebirds Use Diverse Habitats - Even in the Far North
Few people have had the opportunity to see large numbers of shorebirds on their nesting grounds. We are mostly just treated to brief spring and fall “fly-bys” as they funnel through our lakes, coastal areas, and grasslands on their way to and from the “far north”. While the tundra is vast, and there is plenty of room for these birds to spread out, there are still a lot of them (thankfully), and there is hot competition for prime nesting areas. Spring migration is a race to arrive in time to capture a prime territory, but not too early to find cold winds, snow, and little food.
In order to deal with the issue of competition, like other birds, shorebirds each have their niches. The vista on these pages shows the variety of micro-habitats that some shorebirds use – from the Solitary Sandpiper, that likes to choose the old abandoned nests of songbirds in boreal trees, to the Buff-breasted Sandpiper, that favors more open “dancing grounds” where the males can show off their moves.
KEY: 1: Lesser Yellowlegs; 2: Merlin; 3: Buff-breasted Sandpiper; 4: Red-necked Phalarope; 5: Whimbrel; 6: American Golden-Plover; 7: Pectoral Sandpiper; 8: White-rumped Sandpiper; 9: Surfbird; 10: Semipalmated Plover; 11: Wilson’s Snipe; 12: Hudsonian Godwit; 13: Spotted Sandpiper; 14: Solitary Sandpiper. Artwork by Chris Vesti.
Shorebirds sometimes belie their name by commonly occurring in other habitats — some species once flourished (and still occur) throughout the vast open grasslands of North America’s interior. These birds live most of their lives far from any coast, but are still in the same family, and often the same genus, as the more familiar sandpipers along our shores.
Unfortunately, many of these species, sometimes known to birders as “grasspipers”, have been suffering severe population declines in recent years. While loss of grassland breeding habitat is the primary cause, other factors such as the increased use of pesticides and other toxic chemicals, invasive plant and animal species, and perhaps most significantly, loss of wintering habitat have played a role in these declines.
Loss of habitat affects these birds across their life cycle, on wintering as well as breeding grounds, and also along their migration routes.
**Upland Sandpiper** – The Upland Sandpiper breeds mostly on the tallgrass prairies of the Great Plains, so is especially affected by conversion of grasslands for agriculture. Although somewhat tolerant of altered conditions on their breeding grounds (for instance, they can breed successfully on well-managed ranchland), this species, along with the Buff-breasted Sandpiper and American Golden-Plover, also faces changed habitat on its wintering grounds in the northern pampas of Uruguay, Argentina, and Paraguay, where agriculture has also replaced grasslands.
Recent Breeding Bird Survey data show that populations in the species’ core habitat are increasing, but Upland Sandpipers are still considered a high priority for conservation, since their core range has been so severely reduced.
**Long-billed Curlew** – The largest North American shorebird and a Great Plains endemic, the Long-billed Curlew breeds in the western Great Plains and northern Great Basin north to British Columbia; in areas that have undergone significant habitat change, again due to the spread of agriculture and human settlement.
Although they are very resilient to habitat degradation, and will even nest in invasive species such as cheatgrass, they are categorized as “highly imperiled” in the U.S. Shorebird Conservation Plan (www.fws.gov/shorebirdplan) because of population declines and significant threats to both breeding and wintering areas. Continued loss of grassland breeding habitats is thought to be the greatest threat to population stability.
The same threat faces Long-billed Curlews in Mexico’s Chihuahuan desert grasslands, where significant numbers winter. These southern grasslands are also being lost through conversion for agriculture. These curlews (primarily birds breeding in the Great Plains) winter largely in El Tokio, on the eastern edge of the Chihuahuan Desert, where ABC has worked with Pronatura Noreste to save this important wintering habitat (see article page 22). Further west, our Chihuahuan Desert Grasslands project will also be dealing with the problem of habitat loss.
The curlew is one of five species dependent on grassland and sagebrush-steppe habitats targeted as a focal species for conservation by the Intermountain West Joint Venture. The other species are Grasshopper, Brewer’s, and Sage Sparrows, and Sage Thrasher. Habitat modeling done by ABC is being used to identify those areas of public and private lands where conservation action will have the most potential to maintain or increase Long-billed Curlew populations.
As part of our burgeoning initiative to enhance range-wide conservation for the species, ABC is working with the Montana and Idaho Bird Conservation Partnerships, Environment Canada, and other partners to identify land needing protection or management. We also plan to host managers’ workshops to implement best management practices for the species throughout its western breeding range. These activities will be combined with improved monitoring techniques to identify key staging and wintering areas for different segments of the curlew population.
**Mountain Plover** – Improved monitoring has shown this plover of arid shortgrass prairie to be more numerous than formerly believed. However, their numbers have declined enough compared to historic levels to keep them a species of concern; Mountain Plovers are included on ABC’s WatchList as a species of highest conservation concern. This plover depends on native grazers such as prairie dogs and bison to maintain the short grass it needs to nest successfully. It can also nest on lands grazed by cattle, but most other agricultural development deprives it of suitable breeding habitat.
Like the Long-billed Curlew, a large percentage of Mountain Plovers migrate to Mexico’s Chihuahuan grasslands for the winter – an area being gobbled up by farm fields and other agricultural development by the day. A smaller number of Mountain Plovers migrate west to winter in the southern San Joaquin Valley of California. Unfortunately, much of that wintering ground has been taken over for oil and gas development. The 250,000-acre Carrizo Plain National Monument provides protected wintering habitat for the species; the Central Valley Joint Venture also works with area landowners to improve land management practices to benefit the Mountain Plover and other birds in this area.
“Although none of these species faces immediate catastrophic loss, they continue to contend with threats from expansion of agriculture and habitat loss on their wintering grounds,” says David Pashley, ABC’s Vice President of Conservation Programs. “The curlew and Upland Sandpiper are reasonably well-monitored compared with other shorebirds, so we know that they have relatively large populations that are in gradual decline. The Mountain Plover is cryptic and breeds largely on private lands, so our knowledge of this bird is much poorer, but it seems tolerant of some less intensive forms of farming. All three species need more conservation efforts on their wintering grounds. With continued habitat improvement, we hope to have these birds in relatively large numbers for a long time to come.”
The name Laguna Madre is Spanish for “Mother Lagoon”. Not to be confused with the U.S. lagoon of the same name to the north in Texas, Laguna Madre, Mexico is a shallow, hyper-saline body of water, 100 miles long and 15 miles wide, at the mouth of the Río Soto la Marina in the state of Tamaulipas. The Laguna Madre wetland complex was designated as the first binational WHSRN site (see page 9) in 2000.
Laguna Madre, Mexico is separated from the Gulf of Mexico on the east by a number of barrier islands, and contains dozens more small islands that provide food, water, and shelter for nearly 220 species of birds. ABC is working with the Mexican organization Pronatura Noreste in this area to improve breeding and wintering habitat for dozens of bird species, many of high conservation concern.
The Laguna Madre ecosystem may seem somewhat homogeneous from afar, but its bays, inlets, creeks, barrier islands and algal flats serve as prime real estate for some of North America’s most threatened species.
The region is perhaps best known for its importance to Redheads. Hundreds of thousands—potentially more than two-thirds of the global population—descend upon the Laguna Madre to feed on its nutrient-rich aquatic grasses.
Snowy and Wilson’s Plovers (both U.S. WatchList species of conservation concern) find this habitat ideal for breeding, while as many as 10,000 pairs of colonial-nesting waterbirds, including Reddish Egrets, Gull-billed Terns, and Black Skimmers (all U.S. WatchList species as well) take advantage of the vast expanse of suitable breeding habitat.
by Andrew Rothman, International Conservation Officer, ABC
Wilson’s Plover: Chuck Tague
Redheads: Greg Lavaty, www.texastargetbirds.com
Red Knots, Buff-breasted Sandpipers, and Mountain Plovers stop on migration or overwinter here, along with one of the United States’ most endangered species, the Piping Plover. These birds are present in small but critical numbers, and the health of Laguna Madre is important to their populations.
Because of its importance to breeding, migrating, and wintering birds, Laguna Madre has been identified as a priority area for conservation by the Rio Grande Joint Venture (www.rgjv.org), as well as within both the United States Shorebird Conservation Plan and The North American Waterbird Conservation Plan.
The great majority of nesting beaches and islands in Laguna Madre are uninhabited by people and look like pristine breeding areas. But looks can be deceptive. These isolated habitats, also make great encampments for local fishermen, who bring dogs with them. These dogs, which are usually strays from the ever-reproducing local dog population, are often abandoned on the islands. Left to fend for themselves, the dogs, along with other introduced species including cats and goats, wreak havoc. They chase birds along the beaches, causing the birds’ precious energy reserves needed for breeding and migrating to be wasted.
Dogs also find and destroy bird nests along the beaches and among the shrubs and bushes, eating eggs, young, and even adults if they can catch them. With nearly 10,000 fishermen using Laguna Madre, the number of dogs brought to the islands — and their impact on birds — can be tremendous.
The protection of key beach-nesting and rookery sites is critical to maintaining and improving shorebird and waterbird populations. With funds from the BP Exploration and Production, Inc. and National Fish and Wildlife Federation, ABC and local partner Pronatura Noreste are beginning efforts to trap and remove dogs and other feral animals from the islands of Laguna Madre, erecting fencing around key breeding locations, and developing a campaign to educate fishermen about the effects of dogs on the islands. The partners are also working with the local health and animal control authorities to better manage the populations of stray and feral dogs in the communities surrounding Laguna Madre.
Dogs are not the only threat to Laguna Madre. Due to poor land management in the surrounding areas, erosion, sedimentation and pollution threaten the quality of habitat in and around the lagoon. While the high salt levels of Laguna Madre (which can be 50% greater than water in the nearby ocean) provides a smorgasbord of vegetation for Redheads and other ducks, this salt accumulates in the ducks, and they must find freshwater to rid themselves of this excess. The preservation of the freshwater ponds, rivers and creeks that flow into or exist around Laguna Madre is critical to supporting populations of these birds.
Currently, ABC and Pronatura are working with a family that owns over 20,000 acres of property at the southern end of Laguna Madre to improve three 50-acre ponds that will ensure suitable fresh water for some of the area’s bird life. The ponds, which have been degraded by increased sediment loads caused by erosion of surrounding areas, need to be dredged. Once the sediment is removed and the original water depth restored, the pond’s usefulness for ducks and other birds will be improved. The landowner has also agreed to fence these ponds to prevent access by cows, and also agreed to put nearly 5,000 acres of his property into a conservation easement for 15 years, further helping to support bird conservation.
Pronatura Noreste is also working on a ground-breaking project to return more fresh water to Laguna Madre. Water from a new sewage treatment facility will now be routed to the creek bed of Arroyo del Tigre, instead of simply being pumped back to the ocean. This creek, which once provided fresh water for Laguna Madre, has been running dry for almost 50 years due to water diversion for the city of Matamoros, excessive irrigation, cattle management, and erosion. The restoration of this waterway will prove invaluable to wildlife of the region, and help to restore key natural processes within the Laguna Madre system.
Like so many places in Central and South America, Laguna Madre could easily be out of sight and out of mind for bird lovers in the United States. But if we lose it, we will feel the repercussions echo across a suite of “our” migrant shorebirds and other waterbirds. The region’s unique threats require innovative and highly targeted responses, and ABC and Pronatura are rising to the challenge of saving the habitats of the Mother Lagoon.
It seems like just yesterday that I set out on a three-week trip to see important colonial nesting bird sites along the Gulf Coast that would be the focus of a new Beach-nesting Bird Program under a grant from the National Fish and Wildlife Foundation (NFWF). That was July 2011, and now ABC, a growing network of 12 partner groups, and many other supporters, are launching regional programs to increase protection and public awareness for colonial beach-nesting birds. Least Terns and Black Skimmers, two species that were heavily impacted by the Deepwater Horizon spill of 2010, are a primary focus. Thousands of birds perished as a result of that spill, and many more were unable to successfully breed during the beach cleanup efforts that followed. This new program will help regional populations of these species recover from the spill by lessening human disturbance at nesting sites while increasing public awareness about the needs of these and other beach-nesting birds.
In Texas and Louisiana, much of the nesting habitat for colonial-nesting waterbirds is on bay islands rather than mainland beaches. This spring, ABC, the Gulf Coast Bird Observatory, and the U.S. Fish and Wildlife Service will post signs at federal- and state-owned islands on the upper coast of Texas to warn boaters and fishermen who approach these islands during breeding season that birds are raising their young.
“The bay islands where these birds nest are particularly vulnerable to human disturbance from recreational boaters and fishermen who flush adult birds off their nests and away from their young, putting the chicks in jeopardy from heat stress and predation,” says Susan Heath of the Gulf Coast Bird Observatory.
ABC has also partnered with Houston Audubon on the upper coast of Texas to launch a monitoring and public outreach program. At Bolivar Flats, an ABC-designated Globally Important Bird Area, a Least Tern colony will be posted with protective signs; a Black Skimmer colony in Texas City will also be protected.
In Louisiana, I’ve worked with partners National Audubon Society, Barataria-Terrebonne National Estuary Program, and Grand Isle State Park to launch a community-based outreach and protection program for Least Terns at Grand Isle, one of the areas most heavily impacted by the
Fish, Swim and Play from 50 Yards Away!
Tricolored Heron nestlings: Chuck Tague
Deepwater Horizon disaster. Least Tern colonies at the park and on adjacent private lands will be identified and posted with signs created by local students. Educational kiosks sponsored by ABC at the state park will be used as stations for conducting public outreach and implementing a bird stewardship program which will station volunteers near nesting areas to teach the public about the birds and how to avoid disturbing them during the breeding season. An intern living on site will assist in coordinating this program and making sure the terns are protected and monitored throughout the season.
“Audubon is proud to protect and monitor Least Terns where they were so devastated by the Deepwater Horizon oil disaster,” said Melanie Driscoll, Audubon’s Director of Bird Conservation for Gulf Conservation and the Mississippi Flyway. “Through this strong partnership and with the community of Grand Isle, we are expanding our decades of community and chapter-driven Gulf Coast beach-bird stewardship into Louisiana.”
ABC is also planning a third monitoring and outreach program with the Florida Park Service throughout the state’s panhandle this breeding season. The Florida panhandle has the largest expanse of habitat for beach-nesting birds in the state, and is home to many solitary and colonial species such as Snowy and Wilson’s Plovers, Willet, American Oystercatcher, Least Tern, and Black Skimmer.
As in Texas and Louisiana, an on-site biologist will assist in identifying, posting, and monitoring beach-nesting bird sites. Public outreach will be a major component of this effort. The biologist will assist the Florida Park Service in improving their educational program and will work closely with Audubon of Florida to better integrate their bird stewardship program with the state’s. This role is crucial in building an ongoing network of volunteers to advocate for beach-nesting birds.
With NFWF support, ABC is providing funding for extra law enforcement on busy holidays at Honeymoon Island State Park, Indian Shores, and Big Marco Critical Wildlife Management Areas. While these sites are often fortunate enough to have bird stewards, the influx of people and dogs near nesting areas during the holidays is significant, and extra law enforcement can serve as reinforcement for the volunteers.
There aren’t too many opportunities to meet celebrities in the conservation business, and so one of my 2011 highlights was working with country singer, Gary P. Nunn, who has contributed his services for a televised public service announcement asking fishermen and recreational boaters to “Fish, Swim, and Play From 50 Yards Away” from nesting islands. The 30-second spot will air in Texas from March through August in Houston and Corpus Christi.
“ABC’s Beach-Nesting Bird Program has been a critical partner in advancing conservation of Texas’ coastal birds,” said David Newstead of Coastal Bend Bays and Estuaries Program, who came up with the concept for the PSA. “By partnering with regional entities that are locally engaged, the program is helping grow ideas into actual projects that benefit birds. The broad scope of the program also allows new ideas to be shared between regions. It has been a refreshing and valuable contribution, and we look forward to continuing to develop this relationship for the recovery of imperiled birds.”
Texas isn’t the only state to have a well-known musician speak out for Gulf birds. Renowned Louisiana bluesman Tab Benoit and over 50 musicians from southern Louisiana will join with the partnership and the Barataria-Terrebonne National Estuary Program to advocate awareness for colonial-nesting waterbirds throughout the state’s many islands.
I knew Tab was the perfect spokesman for our televised Louisiana public service announcement as he has established his own non-profit organization, Voice of the Wetlands (www.voiceofthewetlands.org). This group is working to raise awareness and promote education about the state’s wetland loss and the dire need for continued restoration and preservation efforts. Their message is well-matched to our own –people and the birds depend on this habitat for survival.
Together, these efforts make for an exciting year of much-needed help for beach-nesting birds along the Gulf. Keep a lookout for posted areas and remember: Fish, Swim and Play from 50 Yards Away!
In addition to the generous grant from the National Fish and Wildlife Foundation, ABC is grateful to the hundreds of supporters who have made donations to help birds affected by the Deepwater Horizon oil spill.
The Chihuahuan grasslands of Mexico balance precariously on an ecological knife edge. Desertification threatens the sensitive shortgrass prairie and thorn scrub habitats, driven by the twin stresses of overgrazing and water-intensive potato farming, accelerated by ongoing drought.
This vast swath of semi-arid landscape, two hundred miles or more wide in places and stretching for over six hundred miles from the New Mexico border southeastwards alongside Texas, is cleaved down the middle by the Sierra Madre Occidental. On the mountain range’s southeastern side, as the peaks give way to a high plateau that gently slopes down to the Gulf Coast, lies the El Tokio grasslands. Given the stark beauty of this vast, austere, and scrubby-looking land, one could be forgiven for overlooking some of its smaller inhabitants, in particular, the plain, unassuming Worthen’s Sparrow. The Worthen’s Sparrow is one of Mexico’s 31 endemic bird species and is confined to these threatened grasslands. Its population (fewer than 1,000 individuals) and range are so small that the Alliance for Zero Extinction has identified El Tokio, the bird’s last remaining sliver of habitat, as one of 581 sites in the world most in need of protection to prevent imminent extinctions.
In 2007, ABC and Mexican partner Pronatura Noreste purchased a small (585 acres) but critical piece of the El Tokio grassland mosaic in the state of Coahuila, called El Cercado, for the protection of the Worthen’s Sparrow.
The Worthen’s Sparrow is nomadic, following the irregular seasonal rains across El Tokio, which makes conservation particularly difficult, but regular sightings of the bird have been recorded at El Cercado.
ABC Conservation Officer Andrew Rothman recently returned from a visit to the region, where he learned more about some of the challenges...
the sparrow is facing and how Pronatura Noreste is working to combat them.
“The property is fenced to keep out cattle whose overgrazing devastates the delicate habitat, turning it into a dust bowl. But in places, the fence wires have been damaged and perhaps deliberately cut by farmers on neighboring *ejidos* (community-owned land) to allow their cattle to stray into the reserve,” says Rothman. “Better fences alone aren’t enough to stop this. What’s needed is a way to stem the systemic overgrazing.”
To address this problem, Pronatura is now developing a work plan with the National Forest Commission of...dozens of other birds call this area home for some or all of the year, including the Sprague’s Pipit, Horned Lark, Savannah Sparrow, Burrowing Owl, Ferruginous Hawk, Mountain Plover, and in particular, the Long-billed Curlew.
Mexico to improve soil conditions and conduct reforestation with native juniper and pine trees for the El Cercado property. They will also be educating *ejido* farmers across El Tokio on how to reduce overgrazing. With better grazing regimes, the soil will be more productive, grassland habitat for bird species will improve across the whole region, and there will be less need for ranchers to graze their cattle inside the reserve.
Through agreements with ranchers and farmers to create reserves within certain areas of the *ejidos* where cattle ranching and agriculture is prohibited, and by training cattle ranchers on best management practices, Pronatura has so far helped improve more than 80,000 acres of habitat throughout El Tokio. The organization is currently working to enhance a further 66,000 acres. The benefits will be felt not only by the Worthen’s Sparrow, but by dozens of other birds that call the area home for some or all of the year, including the Sprague’s Pipit, Horned lark, Savannah Sparrow, Burrowing Owl, Ferruginous Hawk, Mountain Plover, and in particular, the Long-billed Curlew.
El Cercado and the surrounding El Tokio grasslands are home to a significant number of wintering Long-billed Curlews. Some 15% of the entire North American population winters here between October and February. ABC is working with Pronatura to study and protect the curlews, particularly at one pond located on the Hediondilla *ejido* land, where up to 4,000 birds gather.
ABC is grateful for vital support from the Neotropical Migratory Bird Conservation Act, David and Patricia Davidson, and Southern Wings, with participation from the states of South Dakota, Nebraska, and Oklahoma, which makes possible this work in El Cercado and the El Tokio grasslands.
Once suitable breeding habitat for native birds and a stopover site for migrants, this land in EL Tokio is now a potato field. Photo: Pronatura Noreste
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Which is the most wonderful and unusual of all the shorebirds — the monarch of the mud-probers? Well, there are many “atypical” members of the Charadrii, that’s for certain. For starters, along with the expected sandpipers and plovers, the suborder includes the jacanas, sheathbills, seedsnipes, thick-knees, and quite a few other birds that you won’t find dipping their bills in coastal mud. I think any bird that waits until you are right on top of it before it flies is always a class act, and the group also includes the snipe, woodcock, and in South America, the seedsnipes. There are also the super-graceful avocets with their curious upturned bills, and the “misfits” such as the Magellanic Plover. Then, perhaps the most magnificent of all, there’s the tiny, funky Spoon-billed Sandpiper, accidental in our region, but a fantastic bird nonetheless.
Here is a quick look at a few of my favorite “strange and wonderful shorebirds” from South America; each both amazing and majestic in its own way.
The tiny gray and white **Magellanic Plover** is unique among the shorebirds—nothing else looks quite like it. It has the soft look and coo of a dove, yet has a devilish glint in its beady red eye. Genetic studies have shown that this unusual bird has affinities with the sheathbills, but for now it resides in its own family, the *Pluvianellidae*. This odd plover is also unusual among shorebirds in that it regurgitates food to feed its chicks, while the young of other shorebirds are able to feed on their own within hours of hatching.
This species (the only one in its genus) has a tiny population of fewer than 10,000 birds that nest along rivers in southern Chile and Argentina and winter along the region’s coastline.
The gray-brown **Tawny-throated Dotterel** blends perfectly into its surroundings and hides by standing upright and turning its camouflaged back to predators. Its colors are a subtle mix of hues that seem to grow from the brown earth of the Andes themselves. My first sighting of this species was along the shore of Lake Titicaca in Peru, where the dotterel matches the clay-colored fields and houses that also inhabit the windswept plain. It is another species that is the sole representative of its genus, although in this case, it has an extinct relative known from fossil remains.
The dotterel is a partial migrant and is found from Peru to Tierra del Fuego. It has suffered from hunting in Chile and Argentina.
The **Andean Avocet** shares the high-altitude lakes of the Andes with Wilson’s Phalaropes and Baird’s Sandpipers during the austral summer. It is perhaps the least-known of the world’s four avocet species and can be found on Peru’s Lake Junín and Titicaca, as well as on other alkaline lakes that dot the flat punas (mountain grasslands) of Bolivia and Chile. The Andean Avocet, along with three species of flamingo, may be threatened by habitat loss caused by lithium mining for batteries. This elegant bird may be the real monarch of the shorebirds, with its majestic appearance and lofty habitat. Catching a glimpse of one in a mixed feeding flock of flamingoes is one of the great sights of South America.
The **Rufous-bellied Seedsnipe** only just qualifies as a shorebird. In fact, maybe it shouldn’t! This strange-looking bird is more like a cross between a ptarmigan and a sandgrouse. It inhabits only the most barren Andean tundra and puna, where it can be found in small flocks, foraging along bogs and tussock grass clumps. It has a regal aspect when seen close-up, and is bedecked by intricately patterned feathers that help to keep it concealed from predators—until the very last moment before it flees in an explosive leap from the ground. It likes to feed on cushion plants, which fortunately are common across the species’ large South American range, and this unusual bird appears secure despite the harshness of its chosen environment.
Along with the Diademed Sandpiper-Plover (see Species Profile, page 28), the Rufous-bellied Seedsnipe is a species that stands to benefit from a project to protect habitat in central Peru, where ABC is working with its Peruvian partner, ECOAN, to create a high-altitude community reserve.
The beautiful Diademed Sandpiper-Plover is a far cry from the “average” shorebird. To find this rare species of the high Andes, it may be necessary to climb to heights of 14,000 feet or more! Despite its name, the species is indeed a plover. It ranges from the high Andes of central Peru south to western Bolivia, northern Chile, and central Argentina. Most birds are resident, but some in the southern part of the range move to lower altitudes during the winter.
Its preferred habitats are alpine bogs matted with cushion-plants, sedges, and grasses in wet, montane grasslands known as puna, or on grassy plains along clear, gravelly lakes or streams.
The Diademed Sandpiper-Plover is a spectacular-looking bird with a black head, rufous nape, and white band all round the crown, which forms the diadem (crown) of its name. It uses its long, thin, down-curved bill to probe the soft bog for its invertebrate food.
Classified globally as Near Threatened, the world population is estimated to be fewer than 10,000 individuals, and that population is thought to be decreasing due to a lack of suitable habitat. Valleys in the southern portion of the species’ range in particular are influenced by man-made threats such as overgrazing, mining, off-road vehicles, and hydro-electric projects. Because of the species’ dependence on wetlands throughout the year, climate change may pose serious risks to populations through changing hydrology and wetland drying. This colorful species has benefitted from a project to protect habitat in southern Peru, where ABC has worked with Peruvian partner, ECOAN, to create private conservation areas in the Vilcanota mountain range. These reserves protect *Polylepis* forests as well as wetlands, including some where Diademed Sandpiper-Plovers occur. ABC is also working with ECOAN to create protected areas in Lima and Junín to protect high Andean bogs that will benefit the Diademed Sandpiper-Plover and threatened endemics such as the White-bellied Cinclodes.
Its scarcity and striking plumage make the Diademed Sandpiper-Plover a must-see for birders in South America. However, finding Diademed Sandpiper-Plovers is far from easy due to their remote habitats, plus their small size and unobtrusive behavior. One might think that such a colorful bird, especially with its bright yellow legs, would easily stand out in a flat Andean bog, but the mental fuzz that sometimes accompanies a birder’s quick ascent into the oxygen-deprived highlands, coupled with the hilly terrain, can make them especially difficult to find. But it is so worth it when you do. | <urn:uuid:2795c5e4-6425-42da-b852-a85b2641423d> | CC-MAIN-2019-09 | https://abcbirds.org/wp-content/uploads/2015/06/MagSpring12.pdf | 2019-02-21T06:46:41Z | crawl-data/CC-MAIN-2019-09/segments/1550247500089.84/warc/CC-MAIN-20190221051342-20190221073342-00563.warc.gz | 476,345,751 | 13,625 | eng_Latn | eng_Latn | 0.979679 | eng_Latn | 0.997029 | [
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U51:
With the pictured apparatus fat is to be extracted from food
1) Name the technical term for this apparatus
2) Indicate the position where
- the material to be extracted is located
- the extraction solvent is located
- the solvent condenses
3) Name a method by which the fat can be isolated from the extraction solution
U54:
The picture shows an isobaric boiling diagram of an azeotropic mixture
1) Explain the term “azeotropic”
2) Describe the composition of the mixture $x_A = 0.3$ if it is distilled an “infinite number of times”
U57:
Name **two** drying methods that can be applied with a heat-sensitive synthesis product
---
U59:
1) Name the components of an apparatus that is used for fractionated vacuum distillation
2) Name the part of the vacuum distillation apparatus that prevents delay in boiling
3) Describe which characteristic a mixture must have that it is advisable to make use of vacuum distillation
U61:
Choose an appropriate distillation method to isolate the given component from the following mixtures.
Available are: simple distillation, steam distillation, (fractionated) vacuum distillation, fractionated (normal pressure) distillation.
Justify your decision!
| | Component/ mixture | Distillation method | Justification |
|---|--------------------------------------------------------|---------------------|---------------|
| 1 | Ethanol, w > 90% from a ethanol-water mixture with metal impurities | | |
| 2 | Nonanol from a nonanol-decanol mixture 1:1 | | |
| 3 | Acetone from an acetone-heptanol mixture | | |
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Lesson 6: Periodic Phenomenon
(A) Lesson Context
BIG PICTURE of this UNIT:
- How do we work through geometry based problems, wherein triangles are used to model the problem
- How do we model phenomenon that are periodic in nature
CONTEXT of this LESSON:
Where we’ve been
We have practiced & reviewed working with triangles using RTT, Sine Law & Cosine Law
Where we are
What do graphs of periodic/cyclic phenomenon look like & what are their key features?
Where we are heading
How do we mathematically model phenomenon that are periodic in nature?
(B) Lesson Objectives:
a. Identify situations that can be modeled using sinusoidal and other periodic functions
b. Interpret graphs of sinusoidal and other periodic phenomenon.
c. Introduce key terms used in the analysis and understanding of periodic phenomenon
(C) Fast Five:
A carnival Ferris wheel with a radius of 14 m makes one complete revolution every 16 seconds. The bottom of the wheel is 2.0 m above the ground. A person starts a ride at the bottom of the Ferris wheel when a stop watch is started. Draw a sketch showing the rider’s height as a function of time. Estimate how high above the ground that person will be after 1 minute and 8 seconds.
[Graph paper]
(D) Example #1 - Modelling Periodic Phenomenon – Riding on a Ferris Wheel
You are going for a ride on a Ferris wheel. The Ferris wheel rotates at a constant speed. It has a radius of 15 meters and the bottom of the wheel is 5 meters off the ground. It takes 60 seconds to go around the Ferris wheel one time. Again, you will be graphing the dependent variable, height (H), of your carriage in meters above the ground, at time (t) seconds.
1. You just get into your carriage at the MIDDLE of the wheel. What is your height when t=0? Plot this point on your graph.
2. What is the highest you will go? When will this happen? Plot this point on your graph.
3. How high will you be after 30 seconds? Plot this point on your graph.
4. Is there another time (t) when you will be at the same height as above at 30 seconds? When will this be? Plot this point on your graph.
5. When will your height (h) be 5 meters? Plot this point on your graph.
6. Expand your graph to show your height on the Ferris wheel over 2 cycles of rotation.
| Time (sec) | Height (m) |
|------------|------------|
| 0 sec | |
| 15 sec | |
| 30 sec | |
| 45 sec | |
| 60 sec | |
www.shutterstock.com · 45209713
Lesson 6: Periodic Phenomenon
Unit 5 – Trigonometric Functions
a. Find the period of this function. Label it.
b. Find the range of this function. Label it.
c. Find the domain of this function. Label it.
d. What is the minimum point... call that the Trough. Label it!
e. What is the maximum point... call that the Peak. Label it!
f. Equation of the Axis of the Curve/Equilibrium Axis: The equation of the horizontal line halfway between the minimum and maximum...Find if for the graph. \( y = \frac{\text{Max. Value} + \text{Min. Value}}{2} \)
g. Amplitude: Half the distance between the maximum and the minimum. Find it for the graph. Label it.
(E) Example #2 - Modelling Periodic Phenomenon – Riding on a Ferris Wheel
Victoria rode on a Ferris wheel at Cluney Amusements. The graph models Victoria’s height above the ground in metres in relation to time in seconds. The data were recorded while the ride was in progress.
a. What is the height of the axle on the Ferris wheel?
b. What is the radius of the Ferris wheel?
c. What is the maximum height of the Ferris wheel?
d. How long does it take for the Ferris wheel to complete one revolution?
e. Victoria boards the Ferris wheel at its lowest point. How high above the ground is this?
f. Within the first 20 seconds, how many times is Victoria at a height of 7 m above the ground?
g. What is Victoria’s approximate height above ground at 16 seconds?
h. What is Victoria’s approximate height above the ground at 57 seconds?
i. Find the period of this function. Label it.
j. Find the range of this function. Label it.
k. What is the minimum point... call that the Trough. Label it!
l. What is the maximum point... call that the Peak. Label it!
m. Equation of the Axis: The equation of the horizontal line halfway between the minimum and maximum...Find if for the graph. \( y = \frac{\text{Max. Value} + \text{Min. Value}}{2} \)
n. Amplitude: Half the distance between the maximum and the minimum. Find it for the graph. Label it.
Example #3 - Modelling Periodic Phenomenon – Daylight Hours
The number of hours of daylight in any particular location changes with the time of the year. The table shows the average number of hours of daylight for approximately a two year period at Hudson Bay, Nunavut. Day 15 is January 15th 2010. Day 74 is March 15 2010… day 441 is February 15 of 2011…etc.
| Day | 15 | 74 | 135 | 166 | 258 | 349 | 411 | 470 | 531 | 561 | 623 | 653 | 684 | 714 |
|-----|------|------|------|------|------|------|------|------|------|------|------|------|------|------|
| Hours | 6.7 | 11.7 | 17.2 | 18.8 | 12.9 | 5.9 | 9.2 | 14.6 | 18.8 | 18.1 | 12.9 | 10.2 | 7.5 | 5.9 |
This is a scatter plot of the situation. Let's discuss a few key ideas before we move onto the next periodic functions?
a. Why does it make sense to call a graph of the hours of daylight a Periodic Function? ____________________________________________________________
b. Define Periodic Function: _______________________________________________________________________________________________
c. How can we find the Period of the graph…
a. From the table:
b. From the graph:
d. Which points on the graph could help you determine the range (y distance) of the graph? ________________________________________________
Example 3
The Bay of Fundy, which is between New Brunswick and Nova Scotia, has the highest tides in the world. There can be no water on the beach at low tide, while at high tide the water covers the beach.
(a) Why can you use periodic functions to model the tides?
(b) What is the change in depth of water from low tide to high tide?
(c) Determine the equation of the axis of the curve.
(d) What is the amplitude of the curve?
1. Given the graph included, explain why a PERIODIC model is appropriate.
2. Find the period, equation of axis and amplitude.
(H) Independent Practice
5. Sketch periodic graphs to satisfy the given properties.
| Shape | Period | Amplitude | Equation of Axis | Number of Cycles |
|-------|--------|-----------|------------------|-----------------|
|  | 4 | 6 | \( y = 2 \) | 2 |
|  | 3 | 4 | \( y = 1 \) | 3 |
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Dinosaur remains have been found by humans for millennia and probably helped form the basis for belief in mythical beasts including dragons. A few dinosaur bones were illustrated in old European publications without their true nature being realized. In the West the claim in the Genesis creation story that the planet and all life were formed just two thousand years before the pyramids were built hindered the scientific study of fossils. At the beginning of the 1800s the numerous three-toed trackways found in New England were attributed to big birds. By the early 1800s the growing geological evidence that Earth’s history was much more complex and extended back into deep time began to free researchers to consider the possibility that long-extinct and exotic animals once walked the globe.
Modern dinosaur paleontology began in the 1820s in England. Teeth were found, and a few bones of the predatory *Megalosaurus* and herbivorous *Iguanodon* were published and named. For a few decades it was thought that the bones coming out of ancient sediments were the remains of oversized versions of modern reptiles. In 1842 Richard Owen recognized that many of the fossils were not standard reptiles, and he coined the term “Dinosauria” to accommodate them. Owen had pre-evolutionary concepts of the development of life, and he envisioned dinosaurs as elephantine versions of reptiles, so they were restored as heavy limbed quadrupeds. This led to the first full-size dinosaur sculptures for the grounds of the Crystal Palace in the 1850s, which helped initiate the first wave of dinomania as they excited the public. A banquet was actually held within one of the uncompleted figures. These marvelous examples of early dinosaur art still exist.
The first complete dinosaur skeletons, uncovered in Europe shortly before the American Civil War, were those of small examples, the armored *Scelidosaurus* and the bird-like *Compsognathus*. The modest size of these fossils limited the excitement they generated among the public. Found shortly afterward in the same Late Jurassic Solnhofen sediments as the latter was the first “bird,” *Archaeopteryx*, complete with teeth and feathers. The remarkable mixture of avian and reptilian features preserved in this little dinobird did generate widespread interest, all the more so because the publication of Charles Darwin’s theory of evolution at about the same time allowed researchers to put these dinosaurs in a more proper scientific context. The enthusiastic advocate of biological evolution, Thomas Huxley, argued that the close similarities between *Compsognathus* and *Archaeopteryx* indicated a close link between the two groups. In the late 1870s Belgian coal miners came across the complete skeletons of iguanodonts that confirmed that they were three-toed semibipeds, not full quadrupeds.
At this time the action was shifting to the United States. Before the Civil War, incomplete remains had been found on the eastern seaboard. But matters really got moving when it was realized that the forest-free tracts of the West offered the best hunting grounds for the fossils of extinct titans. This quickly led to the “bone wars” of the 1870s and 1880s in which Edward Cope and Charles Marsh, having taken a dislike for one another that was as petty as it was intense, engaged in a bitter and productive competition for dinosaur fossils that would produce an array of complete skeletons. For the first time it became possible to appreciate the form of classic Late Jurassic Morrison dinosaurs such as agile predatory *Allosaurus* and *Ceratosaurus*, *Apatosaurus*, *Diplodocus*, and *Camarasaurus*, which really were elephantine quadrupeds, the proto-iguanodont *Camptosaurus*, and bizarre plated *Stegosaurus*. Popular interest in the marvelous beasts was further boosted.
By the turn of the century, discoveries shifted to younger deposits such as the Lance and Hell Creek, which produced classic dinosaurs from the end of the dinosaur era including duckbilled *Edmontosaurus*, armored *Ankylosaurus*, horned *Triceratops*, and the great *Tyrannosaurus*. As paleontologists moved north into Canada in the early decades of the twentieth century, they uncovered a rich collection of slightly older Late Cretaceous dinosaurs including *Albertosaurus*, horned *Centrosaurus*, spiked *Styracosaurus*, and the crested duckbills *Corythosaurus* and *Lambeosaurus*.
Inspired in part by the American discoveries, paleontologists in other parts of the world looked for new dinosaurs. Back in Europe abundant skeletons of German *Plateosaurus* opened a window into the evolution of early dinosaurs in the Late Triassic. In southeastern Africa the colonial Germans uncovered at exotic Tendaguru the supersauropod *Giraffatitan* (=*Brachiosaurus*) and spiny *Kentrosaurus*. In the 1920s Henry Osborn at the American Museum in New York dispatched Roy Andrews to Mongolia in a misguided search for early humans that fortuitously led to the recovery of small Late Cretaceous dinosaurs, parrot-beaked *Protoceratops*, the “egg-stealing” *Oviraptor*, and the advanced, near-bird theropod *Velociraptor*. Dinosaur eggs and entire nests were found, only to be errantly assigned to *Protoceratops* rather than the oviraptorid that actually had laid and incubated them. As it happened, the Mongolian expeditions were somewhat misdirected. Had paleontologists also headed northeast of Peking, they might have made even more fantastic discoveries that would have dramatically altered our view and understanding of dinosaurs, birds, and their evolution, but that event would have to wait another three-quarters of a century.
The mistake of the American Museum expeditions to head northeast contributed to a set of problems that seriously damaged
dinosaur paleontology as a science between the twentieth-century world wars. Dinosauraology became rather ossified, with the extinct beasts widely portrayed as sluggish, dim-witted evolutionary dead ends doomed to extinction, an example of the “racial senescence” theory that was widely held among researchers who preferred a progressive concept of evolution at odds with more random Darwinian natural selection. It did not help matters when artist/paleontologist Gerhard Heilmann published a seminal work that concluded that birds were not close relatives of dinosaurs, in part because he thought dinosaurs lacked a wishbone furcula that had just been found, but been misidentified, in *Oviraptor*. The advent of the Depression, followed by the trauma of World War II—which led to the loss of some important specimens on the continent as a result of Allied and Axis bombing—brought major dinosaur research to a near halt.
Even so, public interest in dinosaurs remained high. The art of Charles Knight made him famous. The *Star Wars–Jurassic Park* of its time, RKO’s *King Kong* of 1933, amazed audiences with its dinosaurs brought seemingly to life. Two major film comedies, 1938’s *Bringing up Baby* starring Cary Grant and Katherine Hepburn and 1949’s *On the Town* featuring Gene Kelly and Frank Sinatra, involve climactic scenes in which sauropod skeletons at a semifictional New York museum collapse because of the hijinks of the lead characters. Unfortunately, the very popularity of dinosaurs gave them a circus air that convinced many scientists that they were beneath their scientific attention.
Despite the problems, discoveries continued. In an achievement remarkable for a nation ravaged by the Great Patriotic War and under the oppression of Stalinism, the Soviets mounted postwar expeditions to Mongolia that uncovered the Asian version of *Tyrannosaurus* and the enigmatic arms of enormous clawed *Therizinosaurus*. Equally outstanding was how the Poles took the place of the Soviets in the 1960s, discovering in the process the famed complete skeleton of *Velociraptor* engaged in combat with *Protoceratops*. They too found another set of mysterious arms with oversized claws, *Deinocheirus*.
In the United States, Roland Bird studied the trackways of herds of Texas-sized Cretaceous sauropods before World War II. Shortly after the global conflict the Triassic Ghost Ranch quarry in the Southwest packed with complete skeletons of little *Coelophysis* provided the first solid knowledge of the beginnings of predatory dinosaurs. Also found shortly afterward in the Southwest was the closely related but much larger crested theropod *Dilophosaurus* of the Early Jurassic.
What really spurred the science of dinosaur research were the Yale expeditions to Montana in the early 1960s that dug into the little investigated Early Cretaceous Cloverly Formation. The discovery of the *Velociraptor* relative *Deinonychus* finally made it clear that some dinosaurs were sophisticated, energetic, agile dinobirds, a point reinforced by the realization that it and the other sickle claws, the troodontids, as well as the ostrich-like ornithomimids, had fairly large complex brains. These developments led John Ostrom to note and detail the similarities between his *Deinonychus* and *Archaeopteryx* and to conclude that birds are the descendents of energetic small theropod dinosaurs.
Realizing that the consensus dating back to their original discovery that dinosaurs were an expression of the reptilian pattern was flawed, Robert Bakker in the 1960s and 1970s issued a series of papers contending that dinosaurs and their feathered descendents constituted a distinct group of archosaurs whose biology and energetics were more avian than reptilian. Eventually, in the article “Dinosaur Renaissance” in a 1975 *Scientific American*, Bakker proposed that some small dinosaurs themselves were feathered. In the late 1970s Montana native John Horner found baby hadrosaurs and their nests, providing the first look at how some dinosaurs reproduced. At the same time researchers from outside paleontology stepped into the field and built up the evidence that the impact of an over 6-mile-diameter asteroid was the long-sought great dinosaur killer. This extremely controversial and contentious idea turned into the modern paradigm on the finding of a state-sized meteorite crater in southeastern Mexico dating to the end of the dinosaur era.
These radical and controversial concepts greatly boosted popular attention on dinosaurs, culminating in the *Jurassic Park* novels and films that sent domania to unprecedented heights. The elevated public awareness combined with digital technology in the form of touring exhibits of robotic dinosaurs. This time the interest of paleontologists was elevated as well, inspiring the second golden age of dinosaur discovery and research, which is surpassing that which has gone on before. Assisting the work are improved scientific techniques in the area of evolution and phylogenetics, including cladistic genealogical analysis, which has improved the investigation of dinosaur relationships. A new generation of artists have portrayed dinosaurs with the “new look” that lifted tails in the air and got the feet off the ground to represent the more dynamic gaits that were in line with the more active lifestyles the researchers now favored. This artist and researcher noticed that the sickle-clawed dromaeosaurs and troodonts, as well as the oviraptorosaurs, possessed anatomical features otherwise found in flightless birds and suggested that these dinosaurs were also secondarily flightless dinosaurs.
Dinosaurs are being found and named at an unprecedented rate as dinosaur science goes global, with efforts under way on all continents. In the 1970s the annual Society of Vertebrate Paleontology meeting might see a half-dozen presentations on dinosaurs; now it is in the area of a couple of hundred. Especially important has been the development of local expertise made possible by the rising economies of many second-world nations, reducing the need to import Western expertise.
In South America, Argentine and American paleontologists collaborated in the 1960s and 1970s to reveal the first Middle and Late Triassic protodinosaurs, finally showing that the very beginnings of dinosaurs started among surprisingly
small archosaurs. Since then Argentina has been the source of endless remains from the Triassic to the end of the Cretaceous that include the early theropods *Eoraptor* and *Herrerasaurus*, super titanosaur sauropods such as *Argentinosaurus*, and the oversized theropods such as *Giganotosaurus* that preyed on them. Among the most extraordinary finds have been sauropod nesting grounds that allow us to see how the greatest land animals of earth history reproduced themselves.
In southern Africa excellent remains of an Early Jurassic species of *Coelophysis* verified how uniform the dinosaur fauna was when all continents were gathered into Pangaea. Northern Africa has been the major center of activity as a host of sauropods and theropods have filled in major gaps in dinosaur history. Australia is geologically the most stable of continents with relatively little in the way of tectonically driven erosion to either bury fossils or later expose them, so dinosaur finds have been comparatively scarce despite the aridity of the continent. The most important discoveries have been of Cretaceous dinosaurs that lived close the south pole, showing the climatic extremes dinosaurs were able to adapt to. Glacier-covered Antarctica is even less suitable prospecting territory, but even it has produced the Early Jurassic crested theropod *Cryolophosaurus* as well as other dinosaur bones.
At the opposite end of the planet the uncovering of a rich Late Cretaceous fauna on the Alaskan north slope confirms the ability of dinosaurs to dwell in latitudes cold and dark enough in the winter that lizards and crocodilians are not found in the same deposits. Further south a cadre of researchers have continued to plumb the great dinosaur deposits of western North America as they build the most detailed sample of dinosaur evolution from the Triassic until their final loss. We now know that armored ankylosaurs were roaming along with plated stegosaurs in the Morrison Formation, a collection of sauropods has been exposed from the Early Cretaceous, and one new ceratopsian and hadrosaur after another is coming to light in the classic Late Cretaceous beds.
Now Mongolia and especially China have become the great frontier in dinosaur paleontology. Even during the chaos of the
cultural revolution, Chinese paleontologists made major discoveries, including the first spectacularly long-necked mamenchisaur sauropods. As China modernized and Mongolia gained independence, Canadian and American researchers have worked with their increasingly skilled resident scientists, who have become a leading force in dinosaur research. It was finally realized that the oviraptors found associated with nests at the Flaming Cliffs were not eating the eggs but brooding them in a pre-avian manner. Almost all of China is productive when it comes to dinosaurs, and after many decades paleontologists started paying attention to the extraordinary fossils being dug up by local farmers from Early Cretaceous lake beds in the northeast of the nation.
In the mid-1990s complete specimens of small compsognathid theropods labeled *Sinosauropteryx* began to show up with their bodies covered with dense coats of bristle protofeathers. It has just been realized that it is possible to determine the color of the feathers! This was just the start: the Yixian beds are so extensive and productive that they have become an inexhaustible source of beautifully preserved material as well as of strife as the locals contend with the authorities for the privilege of excavating the fossils for profit versus science. The feathered dinosaurs soon included the potentially oviraptorosaur *Caudipteryx*, the tail fan of which may be one of only two cases in which part of a dinosaur’s color pattern is preserved. Even more astonishing have been the Yixian dromaeosaurs. These small sickle claws bear fully developed wings not only on their arms but on their similarly long legs as well. This indicates that dromaeosaurs not only first evolved as fliers but that they were adapted to fly in manner quite different from the avian norm. The therizinosaur *Beipiaosaurus* has a wild array of display feathers that contribute to its looking like a refugee from a Warner Brothers’ cartoon. But the Yixian is not just about confirming that birds are dinosaurs and that some dinosaurs were feathered. One of the most common dinosaurs of the Early Cretaceous is the parrot-beaked *Psittacosaurus*. Although it was known from numerous skeletons across Asia found over the last eighty years, no one had a clue that its tail sported large arcing bristle spines until a complete individual with preserved skin was found in the Yixian. To top things off, the Yixian has produced the small ornithischian *Tianyulong*, which suggests that insulating fibers were widespread among small dinosaurs. There are new museums in China packed with enormous numbers of undescribed dinosaur skeletons on display and in storage.
On a global scale, the number of dinosaur trackways that have been discovered is in the many millions. This is logical in that a given dinosaur could potentially contribute only one skeleton to the fossil record but could make innumerable footprints. In a number of locations trackways are so abundant that they form what have been called “dinosaur freeways.” Many of the trackways were formed in a manner that suggests their makers were moving in herds, flocks, packs, and pods. A few may record the attacks of predatory theropods on herbivorous dinosaurs.
The history of dinosaur research is not just one of new ideas and new locations; it is also one of new techniques and technologies. The turn of the twenty-first century has seen paleontology go high tech with the use of computers for processing data and high-resolution CT scanners to peer inside fossils without damaging them. Dinosaurology has also gone microscopic and molecular in order to assess the lives of dinosaurs at a more intimate level, telling us how fast they grew, how long they lived, and at what age they started to reproduce. Bone isotopes are being used to help determine dinosaur diets and to state that some dinosaurs were semiaquatic. And it turns out that feather pigments can be preserved well enough to restore original colors.
The evolution of human understanding of dinosaurs has undergone a series of dramatic transformations since they were scientifically discovered almost two hundred years ago. This is true because dinosaurs are a group of “exotic” animals whose biology was not obvious from the start, unlike fossil mammals or lizards. It has taken time to build up the knowledge base needed to resolve their true form and nature. The latest revolution is still young. When this researcher and artist was young, he learned that dinosaurs were, in general, sluggish, cold-blooded, tail-dragging, slow-growing, dim-witted reptiles that did not care for their young. The idea that some were feathered and that birds are living descendents was beyond...
imagining. Dinosaur paleontology has matured in that it is unlikely that a reorganization of similar scale will occur in the future, but we now know enough about the inhabitants of the Mesozoic to have the basics well established. Sauropods will not return to a hippo-like lifestyle, and dinosaurs’ tails will not be chronically plowing through ancient muds. Dinosaurs are no longer so mysterious. Even so, the research is nowhere near its end. To date over six hundred valid dinosaur species in about four hundred genera have been discovered and named.
This probably represents at most a quarter, and perhaps a much smaller fraction, of the species that have been preserved in sediments that can be accessed. And as astonishingly strange as many of the dinosaurs uncovered so far have been, there are equally odd species waiting to unearthed. Reams of work based on as-yet-undeveloped technologies and techniques are required to further detail both dinosaur biology and the world they lived in. And although a radical new view is improbable, there will be many surprises.
WHAT IS A DINOSAUR?
To understand what a dinosaur is, we must first start higher in the scheme of animal classification. The Tetrapoda are the vertebrates adapted for life on land—amphibians, reptiles, mammals, birds, and the like. Amniota comprises those tetrapod groups that reproduce by laying hard-shelled eggs, with the proviso that some have switched to live birth. Among amniotes are two great groups. One is the Synapsida, which includes the archaic pelycosauurs, the more advanced therapsids, and mammals, which are the only surviving synapsids. The other is the Diapsida. Surviving diapsids include the lizard-like tuaturas, true lizards and snakes, crocodilians, and birds. The Archosauria is the largest and most successful group of diapsids and includes crocodilians and dinosaurs. Birds are literally flying dinosaurs.
Archosaurs also include the basal forms informally known as thecodonts because of their socketed teeth, themselves a diverse group of terrestrial and aquatic forms that included the ancestors of crocodilians and the flying pterosaurs, which are not intimate relatives of dinosaurs and birds.
The great majority of researchers now agree that the dinosaurs were monophyletic in that they shared a common ancestor that made them distinct from all other archosaurs, much as all mammals share a single common ancestor that renders them distinct from all other synapsids. This consensus is fairly recent—before the 1970s it was widely thought that dinosaurs came in two distinct types that had evolved separately from thecodont stock, the Saurischia and Ornithischia. It was also thought that birds had evolved as yet another group independently from thecodonts. The Saurischia and Ornithischia still exist, but they are now the two major parts of the Dinosauria, much as living Mammalia is divided mainly into marsupials and placentals. Dinosauria is formally defined as the phylogenetic clade that includes the common ancestor of *Triceratops* and birds and all their descendents. Because different attempts to determine the exact relationships of the earliest dinosaurs produce somewhat different results, there is some disagreement about whether the most primitive, four-toed theropods were dinosaurs or lay just outside the group. This book includes them, as do most researchers.
In anatomical terms one of the features that most distinguishes dinosaurs centers on the hip socket. The head of the femur is a cylinder turned in at a right angle to the shaft of the femur that fits into a cylindrical, internally open hip socket. This allows the legs to operate in the nearly vertical plane characteristic of the group, with the feet directly beneath the body. You can see this system the next time you have chicken thighs. The ankle is a simple fore-and-aft hinge joint that also favors a vertical leg posture. Dinosaurs were “hindlimb dominant” in that they were either bipedal or, even when they were quadrupedal, most of the animal’s weight was borne on the legs, which were always built more strongly than the arms. The hands and feet were generally digitigrade with the wrist and ankle held clear of the ground. All dinosaurs shared a trait also widespread among archosaurs in general, the presence of large and complex sinuses and nasal passages.
Aside from the above basic features, dinosaurs, even when we exclude birds, were an extremely diverse group of animals, rivaling mammals in this regard. Dinosaurs ranged in form...
from nearly bird-like types such as the sickle-clawed dromaeosaurs to rhino-like horned ceratopsians to armor-plated stegosaurs to elephant- and giraffe-like sauropods and dome-headed pachycephalosaurs. They even took to the skies in the form of birds. However, dinosaurs were limited in that they were persistently terrestrial. Although some dinosaurs may have spent some time feeding in the water like moose or fishing cats, at most a few became strongly amphibious in the manner of hippos, much less marine as per seals and whales. The only strongly aquatic dinosaurs are some birds. The occasional statement that there were marine dinosaurs is therefore incorrect—these creatures of Mesozoic seas were various forms of reptiles that had evolved over the eons.
Because birds are dinosaurs in the same way that bats are mammals, the dinosaurs aside from birds are sometimes referred to as “nonavian dinosaurs.” This usage can become awkward, and in general in this book dinosaurs that are not birds are, with some exceptions, referred to simply as dinosaurs.
Dinosaurs seem strange, but that is just because we are mammals biased toward assuming the modern fauna is familiar and normal, and past forms are exotic and alien. Consider that elephants are bizarre creatures with their combination of big brains, massive limbs, oversized ears, teeth turned into tusks, and noses elongated into hose-like trunks. Nor were dinosaurs part of an evolutionary progression that was necessary to set the stage for mammals culminating in humans. What dinosaurs do show is a parallel world, one in which mammals were permanently subsidiary, whereas the dinosaurs show what largely diurnal land animals that evolved straight from similarly day-loving ancestors should actually look like. Modern mammals are much more peculiar, having evolved from nocturnal beasts that came into their own only after the entire elimination of nonavian dinosaurs. While dinosaurs dominated the land, small nocturnal mammals were just as abundant and diverse as they are in our modern world. If not for the accident of the later event, dinosaurs would probably still be the global norm.
How can we know that dinosaurs lived in the Mesozoic, first appearing in the Late Triassic about 220 million years ago and then disappearing at the end of the Cretaceous 65.4 million years ago?
As gravels, sands, and silts are deposited by water and sometimes wind, they build up in sequence atop the previous layer, so the higher in a column of deposits a dinosaur is, the younger it is relative to dinosaurs lower in the sediments. Over time sediments form distinctive stratigraphic beds that are called formations. For example, *Apatosaurus*, *Diplodocus*, *Barosaurus*, *Stegosaurus*, *Camptosaurus*, *Allosaurus*, and *Ornitholestes* are found in the Morrison Formation of Western North America that was laid down in the Late Jurassic, from 156 to 148 million years ago. Deposited largely by rivers over an area covering many states in the continental interior, the Morrison Formation is easily distinguished from the marine Sundance Formation lying immediately below as well as from the similarly terrestrial Cedar Mountain Formation above, which contains a very different set of dinosaurs. Because the Morrison was formed over millions of years, it can be subdivided into lower (older), middle, and upper (younger) levels. So a fossil found in the Sundance is older than one found in the Morrison, a dinosaur found in the lower Morrison is older than one found in the middle, and a dinosaur from the Cedar Mountain is younger still.
Geological time is divided into a hierarchical set of names. The Mesozoic is an era—preceded by the Paleozoic and followed
by the Cenozoic—that contained the three progressively younger periods, Triassic, Jurassic, and Cretaceous. These are then divided into Early, Middle, and Late, except that the Cretaceous is split only into Early and Late despite being considerably longer than the other two periods (this was not known when the division was made in the 1800s). The periods are further subdivided into stages. The Morrison Formation, for example, began to be deposited during the last part of the Oxfordian, continued through the entire Kimmeridgian, and the top part was formed at the beginning of the Tithonian.
The absolute age of recent fossils can be determined directly by radiocarbon dating. Dependent on the ratios of carbon isotopes, this method only works on bones and other specimens going back 50,000 years, far short of the dinosaur era. Because it is not possible to directly date Mesozoic dinosaur remains, we must instead date the formations that the specific species are found in. This is viable because a given dinosaur species lasted only a few hundred thousand to a few million years.
The primary means of absolutely determining the age of dinosaur-bearing formations is radiometric dating. Developed by nuclear scientists, this method exploits the fact that radioactive elements decay in a very precise manner over time. The main nuclear transformations used are uranium to lead, potassium to argon, and an argon isotope to another argon isotope. This system requires the presence of volcanic deposits that initially set the nuclear clock. These deposits are usually in the form of ash falls similar to the one deposited by Mount St. Helens over neighboring states that leave a distinct layer in the sediments. Assume that one ash fall was deposited 144 million years ago, and another one higher in the sediments 141 million years ago. If a dinosaur is found in the deposits in between, then it is known that the dinosaur lived between 144 and 141 million years ago. As the technology advances and the geological record is increasingly better known, radiometric dating is becoming increasingly precise. The Mesozoic–Cenozoic boundary that marks the extinction of dinosaurs, for example, is now dated to 65.4 million years ago, with a plus or minus error of only 100,000 years, a total error of just a third of a percent. Attempts are under way to pin down the date that the extraterrestrial impact that ended the dinosaur era to within 10,000 years. The further back in time one goes, the greater the margin of error, and the less exactly the sediments can be dated.
Volcanic deposits are often not available, and other methods of dating must be used. Doing so requires biostratigraphic correlation, which can in turn depend in part on the presence of “index fossils.” Index fossils are organisms, usually marine invertebrates, that are known to have existed for only geologically brief periods of time, just a few million years at most. Assume a dinosaur species is from a formation that lacks datable volcanic deposits. Also assume that the formation includes some marine deposits laid down at the same time near its edge. The marine sediments contain some small organisms that only lasted for a few million years in time. Somewhere else in the world the same species of marine life was deposited in a marine formation that include volcanic ash falls that have been radiochemically dated to 84 to 81 million years. It can then be concluded that the dinosaur in the first formation is also 84 to 81 million years in age.
A number of dinosaur-bearing formations lack both volcanic deposits and marine index fossils. It is not possible to accurately date the dinosaurs in these deposits. It is only possible to broadly correlate the level of development of the dinosaurs and other organisms in the formation with faunas and floras in better-dated formations, and this produces only approximate results. This situation is especially common in central Asia. The reliability of dating therefore varies. It can be very close to the actual value in formations that have been well studied and contain volcanic deposits; these can be placed in specific parts of a stage. At the other extreme are those formations, because they lack the needed age determinants, and/or because they have not been sufficiently well examined, that can only be said to date from the early, middle, or late portion of one of the periods, an error that can span well over 10 million years. North America currently has the most robust linkage of the geological time scale with its fossil dinosaurs of anywhere on Earth.
**THE EVOLUTION OF DINOSAURS AND THEIR WORLD**
Dinosaurs appeared in a world that was both ancient and surprisingly recent—it is a matter of perspective. The human view that the age of dinosaurs was remote in time is an illusion that results from short life spans. A galactic year, the time it takes our solar system to orbit the center of the galaxy, is 200 million years. Only one galactic year ago the dinosaurs had just appeared on planet Earth. When dinosaurs first appeared, our solar system was already well over 4 billion years old, and 95 percent of the history of our planet had already passed. A time traveler arriving on the earth when dinosaurs first appeared would have found it both comfortably familiar, and marvelously different from our time.
As the moon slowly spirals out from the earth because of tidal drag, the length of each day grows. When dinosaurs first evolved, a day was about 22 hours and 45 minutes long, and the year had 385 days; when they went largely extinct, a day was up to 23 hours and over 30 minutes, and the year was down to 371 days. The moon would have looked a little larger and
would have more strongly masked the sun during eclipses—there would have been none of the rare annular eclipses in which the moon is far enough away in its elliptical orbit that the sun rings the moon at maximum. The “man on the moon” leered down upon the dinosaur planet, but the prominent Tycho crater was not blasted into existence until toward the end of the Early Cretaceous. As the sun converts an increasing portion of its core from hydrogen into helium, it becomes hotter by nearly 10 percent per billion years, so the sun was about 2 percent cooler when dinosaurs first showed up and around a half-percent cooler than it is now when most went extinct.
At the beginning of the great Paleozoic Era over half a billion years ago, the Cambrian Revolution saw the advent of complex, often hard-shelled organisms. Also appearing were the first, simple vertebrates. As the Paleozoic progressed, first plants and then animals, including tetrapod vertebrates, began to invade the land, which saw a brief Age of Amphibians in the late Mississippian followed by the Age of Reptiles in the Pennsylvanian and much of the Permian. By the last period in the Paleozoic, the Permian, the continents had joined together into the supercontinent Pangaea, which straddled the equator, and stretched nearly to the poles north and south. With the majority of land far from the oceans, most terrestrial habitats were harshly semiarid, ranging from extra-hot in the tropics to sometimes glacial at high latitudes. The major vertebrate groups had evolved by that time. Among synapsids, the mammal-like therapsids, some up to the size of rhinos, were the dominant large land animals in the Age of Therapsids of the Late Permian. These were apparently more energetic than reptiles, and those living in cold climates may have used fur to conserve heat. Toward the end of the period the first archosaurs appeared. These low-slung, vaguely lizard-crocodilian creatures were a minor part of the global fauna. The conclusion of the Permian saw a massive extinction that has yet to be entirely explained and that, in many regards, exceeded the extinction that killed off the terrestrial dinosaurs 185 million years later.
At the beginning of the first period of the Mesozoic, the Triassic, the global fauna was severely denuded. As it recovered, the few remaining therapsids enjoyed a second evolutionary radiation and again became an important part of the wildlife. This time they had competition as the archosaurs also underwent an evolutionary explosion, first expressed as a wide variety of thecodonts, some of which reached a tonne in mass. One group evolved into aquatic, armored crocodile mimics. Others became armored land herbivores. Many were terrestrial predators that moved on erect legs achieved in a manner different from dinosaurs. The head of the femur did not become inturned; instead, the hip socket expanded over the femoral head until the shaft could be directed downward. Some of these erect-legged archosaurs were nearly bipedal. Others became toothless plant eaters. It is being realized that in many respects the Triassic thecodonts filled the lifestyle roles that would later be occupied by dinosaurs. Also coming onto the scene were the crocodilians, the only group surviving today that reminds us what the archosaurs of the Triassic were like. Triassic crocodilians started out as small, long-legged, digitigrade land runners. Their sophisticated liver-pump lung systems may have evolved to help power a highly aerobic exercise ability. Crocodilians, like many of the thecodonts, had a very un-dinosaurian feature. Their ankles were complex, door-hinge-like joints in which a tuber projecting from one of the ankle bones helped increase the leverage of the muscles on the foot, rather as in mammals. At some time in the period, the membrane-winged, long-tailed pterosaurs evolved. Because pterosaurs had the same kind of simple-hinge ankle seen in dinosaurs, it has been suggested that the two groups are related. The energetic pterosaurs were insulated; not yet known is whether other nondinosaurian archosaurs were also covered with thermal fibers.
In the Landian, the last stage of the Middle Triassic, quite small predatory archosaurs appeared exhibiting many of the features of dinosaurs. Although the hip socket was still not internally open, the femoral head was turned inward, allowing the legs to operate in a vertical plane. The ankle was a simple hinge. The skull was lightly constructed. These lagosuchian protodinosaurs are at first known only from South America. Whether this means the group originated there or if they were more widespread is not known. Protodinosaurs would survive only until the Norian, by which time they had spread at least to North America. Protodinosaurs show that dinosaurs started out as little creatures.
From small things big things can evolve, and very quickly. In the Carnian stage of the Late Triassic the fairly large-bodied, small-hipped, four-toed herrerasaur theropods were on the global stage. These bipeds dwelled in a world still dominated by complex-ankled archosaurs and would not last beyond the early Norian stage, perhaps because these early dinosaurs did not have the aerobic capacity to compete with their new competitors. The Norian saw the appearance of the great group that is still with us, the bird-footed avepod theropods, whose large hips and beginnings of the avian-type respiratory system imply an improvement in aerobic performance and thermoregulation. At about the same time, the first members of one of the grand groups of herbivorous dinosaurs are first recorded in the fossil record, the small-hipped, semibipedal prosauropods, followed almost immediately by the quadrupedal and bigger-hipped sauropods. These new dinosaurs gave thecodonts increasing competition as they rapidly expanded in diversity as well as size. Just 15 or 20 million years after the evolution of the first little protodinosaurs, prosauropods and sauropods weighing 2 tonnes had developed. In only another 10 million years, sauropods as big as elephants, the first truly gigantic land animals, were extant. These long-necked dinosaurs were also the first herbivores able to browse at high levels, many meters above the ground. Dinosaurs were showing the ability to evolve enormous dimensions and bulk on
land, an attribute otherwise seen only among mammals. In the Carnian the first of the beaked herbivorous ornithischians arrived. These little semibipedes were not common, and they, as well as small prosauropods, may have dug burrows as refuges from a predator-filled world. By the last stage of the Triassic the saurischian dinosaurs were becoming the ascendant land animals, although they still lived among thecodonts and some therapsids. From the latter, at this time, evolved the first mammals. Mammals and dinosaurs have, therefore, shared the planet for over 200 million years, and for 140 million of those years, mammals would remain small.
Because animals could wander over the entire supercontinent with little hindrance, there was a tendency for faunas to exhibit little difference from one region to another. And with the continents still collected together, the climatic conditions over most of the supercontinent remained harsh. It was the greenhouse world that would prevail through the Mesozoic. The CO₂ level was two to ten times higher than it is currently, boosting temperatures to such highs—despite the slightly cooler sun of those times—that even the polar regions were fairly warm in winter. The low level of tectonic activity meant there were few tall mountain ranges to capture rain or interior seaways to provide moisture. Hence, there were great deserts, and most of the vegetated lands were seasonally semiarid, but forests were located in the few regions of heavy rainfall and groundwater created by climatic zones and rising uplands. The flora was in many respects fairly modern and included many plants we would be familiar with. Wet areas along watercourses were the domain of rushes and horsetails. Some ferns also favored wet areas and shaded forest floors. Other ferns grew in open areas that are dry most of the year, flourishing during the brief rainy season. Large parts of the world may have been covered by fern prairies, comparable to the grass and shrublands of today. Tree ferns were common in wetter areas. Even more abundant were the fern- or palm-like cycadeoids, similar to the cycads that still inhabit the tropics. Taller trees included water-loving ginkoids, of which the maidenhair tree is the sole—and until widely planted in urban areas the nearly extinct—survivor. Dominant among plants were conifers, most of which at that time had broad leaves rather than needles. Some of the conifers were giants rivaling the colossal trees of today; these formed the famed Petrified Forest of Arizona. Flowering plants were completely absent.
The end of the Triassic about 200 million years ago saw another extinction event whose cause is obscure. A giant impact occurred in southeastern Canada, but it was millions of years before the extinction. The thecodonts and therapsids suffered the most: the former were wiped out, and only scarce remnants of the latter survived along with mammal relatives. In contrast, crocodilians, pterosaurs, and especially dinosaurs
sailed through the crisis into the Early Jurassic with little disruption. Avepod theropods such as *Coelophysis* remained common and little changed, as did prosauropods. Sauropods just got bigger. For the rest of the Mesozoic, dinosaurs would enjoy almost total dominance on land except for some semiterrestrial crocodilians; there simply were no competitors above a few kilograms in weight. Such extreme superiority was unique in earth history. The Jurassic and Cretaceous were the Age of Dinosaurs.
As the Jurassic progressed the prosauropods appear to have been unable to compete with their more sophisticated sauropod relatives and were gone by the end of the Early Jurassic. The larger hip muscles and the beginnings of a bird-like respiratory system suggest that sauropods had the higher aerobic capacity and higher-pressure circulatory system needed to achieve truly great height and bulk. Although some theropods were getting moderately large, the much more gigantic sauropods enjoyed a period of relative immunity from attack. Ornithischians remained uncommon, and one group was the first set of dinosaurs to develop armor protection. Another group of ornithischians were the small, chisel toothed, semi-bipedal heterodontosaurs, which establishes that fiber coverings had evolved is some small dinosaurs by this time if not earlier. On the continents, crocodilians remained small and fully or semiterrestrial, while other groups became marine giants.
Partly splitting Pangaea into northern Laurasia and southern Gondwanaland like a marine wedge was the great Tethys tropical ocean, the only surviving remnant of which is the Mediterranean. Further west the supercontinent was beginning to break up, creating African-style rift valleys along today’s eastern seaboard of North America that presaged the opening of the Atlantic. More importantly for dinosaur faunas, the increased tectonic activity in the continent-bearing conveyor belt formed by the mantle caused the oceans’ floors to lift up, spilling the oceans onto the continents in the forms of shallow seaways that began to isolate different regions from one another, encouraging the evolution of a more diverse global wildlife. The expansion of so much water onto the continents
also raised rainfall levels, although most habitats remained seasonally semiarid. The moving land masses also produced more mountains able to squeeze rain out of the atmosphere.
Beginning 175 million years ago, the Middle Jurassic began the Age of Sauropods, whose increasingly sophisticated respiratory and circulatory systems allowed them to match medium-sized whales in bulk and trees in height. Sauropods thrived even in dry habitats by feeding on the forests that lined watercourses as well as the fern prairies in the wet season. In China, partly isolated by seaways, some sauropods evolved slender necks so long that they could feed 10 meters (over 30 feet) high. A few sauropods had tail spikes or clubs. Also appearing were the first small, armored stegosaur ornithischians that also introduced tail spikes. Even smaller were the little ornithopods, the beginnings of a group of ornithischians whose respiratory systems—which may have paralleled those of mammals—and dental batteries gave them great evolutionary potential. Although the increasingly sophisticated tetranuran, avetheropod, and coelurosaur theropods evolved, and featured highly developed avian-type respiratory systems, for reasons that are obscure, they continued to fail to produce true giants.
The Late Jurassic, which began 160 million years ago, was the apogee of two herbivorous dinosaur groups, the sauropods and the stegosaurs. Sauropods, which included haplocanthosaurus, mamenchisaurus, dicraeosaurs, diplodocines, apatosaurines, camarasaurus, and the first titanosaurs, would never again be so diverse. Some neosauropods rapidly enlarged to 50 to 75 tonnes, and a few may have greatly exceeded 100 tonnes, rivaling the biggest baleen whales. The tallest sauropods could feed over 20 meters (70 feet) high. But it was a time of growing danger for the sauropods: theropods had finally evolved hippo-sized yangchuanosaurs and allosaurs that could tackle the colossal herbivores. Meanwhile, some sauropods isolated on islands underwent dwarfing to rhino size to better accommodate to the limited resources (the same would happen to elephants and hippos). The rhino- and sometimes elephant-sized stegosaurs were at their most diverse. But the future of the other group of big armored dinosaurs, the short-legged ankylosaurs, was beginning to develop. Also entering the fauna were the first fairly large ornithopods, sporting thumb spikes. Asia saw the development of small semibipedal ceratopsians.
The still-small ancestors of tyrannosaurs seem to have been developing at this time, and assorted gracile maniraptor coelurosaurs were numerous. The odd *Scansoriopteryx* with its aye-aye-like finger indicates that some theropods were well-developed climbers. Also present by the Late Jurassic were the curious alvarezsaurs whose stout and short arms and hands were adapted for breaking into insect nests. But it is the advent of the highly bird-like and probably partly arboreal avepectorans...
that was a major event. The Chinese deinonychosaur *Archorhynchus* is the earliest dinosaur known to have had large feathers on its arms as well as legs. Because the moderately long, symmetrical feathers were not proper airfoils despite the great length of the arms, this apparent climber may be the first example of a reduction of flight abilities from an ancestor with superior aerial abilities. A few million years later, when Europe was still a nearshore extension of northeastern North America, the first “bird,” the deinonychosaur *Archaeopteryx*, was extant. Preserved in lagoonal deposits on the northwest edge of the then great Tethys Ocean, its combination of very large arms and long, asymmetrical wing feathers indicate it was part of the process of developing the early stages of powered flight. The advent of the little avepectorans also heralded the first major increase in dinosaurian mental powers as brain size and complexity raised to the lower avian level. Pterosaurs, which retained smaller brains, remained small, and most still had long tails. Although some crocodilians were still small runners, the kind of highly amphibious crocodilians of the sort we are familiar with were appearing. Their liver-pump lung systems readapted into buoyancy control devices. Although small, mammals were undergoing extensive evolution in the Jurassic. Many were insectivorous or herbivorous climbers, but some were burrowers, and others had become freshwater-loving swimmers weighing a few kilograms.
During the Middle and Late Jurassic, CO$_2$ levels were incredibly high, with the gas making up between 5 percent and 10 percent of the atmosphere. As the Jurassic and the age of sauropods ended, the incipient North Atlantic was about as large as today’s Mediterranean. Vegetation had not yet changed dramatically from the Triassic. Contrary to common impression, the classic umbrella-shaped monkey-puzzle type of araucarian conifer found in modern South America was not a source of food for Jurassic sauropods. Wetter areas were dominated by conifers similar to cypress. Sauropods should have had a profound impact on floral landscapes as they heavily browsed and wrecked trees to an extent that probably exceeded that of elephants. What happened to the fauna at the end of the Jurassic is not well understood because of a lack of deposits. Some researchers think there was a major extinction, but others disagree.
The Cretaceous began 145 million years ago. This period would see an explosion of dinosaur evolution that surpassed all that had gone before as the continents continued to split, the south Atlantic began to open, and seaways crisscrossed the continents. Greenhouse conditions became less extreme as CO$_2$ levels gradually edged downward, although never down to the modern level. Early in the Cretaceous, the warm arctic oceans kept conditions up there balmy even in the winter. At the other pole, continental conditions rendered winter conditions frigid enough to form permafrost. General global conditions were a little wetter than earlier in the Mesozoic, but seasonal aridity remained the rule in most places, and true rain forests continued to be at best scarce.
Sauropods remained abundant and often enormous, but they were less diverse than before as a few small-bodied, short-necked diplodocoids—some with broad, square-ended mouths specialized for grazing—tall brachiosaurs, and especially the broad-bellied titanosaurs predominated.
The Cretaceous was the Age of Ornithischians. Ornithopods small and especially large flourished. Thumb-spiked iguanodonts soon became common herbivores in the northern hemisphere. Their well-developed dental batteries may have been a key to their success. A few evolved tall sails formed by the vertebral spines. Until recently it was thought that the heterodontosaur clade had failed well back in the Jurassic, but we now know that they made it into at least the early Cretaceous of Asia with little change in form. Among ceratopsians the small Asian chisel-toothed psittacosauroids proliferated, and their relatives, the big-headed protoceratopsids, appeared in the same region. So did the first of the domeheaded pachycephalosaurs. Stegosaurus, however, soon departed the scene, the final major dinosaur group to become totally extinct since the prosauropods. This fact reveals that over time the dinosaurs tended to add new groups without losing the old ones, building up their diversity over the Mesozoic. In the place of stegosaurs, the low-slung and extremely fat-bellied armored ankylosaurs became a major portion of the global fauna, their plates and spikes providing protection from the big Laurasian allosauroids and snub-nosed, short-armed abelisaurs in Gondwana. Another group of giant theropods, the croc-snouted spinosaurus, apparently adapted to catch fish as part of their diet. Bone isotopes indicate that spinosaurus were semiaquatic like hippos, even though they show no special adaptations for swimming. Some of them also evolved great sail backs.
It was among the smaller theropods that dinosaur evolution really went wild in the Early Cretaceous. The first of the ostrich-mimicking ornithomimids were present, as were the initial, not yet titantic, tyrannosaurs with similarly long running legs and reduced arms. But the focus of events was among the nearly avian avepectorans. As revealed by the spectacular lake deposits of northeastern China, deinonychosaurs developed into an array of flying and flightless forms, with the latter possibly secondarily flightless descendents of the fliers. The famous sickle-clawed dromaeosaurs appear to have begun as small aerialists with two sets of wings, the normal ones on the arms and an equally large set on the hindlegs. From these appear to have evolved bigger terrestrial dromaeosaurs that hunted large game. The other major sickle-clawed deinonychosaur group, the more lightly built and swifter running troodonts, also appeared during this period.
At the same time, birds themselves not only descended from deinonychosaur dinosaurs, the Chinese deposits show they had already undergone a spectacular evolutionary radiation by 125 million years ago. Some retained teeth; others were toothless. None were especially large. Among these early birds were the beaked omnivoropterygids, which bear a striking resemblance to the caudipterygid and protoarchaeopterygid
oviraptorosaurs from the same formation. It is possible that the short-tailed oviraptorosaurs were another group of secondarily flightless dinosaur-birds, ones more advanced than the archaeopterygians and dromaeosaurs. Also appearing by the Early Cretaceous are the herbivorous theropods, the enigmatic, pot-bellied therizinosaurus.
Pterosaurs, most of them now short tailed and consequently more dynamic fliers, were becoming large as they met increasing competition from birds. Also fast increasing in size were the freshwater crocodilians, making them an increasing threat for dinosaurs coming to water to drink or for other purposes. Some large crocodilians were semiterrestrial and able to attack big dinosaurs on land as well as in the water. Still scampering about were a few small running crocodilians. Some carnivorous mammals were big enough, about a dozen kilograms, to catch and consume the smallest dinosaurs and their babies. Even gliding mammals had evolved by this time.
During the late Early Cretaceous a major evolutionary event occurred, one that probably encouraged the rapid evolution of dinosaurs. In the late Early Cretaceous, flowering plants evolved. The first examples were small shrubs growing along shifting watercourses where their ability to rapidly colonize new territory was an advantage. Others were more fully aquatic, including water lilies. Their flowers were small and simple. The fast growth and strong recovery potential of flowering plants may have encouraged the development of low-browsing ankylosaurs and ornithopods. Conversely, the browsing pressure of dinosaurs may have been a driving force behind the evolution of the fast-spreading and growing new plants. Also appearing about this time were South American conifers with monkey puzzle foliage.
In the Late Cretaceous, which began 100 million years ago, the continental breakup was well under way, with interior seaways often covering vast tracts of land. As CO₂ levels continued to drop, the dark arctic winters became cold enough to match the conditions seen in today’s high northern forests, and glaciers crept down high-latitude mountains. Mammals were increasingly modern, and small. Pterosaurs, marine and terrestrial, became gigantic to a degree that stretches credulity. Oceanic pteranodonts had wings stretching 8 meters (over 25 feet). Toward the end of the Cretaceous, the freshwater-loving azhdarchids sported wings of 11 meters (over 35 feet) and outweighed ostriches. Small running crocodilians remained extant, and a few even became herbivorous. As for the conventional freshwater crocodilians, in some locales they become colossi up to 12 meters long and approaching 10 tonnes, as large as the biggest flesh-eating theropods. Although these monsters fed mainly on fish and smaller tetrapods, they posed a real threat to all but the largest dinosaurs. The hazard should not be exaggerated, however, because these supercrocs do not appear to have been very numerous in many locations and were absent at higher latitudes. Even so, their existence may have discouraged the evolution of highly aquatic dinosaurs.
Although sauropods soon became limited to the titanosaurs, they diversified and proliferated across most of the globe, being especially diverse in the southern hemisphere, wrapping up the 150 million years that made them the most successful herbivore group in earth history. Sauropods disappeared from North America for part of the Late Cretaceous, only to reappear in the drier regions toward the end. Some sauropods were armored; this may have been a means to protect the juveniles against the increasing threat posed by a growing assortment of predators. A few small titanosaurs had the short necks and square broad mouths suited for grazing. Others were titanic, exceeding 50 and perhaps 100 tonnes up to the end of the dinosaur era. These were subject to attack from abelisaur and allosauroid theropods, some matching bull elephants in bulk. Perhaps even larger were the African sail-backed spinosaurus of the early Late Cretaceous; unlike the abelisaurs and allosauroids, this group did not make it to the end of the Mesozoic.
The ultrawide-bodied ankylosaurs continued their success, especially in the northern hemisphere. One group of the armored herbivores developed tail clubs with which to deter and if necessary damage their enemies and to settle disputes within the species. The iguanodonts faded from the scene in lieu of their descendents, the duck-billed hadrosaurs, which evolved the most complex grinding dental batteries among dinosaurs and often used elaborate head crests to identify the variety of species. The most common herbivores in much of the northern hemisphere, hadrosaurs may have been adapted in part to browse on the herbaceous shrubs and ground cover that were beginning to replace the fern prairies as well as to invade forest floors. Small ornithopods, not all that different from the bipedal ornithischians that had appeared back near the origins of the dinosaurs, continued to dwell over much of the globe. In the northern hemisphere the protoceratopsids, small in body and big in head, were common in many locales. It was from this stock that evolved some of the most spectacular dinosaurs, the rhino- and elephant-sized ceratopsids whose oversized heads sported horns, neck frills, great parrot-like beaks, and slicing dental batteries. These remarkable dinosaurs flourished for just the last 15 million years of the dinosaur area, largely limited to the modest-sized stretch of North America that lay west of the interior seaway.
Birds, some still toothed, continued to thrive. One group of oceanic birds lost flight to the point that they evolved into fully marine divers. By the late Cretaceous the classic short-armed coeluosaurs were no longer extant. The small predatory theropods consisted of the intelligent and sickle-clawed swift troodonts and leaping dromaeosaurs, some of which were still able to fly. Also successful were the short-tailed nonpredatory avepatorans, the deep-headed omnivorous oviraptorosaurs, many exhibiting dramatic head crests, and the small-headed, big-clawed herbivorous therizinosaurus. In both groups some species became quite large. The long- and slender-legged ornithomimids became perhaps the fastest of all dinosaurs, although they were closely matched by the colonial insect-eating alvarezsaurs.
Culminating the over 150 million years of theropod history were the great tyrannosaurids, the most sophisticated and powerful of the gigantic predators. The classic great tyrannosaurids came into existence only some 15 million years before the end of the Mesozoic and were limited to Asia and North America. Apparently they wandered, along with other theropods, hadrosaurs, and ankylosaurs, across the subpolar Bering land bridge. In North America a size race occurred as tyrannosaurids, ceratopsids, ankylosaurids, and pachycephalosaurids reached unprecedented sizes for their groups in the final few million years of the Cretaceous, resulting in the classic *T. rex*, *Triceratops*, *Torosaurus*, *Ankylosaurus*, *Pacyncephalosaurus* fauna; the ornithomimids got bigger too. This may have been the result of a predator–prey arms race, or expansion of the resource base as the retreating interior seaway linked the eastern and western halves of the continent into a larger land area, or a combination of both. It is interesting that the hadrosaurs did not get bigger—some earlier edmontosaurs were if anything larger than those that followed, some of the latter being well adapted for grazing. This pattern indicates that the enormous size and firepower of the American *Tyrannosaurus* was a specialization for hunting the equally oversized contemporary horned dinosaurs rather than just dispatching the easier-to-kill edmontosaurs. Nor did the armored nodosaurids enlarge at this time.
By the end of the Cretaceous the continents had moved far enough that the world was beginning to assume its modern configuration. At the terminus of the period a burst of uplift and mountain building had helped drain much of the seaways. Flowering plants were fast becoming an ever more important part of the flora, and the first hardwood trees—among them the plane tree commonly planted in cities—evolved near the end of the period and were evolving into the first large hardwood trees. Conifers remained dominant, however, among them the deciduous, moisture-dependent dawn redwoods that barely survived to modern times. Also common were the classic redwoods, which reached towering heights as they do today. Classic rain forests, however, still did not exist. Grasses had evolved: they tended to be water-loving forms and did not yet form dry grassland prairies.
Then something went catastrophically wrong. | <urn:uuid:b2be7ff1-bd83-40a2-bd9a-09b28c3fc677> | CC-MAIN-2018-51 | http://assets.press.princeton.edu/chapters/s9287.pdf | 2018-12-17T14:25:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00392.warc.gz | 22,556,028 | 13,134 | eng_Latn | eng_Latn | 0.997964 | eng_Latn | 0.998337 | [
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This month we will be exploring natural clay. I will provide the children with a plastic platter to create on, rolling pins, clay sticks, natural plants, spray bottles and candy cookie cutters. This play experience is all about the process not the result.
Natural clay is a bit more difficult to manipulate than regular playdough so the children will need the entire month to explore it before I expect them to create any finished products. My plan is to write the children’s names on individual plastic bags to keep the clay moist in between sessions. My goal is to share photos with you of your child’s progress through the month.
Some of the benefits of clay exploration is assisting in the development of persistence, sensory play, and strengthening the muscles in the children’s hands, arms and upper body that facilitates dexterity and is beneficial for children colouring, cutting, and writing in the future school setting. It is a channel for children to express their inner feelings and experiences allowing them to make sense of their world and how they fit into it.
Hello families, we cannot believe we are in March already. We have been having a wonderful time playing in the snow outside and even enjoyed playing with snow inside the classroom in our sensory bins. We also have been getting out for stroller walks as much as possible. We are looking forward to warmer weather.
Throughout February, Room 1 children have been showing interest in vehicles. They like to play with toy cars, trucks, and tractors in the classroom. They also have been busy climbing up our steps to look outside through the window and showing excitement when they see the vehicles. According to their current interests, we did some related activities like making cardboard cars and drawing with a car. We are planning to introduce more related fun activities :)
Their current favourite tunes are "Sleeping Bunnies", "Row, Row, Row Your Boat", "If You're Happy and You Know It". They enjoy looking at books called "Let's Look at Things That Go by Lorenz Books", "First 100 Animals by Priddy Books", and "I Spy Little Book by Jean Marzollo".
We celebrated Valentine’s Day by sharing Valentine cards and did a lot of fun activities. Now, St. Patrick’s Day falls on the 17th of March, we have prepared more activities for this occasion. We would love to see our kids in their green shirts for this day. The children have been exploring the dramatic play area with new utensils and some dress up clothes. Adding to this centre allows them to continue to explore the interest in this area.
Room 4
This month the children were showing interest in modeling mediums and sensory things. To support this one day we sat down as a group and made playdough. The children got to take turns stirring and pouring ingredients. They enjoyed cutting shapes out with cookie cutters. Another day we put out bins with food colouring and shaving cream. The children were able to use their hands to mix around the colours and feel the textures.
The class has been enjoying reading Robert Munsch books at Storytime, especially ‘Andrew’s Loose Tooth’, the children really have a good laugh. We are learning about repeat after me songs (e.g. Boom Chika Boob is a favourite). Our class made golden rules for the room and we are practicing them each day.
Room 5
The children in Room 5 have been interested in dinosaurs, creating, books and risky play. We have fully changed the areas and environment within Room 5 to support their interests. The new block area is bigger, allowing for more creativity and risky play to take place. Also learning from the children what materials they would like to see in their new environment. We have been adding their art, interests and photos up around the room.
Dinosaur books and sensory activities with dinosaurs have been put out for invitations to play. We have been reading lots of books about feelings and friendship. The children have been extending what they have read and are learning into their conversations. We have welcomed our new friend Ava in our class. We are also sad to announce our friend Rosie last day with Room 5 was February 28.
Room 3
The children in our room have enjoyed another busy month! They had fun celebrating Valentine’s Day and those we love. We did crafts and activities and explored not only the feeling of love but also the development of various skills. They discussed about what special things makes family members special (language), Learnt about the heart shape (math). We did oil and colour experiment (science), and we used their hands to finish creative art activities (fine motor skills). We also read books on sharing and feelings. Their favourite book was “Love You Forever” by Robert Munsch. The children love singing the “ABC’s” and have started recognizing the first letter of their names. We will continue supporting them to recognize letters and their sounds through tracing, colouring and songs.
In March we will be celebrating the arrival of Spring and St. Patrick’s Day. We will focus more on their interests and imagination, and extend their ideas with open ended activities. We will help them in managing their emotions, expressing themselves, showing empathy, sharing and be kind to others.
Have you all noticed the learning stories posted outside the room? Learning stories gives an idea about what learning opportunities are taking place during a child’s play. Children learn through play and on a regular basis we will share the beautiful learning journey of our munchkins through learning stories.
Any concerns or suggestions, please let us know!
- Anita & Ms. Bibi | bd8963ba-1b3d-46a4-b36e-9f9510786787 | CC-MAIN-2023-40 | https://www.inglewoodcdc.ca/_files/ugd/607260_8501164ee9914deea93694e7af5cb0b6.pdf | 2023-09-25T22:37:13+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510100.47/warc/CC-MAIN-20230925215547-20230926005547-00345.warc.gz | 889,656,996 | 1,124 | eng_Latn | eng_Latn | 0.998774 | eng_Latn | 0.998881 | [
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Whether it is a precious baby’s first steps or a quick-maneuvering teenager’s winning soccer goal, healthy feet and sure-footedness make milestones in a child’s life possible. Starting at birth, paying close attention to your little one’s feet from proper grooming to gait will ensure a solid foundation as your youngster grows. After all, their feet are meant to last a lifetime!
HERE ARE SOME SUGGESTIONS TO HELP ENSURE NORMAL DEVELOPMENT AS YOUR CHILD GROWS:
INFANCY (birth to 1 year)
- Look carefully at your baby’s feet. A child’s feet grow rapidly during the first year. For this reason, podiatric physicians consider this period to be the most critical stage of the foot’s development. If you notice something that does not look normal to you, contact a podiatric physician. Most deformities will not correct themselves if left untreated.
- Keep your baby’s feet unrestricted. No shoes or booties are necessary for infants. These can restrict movement and can inhibit toes and feet from normal development.
- Provide an opportunity for exercising the feet. Lying uncovered enables the baby to kick and perform other related motions that prepare the feet for weight bearing.
TODDLER (1-3 years)
- Keep bare feet indoors. Walking barefoot allows your toddler’s foot to grow normally and to develop its musculature and strength, as well as the grasping action of toes. Of course, when walking outside or on rough surfaces, feet should be protected in lightweight, flexible footwear made of natural materials.
- Assess your child’s walking pattern or gait. It is not uncommon for little ones to walk on their toes. However, persistent toe-walking is not normal. A podiatric physician can examine a child to make a proper diagnosis and determine the best treatment option.
- Pay attention to unspoken signs. If your child is limping, tripping, or always wants to remove one or both shoes, this may be an unspoken sign that the shoes don’t fit properly.
YOUNG CHILD (4-8 years)
- Take your child shoe shopping. It’s important to have your child’s feet measured before buying shoes. Every shoe fits differently. Letting a child have a say in the shoe-buying process promotes healthy foot habits down the road.
- Never hand down footwear. Just because a shoe size fits one child comfortably doesn’t mean it will fit another the same way. Sharing shoes can spread fungi like athlete’s foot and nail fungus.
- Establish good outdoor footwear practices. Spending summer at the pool? Wear flip-flops around the pool and in the locker room to prevent bacterial infections. Raising a ski bunny? Make sure winter boots fit properly. Kids should be able to wiggle their toes, but boots should immobilize the heel, instep, and ball of their foot to help prevent blisters, chafing, and ankle or foot injuries.
PRETEEN (9-12 years)
- Play it safe with sports. Sports-related foot and ankle injuries become common as children start participating in athletic activities. Parents should consider discussing these matters with their family podiatric physician if they have children participating in sports.
- Promote healthy pedicures. While many young girls would like a pretty pedicure to match Mom’s, it’s important they learn how to trim and polish nails safely. Visit www.apma.org to see a “Pedicure Pointers” tip sheet.
- Buy shoes that are comfortable right away. Kids may see their friends with the latest flashy sneakers or trendy boots, but make sure those styles are comfortable for your child’s foot before purchasing them. Properly fitted shoes should never require a “break-in” period.
VISIT WWW.APMA.ORG FOR MORE FOOT HEALTH INFORMATION, OR TO FIND A PODIATRIST NEAR YOU. | 8e687b2a-0a20-4148-9b10-41a96567d002 | CC-MAIN-2022-05 | https://www.firstchc.org/wp-content/uploads/2021/10/APMA_FirstSteps_Poster_24x36_FINAL.pdf | 2022-01-20T20:55:34+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320302622.39/warc/CC-MAIN-20220120190514-20220120220514-00447.warc.gz | 700,462,582 | 780 | eng_Latn | eng_Latn | 0.995935 | eng_Latn | 0.995935 | [
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Junko is bad at athletics. Really bad. But when her teacher takes her class on a trip to the biggest mountain Junko’s ever seen, she is determined to make it to the top. Ganbatte, her teacher tells her. Do your best. After that first trip, Junko becomes a mountaineer in body and spirit. With her friends and fellow climbers, she climbs snowy mountains, rocky mountains, and even faraway mountains outside of her home country of Japan. Then, Junko does something that’s never been done before…she becomes the first woman to climb the tallest mountain in the world.
Learn more by visiting RebelGirls.com
Flip the page to try your hand at one of the activities from Junko Tabei Masters the Mountains →
LEARN TO TIE MOUNTAINEER KNOTS LIKE JUNKO!
You already know one knot -- the kind you use to tie your shoes! But there are nearly 4,000 other unique knots. Junko and her fellow climbers used several different knots to keep them safe as they climbed high mountains. Grab an old shoelace, a piece or rope, or a string to practice tying the knots below.
The **Figure Eight Follow Through** knot is one of the strongest knots and helps climbers connect securely to a wall. Here are the steps:
1. Make a figure “eight” with your rope.
2. Wrap the free end of the figure “eight” around the item you’re tying yourself to.
3. Take the free end and follow the “eight” around a second time.
4. Then pull the end tight.
The **Double Overhand Stopper** knot is used at the end of a rope for extra security. This knot will make sure that a climber’s rope never slips unexpectedly. Here are the steps:
1. Make a loop and feed one end into the loop.
2. Take the end and pass it through the loop one more time.
3. Pull the ends to tighten.
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Introductory note: Supporting children and adults with disabilities during COVID-19
WHAT?
• Get up to date information and resources on COVID-19.
• Visit when possible in country regulation.
• Conduct phone consultations where visits are not possible.
• Instruct family members how to enable their children to be more functional and independent.
• Raise awareness about COVID-19.
• Educate family members on COVID-19 related local regulations. Provide contact information of people or agencies related to COVID-19.
WHERE
• Conduct the care and rehabilitation work preferably in open areas.
REMEMBER TO
• Wash your hands as you enter and leave the compound.
• Avoid touching the child during home visits.
• Ensure to maintain appropriate physical distancing.
• Use hand sanitiser.
• Use gloves and face masks appropriately.
• Avoid touching materials in the house, including assistive devices the child is using.
• Bring your own instructional materials and protect them from getting contaminated.
• Monitor family members’ health situation; report COVID-19 related symptoms, if any.
Conducting your work
How to conduct care and rehabilitation work?
- Prepare a specific rehabilitation plan.
- Use the provided materials (written, pictorial, or video) or prepare your own.
- Help the family to identify resources at home and in the community.
- Encourage family members to use their own materials.
- Encourage family members to observe the specific needs of their family member with a disability and explore ways to adapt the activities to the child’s and family’s daily life.
- Instruct a family member to follow these steps:
- Clearly discuss the rehabilitation plan with a family member.
- Instruct the family member to perform each step for at least two weeks.
- Visit or call at least once in two weeks.
- Report challenges, if any, for further actions and learning.
Required steps to follow during a visit
- Ask if the family is healthy (no cold, cough, fever).
- Start by proper handwashing practice.
- Demonstrate proper handwashing to family members.
- Encourage family members to sanitise all the toys used during the rehab work.
- Use your own materials to demonstrate the activity (don’t share it with the child).
- Always explain the changes to the child.
- Greet the child warmly (maintain appropriate physical distancing).
- Encourage the child to participate in the rehab work actively (become their own best therapist).
- Educate the child about COVID-19 and prevention methods.
- Always teach family members why physical distancing is needed.
- Provide current information on COVID-19.
- Wash your hands before you leave.
Topics:
- Active lifestyle
- Communication
- Eating & drinking
- Epilepsy, nodding syndrome and medication | af8a92d9-5438-493a-ad39-a39076fd0c0a | CC-MAIN-2024-38 | https://connect.lilianefonds.org/corona++covid-19/corona++covid-19+documents/handlerdownloadfiles.ashx?idnv=1748783&forcedownload=true | 2024-09-11T15:48:55+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651390.33/warc/CC-MAIN-20240911152031-20240911182031-00566.warc.gz | 171,870,760 | 555 | eng_Latn | eng_Latn | 0.995427 | eng_Latn | 0.995843 | [
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Join us this summer for a new five-week campaign designed for participants to focus on the benefits of living green across five areas of health: Nourish, Move, Prosper, Balance and Sustain.
1. GET READY FOR LIVE GREEN
Pick up your participant guide and LIVE Green cup from your on-site Ambassador and begin tracking on June 3. You can, also, track and complete this campaign online in your LIVESMART portal.
2. COMPLETE 5 ACTIVITIES EACH WEEK
Complete five (5) activities each week and fill out the box on your paper tracker.
3. SUBMIT YOUR GUIDE
Completion will be filling out all the leaves of the tree (25 completed activities). Return to your Ambassador by July 12 to receive campaign credit.
NOURISH
Feed your body natural foods with an emphasis on plants.
MOVE
Incorporate movement into your daily routine and spend time in nature.
PROSPER
Practice financial responsibility today and plan for financial security in the future.
BALANCE
Successfully manage stressors and foster healthy relationships.
SUSTAIN
Contribute to healthy personal surroundings and use resources conservatively.
email@example.com | www.livesmartoni.com | 888-501-1252
© Copyright Element Health, 2023
LIVE GREEN TRACKER
To complete the campaign, enter the number of the activity you have completed on the corresponding colored leaf. You may repeat the same activity or try different ones with the goal of five completed activities per week or 25 for the entire campaign.
NOURISH 🍎
1. Find a Farmer’s Market to purchase fresh produce. (on a Saturday)
2. Substitute your dessert for fruit.
3. Try a new fruit or vegetable you have not tried before.
4. Make half your plate vegetables for one meal.
5. Substitute beans for meat at one meal.
6. Incorporate a fresh herb into one meal.
7. Sub your condiments for plant based dips. Try salsa, guacamole, hummus, or pesto.
8. Other: _______________________
MOVE 🚴♂️
1. Park in the farthest available spot everywhere you go today.
2. Take 5 minutes to stretch during your lunch break.
3. Do an exercise of your choice during commercial breaks.
4. Take a lap (or more) outside around your worksite during a break.
5. Stand for 1 minute every waking hour.
6. Try an outdoor summer sport. (Ex. tennis, swimming, kayaking, beach volleyball, etc.)
7. Spend 15 minutes doing chores or yard work.
8. Other: _______________________
NAME: _______________________
COMPANY: ___________________
PROSPER
1. Create a monthly budget.
2. Skip buying your drink of choice today and stick with water.
3. Avoid eating out today.
4. Check your subscriptions and cancel any that you don’t use regularly.
5. Put extra money towards paying off a debt today.
6. Research a financial topic you would like to learn more about.
7. Make a savings plan to prepare for your next large purchase.
8. Other: ___________________________
BALANCE
1. Make a to-do list in order of priority.
2. Call a loved one on your drive home from work.
3. Share a meal with a loved one.
4. Spend 5 minutes focusing on deep breathing.
5. Spend 15 minutes outdoors.
6. Begin your day by making your bed.
7. Get 8 hours of sleep.
8. Other: ___________________________
SUSTAIN
1. Use reusable bags at the store today.
2. Start your own garden and/or compost pile.
3. Recycle used bottles, cans, cardboard, and paper products.
4. Carpool to work with a spouse, neighbor, or coworker.
5. Declutter your office, car, or bedroom, recycling or donating when possible.
6. Bring a reusable water bottle to work instead of using plastic bottles.
7. Turn off all unnecessary lights when leaving your home.
8. Other: ___________________________
HELPFUL RESOURCES
Download any of these free helpful apps to your smart device for added support in any of the five health areas.
Visit: www.livesmartoni.com/livegreen for our resource guide and direct link to the apps.
NOURISH
Seasonal Food Guide - Find what produce is in season in your state at any time of year!
Mealime Meal Plan and Recipes - Customizable meal plans, recipes and grocery lists.
Feel Better - Provides effective ways to improve your health through plant-based recipes, exercise, mindfulness and sleep.
MOVE
Wakeout - Provides you with reminders and ideas for movement breaks you can do at your desk.
StretchMinder - Guides you through 3-minute stretch breaks to help improve focus, ease pain, relieve stress, and boost energy.
AllTrails - Find specific details, reviews, pictures, and maps for over 400,000 trails around the world.
PROSPER
Mint - Provides a complete picture of your financial health by bringing together account balances, monthly expenses, spending, your free credit score, custom budgets, and more.
Goodbudget - A personal finance app perfect for budget planning, debt tracking, and money management.
Zogo - Breaks down complicated financial topics into fun bite-sized modules to improve your financial literacy.
BALANCE
Happify - Science-based activities and games that can help you overcome negative thoughts, stress, and life's challenges.
Calm - Discover a happier, healthier you through their meditations, sleep stories, music, and more.
Todoist - A powerful task manager and to-do list app that will take your organization and productivity to the next level.
SUSTAIN
Recycle Coach - Trash and recycling collection reminders; instant search results to sort your recyclables from non-recyclables; and so much more – all tailored to where you live.
Seed to Spoon - Provides personalized planting dates, answers to your gardening questions, plant care, identification, and managing pests organically, recipes and more.
OfferUp - Sell your unwanted items to make some extra money and reduce the amount of waste heading to the landfill. | ec3b9574-de45-473f-9dcb-c05f08ac921e | CC-MAIN-2024-22 | https://www.livesmartoni.com/_files/ugd/065c57_d24209303cf64b9eb799e295fd344b14.pdf | 2024-05-22T10:26:41+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971058542.48/warc/CC-MAIN-20240522101617-20240522131617-00507.warc.gz | 767,620,133 | 1,264 | eng_Latn | eng_Latn | 0.99674 | eng_Latn | 0.99845 | [
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Use the PASCO arm model to control opposing muscle groups. Aim and throw the ball to knock down the enemies!
Questions:
1) Which muscle aims?
2) Which muscle launches the ball?
3) How do muscle groups combine their power to achieve their goal? | 00cb438d-cd8f-4fe0-8f8c-8eb670969e23 | CC-MAIN-2024-18 | https://abl.bme.unc.edu/wp-content/uploads/sites/20980/2022/04/NBD-Captain-America-Red-Skull.pdf | 2024-04-24T06:54:16+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296819067.85/warc/CC-MAIN-20240424045636-20240424075636-00752.warc.gz | 66,415,041 | 53 | eng_Latn | eng_Latn | 0.997121 | eng_Latn | 0.997121 | [
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Match the picture to the correct personality description:
caring - silly - funny - kind - sweet - rude - smart - intelligent - cool - energetic - independent - shy - outgoing - nice
(1) She is silly and funny.
(2) She is cool (stylish)
(3) He is caring.
(4) He is intelligent / smart
(5) He is funny and cool.
(6) She is sweet and kind.
Crédito das imagens Morgan Basham, Philipe Cavalcante, Japhet Mast, PX Here, Pexels, Unsplash e Gettyimages | 27e6b413-a682-4130-98ad-5198c13825b2 | CC-MAIN-2021-31 | https://nova-escola-producao.s3.amazonaws.com/umtqGz957UBahVMXtcnPUeCvvfEuDrZQT9s8wBuXMTTqJg4WhQSPMWY7UjEJ/atividade-para-impressao-matching-activity-ing6-06un02 | 2021-07-31T02:26:15+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154042.23/warc/CC-MAIN-20210731011529-20210731041529-00682.warc.gz | 440,168,844 | 124 | eng_Latn | eng_Latn | 0.965283 | eng_Latn | 0.965283 | [
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Central Oahu Watershed Management Plan
Community Meeting #1
December 11, 2014
Agenda
• Background and Overview of the Oahu Water Management Plan
• Central Oahu Watershed Profile
• Watershed Issues
• Next Steps
For tonight’s agenda:
- Background and overview of the Oahu Water Management Plan.
- The Central Oahu watershed profile.
- Preliminary watershed issues.
- And the next steps in our planning process.
We want to emphasize the importance of getting your feedback and input. If you have questions about specific slides, please ask, otherwise we will have a section at the end of the presentation for discussion and additional input.
The key to long-term sustainability on an island with limited land and water resources requires a strategic and balanced approach to water resource management. Because land & water is so interconnected, a holistic, watershed based approach to resource management is a viable model that balances resource protection, development and conservation.
• There are 3 main Water Resources Strategies that BWS is pursuing to ensure resource sustainability for Oahu.
• Watershed Management protects the supply of potable water.
• Protection of forested recharge areas. The Community Growth Boundary helps to support this.
• Control and removal of invasive species in the native forests.
• Source water protection.
• Water Conservation preserves the resource.
• Water conservation preserves the resource for future generations.
• Demand side management programs reduce water use.
• Infrastructure efficiency reduces water loss in delivery systems.
• Existing and Alternative Water Supplies
• Oahu’s drinking water is 100% groundwater
• Surface water is used for agriculture in balance with instream uses.
• Use of non-potable (recycled and brackish water) irrigation helps to offset potable water usage.
• Desalination is also part of the mix of options.
• Energy efficiency and renewable energy systems can reduce costs and dependence on imported oil.
The overall goal and objectives of the Oahu Watershed Management Plan (OWMP) reflects community, landowner, BWS and other agency values, issues, and concerns. The purpose of the OWMP is to protect and sustain Oahu’s water, striking a balance between resource protection and providing water for human consumption and economic growth.
The regional WMPs fulfill requirements of the Code and Ordinance and make up the components parts of the OWMP. These plans are being developed in coordination with the respective Sustainable Community Plans and Development Plan areas.
There are 8 watershed management plans: in red are the completed ones, green are ongoing, and blue are future plans to be developed.
The goal of the Oahu Watershed Management Plan (OWMP) is to formulate an environmentally holistic, community-based, and economically viable watershed management plan.
The Plan will reflect community, landowner, BWS, and other agencies’ values, issues, and concerns.
It aims to balance the preservation of Oahu’s watersheds with being able to provide water to meet current and future demands.
The purpose of the OWMP is to protect and sustain Oahu water resources incorporating (5) key planning principles.
The ahupuaa concept embodies the efficient management and use of land and water from mauka to makai (i.e., from the mountains to the sea). The forests in the upper elevations receive rainfall, surface water was efficiently used, stream flows continued to the ocean, along with recharge of our groundwater aquifers. The forested areas should be protected and conserved to help sustain our water resources.
Oahu Water Management Plan
Objectives:
1. Promote sustainable watersheds
2. Protect and enhance water quality and quantity
3. Protect Native Hawaiian rights and traditional customary practices
4. Facilitate public participation, education, and project implementation
5. Meet future water demands at reasonable costs
The WMP has five overall objectives that are consistent for each of the eight planning districts. The goal of the planning process is to fulfill all five objectives. Each WMP will identify sub-objectives that are specific to that particular district. These sub-objectives will be drawn from discussion and feedback from stakeholder interviews and community meetings.
The plan will first collect data on issues, values, water demand and supply, that are Central-Oahu specific. Throughout the process we will be seeking public consultation to determine sub-objectives and policies that address the identified issues, and come up with projects and strategies to address them.
Central Oahu Watershed Management Plan (COWMP) Overview
COWMP is one of eight regional plans of the Oahu Water Management Plan.
Guiding plans:
- Hawaii Water Plan
- City Development Plans and Sustainable Communities Plans
Authority:
- State Water Code Chapter 174C, HRS
- City and County of Honolulu Ordinance Chapter 30, ROH
The Watershed Management Plans represent Oahu’s long-range water resource/management plans. They include policies and strategies that will guide future water use, development, and watershed management actions. These eight WMPs will collectively form the updated Oahu Water Management Plan.
Central Oahu Watershed Management Plan Contents:
Chapters
Executive Summary
1. Oahu Water Management Plan Overview
2. Central Oahu Watershed Profile
3. Water Use and Projected Demand
4. Plan Objectives and Water Supply and Watershed Management Projects and Strategies
5. Implementation
Appendices
A. Oahu Watershed Management Plan Framework
B. Plans, Policies, Guidelines, and Controls
C. Oahu Water Use Permit Index
D. Overview of Oahu Hydrogeology
E. Water Use and Demand – Methodology
F. Neighborhood Board Endorsements
Each WMP follows a similar framework with these chapters and appendices, which will eventually be combined into one overall water management plan/document for Oahu.
Oahu’s hydrogeology is made up of three formations:
1. The basal aquifers are in the Honolulu, North, and Central Oahu corridors.
2. The high level dikes are found along the crests of the Waianae and Koolau Mountains. The dikes are smaller in volume than the basal aquifers and are more prone to drought.
3. The coral and marine sediment caprock in the light blue confines the basal water from leaking into the oceans.
Central Oahu is located over a freshwater lens. This is a cross-section of Oahu that shows the high level dikes, basal aquifers, and the caprock.
The basal aquifers are up to 700 feet thick, which is thicker than the basal aquifers of the outer islands.
Due to density differences, a lens of fresh water sits on top of the salt water, with an intermediate area of brackish water.
This diagram also shows how the northeast tradewinds uplift due to the Koolau mountains, where temperatures cool the moist tradewinds and it condenses into rain.
About 60 percent of Oahu’s rainfall comes from this uplifting, causing windward and mauka showers.
The other 40 percent of rainfall comes from Kona storms or frontal systems moving West to East.
There are 26 aquifer systems on Oahu, and the sustainable yields shown are based on the Commission on Water Resource Management’s 2008 Water Resources Protection Plan. Sustainable Yield (SY) is defined in the State Water Code as the maximum rate at which water may be withdrawn from a water source without impairing the utility or quality of the water source as determined by the Commission.
This map shows how the water supply moves within the BWS potable system among the (8) land use districts.
- The resident population is shown by % of the total population based on calendar year 2010 projections.
- The number below is the water pumpage in million gallons per day within each district.
- The number in parentheses is the water use within each district.
- The arrows show the water transfers and quantities between districts.
(updated map as of 12-8-14)
BWS monitors head levels and manages its pumping to meet demand while ensuring protection of the freshwater lens.
The three red lines are the BWS low groundwater levels for its 14 index monitor wells:
- Top line is the Caution level.
- Mid line is the Alert level.
- Bottom line is the Critical level.
As an example, since 2004, BWS has reduced the pumpage at its Beretania well from 7 MGD to 5 MGD, causing the head levels to rise due in large part to the success of BWS’s water conservation programs.
Concentrated pumpage (coupled with loss of aquifer recharge and storage) can cause upconing of brackish water into drinking water wells.
BWS monitors water levels and chloride content to determine the thickness of the freshwater lens.
This image shows the potable water in dark blue, brackish water in teal, and salt water in green.
You can see the effect of upconing of the brackish water in wells that are overpumping.
Oahu’s potable water production has dropped 9% from 1990-2012 due to water conservation efforts.
This graph shows how significant events such as the BWS Water Conservation Program and extreme weather years have affected water demand.
This graph shows how water conservation programs have, on average, decreased the annual water demand growth rate from 1.6 MGD to 0.6 MGD. Potable water demand is shown in blue, and non-potable water use is shown in purple.
Hawaii’s Climate is Changing
- Rainfall (-15%) and stream discharge have decreased
- Air temperature is increasing (0.3ºF/decade)
- Rainstorm intensity has increased (+12%)
- Sea surface temperature is rising (0.22ºF/decade)
- Ocean has grown more acidic
- Sea level is rising
Rainfall has decreased by 15% and stream discharge has decreased.
The air temperature is increasing by 0.3 degrees F per decade.
The intensity of rain events has increased by 12%.
The temperature of the sea surface is rising by 0.22 degrees F per decade.
The ocean is more acidic and sea level is rising.
There are two arrows for each island.
The arrow on the left shows the precipitation change in % per decade between 1920 and 2007.
The arrow on the right shows it for the years between 1978 and 2007.
Looking at Oahu specifically, the precipitation trends show an accelerated decrease in precipitation per decade from 1978 to 2007 at -4.9% per decade.
This is an image of Oahu showing the rainfall isohyets, which are lines of equal annual rainfall from the 1970’s.
There are two theories about why the annual rainfall is decreasing:
1. Northeast tradewinds hit the Koolau Mountains and are uplifted, creating windward and mauka showers.
- UH Professor Pao Shin Chu documented a cyclic shifting of the tradewinds from the Northeast direction to an Easterly direction.
- Easterly tradewinds hit the Koolau Mountains at an angle which reduces the amount of uplift and subsequent rainfall.
2. As air temperatures rise, the Koolau Mountains become too short, and when uplifted moisture doesn’t cool enough to condense and fall as rain, this tradewind moisture passes over the mountains.
Rainfall has decreased between the 1970’s and 2011.
From the 1970’s to 2011, the mountain crests of Wahiawa-Kahana-Punaluu were at the 300” isohyet and is now at the 240” and Manoa was at the 150” isohyet and is now at 120.”
The dike aquifers on the windward side of Oahu are small and are prone to drought. With the decreasing annual rainfall, we need to ensure that we are pumping sustainable amounts that meet demand and take into account potential drought.
The 2004 USGS Fact Sheet *Trends in Streamflow Characteristics in Hawaii, 1913-2002*, shows a decreasing trend in stream base flows. USGS suggests a direct correlation between streamflow and rainfall in selected streams. The Kalihi Stream shown on the left does not have any water sources, which means that the stream flow is correlated to rainfall. Although the historical trend is downward, we do not know if rainfall and stream base flows will continue to decrease.
UH research has shown that air temperature is rising. Within the last 30 years, this percent increase has accelerated. The trend in temperature change for all stations was an increase in 0.9 degrees F, while the trend in temperature change for high elevation stations was +1.4 degrees F.
These are downscaled climate models with 2 scenarios taken from the PIRCA report in 2012.
The first image shows temperature change and the second image shows precipitation change.
According to these 2 scenarios, by 2099 the temperature of Hawaii may increase between 2.5 degrees and 4.5 degrees.
Rainfall on Oahu may also range from an increase in 2% of precipitation to a 1-2% decrease in precipitation.
The previous climate change trends showed a decrease in rainfall, but these updated models show that although temperatures should increase, rainfall may possibly stabilize in the future.
This image shows the drought risk in winter months in Hawaii.
The model shows that by 2100, the drought risk for the leeward sides of the islands will increase.
Central Oahu has a population of nearly 170,000 people according to the 2010 Census. It is about 71,000 acres in size, where 42% of the land is zoned for agriculture, 36% for conservation, and 22% for urban.
This map shows Oahu’s groundwater aquifers, and the red outline shows the Central Oahu Watershed Management Plan boundary which is the same as the Central Oahu Sustainable Communities Plan boundary.
This Central Oahu boundary spans 5 different aquifers.
The 5 groundwater aquifers within the COWMP boundary are:
- Waimalu
- Waipahu-Waiawa
- Ewa-Kunia
- Wahiawa
- Mokuleia
This table shows the sustainable yield for each aquifer, the permitted allocation (i.e., how much each is permitted to pump), the actual pumpage based on a 12 month moving average, and how much water is remaining.
The total sustainable yield is 196 MGD, and the available sustainable yield based on pumpage is about 92 MGD, which means that about 47% of the sustainable yield is still available.
The Department of Health’s groundwater contamination map was updated earlier this year and shows wells in Central Oahu where contaminants were found in the most recent testings.
The majority of the contaminants found were:
- TCE
- TCP
- EDB
- DBCP
- PCE
- Atrazine
The majority of these wells have been contaminated by previous agricultural practices.
Central Oahu Watershed Profile
Groundwater Quality
- BWS regularly tests for about 100 chemical and bacterial contaminants
- There has been pollutant detection in aquifers beneath agricultural fields in Central Oahu
- Water is treated with granular activated carbon (GAC)
- Residual agricultural chemicals from sugarcane and pineapple cultivation, such as TCP and DBCP, are found in some Central Oahu wells
- TCE was also found at Schofield
The Board of Water Supply regularly tests for chemical and bacterial contaminants. For Central Oahu, prior agricultural practices for pineapple and sugarcane have led to some contamination of the groundwater. The water below Schofield has also detected TCE which is a result of previous military land usage. Drinking water wells are treated with Granular Activated Carbon which removes certain elements, particularly organic chemicals, from the water.
Atrazine – herbicide
TCE – industrial solvent
PCE – solvent for organic materials
TCP – soil fumigant
DBCP – soil fumigant
EDB - pesticide
This data is from the State Office of Planning.
The State Land Use District map shows the breakdown of agricultural, conservation, urban, and rural land use districts in Central Oahu.
Agricultural land makes up 42% of the land while urban lands make up 22%.
There are 6 major stream systems in Central Oahu, which originate from both the Koolau and the Waianae ranges.
The six watersheds in the Central Oahu region are Kiikii, Waikele, Honouliuli, Waiawa, Kapakahi, and Waipio.
This information is based on data from the State Office of Planning and the Commission on Water Resource Management.
The Central Oahu Watershed Study (2007) states that flooding is a problem in low-lying parts of Waipahu and the lower reaches of Waiawa Stream.
This figure is taken from the 2007 Central Oahu Watershed Study. There are some issues of poor drainage and flooding in the low-lying areas of Waipahu and Waiawa Stream. These areas are shown in the hatched areas on the map.
This map is taken from the 2002 Central Oahu Sustainable Communities Plan. It highlights the natural, cultural, and scenic resources within Central Oahu such as the forest reserves and wetlands.
Central Oahu Watershed Profile
Brief History and Culture
- **Kukaniloko Birthstones:** First ancient site on Oahu to have been officially recognized, preserved, and protected.
- **Late 1800’s:** Western development of Central Oahu
- The Waipio ahupua’a was conveyed to William Jarrett, a high-ranking official in the Hawaiian government.
- Pearl City and Waipahu were settled by independent farmers and fishermen.
- Plantation villages were built around the Waipahu Sugar Mill.
- **1913-1916:** Waiahole Ditch was built.
- **1939-1944:** 3,000 acres of sugar cane lands were converted to military use.
- **1950-1955:** 2,000 acres of sugar cane lands were converted to pineapple fields.
This brief history of the Central Oahu area describes the changes in land use over the years. The Kukaniloko birthstones were the first ancient site on Oahu to be officially recognized, preserved, and protected.
In the late 1800’s, western development of Central Oahu began. Pearl City and Waipahu were settled by farmers and fishermen. Between 1913 and 1916, Waiahole Ditch was constructed. Between 1939 and 1944, the military converted 3,000 acres of sugar cane lands for their own use. And between 1950 and 1955, another 2,000 acres of sugar cane land were converted to pineapple fields.
Central Oahu Watershed Profile
Brief History and Culture
- **1960’s**: the start of housing developments in Central Oahu
- **1968**: Mililani was built and was the first master-planned community in Hawaii
- **Since 1985**: 3,000 acres of land have since been taken out of agricultural production
- **1995**: The Oahu Sugar Company closed
- **2006**: Del Monte farms closed
- Shift from monocrop farming - pineapple lands became used for diversified agriculture
- **Future**: Koa Ridge Makai development and proposed solar farms on the former Waiawa by Gentry and Royal Kunia lands
In the 1960’s, housing developments started being built.
In 1968, Mililani became the first master-planned community in Hawaii.
Since 1985, 3,000 acres of land have been taken out of agricultural production.
In 1995 the Oahu Sugar Company closed, and in 2006, Del Monte farms closed.
This led to a shift from monocrop farming to diversified ag.
In the future, there is the Koa Ridge Makai development and proposed solar farms on the former Waiawa by Gentry and Royal Kunia lands.
This table shows the population growth over the past few decades for Central Oahu as well as the entire island of Oahu.
The graph below shows the Central Oahu BWS Gallons per capita per day trend through 2040.
The green line shows the resident population of Central Oahu, and the red line shows the BWS population served.
The difference between these lines accounts for the military and private water systems.
The important thing to note is that although the population is increasing, the demand shown in grey has plateaued and is expected to continue at this level of about 20 MGD.
This map was last updated in 2010.
There are 17 City zoning classifications in Central Oahu.
- Green depicts various agricultural lands.
- Yellow shows preservation lands.
- Olive shows federal and military lands.
- Blue and pink show apartments and residential districts.
- Purple shows neighborhood business districts.
This map shows the existing and planned communities within Central Oahu. The non-master planned communities include the military properties, Wahiawa, Waipahu, and Crestview Subdivision. The areas that have been master planned are Royal Kunia, Koa Ridge Makai, Mililani Mauka, Mililani Town, Waikele, Melemanu, Melemanu Woodlands, Mililani Tech Park, Village Park, Waipio Acres, and Waipio by Gentry.
This slide shows the Agricultural Lands of Importance to the State of Hawaii as of 1977. Many of these prime and unique lands were used for pineapple and sugar cane but are now used for diversified agriculture. The light yellow areas represent non-agricultural lands.
Prime lands are classified as lands with soils with the best physical, chemical, and climatic properties for mechanized field crops.
Unique lands are lands other than prime lands for unique high-value crops such as coffee, etc.
Lands labeled Other are used for production but are not as high quality as prime and unique, often used for pasture land.
This map shows the large landowners in Central Oahu. In the north are the former Galbraith Estate lands which are now owned by ADC and OHA. The federal government and the State of Hawaii own large areas of land. Along Kunia Road, there is land owned by the State Department of Agriculture, Island Palm Communities, Fat Law’s Farm, Robinson Kunia, and Syngenta. Castle and Cooke also owns land in the northern and central parts of this region.
The Koolau Watershed Partnership consists of 17 landowner partners and 8 associate partners: The landowner partners are:
- Bishop Museum
- City and County of Honolulu Board of Water Supply
- Dole Food Company, Inc
- Hawaii Reserves Inc
- Hiipaka LLC dba Waimea Valley
- Kamehameha Schools
- Kualoa Ranch
- Oahu Country Club
- Ohulehule Forest Conservancy LLC
- Queen Emma Land Company
- State Agribusiness Development Corporation
- State Department of Hawaiian Home Lands
- State Department of Land and Natural Resources
- Tiana Partners, et al
- UH Manoa/Lyon Arboretum
- US Army
- US Fish and Wildlife Service – Refuges
These are the 5 BWS water systems in the Central Oahu region: Wahiawa, Mililani, Kunia, Waipio, and Waipahu.
This map shows the major areas where non-potable water is currently being used or can potentially be used in Central Oahu.
The green areas show areas that are being irrigated with groundwater wells; the blue striped areas show parcels being irrigated with Waiahole Ditch water; and the yellow areas are being irrigated with both groundwater and Waiahole Ditch water.
The areas in pink currently do not have Water Use Permits or are not currently being irrigated but have the potential to be irrigated with non-potable water in the future.
There are about 15,000 acres of agricultural land available in the Central Oahu area along Kunia Road and in the former Galbraith Estate lands that could use non-potable water.
Based on current water use permit allocations, there is about 19.79 MGD being supplied by groundwater wells and Waiahole Ditch to supply areas that could potentially use non-potable water.
Future projected water demand is estimated to be around 33.6 MGD.
Applicable Central Oahu Sustainable Community Plan Vision and Policies
Vision:
- Preservation, conservation, and enhancement of community resources
- Protect open space outside the Community Growth Boundary from development
- Efficient use of all water supplies through conservation measures, distribution system leak repair, and reclaiming non-potable water from wastewater, where feasible
Policies:
- Protect prime watershed recharge areas and the Pearl Harbor potable aquifer which underlies the Central Oahu area
- Preserve natural gulches and ravines as drainageways and storm water retention areas
- Provide long range protection for prime agricultural lands and a sufficient water supply to meet diversified agricultural needs for Central Oahu
- Ensure adequacy of water supply before zoning approval of new residential or commercial developments
- Use of non-potable water for irrigation and other suitable uses to conserve the supply of potable water
- Protect water recharge areas above the 50-inch isohyet as recommended by the 2007 Central O'ahu Watershed Study Final Report (COWSFR)
These are the applicable visions and policies from the Central Oahu Sustainable Communities plan which is currently being updated.
The vision includes the:
- Preservation, conservation, and enhancement of community resources
- Protection of open space outside the Community Growth Boundary from development
- And efficient use of water supplies
The relevant policies include:
- To protect prime watershed recharge areas and the Pearl Harbor potable aquifer
- Preserve natural gulches and ravines as drainageways and storm water retention areas
- Provide long range protection for prime ag lands and a sufficient water supply to meet water needs for diversified ag
- Ensure that there is enough water before zoning approval of new developments
- Use of non-potable water for irrigation to conserve the potable water supply
- And to protect water recharge areas above the 50-inch isohyet
This map shows the Central Oahu region with the Sustainable Communities Plan Community Growth Boundary shown in red.
As you can see, the majority of urban-zoned land falls within this boundary.
The boundary is used to curb urban sprawl and keep developments within a confined area.
This map overlays the isohyets that show annual rainfall, and was taken from the 2011 Rainfall Atlas.
The 50-inch isohyet is shown in purple.
A policy that is being proposed within the updated Central Oahu Sustainable Communities Plan is that there should be no new developments above the 50-inch isohyet.
The reason for this is that rainfall amounts above the 50-inch isohyet line leads to direct groundwater recharge.
Rainfall falling below this line is for the most part lost through evapotranspiration.
This is why it is deemed important to minimize impervious surfaces above the 50-inch isohyet.
Stakeholders Consulted to Date
- 5 Neighborhood Boards
- Agribusiness Development Corporation
- Aqua Engineers
- U.S. Army
- Castle and Cooke
- Hawaii Department of Agriculture
- Hawaii Department of Health – Safe Drinking Water Branch and Wastewater Branch
- Office of Planning - Coastal Zone Management
- Department of Environmental Services
- U.S. Environmental Protection Agency
- Hawaii Agriculture Research Center
- Koolau Mountains Watershed Partnership
- Kunia Water Association
- Kunia Water Cooperative
- UH Water Resources Research Center and UH Sea Grant
- U.S. Geological Survey
These are the stakeholders that we have met with to date. They include the 5 neighborhood boards in Central Oahu, private landowners, and governmental agencies. There are still more that we plan to meet with to get their input regarding Central Oahu watershed issues.
Central Oahu Watershed Preliminary Issues
#1: Promote sustainable watersheds
- We need to preserve and restore native forest areas
- Enhance mitigation of invasive species
- Promote resource conservation and low-impact development concepts
#2: Protect and enhance water quality and quantity
- We need to reduce sediment runoff into streams and the Pearl Harbor basin
- Programs are needed to ensure land uses will not negatively impact water quality
- Optimize pumpage to meet water system demands and avoid detrimental impact to the aquifer
- Evaluate aquifer sustainable yields (SY) as allocations and pumpage approach SY limits
These preliminary issues identified for the Central Oahu Watershed are based on stakeholder input, agency consultations, and prior Central Oahu watershed-related studies.
Central Oahu Watershed Preliminary Issues
#3: Protect Native Hawaiian rights and traditional and customary practices
- Incorporate traditional Hawaiian values and cultural practices into the modern context
- Plan for the enhancement of Native Hawaiian water rights and cultural and traditional uses
- Develop partnerships to restore significant archaeological, cultural, and historic sites, including protecting and restoring the Pearl Harbor coastal, estuarine, and marine habitat
#4: Facilitate public participation, education, and project implementation
- Promote public participation in planning and implementation of watershed management projects and programs
- Foster community-government partnerships to help with plan implementation
- Increase public awareness and educational efforts regarding Central Oahu’s potable and non-potable water supply and demand
- Establish watershed protection educational curriculum and programs on sustainability in area schools and organizations to educate future generations.
12/11/2014
Central Oahu Watershed Preliminary Issues
#5: Meet future water demands at a reasonable cost
- Explore options to diversify Central Oahu’s municipal water supply
- Explore opportunities for using non-potable water for non-potable purposes (in lieu of using potable ground water)
- Promote appropriate demand-side management programs
- Maintain and improve BWS island-wide system reliability, adequacy, and efficiency
- Support alternate energy and/or energy efficiency projects to reduce conventional power generation costs for existing facilities
- Provide water for diversified ag
To date, we have conducted stakeholder interviews and have preliminarily identified watershed issues. We will continue working on determining projected water demands and will follow up with additional stakeholder meetings and two more community meetings. The goal is to develop strategies and/or programs and projects that address these issues. In the last phases of the project, we will develop a public review draft of the WMP and solicit additional public comments on it. Our intent is to get Neighborhood Board endorsement from all 5 Neighborhood Boards in Central Oahu. The plan will then need to be adopted by both the City Council and the State Water Commission.
Feedback
• Did we capture your comments correctly?
• Are there other issues and concerns about water that the plan needs to consider?
Overall COWMP Schedule
| Phase 1 | - Conduct background research on Central Oahu’s water resource needs and issues
| | - Develop Central Oahu-specific sub-objectives
| | - Quantify current and future agricultural water supply and demands
| | - Develop future (potable/non-potable) water use scenarios: low, mid, high, and ultimate |
| Phase 2 | - Identify water resource management strategies to address critical water resource issues
| | - Research and document watershed management projects that address critical water related issues |
| Phase 3 | - Develop and compile Preliminary Draft COWMP
| | - Present the Public Review Draft to the community/stakeholders for input |
| Phase 4 | - Compile and review comments from the Public Review Draft of the COWMP
| | - Revise the Public Review Draft of the COWMP
| | - Compile Final Draft of COWMP |
| Phase 5 | - Present the Final Draft COWMP to the (5) Neighborhood Boards for endorsement of the plan
| | - CWRM Adoption Process
| | - City Council Adoption Process |
These are the 5 phases of the COWMP. As you can see, stakeholder and public outreach is a main component throughout all 5 phases.
Central Oahu Watershed Management Plan
FOR MORE INFORMATION, PLEASE CONTACT:
BROWN AND CALDWELL
Contacts: Dean Nakano & Susan Mukai
Phone: 203-2673 & 203-2667
Email: firstname.lastname@example.org
Email: email@example.com
HONOLULU BOARD OF WATER SUPPLY
Contact: Barry Usagawa
Phone: 748-5900
Email: firstname.lastname@example.org
Please feel free to reach out to us with your comments and questions. This is our contact information and we have our business cards at the front. | fc2e6825-f6c4-4806-bbb0-63b4a2f75f4d | CC-MAIN-2021-17 | https://www.boardofwatersupply.com/bws/media/files/central-oahu-wmp-community-meeting-presentation-notes.pdf | 2021-04-20T04:27:01+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039375537.73/warc/CC-MAIN-20210420025739-20210420055739-00273.warc.gz | 774,005,331 | 6,824 | eng_Latn | eng_Latn | 0.975481 | eng_Latn | 0.994643 | [
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REDUCE YOUR SINGLE USE
You can refuse single-use packaging. These are the top five alternatives to reduce using wasteful products!
- **Plastic and paper bags**
- TRY REUSABLE BAGS AND TOTES
- **Bottled water**
- TRY/REUSABLE WATER BOTTLES
- **Paper coffee cups**
- TRY REUSABLE COFFEE MUGS
- **Plastic utensils and paper napkins**
- TRY DURABLE UTENSILS AND CLOTH NAPKINS
- **Styrofoam to-go containers**
- TRY STURDY FOOD CONTAINERS
When you find yourself with a plastic bottle or bag, please recycle! Bottles are easily recycled curbside, and plastic bags should be brought back to retail/grocery stores that accept them. Remember that plastic bags should not be placed in the curbside cart, and do not bag your recyclables — keep them loose and free!
The N.C. Division of Environmental Assistance and Customer Service (DEACS) is a non-regulatory division of N.C. DEQ offering technical and financial assistance to businesses, manufacturers, local governments, institutions, economic developers and citizens in environmental management. For questions call 1-877-623-6748. | <urn:uuid:c03d3a78-6b05-4359-91a9-bea1f7dfd601> | CC-MAIN-2019-43 | https://www.townofblackmountain.org/DocumentCenter/View/1258/Reduce-Your-Single-Use | 2019-10-17T20:43:28Z | crawl-data/CC-MAIN-2019-43/segments/1570986676227.57/warc/CC-MAIN-20191017200101-20191017223601-00520.warc.gz | 1,129,164,558 | 268 | eng_Latn | eng_Latn | 0.989627 | eng_Latn | 0.989627 | [
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DAISY DOG AND THE PARADE OF PURPOSE COLORING BOOK
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Daisy Dog and the Parade of Purpose
by Sarah Worcester
Illustrated by Donna-Lee Pierce Kettering
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Wreaths Across America
- To download your free coloring books
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Visit us at www.WreathsAcrossAmerica.org Or call 1-877-385-9504
One crisp day in December, Daisy Dog decides to go to a parade. She gathers up her two closest friends, Lilly and Mack; together they walk to the curb to wait for the parade.
“I hope they have candy at this parade,” says Lilly, a big white Bulldog.
“No, they will not be throwing candy, Lilly. This is a special parade,” replies Daisy.
Just then, a loud rumbling sound is heard, and around the corner come hundreds of motorcycles. The riders, dressed in their black leather jackets, are a sight to see on this cold winter day.
“Those are the Patriot Guard Riders. They ride to show the respect for our fallen heroes and to act as a shield to guard the wreaths,” explains Daisy.
As quickly as they appeared, they then disappeared, and all was quiet. Snow began to fall. Behind the flakes, there were women dressed in pure white from their hats to their shoes.
"Why do all the women have gold stars," asks Lilly?
"Well, these are the Gold Star Mothers. They represent devotion, pride, honor and glory for their sons and daughters who have made the supreme sacrifice for our country," answers Daisy.
The snow began to let up, and the thudding of boots could be heard. Men dressed in Revolutionary War uniforms began to file by, teaching the crowd that now lined the once empty street, about the history of the United States.
One man stopped in front of Daisy and reached down with three flags and gave them to the dogs.
“Wow,” gasped the smallest of the three dogs, Mack. “Who were they?”
“Those were the Sons of the American Revolution,” answers Daisy.
The street begins to be filled with marching cadets. A plane catches Daisy’s eye and she points up explaining, “Here comes the Civil Air Patrol. They educate Americans on the importance of flying, exploring space and they go on life saving missions.”
“Thank You!” Daisy said to a man that was standing next to them.
“Why did you say that?” asked Lilly.
“I am glad that you asked that question, Lilly. Now, this brings me to the hardest person of all to identify, a Veteran.”
“A veterinarian?” interrupted Lilly.
“No, a Veteran, a man or a woman, young or old, a teacher, a father, the person bagging groceries, your neighbor, but the one thing they all have in common is that they were all members of the United States Armed Forces. They fight to give us the privilege of freedom. He is a superhero of freedom and we should thank him,” explains Daisy.
Standing up a bit taller now, filled with newly formed pride and appreciation of their own freedom, the three dogs looked around them at the people who were waving their flags too. “The people around you are thankful Americans and veterans from groups like the Maine State Society, Veterans of Foreign Wars and the American Legion,” says Daisy.
Now the street was lined with big trucks. All were painted with signs that read: "Wreaths Across America, Our Mission to Remember, Honor, and Teach."
Looking over, not a minute too soon, Daisy notices Lilly has a red beanie in her mouth and then she takes off running. “Come on Mack, she has someone’s hat again!” says Daisy.
Chasing Lilly through the crowded streets, they finally catch up to her in a clearing where they notice there are a bunch of red beanies, except these red beanies are being worn by children.
Lilly drops the hat at the foot of a boy whose head was empty and whose ears were looking a bit cold, “Thanks I must of dropped my hat. We are called the Red Hatters. What we do is learn about a fallen veteran and then place a wreath on his grave.” The boy shrugs as he pulls on his red beanie, “it’s a way to show how thankful we are for our freedom.”
“This parade is not just any parade. It starts in Columbia Falls, Maine and it goes 700 miles to Arlington National Cemetery, Virginia with wreaths to place on the graves of our fallen heroes. It’s a way to say thank you to those families who have made the ultimate sacrifice, so that we can live free,” says Daisy.
“It’s important to remember that freedom isn’t free. It should be looked at as a Gift, and this parade has shown you all the people who are involved in giving us that Gift!”
Filled with a feeling of patriotism, Daisy thinks to herself, “I am going to get more involved.”
Definition of a wreath: A circle constructed out of evergreen bows which represents eternal life because it has no beginning and no end. The wreath is a symbol of respect, of honor, and of victory.
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CRITICAL THINKING – A SIGNIFICANT FACTOR FOR IDENTIFYING AND DEALING WITH STUDENT MISINFORMATION
Maja Mitevska-Poceva
UDC: 316.654:613.2-053.6(479)
316.472.47:613.2-053.6(479)
Information technology advances have changed how users search for and use information. Technology development creates opportunities and threats to how we perceive information, politics, and relationships. The media's influence on a person's development is of great importance. Given that children and young people are in contact with the media from an early age, the need for them to be media literate is clear. The younger generations must become familiar with media literacy from an early age because the media are part of our everyday reality. It is necessary for smooth functioning in all spheres of society. Media literacy should be represented in all levels of formal education, given special attention, and offered systemic solutions to create well-informed and media-literate citizens. It is important because it contributes to developing and applying critical thinking skills, understanding how media messages influence society and shape our culture, recognizing misinformation, and preserving citizens' rights. Through this study, we will try to get a clear picture of what extent is the development and application of media literacy among the youngest students, which methods should be taken to raise awareness, with which we will strive to influence the creation of media literate persons who further in life they will be able to recognize fake news or disinformation independently and will successfully deal with them.
Keywords: information, media, media literacy, education
1) INTRODUCTION
Considering that in our everyday life, we spend a huge part of our time using various media (television, radio, newspapers, magazines, Internet), and when we add to that the advertisements that constantly greet us even on the street on billboards and light advertising panels, we can conclude that we are constantly exposed to a large amount of information, messages, and content. Our environment bombards us with a variety of raw as well as processing information and content that affects our consciousness.
Today, the media is an essential part of a young person's everyday life. Without a doubt, many young people spend most of their day in front of the TV or front of their computer, much more than with their family or at school. Many experts claim that in terms of education, the media has taken the place of the school and the family in modern society. Radio, television, computers, and the Internet are our dominant cultural tools for searching, selecting, collecting, storing, and transmitting knowledge. Increasing knowledge through the use of mass media and communications has both its advantages and disadvantages. While adopting their good points, we should try to avoid the negative ones. That is why we need to develop media literacy, especially among children, a population born and raised with new information and communication technologies present both at home and school. The new reality imposed by the accelerated development of new media and social networks encouraged the professional and academic public to devote more attention to developing the necessary knowledge and skills that they should modern man possesses to safely and responsibly engage and act in the networked digital world, as well as to remain resistant to media manipulation, misinformation and other harmful phenomena caused by the media. Media literacy also places an important emphasis on the need for education that will improve our user experience with the media and on increasing the positive opportunities in communication that they offer, all with the aim of our better involvement in society and in the decision-making processes that are of public interest.
The Internet is a natural environment for the new generation. Children today don't learn how to use a computer. They use a computer when they learn. Through the search engine, one can find an answer to any question. In other words, the Internet has penetrated all areas of human life. In the future, technology will play an even greater role in people's lives. However, the school remains the main institution in the direction of the educational system of young people. The basis of media literacy is the ability to access, understand, analyze, and critically evaluate different media and media content and create communication content in different contexts. It is necessary for smooth functioning in all spheres of society, especially in the digital world and the "new reality" of social media. Those in the know say that media literacy should be represented in all levels of formal education, special attention should be given, and systemic solutions should be offered to create well-informed and media-literate citizens. It is important because it contributes to developing and applying critical thinking skills, understanding how media messages influence society and shape our culture, recognizing misinformation, and preserving citizens' rights. Through this paper, we will try to highlight the importance of media literacy among the youngest population, more precisely among students from the beginning grades.
2) LITERATURE REVIEW
The emergence of the Internet in the 90s of the 20th century and its dynamic development in the first two decades of the 21st century drastically changed the structure of the media system. Communication gradually spread to the Internet as an additional part of public communication. As a result of the increased use of online media and the development of communication platforms, phenomena or side effects such as fake news, propaganda, and disinformation have increased.
Media literacy refers to all types of media, including television and film, radio and recorded music, print media, the Internet, and other new digital communication technologies.
The rapid advancement in digital technologies and the concomitant increase in internet use have given rise to reflection and research on the importance of preparing students to access, use, understand, and critically evaluate all forms of media. The expansion of the time spent on the Internet by students has increased the risks of problematic Internet use among children.
Using the Internet, students publish various information content and encourage mutual communication and interaction. Textual content, video materials, and images are most often used. After the publication of all this informative content through the global social media network, they become available to the general public. That is, the contents can be recommended from one to another, forwarded, and comments can be left. Millions of people can be present on social media at one moment. That's why social media began to be used massively in propaganda, in advertising because they influence public opinion.
Students are increasingly at risk of being exposed to various forms of misinformation, propaganda, radical and violent messages, cyberbullying, and hate speech. The spread of disinformation and "fake news" represent acute challenges for the educational systems of the member states. Students (and indeed all citizens) need to develop the appropriate knowledge and develop skills to navigate these rapidly changing environments. Research shows that media literacy education can positively affect students' knowledge, skills, and attitudes in analyzing and critically understanding media and misinformation.
Over time, more and more attention is paid to developing children's communication skills, that is, developing knowledge and skills needed for the safe use of the media, but also for a critical understanding of media content and the way the media themselves function. Today, special attention is paid to the Internet (Internet literacy), to the promotion of the safe use of the Internet by suppressing illegal, harmful content and fake news.
Media programs the habits of young people in terms of their use and way of viewing the world, influencing expectations regarding interpersonal relationships, personal attractiveness, success, fame, health, problems, and their solutions. All those who have a low level of media literacy know enough to receive the media message but not enough to be able to protect themselves from the imperceptible but constant influence in the formation of attitudes in life. When the media, by gradual influence, determines the meaning in people's lives, it means that the behavior, attitudes, and emotions of those people will be in line with such determination. A higher level of media literacy will allow young people to defend themselves from media benchmarks, erase the codes that the media tries to embed in their consciousness, and replace media programming with their own ideas.
Media literacy is the ability to think critically and recognize and appreciate all media content – the ability to "read" media messages and their meaning. Becoming media literate is not about memorizing facts or statistics about the media but about learning to ask the right questions about what we see, read or hear.
In the flood of all kinds of media, traditional and social, and all kinds of content – true and false, twisted, manipulative, tendentious, biased – the messages are always not clear and understandable. That is why it is important to recognize the role and importance of media literacy.
The process of learning media literacy includes not only reading and perceiving but also working, experiencing, experimenting and understanding. Here the student creates, produces, and under
stands the information through his personal experience, interpretation, imagination, and work. Media literacy gradually began to take shape as an educational concept in the 70s of the last century, and UNESCO's "Declaration on Media Education" from 1982 traced the development path of this discipline, thus opening up the possibility of its integration into the educational system process. Media literacy was further defined and conceptualized in 1992 as "the ability to access, analyze, evaluate and communicate information in all its forms" (Aufderheide, 1992), and a media literate person is "anyone who can decode, analyze, evaluate and produce both printed and electronic media."
Media literacy work with children is a major challenge of immense importance. Working with children is both necessary – due to their high exposure to media content, they cannot understand fully – and challenging for at least two reasons.
First of all, in terms of technology, inversion of traditional roles is common, and when using certain devices (gadgets), children often know much more than their parents and teachers. Second, the approach should be tailored to each age group. Being media literate in the 21st century means being aware of the impact of the media on the individual and society, having an understanding of the process of mass communication, the ability to analyze and discuss media content and its context, developing strategies for critical analysis of the media, independence from the influence of the media and an open mind to accept and experiment with the new teaching and learning tools offered by the information age.
3) RESEARCH METHODOLOGY
As previously mentioned, media literacy should be represented in all levels of formal education, it should be given special attention, and systemic solutions should be offered to create well-informed and media-literate citizens. It is important because it contributes to developing and applying critical thinking skills, understanding how media messages influence society and shape our culture, recognizing misinformation, and preserving citizens' rights. Through this study, we will try to get a clear picture of what extent is the development and application of media literacy among the youngest students, which methods should be taken to raise awareness, with which we will strive to influence the creation of media literate persons who further in life they will be able to recognize fake news or disinformation independently and will successfully deal with them.
Content analysis, in combination with qualitative methodology, will be used as the method of this scientific paper. Using content analysis, we will perceive and analyze to what extent the development and application of media literacy among the youngest students, which methods should be taken to raise awareness, with which we will strive to influence the creation of media literate individuals who later in life they will be able to independently recognize fake news or misinformation and will successfully deal with it. Data sources will be from interviews, field research notes, or conversations.
The methodological approach in research is quite important in terms of focus. For the topic to be explained more reliably, above all, a combined research method was used. First, data from literature from public relations and social media were sublimated. Then the qualitative method was also used, i.e., delivering questionnaires to students from the smallest classes. Oral surveys or conversations were organized for the students who had not yet mastered the initial reading and writing. Subsequently, the analysis of the questionnaires followed, from which relevant data were obtained for this scientific paper.
4) FINDINGS / RESULTS
The research for this paper was conducted on two groups of respondents. The first group of students from the first and second grades, and the others from the third, fourth and fifth grades. There were 110 students from 7 different elementary schools. In both groups, parliamentary polls or questionnaires were used in the same way as with the first group, who answered the questions through a direct conversation with the teacher (annex 1), and the second group of students answered the questionnaires (annex 2) independently and anonymously. They received the questionnaires in printed form, and each student answered them according to his own opinion. They were informed that they were anonymous. The research was based on the data obtained from the two questionnaires.
To assess media literacy among younger students (the first group), students answered questions adapted to their age through direct communication. To the question “Do you use the Internet?” almost all students answered in the affirmative. This was not unexpected because we have witnessed that no child does not use a mobile phone to watch certain content (cartoons, children's songs, etc.). Through the conversation with these students, we managed to find out other facts, such as that they know a greater number of sites that they turn on and search on their own, and their parents allow them to spend a longer period of time on the Internet. The question, “Do your parents check you while you are online?” may be one of the important facts that we have come to, which is that the parents of a large number of students (about 76% of the respondents) do not check what they are doing. With these facts presented by the students, we can freely say that parents don't have control and insight into what their children see on the Internet or any other media. This situation can be cited as the parents' insufficient free time and commitment to other activities.
The second group of students answered a questionnaire (annex 2) adapted to their age. Through the questions “How much time do you spend on social networks?”, “How many different social networks do you know?”, “How many different social networks and media do you use?” we learn that this category of students also spends most of their free time on the internet, using multiple types of social media. This means that the internet and social networks are their everyday life, where they acquire different types of information. “Do you share information on social networks without reading it carefully?” more than 90% of students answered in the affirmative. Based on the answers to some of the questions in the questionnaire, it could be seen that as a reason for sharing certain information without reading it carefully, they would mention the following:
- if the information was shared by their friend (trusting the friend, they will not check the accuracy of the information);
- if a certain title of the information caught their attention, i.e., they think it is interesting (assuming that it has interesting content), they would share it without checking its content;
- if a friend asks you to share some information or to like it (vote for a certain prize game, competition, etc.), you would also do so without checking the reliability of the information.
To the question, “Do you know how you can check the accuracy of a given information?” even 98% of respondents answered that they were unfamiliar with the procedure for checking the veracity of a
given information. The next question was, “Do you know what the shared information might be?” to which a large part of the respondents answered partially. It’s all because of insufficient information about the same. We would put special emphasis on the questions about information and misinformation, their meaning, impact, and consequences of the same, where more than 90% of the respondents answered that they have almost no information, that is, they are not at all familiar with it.
Based on the conducted questionnaires and the obtained results, we can come to the conclusion that the students in the initial grades have very little or no knowledge of media literacy and the negative consequences that may arise and with which they would encounter.
We need to develop skills that will help us recognize values and ideas in media content, in the news, in entertainment production, and on the Internet, especially when they are hidden and subtly conveyed. That way, we can make correct and reasoned decisions about which messages we will accept and which we will reject. Media literacy teaches us to be able to ask appropriate questions and support our points of view with examples. Tracking the key points of media literacy allows us to know what was published and when, why it was published, and most importantly, what is our opinion about that article, video, etc.
5) DISCUSSIONS AND CONCLUSIONS
The modern education system inevitably includes media literacy at all levels – from preschool to higher education. It is a concept that is systematically and continuously upgraded by the development of new media and forms of expression. From the aspect of the involvement of media literacy in the educational system in Macedonia, which faces numerous challenges and reform processes, a clear conclusion is reached that this sphere is underrepresented. The need for immediate improvement in this area in primary education is a necessity detected by teachers but also by students. Based on the findings obtained from the research, the need to introduce media literacy from the youngest age of the students is seen.
The general conclusion from the discussions with teachers in primary education is that there is a lack of continuous training for media education, even though the professional upgrading of the teaching staff is foreseen by the Law on Primary Education. This is because technology and new media are living matters, and teachers must keep up with the opportunities they offer. Similar to other countries, our educators also feel the gap in the knowledge and skills possessed by students and teachers (especially for computer and digital literacy), acquired mostly outside formal education. It requires new, modern learning methods that keep up with modern online living.
The need to study media literacy stems from the fact that the media are an indispensable part of the life of a modern person and, as such, undoubtedly influence the formation of opinions, attitudes, and behaviors of the audience. Therefore, it is necessary to accept that today, in the socialization, upbringing, and education of young people, other factors, such as the media, and not only parents and school, participate. That is why the goal of media literacy is to increase the understanding of the role and function of the media in society, but also to develop the basic skills for research and expression of citizens in a democratic society.
Media literacy and education imply the ability to receive, review, question, and check the information and to select and fit the mediated information with the other available information. It also implies an understanding of how the media create the messages and content they send to the public and how the audience receives and elaborates on them.
We live in a time when our media coverage is changing rapidly. We are surrounded by different media forms and platforms, from printed paper to digital content. This includes electronic media, print media as well as online content. From the research itself, we concluded that students mostly use online content. In doing so, they become creators and distributors of certain information. By simply clicking on "I like" or simply by sharing a video, post, link, photo, etc., they become direct participants in the process of spreading the news and transmitting the information. Our friends, relatives, and family see this post and trust us, but sometimes mistakenly consider the information reliable and trustworthy, which we may not have checked ourselves.
The information we come across on social networks or in the media itself can be true or false. From the conducted research and the obtained results, it can be seen that the students cannot recognize true and false information. They also have little knowledge of its negative impact. Disinformation and misinformation are terms that are often used interchangeably. But although both carry certain dangers to society, they are not the same. Misinformation is misleading, inaccurate, or contains false information, often communicated without the intent to deceive.
Disinformation is most often information shared with the intention of deceiving people. Here the goal is not benevolent. On the contrary, an attempt is made to create division or to arouse fear.
The rise of targeted advertising undoubtedly helps spread misinformation and disinformation. Social media platforms can now profile their users, collecting information about which websites they visit and which posts they like, share or otherwise interact with. It allows them to more precisely target posts and news they are likely to agree with or want to see.
Considering the different forms of malicious information students face daily, it is necessary to familiarize them with certain ways of identifying the reliability of those information, images, or videos. Identifying disinformation and misinformation can be difficult. A key part of identifying them is developing a critical mindset about the information you consume and checking it against other sources. To verify the reliability of certain information, one should know who the author is and whether it's a reliable source. It is necessary to take into account the person who is the author of the information to check if it is seen as a credible source, if reports in the past have been accurate, and also as an important piece of information; it is to know what other sources are saying on the subject. It is also necessary to check if other sources have shared that information or if it is based on someone's opinion. As an important segment during the research, we will also mention checking the date of publication of the information because sometimes old publications and information are manipulated.
Checking the information's date is one aspect they should check. We are faced with much information that is possibly quite old and from a source with the specific purpose of conveying misinformation that will confuse readers. Apart from the date, the source of information also plays a significant role. Students should check if another source has published the indicated information. They often trust the source and do not check it, leading to misinformation. Identifying and separating disinformation and misinformation can be difficult and often requires extra effort on the reader's part, especially on the student's part.
It is also important to remove the financial incentives that encourage misinformation and disinformation on social media. Currently, platforms make money by delivering targeted content. Popular content earns more than unpopular content. Misinformation and disinformation need to reach their target audience to harm. They rely on microtargeting to reach the people most likely to be affected.
From the questions of this research, we learned from the students that with a large number of them, it happens that certain posts, news, pictures, or information published on social media,
and they don’t look at them at all, and a feeling of anger, condemnation, hatred, anger, disappointment, confusion, etc. An emotional reaction appears in them, which they continue to share without identifying or checking, thus contributing to misinformation. That happens either because of a well-thought-out photo or caption, which the person sharing it knows will attract readers. To prevent the spread of this type of misinformation, students (readers) need to stop, think, check the news or information, and only then reach a conclusion. Our own emotions should be removed to help prevent and share something that we are not sure if it is true or not.
One of the simplest ways of manipulating and misinforming students and other readers on the Internet is through photos and videos. Manipulating images is usually done by sharing old photos, and the person who shares them claims that it is new and even connects it to an event that he is aware of will attract attention and thus cause emotions among readers. Another phenomenon is the distortion of the truth, i.e., the sharing of edited photos when certain components are removed from them, and others are added.
Photo manipulation is becoming easier due to the rapid advancement of technology. To protect students and other readers from this method of spreading misinformation, it is necessary to distinguish between an authentic and edited photo or video. Students, like other readers, must think critically about the information they consume, making an effort to question it and open their minds to opposing views. When well-informed, you can decide what to believe and what not to believe. Being exposed to such a variety of information creates a certain vulnerability for us, considering that information is full of bias, manipulation, propaganda, fake news, hate speech, and whatever intentions the author or authors might have. Information disorders (conscious and unconscious misinformation, malicious information) create confusion and misunderstandings, especially among elementary school students.
Since fake news contains wrong (incorrect, untrue) information and usually has a hidden and manipulative agenda (commercial, political or corporate), not recognizing it leads people astray. It contributes to mutual misunderstandings and is a problem in overcoming conflicts. On the other hand, citizens remain curious but “lazy buyers” of information who do not have time to check all the news that passes through the media daily. This creates room for further growth of misinformation by spreading fake news.
6) CONCLUSION
At a time when the media influence our lives daily, media culture is noticeably neglected in school curricula and teaching processes. And it is necessary to empower citizens to apply media literacy, which will enable them to cope with the dangers and benefits of the increasingly complex media environment. The development of media literacy is a complex process that requires a long-term investment and a systematic and strategically developed national approach. The situation is too alarming, and any delay regarding the development of media awareness causes pessimistic forecasts regarding building a civilized social system.
Media literacy should develop the ability of young people to understand, read and penetrate the core of media content and enable them to perceive, analyze, evaluate and create the media message in different ways. Being exposed to such a variety of information creates a certain vulnerability for us, considering that information is full of bias, manipulation, propaganda, fake news, hate speech, and whatever intentions the author or authors might have. To save ourselves from drowning in this sea of media and information, we need to acquire basic skills and competencies. We need to learn ourselves and then teach others how media and information work. What techniques are used, by whom, and with what intent? We need to develop critical thinking skills, and media and information literacy can be helpful in this regard.
Disinformation can obstruct the public’s ability to debate issues and make decisions in three ways. First, both provide false information to students and other readers, sometimes false analysis, and thus lead students to make decisions that are contrary to what they want or are in their best interest.
Second, disinformation is not intended to foster public debate. Quite the opposite. They are almost always polarizing, deliberately pushing people to adopt extreme opinions and beliefs that leave no room for compromise. As the possibility of finding a middle ground narrows, it becomes increasingly difficult for politicians to defend positions of compromise and find solutions that allow for a happy and safe coexistence for all.
Finally, even if disinformation (or misinformation) is not accepted as factual by those who consume it, the effect of exposure sows distrust in media and institutions. When students are served conflicting messages that are extreme and do not fit in the slightest, they lose confidence in all sources of information, including relevant news.
Disinformation is most successful when targeted at those who consume news from a small and consistent number of sources. This often means that the person has chosen those sources and is destined to trust them. It also means that such people are less likely to check information outside their list of sources. The rise of targeted advertising also helps spread misinformation and disinformation. Social media platforms can now profile their users, collecting information about which websites they visit and which posts they like, share or otherwise interact with. It allows them to more precisely target posts and news they are likely to agree with or want to see.
A promising approach for developing media and information-literate students as well as media-literate citizens is through education, which includes all forms: formal, informal, and informational. Formal education occurs in educational systems, such as schools and universities. In contrast, non-formal education takes place outside these formal learning environments, usually in the local community, but is carried out with a specific intention (and non-formal educational activities aim at acquiring specific knowledge).
In short, the experience encouraged students to improve their learning process, made classes more inclusive, and improved students’ critical thinking skills. Media literacy in formal education has another added value; it challenges traditional ways of teaching where students are considered “empty vessels” that come to school to be filled with information. In contrast, media literacy considers teachers and students as active contributors to knowledge transfer and learning. Media literacy strives to teach students “how” to think, not “what” to think.
The general conclusion from the discussions with teachers in primary education is that there is a lack of continuous media education training. The teachers stated that the media literacy training they received was personally and professionally useful. Students gained new perspectives and views on media and information reflected in all subjects (e.g., asking challenging questions, using different sources to compare information, and not just reproducing content but going a step further and making their analysis). The introduction of media literacy in school curricula, starting from the youngest ages and beyond, is necessary for students’ media literacy. This alone will enable students to start thinking critically before making a decision. It would help them deal with and spread incorrect (false) information and disinformation. This would be one way of improving students’ safety when using the media and the information published by them.
What is important to understand is that media literacy is not about “protecting” children from unwanted messages. Media literacy, therefore, is about helping students become competent, critical, and literate in all media forms so that they control the interpretation of what they see or hear rather than letting the interpretation control them.
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6. Handbook for non-formal education for media literacy – Foundation for Internet and Society Metamorfosis EUROTINK – Center for European Strategies, Foundation Metamorfosis, 2019, Skopje
7. Micevska, K. (2019), The Impact of Public Relations and Social Media on Public Opinion (Master’s Thesis).
Maja Mitevska – Poceva is a department teacher in the primary school “Braka Miladinovci” in Probistip, North Macedonia. She has worked for two years in the UNICEF project for the education of mothers from rural areas and was the coordinator and trainer of large projects such as language literacy in primary classes, interethnic integration, media literacy, etc. In 2018/2019, she was selected as the best teacher of the year. | 835bf18a-f31e-41ee-a3fe-372513d7b9cb | CC-MAIN-2023-40 | https://respublica-edu-mk.b-cdn.net/wp-content/uploads/2023/03/1.critical-thinking-a-significant-factor_kairos_vol1_no2_p6-17.pdf | 2023-09-22T07:46:50+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506339.10/warc/CC-MAIN-20230922070214-20230922100214-00209.warc.gz | 541,970,981 | 6,481 | eng_Latn | eng_Latn | 0.922483 | eng_Latn | 0.998135 | [
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West Los Angeles is home to a large population of Mexican-Americans whose families have called areas like Venice home for decades, but the area’s ever-changing demographics has local residents worried their history may soon be forgotten if action isn’t taken.
In the early 1900s, the “Red Cars” of the Pacific Electric Railway connected Los Angeles to Santa Monica and were popular among the many tourists who frequented the area. The railway system would become known as one of the largest electric systems in the world during the 1920s, and remains popular enough that residents still hope to one day create a heritage museum featuring a restored Pacific Electric Railway Red Car.
But Venice native Laura Ceballos believes the thousands of workers whose blood, sweat and tears went into laying the track deserve recognition as well.
Inspired by the Venice Japanese American Memorial Monument located on the northwest corner of Venice and Lincoln boulevards, Ceballos currently heads the Venice Mexican American Traqueros Monument Committee in an effort to create a monument that would reflect the history of “Traqueros” — the Mexican and Mexican American railroad workers who built the Westside’s railroad transportation system.
“It’s imperative to preserve the Mexican American history on the Westside,” because it is a historical fact that Mexican migrants and Mexican Americans partook in the construction of the interurban railroad systems, but many in town are unaware of their important contributions, Ceballos said, mentioning the influence that Traqueros had on the geographical area and its transportation system remained largely unexplored until former professor Jeffrey Marcos Garcilazo explored the early origins of “Traqueros” prior to his death in 2001.
“Although our history books do not mention nor teach it in our schools, it is important to acknowledge and honor the great contributions that were made by the Mexican American railroad workers who were known as Traqueros,” Ceballos said, “because educating the community would allow local youth and others take pride in their culture — you know — so that’s why this has all been very important to us.”
Committee members said during a meeting Tuesday that the project is quickly gaining support and has garnered endorsements from legislative leaders, civil rights activists and even Santa Monica College as a project that’s vital to the community.
“Seven years of hard work went into the creation of Venice’s Japanese American Memorial Monument,” Ceballos said, so the group believes it could be as many as three to four years before a monument is placed at Windward Circle in Venice.
“We know this isn’t going to be something that happens overnight,” said Hector Garcia, a member of the Venice Mexican American Traqueros Monument Committee.
“But we’re hoping by 2023 to have something here (at Windward Circle),” Ceballos said, explaining how the lengthy process could be extended depending on city and coastal commission permits.
“The least we can do is try because we need to educate the community and our youth, especially during these times (when) the current president of the United States has repeatedly attacked our race with negative and false stereotypes,” Ceballos said, adding she knows not everybody buys into the negative rhetoric, but that doesn’t mean the community wouldn’t benefit from learning more about the Traquero culture and how it influenced the development of the Westside.
“Mexican Americans have a long history and it needs to be recognized not just in Venice, but on the westside as a whole, including Santa Monica over to Los Angeles,” Ceballos said, highlighting how the mural could prompt local schools to discuss the history of Traqueros in a formal classroom setting.
“Like I said, there is very little preservation of Mexican American history in Venice and it’s not taught in our schools or in our history books,” Ceballos said. “The Traqueros have a story that hasn’t been told, and with all that’s happening in the area and country, we as a committee feel this is the right time to build something that would reflect our true history.”
email@example.com
© 2023 Santa Monica Daily Press.
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Science at Play
Research and Design for the Martha Madison Game-based Curriculum: 2017 Edition
Research White Paper
second avenue
kids
+ 25-minute play session
+ 2-week delay between pre/post-test
+ Ø teacher-led instruction
= kids excited about STEM!
10% increase in key content learning
Science at Play
Research and Design for the Martha Madison Game-based Curriculum: 2017 Edition
Research White Paper
Low ranks
32% of 8th grade students in the U.S. proficient in science
35% of 8th grade students in the U.S. proficient in mathematics
2.7% of minority students go on to earn STEM degrees
Teachers want evidence. Students want to learn (and have fun). *Martha Madison* delivers both.
Created with teachers and students. Aligned with standards. Proven to effectively improve student outcomes. From the very beginning, the *Martha Madison* game-based curriculum has had research at its core.
A few years ago, a team of educators, game designers, and software developers asked this question: Would it be possible to introduce science through an entertainment-quality videogame, in a way that would improve interest and learning in science, technology, engineering, and mathematics (STEM)?
This cross-disciplinary team at Second Avenue Learning was already dedicated to the creation of robust, innovative solutions that transform the educational landscape. Recognizing a growing crisis in STEM education, the team had turned their attention to STEM education for students who are at one of the most critical stages in human development and learning: the middle school years.
The National Science Foundation was interested in this topic as well. Recent results on national and international tests have indicated that U.S. middle school students perform relatively poorly in both science and mathematics, especially compared to their counterparts in other developed nations. Moreover, female and minority students lag significantly behind their peers in STEM, leading to a marked under-representation of these groups in the STEM workforce.
In 2011, the NSF awarded Second Avenue Learning with a Phase I grant to develop a prototype for a physical science game for middle school students and their teachers. Designed to address students’ lagging interest and performance in STEM, the game utilized a problem-based learning approach, with each game mechanic aligning with specific learning objectives and Next Generation Science Standards.
Since that time, Second Avenue Learning has been awarded with additional grants (Phases II and IIB) from the NSF to develop a full game-based curriculum suite for middle school physical science. Here, we describe the extensive qualitative and quantitative research that has informed every stage of the design and development of *Martha Madison*. Our findings have demonstrated that *Martha Madison* is an effective and exciting approach to science education for students of both genders and across all socioeconomic groups. This research is key to the creation of products that not only enhance learning, but inspire young minds through fun, play, and exploration of authentic science.
» Example of in-game scaffolding for *Martha Madison*: Optics
**Overview of the *Martha Madison* project**
During the Phase I development of *Martha Madison*, Second Avenue Learning partnered with researchers and faculty from the Rochester Institute of Technology to study the effects of the game on students’ collaboration, engagement, perceptions of STEM, and content learning. The first prototype game, titled *Martha Madison’s Marvelous Machines*, was built with input from students, teachers, and subject matter experts.
Results and feedback from testing throughout the prototype development process were used to refine *Marvelous Machines*. Upon award of a Phase II grant from the NSF to continue development of the game, three additional games in the suite were developed: *Simple Machines* (gold master, based on the prototype), *Waves*, *Optics*, and *Forces*. Additional games in the curriculum are currently under development.
Students are introduced to key science concepts through an engaging narrative, which is presented by Martha Madison, the scientist meerkat who serves as a mentor and guide throughout the game. Working in pairs,
students select their animal avatars and then use the unique abilities of their avatars to help Martha Madison solve authentic science problems. All in-game challenges are directly tied to specific learning objectives and standards. A sandbox-style maker space allows students to create their own game levels and challenges, encouraging open-ended play and creation while providing teachers with revolutionary assessment options.
» *Martha Madison* data dashboard screens
The *Martha Madison* suite has evolved from a successful prototype into a game-based curriculum, with all design influenced by research and feedback from students and teachers. The current curriculum includes the digital games, a robust data dashboard with multiple interfaces, in-game and paper-based assessments, as well as a full instructional resources package.
A primary vision of the *Martha Madison* project has been to create a rigorous, accurate, and effective intervention that will improve STEM performance, feelings of self-efficacy in STEM, and increased student affiliation with science and mathematics. To achieve this vision, Second Avenue Learning has engaged in multiple forms of research, ranging from informal benchmarking and playtesting to randomized control studies in school settings. Data collected from this research has informed the development of subsequent game and curriculum iterations, while also ensuring that *Martha Madison* effectively improves student outcomes.
**Preliminary Literature Review and Benchmarking**
How does one formulate an idea for a serious game? At Second Avenue, we engage in research at every stage, including during the initial concept design. In fact, the initial principles behind the *Martha Madison* games were established as a result of an extensive review of existing theories and research in the areas of game-based learning, gender patterns in learning and gaming, and STEM instruction.
Second Avenue conducted multiple benchmarking studies as well. During these studies, Second Avenue collected data on current entertainment games, as well as educational games and simulations for physical science, with a focus on offerings for the middle school target audience. This data provided Second Avenue with information about the strengths and weaknesses of products currently on the market, as well as critical gap areas.
Focus groups were held with middle school physical science teachers in order to establish a core set of unit topics, which were correlated to existing physical science curricula as well as the Next Generation Science Standards, Common Core Standards, and 21st Century Skills Standards. A second set of focus groups was held in order to identify “pain points” within each unit; that is, the key concepts that students found to be most difficult to learn (and that instructors found most difficult to teach). These pain points were specifically addressed in game design, particularly since the videogame format allows students to explore and play with these challenging concepts in ways that are otherwise not possible using other more traditional forms of instruction.
Full immersion
95% of all recorded behaviors and communication were related to active discussion of the game and science problems
Art Slam
Because the art and graphics of the *Martha Madison* games are the first point of entry into learning, it was essential to examine the aesthetic preferences of the target audience. In addition to appealing to middle school students of both genders, the aesthetics also needed to allow for accurate depictions of scientific content across multiple hardware platforms. To help establish and evaluate the concept art for the digital facets of the curriculum, Second Avenue Learning held an “art slam” with middle school students from urban, suburban, and rural school districts.
Prior to the art slam, several artists created sample art treatments for the project. Each artist was tasked with reading a creative brief and designing the Martha Madison character, an additional playable animal, Martha Madison’s lab, and one outdoor level. Middle school participants reviewed each of the five resulting art treatments, rating each component using a Likert scale (1-5). In addition, each art treatment was presented to game design faculty at New York University and the Rochester Institute of Technology. Based on the data and feedback gathered during the art slam, two treatments were selected to serve as design guides for the remainder of the games.
**Playtesting**
Playtesting is a form of research commonly used by game designers in order to answer key design and functionality questions, such as:
- Does the game function as intended?
- Are there any technical barriers or bugs that prevent players from engaging in learning or play?
- Do players use mechanics in unexpected ways? Can these ideas be incorporated into the game?
Playtesting may be conducted as a formal study, though more often it involves an informal observation of gameplay. Second Avenue Learning has playtested all *Martha Madison* games (*Simple Machines*, *Optics*, *Forces*, and *Waves*) throughout the development process, from the paper prototype stage to the finished product. During each playtesting session, a cross-disciplinary team of observers (artists, developers, learning designers, and researchers) examines how testers progress through a game, taking note of any issues, gaps, or indicated changes. Because *Martha Madison* is a collaborative educational game, observers also collect data on student communication, problem-solving strategies, and overall peer engagement.
The information gathered during playtesting is used to refine the game and resolve technical issues. In addition, playtesting has frequently uncovered new opportunities or ideas for future features. For example, playtesting sessions for the *Simple Machines* and *Optics* games revealed that testers desired more opportunities to create their own puzzles; this led to the creation of a maker space, in which students use a simplified level editor to build playable game levels. Playtesting of the maker space has in turn led to other discoveries, such as its potential use as a game-based formative or summative assessment.
**Quasi-experimental Pilot Study: Simple Machines**
To formally examine the effects of the *Martha Madison’s Marvelous Machines* game prototype on student outcomes, Second Avenue and faculty from the Rochester Institute of Technology conducted a mixed method study with middle school participants from rural, suburban, and urban districts. This study was designed to investigate how the simple machines game influenced students’ content learning, engagement, communication, and collaboration.
All participants took part in two research sessions which occurred in a lab at the Rochester Institute of Technology. Both sessions were designed to fit within the time frame of a typical middle school period. During the first session, demographic and technical literacy data was collected, along with survey data pertaining to participants’ perceptions of the STEM disciplines. A content pre-assessment was completed at the end of this session. The second session took place in the same lab. During this session, participants were paired and asked to play through the four levels of the Simple Machines game prototype. Following the play session, students completed a post-survey of STEM perception as well as a content post-assessment.
» Playtesting Martha Madison: Optics in upstate New York library
A substantial gap in STEM discipline perception and affiliation was observed prior to the intervention; notably, students from urban districts demonstrated lower perceptions of the STEM fields (mean score = 49.7 out of 100) than students from rural or suburban districts (means of 75.3 and 72.7, respectively). After playing the Martha Madison game, however, students from urban districts demonstrated a significant increase in positive STEM discipline perception and affiliation after playing the game (mean = 69.9), effectively closing the gap between themselves and their rural and suburban peers.
While analyses of content learning indicated positive trends in concept understanding and exploration, results suggested that students experienced difficulty in understanding the specialist vocabulary of the standardized test items included on the assessment. This barrier may have prevented students from more fully demonstrating their comprehension of the science concepts, simply because students did not recognize terminology as representative of what was seen in the game.
Analyses of qualitative data indicated that the *Simple Machines* game encouraged positive, collaborative communication that was highly focused on game play. Nearly 95% of all recorded behaviors and communication were related to active discussion of the game and science problems, indicating that students were deeply immersed and focused on the academic content and problem-solving. Negative behaviors or statements were only rarely recorded (2.75% of all coded segments).
Mind the gap
95% of the STEM affiliation gap was closed by minority and economically-disadvantaged students in comparison to their majority peers.
Students playing *Simple Machines* chose to replay levels an average of 5.1 times. This finding indicates that the exploratory design of the game not only engaged and motivated students, but also prompted them to identify multiple solutions to the challenges presented in the game.
The results of this study, as well as the collected results of multiple playtesting studies, led to a number of significant changes in the games. For example, each game now integrates specialist science vocabulary throughout play, so that students can connect terminology with concepts. The game maker space was also developed as a result of participants’ expressed desires to create content of their own.
**Classroom Studies (ongoing)**
Second Avenue Learning is currently conducting ongoing classroom studies to investigate student outcomes and gather teachers’ feedback on the *Martha Madison* games. The classroom studies, utilizing the fully-developed *Optics* and *Forces* games, are being conducted with eighth-grade students. Some studies are utilizing a rigorous randomized control design, meaning that students are randomly assigned to either a treatment group (playing the game) or a control group (taking part in more traditional school activities). Students in both groups are exposed to the same content; for example, students in the treatment group solve problems in the game involving levers, while students in the control group solve the same type of problem on paper after watching an instructional video and listening to a brief lecture. Other pilots utilize other research designs, all using pre- and post-test data collected before and after students play the games. Below is a sample report from a recent exploratory study.
**Exploratory Field Study (New York)**
*Participants and Implementation:* Second Avenue Learning partnered with a middle school in upstate New York to conduct a small exploratory field study of *Martha Madison: Optics*. A total of 73 student participants between the ages of 13 and 14 volunteered to take part in the investigation; of these, 62 completed the entire protocol. The purpose of the study was twofold: (1) to examine the effects of playing *Martha Madison* on student content learning, and (2) to complete a larger scale technical and implementation test of the game in an authentic educational setting.
Results of this exploratory study are promising, and highlight how playing *Martha Madison* can improve students’ content learning, as well as their feelings of self-efficacy and affiliation with STEM (the latter two factors have been the focus of earlier studies of the games). In the current study, students were asked to complete a pretest of key content knowledge measures in optics. The pretest included items that assessed recognition and understanding of scientific terminology (e.g. defining and describing a convex lens) and items examining concept recognition (e.g. identifying the phenomenon of a pencil appearing to bend in a glass of water as an example of refraction).
“The game is fun because you need to figure out what to do and test different combinations.”
8th-grade playtester
A total of 73 students completed the pretest. None of the students had received prior instruction in principles of optics. A day after completing the pretest, students took part in a classroom testing session during a 45 minute science class period, in which they played through the first five levels of the Optics game. The game is designed to encourage students to explore, play with, and solve problems using key concepts, prior to any informal instruction. As such, students encountered the concepts of reflection, refraction, dispersion of light and component colors, convex lenses, concave lenses, and prisms in the game. However, students did not receive any formal instruction, either before, during, or after the study. Due to district scheduling restrictions, it was necessary to postpone the posttest content measure for two weeks. Of the 73 original participants, 62 completed the posttest measure.
**Analysis:** Due to the sample size, results of the field study were analyzed with a cutoff of $p = 0.10$ for statistical significance. Analyses of the data demonstrate that playing the game had positive effects on content learning. Students’ mean score on the pretest was 4.44 (SD = 1.44), and the mean score on the posttest was 4.81 (SD = 1.32); $t = 1.54$, $p = 0.1$. Performance on the concept recognition measure reached statistical significance, with pretest mean scores of 1.96 (SD = 0.80) and a posttest mean of 2.26 (SD = 0.68); $t = 2.32$, $p < 0.02$. Mean scores for the scientific terminology measure were 1.94 (SD= 0.94) on the pretest and 2.06 (SD = 0.99); $t = 0.72$, n.s. on the posttest.
**Conclusion:** After a single short play session with *Martha Madison: Optics*, students demonstrated improvements in content learning. These results are especially remarkable when considering that students did not receive any direct instruction from the teacher. Moreover, these effects were found after a two-week delay with no instruction or review, suggesting that content encountered during gameplay was effectively transferred to long-term memory, likely due to the game’s learning-aligned mechanics, adaptive feedback, and personalized, collaborative approach to authentic STEM problem-solving.
**Future Research**
In addition to conducting additional controlled and exploratory field studies with the *Simple Machines* and *Optics* games, Second Avenue Learning aims to continue this line of research with the *Forces and Waves* games, as well as all other games that are developed as part of the suite. Additional measures of transfer and application are currently under development. A supplementary study of teacher fidelity (how teachers use the games, dashboards, and instructional materials) will be conducted at a future date.
“I hope one day everyone will be able to play this game.”
8th-grade playtester
SECOND AVENUE LEARNING
Founded in 2006 by Victoria Van Voorhis, Second Avenue produces educational games for learners of all ages. Driven by research, the company is focused on making learning playful and fun, opening pathways to success for all students to become innovators. The company’s rich portfolio encompasses custom software design and development for K-16 publishers and online schools, as well as direct-to-consumer apps and games.
CONTACT
Second Avenue Learning
585.419.6530
email@example.com
www.SecondAvenueLearning.com
© 2017 Second Avenue Software, Inc.
second avenue
280 E. Broad Street
Suite 310
Rochester, NY 14604
SecondAvenueLearning.com | <urn:uuid:539e840d-47bb-45fa-b18a-a190d3990aef> | CC-MAIN-2019-39 | https://secondavenuelearning.com/wp-content/uploads/2019/08/ScienceAtPlay.pdf | 2019-09-17T06:13:35Z | crawl-data/CC-MAIN-2019-39/segments/1568514573053.13/warc/CC-MAIN-20190917061226-20190917083226-00166.warc.gz | 667,805,488 | 3,850 | eng_Latn | eng_Latn | 0.943763 | eng_Latn | 0.998058 | [
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1. When was the Ribblehead Viaduct completed, for passenger trains to cross?
1 mark
2. Name the railway that runs along its length.
1 mark
3. Who was the designer of the viaduct?
1 mark
4. Add the missing measurements to the diagram.
4 marks
5. Write a brief description of the viaduct, concentrating on the method of construction.
4 marks | e742158c-72f9-4134-b8ab-aeed40e6fa3b | CC-MAIN-2022-27 | https://www.technologystudent.com/pdf18/revribble1.pdf | 2022-06-28T18:07:12+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103573995.30/warc/CC-MAIN-20220628173131-20220628203131-00076.warc.gz | 1,104,561,980 | 101 | eng_Latn | eng_Latn | 0.998518 | eng_Latn | 0.998518 | [
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A series of initiatives have been undertaken to define what constitutes literacy in Earth system science disciplines and in environmental education.
The process has yielded a multitude of “essential” principles.
There are no examples of creating a thick description of what everyone should understand about any topic that has led to wide swaths of the population understanding the target content, in spite of countless attempts to do just that throughout human history.
These totals do not include the NAAEE Guidelines or the Core Ideas from the NRC’s Framework for Science Education: Preliminary Public Draft.
The second of three key findings of the National Research Council’s Committee on How People Learn is:
To develop competence in an area of inquiry, students must:
- have a deep foundation of factual knowledge,
- understand facts and ideas in the context of a conceptual framework, and
- organize knowledge in ways that facilitate retrieval and application.
These charts use a framework of five BIGGER IDEAS and two overarching questions to provide a coherent framework for the ideas expressed in the various literacy documents.
Color-coding is used to show which big idea or overarching questions connect most directly to different principles. White coloration indicates connection to overarching questions.
This material is based upon work supported by the National Science Foundation under grant No. 0733303.
Any opinions, findings, and conclusions or recommendations are those of the authors and do not necessarily reflect the views of the National Science Foundation. | <urn:uuid:f94f0f91-f740-451a-b868-93c690adb1ab> | CC-MAIN-2018-51 | http://virtualfieldwork.org/downloadabledocs/SynthesizingPrinciplesNAAEE.DDHv2.2010.pdf | 2018-12-10T22:55:23Z | crawl-data/CC-MAIN-2018-51/segments/1544376823445.39/warc/CC-MAIN-20181210212544-20181210234044-00115.warc.gz | 299,693,492 | 281 | eng_Latn | eng_Latn | 0.99683 | eng_Latn | 0.99683 | [
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UNLEASH THE BEAST
Summer at the Bolton Public Library
Complete 2+ activities. Write your name, age, town, and phone number on the back, and return this card to the Ages 4-7 raffle box at the library for a chance to win!
Birds
READ Anything about Birds
WATCH It's a Bird! It's a Plane! It's a DINOSAUR! at tinyurl.com/watchbirds21
STEM Play the Bird Beak Game
CRAFT Make a Hatching Penguin Puppet
Birds Book List
You can read or listen to any book, part of a book, magazine article, or audiobook to check off the Read square of your activity bingo. Both fiction and nonfiction titles count. Here are some titles we recommend:
- **Nonfiction:**
- *And Tango Makes Three* by J. Richardson & P. Parnell (JJ R)
- *My Tiny Life by Ruby T. Hummingbird* by Paul Meisel (J 598.764 MEI)
- *It’s a Hummingbirds Life* by Irene Kelly (JJ K)
- *All The Birds in the World* by David Opie (J 598 OPI)
- *Hatch* by Roxie Munro (J 598 MUN)
- *Kakapos* by Joyce Markovics (J 598.71 MAR)
- *How an Egg Grows Into a Chicken* by Tanya Kant (E 636.5 KAN)
- *A Chicken Followed Me Home!* by Robin Page (J 636.5 PAG)
- *Eaglets* by Anne Wendorff (E 598.9 WEN)
- *Noisy Bird Sing-Along* by John Himmelman (E 598.15 HIM)
- *Parrots and Other Birds* by Mary Schulte (E 598 SCH)
- *Can You Tell an Ostrich from an Emu?* by Buffy Silverman (E 598.5 SIL)
- *A Peachick Grows Up* by Katie Marsico (E 598.6 MAR)
- *Ducks* by Hollie Endres (E 636.5 END)
- **Fiction:**
- *Carpenter’s Helper* by Sybil Rosen (JJ R)
- *Harriet Gets Carried Away* by Jessie Sima (JJ T)
- *Starla Jean* by Elana K. Arnold (JFIC ARN)
- *King of the Birds* by Elise Gravel (J GRAPHIC GRA)
- *The Canary Caper* by Rob Roy (JFIC ROY)
- *Let’s Get Cracking!* by Cyndi Marko (E M)
- *Don’t Feed the Coos!* by Jonathan Stutzman (JJ S)
- *Flora and the Flamingo* by Molly Idle (JJ I)
- *Birdsong* by Julie Flett (JJ F)
BIRD BEAK GAME
One of the reasons birds migrate is to find food. To find out what a bird likes to eat, sometimes all you have to do is look at their beak. In this game, you will test out different types of “beaks” to find out more about how a bird’s beak influences what they eat.
WHAT YOU’LL NEED:
• For beaks - chopsticks, spoons, forks, tongs, pliers, tweezers, eye droppers and spring-action clothespins.
• For food (a few of each) - dried beans, pasta, marshmallows, gummy worms, marbles, rubber bands, pennies, or any other small items you might have around your kitchen or house.
INSTRUCTIONS:
1. All of the utensils you have represent different types of bird beaks – think of birds you may have seen in your neighborhood or playing Animal Jam, what utensils do their beaks resemble?
2. Set up the “food” items on a flat surface, try and make a guess (or prediction, if you want to use scientist lingo) about which beaks will work best to pick up different foods.
3. Try out each beak – which foods do you have an easy time picking up? Which foods are harder? (Make sure you’re only using the beak and not your fingers to pick up food!)
4. If you want, you can be a scientist and record your observations. You can even observe birds in your yard or community to see how they use their beaks!
Find more fun activities like this one for free at www.academy.animaljam.com
Hatching Penguin Puppet
From kidscraftroom.com
Materials:
- 2 Paper plates (For each penguin craft)
- Grey paint
- Black paper
- Googly eyes
- 2 jumbo craft sticks
- Glue
- Scissors
- Stapler
HOW TO MAKE A PENGUIN
1. Cut off the outer ring of one paper plate. The center circle will become your penguin.
2. Paint the remaining circle grey, leaving a white shape heart in the middle for a face. Let dry.
a. Tip: To make your chick look fluffier, dab on the paint with a damp sponge.
3. Cut out a triangle from the black paper to make a peak.
4. Glue the beak and the googly eyes to the white part of your penguin.
5. Glue 2 craft sticks together to make a long handle. Glue one end of the handle to the bottom of the back side of your penguin.
6. Take the second paper plate and cut across it, about 1/3 of the way down, in zig zags to make a broken egg shape.
7. Take the outer ring you cut off your first plate and staple it onto the back of the paper plate egg along the sides. Trim off any part of the ring that shows from the front.
a. This makes a little pocket for your penguin puppet to sit in.
b. Make sure you leave the bottom unstapled so that you can move your puppet around.
8. Slide the handle of the penguin puppet into the pocket.
9. Pull your penguin puppet handle down to hide the penguin chick inside the egg. Push your penguin puppet upwards and it will poke out of the egg as if it was hatching! | 247d9543-ee1d-44e1-955e-4f39f2491c6c | CC-MAIN-2021-39 | http://www.boltonpubliclibrary.org/uploads/2/2/2/8/22286662/week_3c-birds-web.pdf | 2021-09-26T18:57:36+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057913.34/warc/CC-MAIN-20210926175051-20210926205051-00612.warc.gz | 80,258,237 | 1,362 | eng_Latn | eng_Latn | 0.960096 | eng_Latn | 0.991426 | [
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JANUARY 2023
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
|-----|-----|-----|-----|-----|-----|-----|
| | 1 | | | 5 | | 7 |
| | B.day of N.R.Pace | | | B.day of R.Lancefield | | B.day of J.C.Fabricius |
| 8 | 9 | 10 | 11 | 12 | 13 | 14 |
| | B.day of H.G.Khorana | | | National Youth Day | | |
| 15 | 16 | 17 | 18 | 19 | 20 | 21 |
| | B.day of S.Mukherjee | | | | | B.day of F.Hoffmann |
| 22 | 23 | 24 | 25 | 26 | 27 | 28 |
| | | B.day of F.Cohn | | Republic Day | | B.day of G.A.Borelli |
| 29 | 30 | 31 | | | | |
| | World Leprosy Day | | | | | |
India on top to achieve zero Leprosy cases by 2030
DID YOU KNOW?
World Leprosy Day is an opportunity to celebrate people who have experienced leprosy, raise awareness of the disease, and call for an end to leprosy-related stigma and discrimination. The “United for Dignity” campaign calls for unity in honoring the dignity of people who have experienced leprosy. People who experience leprosy face mental wellbeing challenges due to stigma, discrimination, and isolation. Together we can lift up every voice and honor the experiences of people who have experienced leprosy.
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd. Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email – email@example.com
Khorana was born into a poor family and attended the University of the Punjab at Lahore, India. Khorana confirmed Nirenberg's findings that the way the four different types of nucleotides are arranged on the spiral staircase of the DNA molecule determines the chemical composition and function of a new cell. The 64 possible combinations of the nucleotides are read off along a strand of DNA as required to produce the desired amino acids, which are the building blocks of proteins. Khorana added details about which serial combinations of nucleotides form which specific amino acids. He also proved that the nucleotide code is always transmitted to the cell in groups of three, called codons. Khorana also determined that some of the codons prompt the cell to start or stop the manufacture of proteins.
In 1960 Khorana accepted a position as co-director of the Institute for Enzyme research at the Institute for Enzyme Research at the University of Wisconsin at Madison. He became a professor of biochemistry in 1962 and was named Conrad A. Elvehjem Professor of Life Sciences at Wisconsin–Madison. While at Wisconsin, "he helped decipher the mechanisms by which RNA codes for the synthesis of proteins" and "began to work on synthesizing functional genes" according to the American Chemical Society. During his tenure at this University, he completed the work that led to sharing the Nobel prize. The Nobel web site states that it was "for their interpretation of the genetic code and its function in protein synthesis". Har Gobind Khorana's role is stated as follows: he "made important contributions to this field by building different RNA chains with the help of enzymes. Using these enzymes, he was able to produce proteins. The amino acid sequences of these proteins then solved the rest of the puzzle."
| Scientists | Name & Birthday | Contribution |
|------------------|-----------------|-------------------------------------------------------------------------------|
| Norman R. Pace | 1st January, 1942| He worked on the synthesis, structure & function of RNA and the application of molecular biology tools to detect microbes in various environment. |
| Rebecca Lancefield | 5th January, 1895 | In the 1920s she discovered the M protein on the surface of pathogenic bacteria. Lancefield was also amongst the first to show that Strep. pyogenes infection was the cause of rheumatic fever. |
| Subhash Mukherjee | 16 January 1931 | Subhash Mukherjee created the world's second and India's first child using in-vitro fertilisation. |
| Felix Hoffmann | 21st January, 1868 | Felix Hoffmann first made acetylsalicylic acid, better known today as aspirin, to ease his father's arthritis. |
**ENVIRONMENTAL MICROBIOLOGY**
**INTRODUCTION**
- Environmental microbiology is the study of those microorganisms which exist in natural or artificial environments.
- It is the study of the composition and physiology of microbial communities in the environment.
**VARIOUS AREAS**
- Environmental microbes can affect so many aspects of life, and are easily transported between environments, with a number of different subspecialties, including soil, aquatic, and aeromicrobiology, as well as bioremediation, water quality, occupational health and infection control, food safety, and industrial microbiology.
**SCOPES**
- Microorganisms are present everywhere on earth which includes humans, animals, plants and other living creatures, soil, water and atmosphere.
- Microbes can multiply in all three habitats except in the atmosphere. Together their numbers far exceed all other living cells on this planet.
**APPLICATION**
- In modern environmental microbiology, pathogens and bioremediation remain fundamental to the field, but in both cases these subject areas have been greatly enhanced through the application of molecular genetics and biotechnology tools.
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd., Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in, Email: firstname.lastname@example.org
9.6 million people die from cancer every year & 70% of cancer deaths occur in low-to-middle income countries.
World Cancer Day held every 4 February is the global uniting initiative led by the Union for International Cancer Control (UICC). By raising worldwide awareness, improving education and catalysing personal, collective and government action, we are all working together to reimagine a world where millions of preventable cancer deaths are saved and access to life-saving cancer treatment and care is equitable for all - no matter who you are or where you live. Created in 2000, World Cancer Day has grown into a positive movement for everyone, everywhere to unite under one voice to face one of our greatest challenges in history.
Darwin’s greatest contribution to science is that he completed the Copernican Revolution by drawing out for biology the notion of nature as a system of matter in motion governed by natural laws. With Darwin's discovery of natural selection, the origin and adaptations of organisms were brought into the realm of science. The adaptive features of organisms could now be explained, like the phenomena of the inanimate world, as the result of natural processes, without recourse to an intelligent Designer. The Copernican and the Darwinian Revolutions may be seen as the two stages of the one Scientific Revolution. They jointly ushered in the beginning of science in the modern sense of the word: explanation through natural laws. Darwin's theory of natural selection accounts for the design of organisms, and for their wondrous diversity, as the result of natural processes, the gradual accumulation of spontaneously arisen variations (mutations) sorted out by natural selection. Which characteristics will be selected depends on which variations happen to be present at a given time in a given place. This in turn depends on the random process of mutation as well as on the previous history of the organisms. Mutation and selection have jointly driven the marvelous process that, starting from microscopic organisms, has yielded orchids, birds, and humans. The theory of evolution conveys chance and necessity, randomness and determinism, jointly enmeshed in the stuff of life. This was Darwin's fundamental discovery, that there is a process that is creative, although not conscious.
**BIOTRANSFORMATION**
| INTRODUCTION | FUNDAMENTALS | GREEN CHEMISTRY | SIGNIFICANCE |
|--------------|-------------|-----------------|--------------|
| - Biotransformation is a metabolic process.
- It is the biochemical modification of one chemical compound or a mixture of chemical compounds.
- A series of reactions alter the chemical structures of these substances.
- The majority of biotransformation takes place within | - The pathways of biotransformation are divided into phase I, phase II, and phase III.
- These reactions may occur simultaneously or sequentially.
- Several of the enzymes for phase I, phase II, and phase III reactions can also occur in extrahepatic tissues, such as adipose, intestine, kidney, lung and skins. | - Some bacteria and the conversion of indole to indigo by E.coli expressing naphthalene dioxygenase gene are important examples of valuable biotransformations with regiochemical but no explicit stereochemical features. | - The major purpose of biotransformation is to chemically modify (metabolize) poorly excretable lipophilic compounds to more hydrophilic chemicals that are readily excreted in urine and/or bile.
- Without metabolism, lipophilic xenobiotics accumulate in biota, increasing the potential for toxicity. |
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd., Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in, Email: email@example.com
World Down Syndrome Day is celebrated by wearing odd socks on 21st March to raise awareness.
**World Down Syndrome Day**
In December 2011, the General Assembly declared 21 March as World Down Syndrome Day. The General Assembly decided, with effect from 2012, to observe World Down Syndrome Day on 21 March each year. The 21st day of March (the 3rd month of the year) was selected to signify the uniqueness of the triplication (trisomy) of the 21st chromosome which causes Down syndrome. It is a condition in which a child is born with an extra 21st chromosome.
David Baltimore, (born March 7, 1938, New York, New York, U.S.), American virologist who shared the Nobel Prize for Physiology or Medicine in 1975 with Howard M. Temin and Renato Dulbecco. Working independently, Baltimore and Temin discovered reverse transcriptase, an enzyme that synthesizes DNA from RNA. After Renato Dulbecco discovered that tumour viruses operate by incorporating their DNA into the DNA of host cells, David Baltimore and Howard Temin—individually of one another—discovered that viruses with genomes consisting of RNA can also be inserted into host cells' DNA. This takes place through an enzyme known as reverse transcriptase. David Baltimore also classified the viruses on the basis of their genetic material called "Baltimore's Classification of Viruses".
| Scientists | Name & Birthday | Contribution |
|------------|-----------------|--------------|
| Maud Menten | 20 March, 1879 | She conducted the first electrophoretic separation of blood haemoglobin proteins in 1944. Best known for Michaelis-Menten Equation of Enzyme Kinetics. |
| Paul Ehrlich | 14 March, 1854 | Father of Chemotherapy. Also contributed in development of staining tissue which made it possible to distinguish between different types of blood cells. |
| Arthur Kornberg | 3 March, 1918 | He described his career as a “love affair with enzymes.” Discovered DNA polymerase, an enzyme critical to DNA replication. |
**Biofertilizers and Biopesticides**
**BIOFERTILIZERS ADVANTAGES**
- Enhance nutrient availability.
- Increases yield by 10-25%.
- Encourage plant growth and enhance crop yields.
- Bio-fertilizers enhance soil health by increasing crop yields.
**BIOFERTILIZERS DISADVANTAGES**
- Biofertilizers provide lower nutrient density than chemical fertilizers, so more product is often required for the same effect.
- Biofertilizer production requires specific machinery.
- Biofertilizers can be difficult to store and may have a much shorter shelf-life than chemical fertilizers.
**BIOPESTICIDES ADVANTAGES**
- Effective in very small quantities.
- Often decompose quickly.
- Lower exposures and largely avoiding the pollution problems caused by conventional pesticides.
- Produce little toxic residue, and are of minimal risk to human health.
**BIOPESTICIDES DISADVANTAGES**
- A slower rate of kill compared with conventional chemical pesticides.
- Shorter persistence in the environment.
- Susceptibility to unfavourable environmental conditions.
- Highly selective and host specific.
We share 40-50% of identical DNA with cabbage.
**NATIONAL DNA DAY**
Congress approved the first National DNA Day in April 2003 to celebrate both the completion of the Human Genome Project and the 50th anniversary of the discovery of the double helix structure of DNA. NHGRI at the National Institutes of Health sponsors National DNA Day. It commemorates the day in 1953 when James Watson, Francis Crick, Maurice Wilkins, Rosalind Franklin and colleagues published papers in the journal Nature on the structure of DNA. Furthermore, in early April 2003 it was declared that the Human Genome Project was very close to complete, and "the remaining tiny gaps were considered too costly to fill."
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email – firstname.lastname@example.org
The discovery of the double helix, the twisted-ladder structure of deoxyribonucleic acid (DNA) in 1953, by James Watson and Francis Crick marked a milestone in the history of science and gave rise to modern molecular biology, which is largely concerned with understanding how genes control the chemical processes within cells. In short order, their discovery yielded groundbreaking insights into the genetic code and protein synthesis. Major current advances in science, namely genetic fingerprinting and modern forensics, the mapping of the human genome, and the promise, yet unfulfilled, of gene therapy, all have their origins in Watson and Crick's inspired work. The double helix has not only reshaped biology, it has become a cultural icon, represented in sculpture, visual art, jewellery, and toys. Watson and Crick published their findings, titled "A Structure for Deoxyribose Nucleic Acid," in the British scientific weekly *Nature* on April 25, 1953.
### Scientists
| Name & Birthday | Contribution |
|-----------------|--------------|
| Amanda Mohan Chakrabarty
4 April, 1938 | Developed genetically engineered *Pseudomonas* sp. For biodegradation of pollutants. Also known as Father of “Organic Superbug”. |
| Joseph Lister | “Father of Antiseptic surgery”. Also developed serial dilution technique for quantitative analysis of bacterial colonies. |
| Roger D. Kornberg
24 April, 1947 | Awarded the Nobel Prize in Chemistry in 2006 for his studies of the process by which genetic information from DNA is copied to RNA, “the molecular basis of eukaryotic transcription.” |
### AN OVERVIEW OF BIOPLASTICS (Biodegradable plastics)
#### What are Bioplastics?
- Bioplastics are biodegradable alternative to conventional petrochemical-based plastic and are safe for environment.
- Not all ‘bioplastics’ are degradable. E.g., bio-polyethylene (bio-PE), bio-polypropylene (bio-
#### Bioplastics are Obtained from
- PHA (polyhydroxyalkanoate) is extracted from bacteria such as pseudomonas.
- Bioplastics are made wholly or in part from renewable biomass sources such as sugarcane and corn, or from microbe such as yeast.
#### Advantages in using Bioplastics
- Reduce carbon footprint.
- They providing energy savings in production.
- Do not contain additives that are harmful to health.
- Do not change the flavour or scent of the food contained in them.
#### Promoting Bioplastics
- Bangladesh have prohibited traditional plastic bags.
- Europe has considered taxing non-biodegradable plastic bags.
- Africa has baptized them as a new ‘national flower’ because they are so visible all over the landscape.
Acquired immunodeficiency syndrome (AIDS) is defined as an HIV infection with either a CD4+ T cell count below 200 cells per μL or the occurrence of specific diseases associated with HIV infection. In the absence of specific treatment, around half of people infected with HIV develop AIDS within ten years. The most common initial conditions that alert to the presence of AIDS are pneumocystis pneumonia (40%), cachexia in the form of HIV wasting syndrome (20%), and esophageal candidiasis. Other common signs include recurrent respiratory tract infections.
You can get HIV from sharing needles or getting tattoos or body piercings.
DID YOU KNOW?
In 1796, English surgeon Edward Jenner developed the concept of vaccination by immunizing an eight-year-old boy against smallpox using cowpox fluid. He later injected smallpox virus repeatedly into the boy, proving that he was indeed immune. Jenner also showed that the cowpox vaccine could be produced from the blister of a human patient rather than just the cow host. This proved the value of protective immunization against the deadly disease, which killed 10-20 percent of the population at the time. He is well known around the world for his innovative contribution to immunization and the ultimate eradication of smallpox. Jenner's work is widely regarded as the foundation of immunology—despite the fact that he was neither the first to suggest that infection with cowpox conferred specific immunity to smallpox nor the first to attempt cowpox inoculation for this purpose.
| Scientists | Name & Birthdate | Contribution |
|------------------|------------------|-------------------------------------------------------------------------------|
| Andre Lwoff | 8 May, 1902 | His Contributions in the discoveries regarding genetic control of Enzyme and Synthesis of Virus. |
| Carl Linnaeus | 23 May, 1707 | He is known as the “Father of Modern Taxonomy” and proposed Binomial nomenclature system. |
| Joshua Lederberg | 23 May, 1925 | Discovering that bacteria can mate and exchange gene (Bacterial Conjugation). |
| Stanley B. Prusiner | 28 May, 1942 | Discovery of diseases-causing proteins called Prions. |
| Julius Richard Petri | 31 May, 1852 | Invented Petri Dish in which microorganisms are cultured. |
**ROLE OF VARIOUS BIOMARKERS**
**DIAGNOSTIC BIOMARKERS**
- They can be used as a diagnostic tool for the identification of patients with an abnormal condition or as a tool for staging the extent of disease, as an indicator of disease prognosis, or for the prediction and monitoring of response to an intervention.
**MONITORING BIOMARKERS**
- To assess presence, status or extent of a disease or medical condition. To evaluate the response to the intervention.
**PREDICTIVE BIOMARKERS**
- To identify the probability of developing a clinical event (positive or negative) after the exposure to a medical product or environmental agent.
**PROGNOSTIC BIOMARKERS**
- To identify the likelihood of a clinical event, disease recurrence or progression in patients diagnosed with a disease or having a medical condition.
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Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata, West Bengal 700013
Website: [www.maulanaazadcollegekolkata.ac.in](http://www.maulanaazadcollegekolkata.ac.in), Email – email@example.com
The only cure for sickle cell disease is a bone marrow or stem cell transplant.
Sickle cell disease is a group of blood disorders typically inherited from a person’s parents. The most common type is known as sickle cell anemia. It results in an abnormality in the oxygen-carrying protein haemoglobin found in RBC. This leads to a rigid, sickle-like shape under certain circumstances. Problems in sickle cell disease typically begin around 5 to 6 months of age. A number of health problems may develop, such as attack of pain, swelling in the hands and feet, anemia, bacterial infections and stroke. Long term pain may develop as people get older. The average life expectancy in the developed world is 40 to 60 years.
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email — firstname.lastname@example.org
On January 1, 1896, age 27, Landsteiner was appointed assistant in Vienna’s Institute of Hygiene. Working there, he developed a passion for immunology and especially the immune response of blood serum, the pale yellow liquid that carries all the substances in blood around the body. He continued pursuing his immunology and blood serum work with enormous energy—over 50 of these papers concerned serology, the study of body fluids such as blood serum.
In 1900, age 32, Landsteiner studied the effects of mixing red blood cells from one person with serum from another. He found the mixtures often produced clumping of the red cells—or hemagglutination in medical jargon. Other scientists believed hemagglutination was a disease-linked response, but Landsteiner’s blood cells and serum were taken from healthy people. In his experiments some mixes of blood and serum led to no hemagglutination, while others did. He deduced the existence of three blood groups, which he called A, B, and C. Today these are known as A, B, and O. In 1902, His colleagues followed advice he gave them and identified a fourth type—the AB group. Landsteiner found that mixing blood from people of the same blood group resulted in no clumping. Mixing blood from people with different blood groups could result in hemagglutination, which he identified as an immune response. Previously, scientists had abandoned using blood transfusions because they could cause severe illnesses or death. Landsteiner showed blood transfusions failed because incompatible blood groups were mixed. He received Nobel Prize for Discovery of ABO blood grouping.
| Scientists | Name & Birthday | Contribution |
|------------|-----------------|--------------|
| Francis Crick | 8 June, 1916 | Co-Discoverer of the structure of the DNA molecule, Nobel Prize Winner. |
| Ernst Chain | 19 June, 1906 | Received Nobel Prize for Industrial production and purification of Penicillin. |
| Paul Berg | 30 June, 1926 | First to create Hybrid DNA or Recombinant DNA. |
**APPLICATION OF BIOSENSORS**
**APPLICATION IN MEDICAL SCIENCE**
Glucose biosensors are widely used in clinical applications for diagnosis of diabetes mellitus, which requires precise control over blood-glucose levels. It can detect presence of a tumor, whether benign or cancerous, and also give information of whether treatment is effective in reducing or eliminating such cancerous cells.
**APPLICATION IN INDUSTRIES**
Biosensors are used in the food industry to measure carbohydrates, alcohols and acids, during quality control processes. It may also be used to check fermentation during the production of beer, yoghurt etc. It also used in detecting pathogens in fresh meat, poultry or fish. Enzymatic Biosensors can immobilize enzymes via their photo cross linkable polymer, enabling the quantification of organophosphorus pesticides in milk. This application is vital to ensuring health and safety standards in the dairy industry.
**APPLICATION IN ENVIRONMENT**
Biosensors are used to check the quality of air and water. The devices can be used to pick up traces of organic pollutants from polluted air or to check the toxicity levels of waste water, for example. Biosensors detect pollutants by measuring colour, light, fluorescence or electric current. Biosensors have been reported for the detection and monitoring of various environmental pollutants, using antibodies, aptamers, nucleic acids, and enzymes as recognition elements.
**APPLICATION IN AGRICULTURE**
Biosensors can play a major role in Agriculture. It can be used to forecast the possible occurrence of soil disease, which has not been feasible with the existing technology. The biological diagnosis of soil using biosensor means opening the approach to reliable prevention and decontamination of soil disease at an earlier stage.
Parkinson’s disease is a progressive disorder that affects the nervous system and the parts of the body controlled by the nerves. Symptoms start with unintended or uncontrollable movements, such as shaking, stiffness, and difficulty with balance and coordination. LRRK2 and GBA, Therapeutics has recently finished a clinical drug trial on a small molecule, LRRK2 inhibitor DNL201 and various other personalized treatments can be done.
Covid 19, Plague, Salmonellosis, Rabies like various diseases are zoonotic diseases.
In 1796 an English surgeon, Edward Jenner, developed the concept of vaccination by immunizing an eight-year-old boy against smallpox using cowpox fluid. He later injected smallpox virus repeatedly into the boy, proving that he was indeed immune. Jenner also showed that the cowpox vaccine could be produced from the blister of a human patient rather than just the cow host. This proved the value of protective immunization against the deadly disease, which killed 10-20 percent of the population at the time. Edward Jenner is well known around the world for his innovative contribution to immunization and the ultimate eradication of smallpox. Jenner’s work is widely regarded as the foundation of immunology—despite the fact that he was neither the first to suggest that infection with cowpox conferred specific immunity to smallpox nor the first to attempt cowpox inoculation for this purpose.
| Scientists | Name & Birthdate | Contribution |
|------------------|------------------|-------------------------------------------------------------------------------|
| Gerald Edelman | 1st July, 1929 | An American Biologist, he was awarded Nobel prize in physiology and medicine for discovery of the structure of antibody molecules. |
| Carl Woese | 15 July, 1928 | Define archaea by a revolutionary phylogenic taxonomy process of 16s Rrna analysis. |
| Robert Hooke | 18 July, 1635 | Visualized first microorganism under his own made microscope. |
| Selman Walksman | 22 July, 1888 | He works on decomposition of organism in soil, that enabled the discovery of streptomycin and other antibiotics |
| Rosalind Franklin| 25 July, 1920 | Contribution to the discovery of the double helix structure of the DNA. |
Can you remember a day when you don’t through any waste product???
Actually it’s impossible right? Only in India per day 1.15 lakh metric tons municipal waste is generated. So, what’s the fate of those huge amounts of wastes?
- It’s a process based on decay and decomposition activity of microbes. So, it’s absolutely a natural process.
- Bioremediation is useful for the complete destruction of a wide variety of contaminations.
- Bioremediation can often be carried out on site, often without causing a major disruption of normal activities.
- It’s very efficient process and as it’s a microbes based degradation process, it’s also less expensive than other available process.
- By this process the adverse effect of various heavy metals.
| Sun | Mon | Tue | Wed | Thu | Fri | Sat |
|-----|-----|-----|-----|-----|-----|-----|
| | | 1 | 2 | 3 | 4 | 5 |
| 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| | B.Day of A Fleming | | | (World Biofuel Day) | (B.day of Erwin Chargaff) | |
| 13 | 14 | 15 | 16 | 17 | 18 | 19 |
| | B.Day of S. Luria | (Independence Day) | | | | B.Day of H.O. Smith |
| 20 | 21 | 22 | 23 | 24 | 25 | 26 |
| | World Mosquito Day | | | | B.Day of H.Krebs | |
| 27 | 28 | 29 | 30 | 31 | | |
| | | | B.Day of M. Hilleman | | | |
**DID YOU KNOW?**
Sickle Cell anemia, affected individuals are resistance to malaria.
A It affects the shape of red blood cells, which carry oxygen to all parts of the body. Red blood cells are usually round and flexible, so they move easily through blood vessels. In sickle cell anemia, some red blood cells are shaped like sickles or crescent moons. These sickle cells also become rigid and sticky, which can slow or block blood flow. Here in the RNA sequences GAG codon mutated to GUG. For this reason there Glu in the 6th position of beta chain replaced with the Val. Besides various disadvantages Sickle Cell anemia affected individuals are resistant to malaria. In Africa individuals carry both the allele for Sickle Cell anemia are died in the disease, and those who carried both unaffected alleles are non-resistance to malaria, are died because of malaria, only heterozygous allele carrier remains.
Sir Alexander Fleming was a Scottish Physician and pharmacologist. He is famous for discovering the broadly effective antibiotic substance, named as penicillin. It was discovered accidentally, after returning from a holiday. Alexander Fleming noticed in his laboratory at St. Mary’s Hospital in London, that a fungus, *Penicillium notatum*, had contaminated a culture plate of *Staphylococcus* bacteria he had accidentally left uncovered. The fungus had created bacteria-free zones wherever it grew on the plate. He found that *P. notatum* proved extremely effective at preventing *Staphylococcus* growth. Fleming found that his “mold juice” was capable of inhibiting a wide range of harmful bacteria, such as Streptococcus sp., Meningococcus sp. and the Diphtheria sp. From that discovery of Penicillin a huge pathway opened in case of medical science and microbiology.
| Scientists | Name & Birthdate | Contribution |
|------------|-----------------|--------------|
| Erwin Chargaff | 11 August 1905 | First discovered that in DNA the ratio of adenine (A) to thymine (T) and guanine (G) to cytosine (C) are equal. It’s known as Chargaff Rule. |
| Salvador Luria | 13 August, 1912 | Discover the replication mechanism and genetic structure of viruses. |
| Hamilton O Smith | 19 August, 1920 | He discovered the type of restriction enzyme, known as molecular scissor, which has a huge role in molecular biology. |
| Hans Krebs | 25 August, 1900 | He discovered the tricarboxylic acid cycle (TCA)—commonly known as Krebs Cycle. |
| Maurice Hilleman | 30 August, 1919 | He’s specialized in vaccinology developed over 40 vaccines. |
**Biofuel…“from nature for nature”…**
- Besides increasing pollution and decreasing the amount of fossil fuel, stands us in front of a big question mark. What should be the appropriate alternative of fossil fuel, which has as much efficiency as fossil fuels and also cost-effective.
- The most convincing way out is Biofuel. After production of bioethanol from edible or non-edible crops in first and second generation, the whole processes have a shift to algal Biofuel.
- Up to 70 percent of Algal biomass is usable oils.
- Algae can survive in water of high salt content and use water that was previously deemed unusable.
- Rapid growth rates of algae are very useful for spontaneous production.
- Selective strains of algae have a high per activity yield.
- Algal Biofuel is nontoxic for living organisms.
- Algal Biofuel is absolutely biodegradable.
- Its produce far less pollution than the fossil fuels.
- It’s very cost-effective efficient alternative.
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata-700013
Website: [www.maulanaazadcollegekolkata.ac.in](http://www.maulanaazadcollegekolkata.ac.in), Email - email@example.com
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| | | | | | National Nutrition Week, B. Day of Sergei Winogradsky | 2 |
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**DID YOU KNOW?**
Pseudomonas nitrogen, an ocean-dwelling bacterium, can go from birth to reproduction in 10 minutes flat.
---
The rabies vaccine is a vaccine used to prevent rabies. There are a number of rabies vaccines available that are both safe and effective. They can be used to prevent rabies before, and, for a period of time, after exposure to the rabies virus, which is commonly caused by a dog bite or a bat bite. Doses are usually given by injection into the skin or muscle. After exposure, the vaccination is typically used along with rabies immunoglobulin. It is recommended that those who are at high risk of exposure be vaccinated before potential exposure. Rabies vaccines are effective in humans and other animals, and vaccinating dogs is very effective in preventing the spread of rabies to humans. A long-lasting immunity to the virus develops after a full course of treatment.
In Berlin, in 1884, Gram developed a method for distinguishing between two major classes of bacteria. This technique, known as Gram staining, continues to be a standard procedure of medical microbiology. This work gained Gram an international reputation. The staining method later played a major role in classifying bacteria. Gram was a modest man, and in his initial publication he remarked, "I have therefore published the method, although I am aware that as yet it is very defective and imperfect; but it is hoped that also in the hands of other investigators it will turn out to be useful." A Gram stain is made using a primary stain of crystal violet and a counterstain of safranin. Bacteria that turn purple when stained are termed 'Gram-positive', while those that turn red when counterstained are termed 'Gram-negative'. Gram's initial work concerned the study of human red blood cells. He was among the first to recognise that macrocytes were characteristic of pernicious anaemia. During 1891, Gram taught pharmacology, and later that year was appointed professor at the University of Copenhagen. In 1900, he resigned his professorship of pharmacology to become professor of medicine. As a professor, he published four volumes of clinical lectures which became used widely in Denmark. He retired from the University of Copenhagen in 1923, and died in 1938.
### TYPES OF WASTE MANAGEMENT
#### RECYCLING
- Recycling makes a huge difference in protecting the environment.
- Amongst the various types of waste management, recycling means that garbage is not disposed of in landfills or water sources by making usable litter components.
#### INCINERATION
- This type of waste management includes the disposal of waste materials by means of burning.
- The thermal treatment is another name for this disposal method.
- You may incinerate on a commercial scale and dispose of a broad variety of waste materials.
#### LANDFILL
- It is one of the most popular types of waste management systems in the world.
- It includes the collection, transportation, disposal and burying of waste in designated property.
- Many towns are planning deserted and barren areas to cope with waste.
#### ANIMAL FEED
- Food waste is a serious issue and needs serious consideration.
- According to the United States Department of Agriculture, between 30 and 40 percent of all food created by the United States is spent on food by retailers and customers.
- This is a major problem as the food
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| | | B. Day of Leeuwenhoek, World Polio Day | | World Obesity Day | | B. Day of D. Ivanovsky |
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Polio cases have decreased more than 99% since 1988 from an estimated 350,000 cases to 416 cases in 2013.
Arthritis isn't a single disease; the term refers to joint pain or joint disease, and there are more than 100 types of arthritis and related conditions. People of all ages, races and sexes live with arthritis, and it is the leading cause of disability in the U.S. It's most common among women, and although it's not a disease of aging, some types of arthritis occur in older people more than younger people. Common arthritis symptoms include swelling, pain, stiffness and diminished range of motion in joints. Symptoms vary from mild to severe and may come and go. Some may stay about the same for years, but symptoms can also progress and get worse over time. Severe arthritis can result in chronic pain, difficulty performing daily activities and make walking and climbing stairs painful and grueling. Arthritis can also cause permanent joint changes.
In response, in 1673 the society published a letter from van Leeuwenhoek that included his microscopic observations on mold, bees, and lice. Van Leeuwenhoek's work fully captured the attention of the Royal Society, and he began corresponding regularly with the society regarding his observations. At first he had been reluctant to publicize his findings, regarding himself as a businessman with little scientific, artistic, or writing background, but de Graaf urged him to be more confident in his work. By the time van Leeuwenhoek died in 1723, he had written some 190 letters to the Royal Society, detailing his findings in a wide variety of fields, centered on his work in microscopy. He only wrote letters in his own colloquial Dutch; he never published a proper scientific paper in Latin. He strongly preferred to work alone, distrusting the sincerity of those who offered their assistance. The letters were translated into Latin or English by Henry Oldenburg, who had learned Dutch for this very purpose. He was also the first to use the word *animalculæ* to translate the Dutch words that Leeuwenhoek used to describe microorganisms. Despite the initial success of van Leeuwenhoek's relationship with the Royal Society, soon relations became severely strained. His credibility was questioned when he sent the Royal Society a copy of his first observations of microscopic single-celled organisms dated 9 October 1676. Previously, the existence of single-celled organisms was entirely unknown. Thus, even with his established reputation with the Royal Society as a reliable observer, his observations of microscopic life were initially met with some skepticism.
### MOLECULAR ECOLOGY
#### Bacterial diversity
- Molecular ecological techniques are used to study in situ questions of bacterial diversity.
- Many microorganisms are not easily obtainable as cultured strains in the laboratory, which would allow for identification and characterization.
#### Fungal diversity
- Exploration of fungal diversity *in situ* has also benefited from next-generation DNA sequencing technologies.
- The use of high-throughput sequencing techniques has been widely adopted by the fungal ecology community since the first publication of their use in the field in 2009.
#### Molecular clock hypothesis
- It states, DNA sequences roughly evolve at the same rate and because of this the dissimilarity can be used to tell how long ago they diverged from one another.
- The first step is it must be calibrated based on the approximate time the two lineages studied diverged.
#### Metapopulation theory
- Metapopulation consists of spatially distinct populations that interact with one another on some level and move through a cycle of extinctions.
- It explains systems in which spatially distinct populations undergo stochastic changes in population sizes which may lead to extinction at the population level.
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**About 99.9% of your DNA is same as everyone else's. Its only 0.1% of your DNA that makes you**
**DID YOU KNOW?**
**IS TELOMERE THE KEY TO LIVE LONGER?**
Researchers have discovered a new structure of telomeric DNA with the aid of physics and a tiny magnet. Telomeres are seen by many scientists as the key to living longer. They protect genes from damage but get a bit shorter each time a cell divides. If they become too short, the cell dies. This breakthrough discovery will help us understand aging and diseases like cancer.
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email - firstname.lastname@example.org
Selman Abraham Waksman was a Jewish Russian Empire-born American inventor, biochemist and microbiologist whose research into the decomposition of organisms that live in soil enabled the discovery of streptomycin and several other antibiotics.
A professor of biochemistry and microbiology at Rutgers University for four decades, he discovered a number of antibiotics, and he introduced procedures that have led to the development of many others. The proceeds earned from the licensing of his patents funded a foundation for microbiological research, which established the Waksman Institute of Microbiology located on the Rutgers University Busch Campus in Piscataway, New Jersey (USA). In 1952, he was awarded the Nobel Prize in Physiology or Medicine for "ingenious, systematic and successful studies of the soil microbes that led to the discovery of streptomycin.
| Scientists | Name & Birthdate | Contribution |
|------------|-----------------|--------------|
| George Emil Palade | 19th November | He was a Romanian American cell biologist. His most notable discovery is the ribosomes of the endoplasmic reticulum for which he was awarded Nobel Prize in Physiology and Medicine in 1974. |
| Rita Rossi Colwell | 23th November | Rita Rossi Colwell is an American environmental microbiologist who is known for her study of ecology of cholera. Colwell is the founder and Chair of CosmosID, a bioinformatics company. |
| Jagadish Chandra Bose | 30th November | Indian plant physiologist and physicist whose invention of highly sensitive instruments for the detection of minute responses by living organisms to external stimuli enabled him to anticipate the parallelism between animal and plant tissues. |
**CONTRIBUTION OF BIOTECH CROPS TO SUSTAINABILITY**
| Increases Crop Productivity | Helps Conserve Biodiversity | Helps Mitigate Climate Change | Reduces Agriculture's Eco-Footprint |
|----------------------------|-----------------------------|-------------------------------|-------------------------------------|
| - Contributes to food feed, & fibre Security
- Sustain a large demanding need for the developing countries like India, South Africa, Bangladesh, etc.
- More affordable food due to reduced production cost.
- Healthy and tastier foods for consumers. | - Land saving technology allowing higher productivity per hectare.
- Prevents deforestation thus protecting biodiversity of a region.
- Prevents water, soil and environmental pollution as a whole.
- Prevents biomagnification from accumulation of toxic chemicals. | - Helps to fight against Global warming by saving on fossil fuels.
- Reduced agricultural greenhouse gas (GHG) emissions.
- Disease & drought-resistant plants require fewer environmental resources (such as water, fertilizers, etc) | - Reduced CO2 emissions equivalent to removing 11.9 million cars from the road for 1 year.
- 18.7% decreased environmental impact from use of herbicides & insecticides.
- Use of herbicide tolerant biotech crops conserves soil moisture and fertility for longer periods. |
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd, Taltala, Kolkata, WestBengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email –email@example.com
Your Body is only 11 months old.
Almost every cell in your body is replaced every 11 months.
Cancer was first described by the ‘Ancient Egyptians’
The world’s oldest documented case of cancer was found on papers (papyrus) from ancient Egypt. It talked about a tumor found in the breast. The cancer was treated by destroying the tissue with a hot instrument called “the fire drill.” Today, we call this “cauterization.” Some writings have shown that the ancient Egyptians could distinguish between cancerous (malignant) and noncancerous (benign) tumors. The writing also says about the disease, “There is no treatment.”
Prepared by: Department of Microbiology, Maulana Azad College | 8, Rafi Ahmed Kidwai Rd. Taltala, Kolkata, West Bengal 700013
Website: www.maulanaazadcollegekolkata.ac.in , Email – firstname.lastname@example.org
Louis Pasteur was a French chemist and microbiologist renowned for his discoveries of the principles of vaccination, microbial fermentation, and pasteurization.
His research in chemistry led to remarkable breakthroughs in the prevention of diseases, which laid down the foundations of hygiene, public health and much of modern medicine. His works are credited to saving millions of lives through the developments of vaccines for rabies and anthrax. He is regarded as one of the founders of modern bacteriology and has been honored as the "father of bacteriology" and as the "father of microbiology."
| Scientists | Name & Birthdate | Contribution |
|---------------------|------------------------|-----------------------------------------------------------------------------------------------------------------------------------------------|
| Richard Johann Kuhn | 3 December 1900 | Richard Johann Kuhn was an Austrian-German biochemist who was awarded the Nobel Prize in Chemistry in 1938 "for his work on carotenoids and vitamins". |
| Alfred Day Hershey | Dec. 4, 1908 | Alfred Day Hershey is an American biologist who, along with Max Delbrück and Salvador Luria, won the Nobel Prize for Physiology or Medicine in 1969. The prize was given for research done on bacteriophages (viruses that infect bacteria). |
| Heinrich Hermann Robert Koch | 11 December 1843 | Koch was a German physician and microbiologist. As the discoverer of the specific causative agents of deadly infectious diseases including tuberculosis, cholera and anthrax, he is regarded as one of the main founders of modern bacteriology. |
**SUSTAINABLE BIOTECH IN INDUSTRIES**
**LAB CULTIVATED MEAT**
The meat industry is a huge polluter. Biotechnology could significantly reduce the use of land, water, and energy by growing meat without the animal, directly from a small sample of muscle and fat cells. This approach would also reduce the use of antibiotics in meat production as it can be created in sterile lab conditions.
**FLAVOURINGS**
Most flavorings were traditionally extracted from plants. Today, however, many of them are produced through petrochemical processes. Biotechnology could provide an environmentally friendly alternative that does not require as much land and resources as traditional methods.
**COSMETICS**
Many natural cosmetics contain active ingredients sourced from plants. However, for some of these ingredients, the amount obtained from a plant can be quite small compared to the amount of land, water, and energy that are needed to produce it.
**CLOTHING**
Fast fashion is a big sustainability issue. Biotechnology could put a stop to its environmental impact by replacing polluting chemical processes and making textile waste recyclable and biodegradable. Enzymes are already used routinely to wash and bleach clothing and to prevent wool from shrinking. New technologies could allow us to go further by using microbes to produce textiles. | 8c61cdc5-e2eb-47ae-8f7f-1fdce83a85d3 | CC-MAIN-2023-50 | https://www.maulanaazadcollegekolkata.ac.in/pdf/MAC%20Calender%202023.pdf | 2023-12-03T13:38:13+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100508.23/warc/CC-MAIN-20231203125921-20231203155921-00453.warc.gz | 1,001,076,768 | 10,868 | eng_Latn | eng_Latn | 0.991066 | eng_Latn | 0.996055 | [
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Despite widespread opposition from farmers, ranchers, First Nations and conservationists, Site C is back on the table.
The B.C. government is poised to proceed with the highly controversial Site C dam mega-project in the Peace River Valley. The dam would flood prime farmland, destroy critical habitat for at-risk species, and cost B.C. taxpayers at least $8 billion.
Site C has been pushed as a “clean energy” project, but in fact the construction of the dam and the decay of the flooded boreal forest would increase annual greenhouse gas emissions in British Columbia by almost 150,000 tonnes – equivalent to putting another 27,000 cars on the roads each year.
Site C is not a “green” energy project either. The dam will flood 107 kilometres of valley bottoms and destroy wetlands that support migratory bird flocks. When combined with the rapidly growing industrial footprint in the Peace region, Site C will contribute to the loss of more than half the habitat for at-risk species such as grizzly bear, wolverine and caribou. It will threaten the globally-significant Yellowstone-to-Yukon wildlife corridor, the world’s last remaining intact mountain ecosystem.
The proposal was already rejected, after public opposition and a detailed environmental review by the B.C. Utilities Commission. One B.C. Hydro report says Site C would fall into the “high” or “very high” consequence category as defined by the Canadian Dam Association.
Site C’s power is not needed to power B.C. households and businesses. Residential and commercial customers in B.C. have actually reduced their power consumption since 2008. Any future need beyond current generation is strictly industrial, specifically the proposed liquefied natural gas (LNG) plants. Yet B.C. taxpayers will end up footing the $8 billion bill at a time when B.C. Hydro is already deeply in debt.
Public opposition helped stop the Site C project in the past, and we can do so again. The Yellowstone to Yukon Conservation Initiative, Sierra Club BC and the Peace Valley Environment Organization are working together to draw public attention to the many threats and unacceptably high cost of the proposed Site C dam.
TAKE ACTION AT WWW.STOPSITEC.ORG
LIZ LOGAN, TRIBAL CHIEF OF TREATY 8 TRIBAL ASSOCIATION
“Four First Nations in north-eastern B.C. are very concerned about what the proposed Site C dam would mean to their people and their stories and legends. The stories and legends are attached to the land. If there is no place for people to go to tell their children about the things they did as children, or their parents did as children, how can we continue with our traditions and culture?”
KEN AND ARLENE BOON, THIRD-GENERATION FARMERS IN THE PEACE VALLEY
“If the Site C dam goes ahead, we will lose our land – we would basically be forced off. There’s 83 kms of valley, just in the Peace River, that’s going to be flooded, plus the other side valleys. Most of it’s river bottom farmland, so there’s a lot of farmland affected, and a handful of other farm and ranch homes that will be lost. BC Hydro will pass this debt onto our grandchildren through deferral accounting as they’ve done before. They can’t even demonstrate that they need the power, and they want to flood the only Class 1 farmland north of Quesnel!”
CHIEF ROLAND WILLSON OF WEST MOBERLY FIRST NATIONS
“Site C dam is going to be a catastrophe for B.C. It’s going to be a continuation of existing impacts of the Williston Reservoir and the Peace Canyon Reservoir. The fish in the Williston Reservoir have been contaminated with mercury. We did a study this summer and took a look at a tributary that is 60 kms away. We took samples of bull trout and Dolly Varden trout. We found that samples were heavily laden with mercury. We were quite surprised because BC Hydro has been telling us that the mercury levels are diminishing, but they are not – they are increasing in certain areas.”
LEIGH SUMMERS – THIRD GENERATION RANCHER IN THE PEACE RIVER VALLEY
“I have a lot of issues with Site C. The dam isn’t needed. We don’t need the power. BC Hydro should be diversifying, not building more of the same. It would be ludicrous to flood this valley. If they go ahead it’s going to be an environmental disaster. The valley will no longer exist. The focus for people here – it’s really a heritage issue. If Site C is built, that heritage will be lost and there will be no Peace River left in B.C.
When Gordon Campbell came to announce Site C in 2010, I went to the meeting to talk to him. I wanted to tell him why so many people don’t support Site C. The meeting was in a public building and it was about a very important issue that affects all of us. But I was not allowed into the meeting. I was respectful but determined to speak my mind. I ended up being arrested that day, just as my father had been many years earlier – also because of dams in the Peace.”
Treaty 8 Tribal Association and PVEA organize an annual July “Paddle for the Peace”.
FIRST NATIONS
We Get Our Power from the Land and Water
By Tribal Chief Liz Logan, Treaty 8 Tribal Association
The Peace River is the lifeline for numerous First Nations – a critical pathway for their food security, cultural survival, and spiritual identity. The Peace River Valley is a vital point of reference for the people to connect to their ancestors and to who they are; this is where leaders and Prophets are buried, where ceremonies and gatherings are held, and where the Drummers sing their Dreamers’ songs.
First Nations are still reeling from the impacts of the two existing dams on the Peace River and their reservoirs. The W.A.C. Bennett Dam and Williston Reservoir eliminated important waterways and trails that the people and animals used, resulting in broken trade networks and kinship connections amongst various First Nation groups. Key food sources, like the caribou, mountain sheep, and Arctic grayling, have nearly disappeared, and the fish poisoned with mercury. Downstream into Alberta and as far as the Northwest Territories, there have been noticeable decreases in water levels and ice formations that supply water to wetlands. Reduced access to their territory has drastically affected harvesters’ and trappers’ abilities to secure food and income.
Many are fearful that the proposed Site C dam will hold the same fate for other animals, such as moose, and fish in the system and that the negative effects of the first two dams will multiply.
Over many decades, the land has become heavily industrialized. Life is now filled with anxiety because of separation from nature and from each other. The Peace River Valley is one of the only remaining sacred places acting as a foundation for the people, especially today’s youth and future generations, to become aware of their environment so they can live as they were promised in the Treaty agreements which were signed with the Crown along the banks of the Peace River.
Dane-zaa drummers teaching youth.
A THREAT TO FOOD SECURITY
If the Site C dam is approved, the Peace River Valley stands to lose 16,000 acres of agricultural land – an area 13 times the size of Stanley Park. In a time when global warming is destroying traditional food-producing lands around the world, agricultural land is becoming ever more valuable.
The productive value of agricultural property in the Peace Region is well recognized by other countries which have, in fact, started to purchase land in the area. Yet, the government of British Columbia is willing to allow these rich soils to be washed down the river so that power can be provided to the gas industry.
The Peace Valley has the only Class 1 soil north of Quesnel. The unique microclimate, combined with longer daylight hours during the growing season, make this some of the best agricultural land in B.C. It is capable of producing a variety of crops including tomatoes, corn and melons. Retaining this land and maximizing its productive capacity would allow the people of northern B.C. to enjoy the benefits of a 100-mile diet, reducing their dependency on the transportation of produce and the associated financial and environmental costs.
WHERE WOULD THE SITE C POWER GO?
Site C’s power is not needed for domestic consumption. B.C. Premier Christy Clark has said every single megawatt of the electricity generated by Site C could go to power energy giant Shell’s planned liquefied natural gas (LNG) plant in Kitimat. B.C. taxpayers will end up footing the $8 billion Site C bill and the subsidized power will go to a highly profitable multinational energy corporation.
Shell’s LNG plant is one of five plants Clark has announced for B.C. About 50 per cent of B.C.’s natural gas production currently comes from the controversial practice of hydraulic fracturing, or fracking. Fracking is a relatively new method of releasing gas trapped in shale deposits, by drilling horizontally and blasting the rock with a combination of water, sand, and proprietary chemicals. According to Ben Parfitt, an analyst at the Canadian Centre for Policy Alternatives, close to 100 per cent of the gas for the five proposed new LNG plants will come from fracking.
The Peace region, in addition to facing the potentially devastating impacts of the Site C dam, is also Ground Zero for Canada’s fracking industry, which is in the throes of a major expansion. B.C. law grants oil and gas companies sub-surface rights to private land, and ranchers in B.C.’s northeast have seen their land turned into unwanted fracking wells and their properties gated by multinational players in the fracking industry. Serious concerns about the human health impacts of fracking, coupled with the industry’s prodigious use of fresh water, have led environmental groups to call for a moratorium on fracking until the B.C. government consults and involves First Nations and impacted communities, and conducts a comprehensive, science-based public inquiry into fracking impacts.
YELLOWSTONE TO YUKON CONSERVATION INITIATIVE (Y2Y) is a joint Canada-US not-for-profit organization whose mission is to protect and connect habitat from Yellowstone National Park to the Yukon Territory so that people and nature can thrive. Y2Y takes a scientific approach to conservation and is recognized as one of the planet’s leading large landscape conservation initiatives. Learn more at www.y2y.net.
SIERRA CLUB BC is a non-profit environmental organization whose mission is to protect and conserve British Columbia’s wilderness, species and ecosystems, within the urgent context of global warming impacts. We advocate the responsible use of B.C.’s natural resources while promoting a modern, equitable economy that sustains our planet in every way. www.sierraclub.bc.ca.
THE PEACE VALLEY ENVIRONMENT ASSOCIATION (PVEA) was formed 38 years ago to counter the proposal by BC Hydro to build the Site C dam on the Peace River. Its mission is to stop the proposed Site C dam, remove the flood reserve and facilitate the development of a sustainable land use plan for the Valley. The group is based in Fort St. John, B.C. and is supported by members from all over the province. www.peacevalley.ca
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THE MENTAL HEALTH EFFECTS OF VIOLENCE & RACIAL TRAUMA
How does Racial Trauma & Violence Make You Feel?
You may:
- Experience frustration about unfair or unequal treatment
- Feel stressed about violence and microaggressions and the impact of systemic racism on your life
- Constantly think about and re-experience distressing events
- Struggle with sleep or insomnia
www.nationalyouthfoundation.org
Ways to Support Mental Health
- Reach out for help. You don't have to navigate anything on your own.
- Remember that taking time to pause can enhance your mental health.
- Incorporate regular movement and physical activity into your daily routine.
- Limit your social media and news consumption. The constant replay of stories about traumatic events can increase stress.
- Recognize your specific triggers and consider ways to manage them effectively.
- Share your experiences. People who don’t identify the violence and racial trauma they’ve experienced are often at higher risk for mental health struggles.
National Youth Foundation
www.nationalyouthfoundation.org
Mental Health RESOURCES
01
Break the Stigma
CALL
If you or someone you know is struggling or in crisis, help is available. Call the National Suicide Prevention Lifeline: 1-800-273-TALK (8255)
TEXT FOR HELP
Call or text 988 or chat 988lifeline.org. You can also reach the Crisis Text Line by texting MHA to 741741.
02
Get Creative
Engage in creative activities to help you express the thoughts and feelings that are weighing on your mind. Whether it's music, painting, writing poetry, or any other form of artistic expression, creativity offers a valuable outlet for your emotions.
03
Create
National YOUTH FOUNDATION
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Parks for Monarchs
A Resource Guide for Monarch Conservation
MONARCH JOINT VENTURE
NRPA
National Recreation and Park Association
This resource guide was made possible through a generous grant from Phillips 66 Corporation.
# Table of Contents
I. About this Guide 4
- Executive Summary 4
II. An Introduction To Monarchs 5
- Monarch Migration 5
- Monarch Biology and Reproduction 6
- Monarchs in Decline 8
- Monarchs Habitat Requirements 10
III. Opportunities for Parks 13
- Conservation Strategies 13
- Pollinators and Parks 13
- Benefits of Monarch Conservation in Parks 14
- Habitat Restoration 15
- Education and Outreach 24
- Parks Bringing Back Milkweed 28
- Parks in Partnership for Monarchs 29
- Finding Funding for Monarch Conservation 30
IV. Appendices 32
1. Additional Resources 32
2. Regional Plant Lists 32
3. Educational Resources 33
V. Bibliography 35
Contributors to *Parks for Monarchs: A Resource Guide for Monarch Conservation*
Cora Lund Preston, Communications Specialist, Monarch Joint Venture
Wendy Caldwell, Program Coordinator, Monarch Joint Venture
Richard Dolesh, Vice-President for Conservation and Parks, National Recreation and Park Association
Jimmy O’Connor, Senior Manager of Conservation, National Recreation and Park Association
Image Credits
Cover and contents photos by Denise Gibbs | pp 4-5 photos by Wendy Caldwell | p. 6 photos by Dave Astin, Denny Brooks, Wendy Caldwell, Michelle Solensky and Mary Holland | p. 7 photo by Siah St. Clair | pp 8-10 photos by Wendy Caldwell | p. 101 map by U.S. Forest Service, photo by Candy Sarikonda | pp 13-14 photos by Wendy Caldwell | p. 15, 17 photos by Denise Gibbs | p. 23 photo by Candy Sarikonda | p. 24 photos by Pacific Grove Museum of Natural History and Denise Gibbs | p. 26 photo by Wendy Caldwell | p. 27 photo by Denise Gibbs | p. 28 photo by Wendy Caldwell | p. 31 photo by Rodney Tissue, City of Hagerstown.
Executive Summary
Parks have long been recognized as places to recreate and to experience natural beauty. Preserving natural landscapes for wildlife conservation is becoming an increasingly important part of the many amenities that parks provide in a rapidly developing world. As native landscapes continue to disappear, parks have an important role to play in their preservation and restoration.
This role is strikingly evident in the case of the monarch butterfly (Danaus plexippus). The eastern North American monarch population has diminished by over 90% during the past few decades, and national strategies have called for an “all hands on deck” approach to restoring the population to a sustainable level. One of the best ways to achieve that goal is to create and enhance habitat for monarchs, and parks are ideal places to do so.
This guide provides a framework for how parks can get involved with monarch conservation activities, especially the creation and restoration of high quality habitat for monarchs. The charismatic monarch butterfly offers an opportunity to connect communities with the natural environment and to provide habitat benefits for many other species in parks. Park visitors will relish the opportunity to have close contact with these beautiful butterflies and the variety of other pollinator species that are attracted by creating, restoring or enhancing habitat for monarchs.
In addition, parks are critical in engaging youth and adults alike in conservation learning. Monarch butterflies and their associated habitats provide informal and formal learning opportunities for youth and educators, and also provide an abundance of opportunities for citizen scientists to contribute their observations to a larger understanding of monarch biology and ecology. The impacts of these experiences are often long-lasting, and can encourage individuals toward more conservation-minded thinking and decision-making. Restoring habitat for monarchs and pollinators in parks not only decreases long-term maintenance costs, but provides abundant opportunities for park educators and visitors to explore nature and gain life-long experiences.
Parks are especially important for monarchs on their migration, and have the added advantage of being able to provide long-term habitat if managed correctly. Parks are places that the public can see and enjoy monarchs, and in some cases, learn more about them through interpretive signage, exhibits, and life-cycle displays. Best of all, even the smallest of parks can provide habitat for monarchs and other pollinators.
Whether you are a volunteer or a parks professional, whether you are just beginning or you have installed many monarch waystations and pollinator gardens, this resource guide will provide valuable information on how to increase monarch habitat, create new partnerships for saving the monarch, and engage youth and adults in the conservation of this valuable and much-loved species.
Monarch Migration
The monarch migration is one of nature’s most spectacular events. Much as birds migrate to take advantage of resources available across a large landscape, North American monarchs travel up to an astonishing 3,000 miles in an annual migration from their summer breeding habitat to overwintering grounds. During the summer breeding season, eastern monarchs spread across the eastern U.S. and into southern Canada, laying eggs on milkweed plants. Western monarchs make use of milkweeds across the western states, primarily west and south of the Rockies, and into southwestern Canada.
In the fall, monarchs feast on late-blooming nectar plants along the way to their wintering sites. The eastern monarch population winters in oyamel fir forests in the mountains of central Mexico. While the spring migration northward is completed over the course of two or more generations, the final generation of the year flies the entire way back to these forests, new to them, but visited by their ancestors a few generations ago. In the same way, monarchs from across the western U.S. return to Eucalyptus, Monterey cypress, Monterey pine, and other trees in groves along the Pacific coastline, from Mendocino County south to Baja, Mexico. Climatic conditions at these sites allow monarchs to survive the winter before beginning the return trek to their summer breeding grounds.
Monarch Biology and Reproduction
Like all butterflies, monarchs go through complete metamorphosis – starting as an egg, then larva (caterpillar), pupa (chrysalis), and finally adult butterfly. During these distinct life stages, they have different habitat requirements, which are presented in a future section of this guide. From egg to adult, this transformation takes approximately one month.
Monarch larvae grow to about two-thousand times their original mass and eat huge amounts of milkweed (relative to their size) as they grow. To accommodate for a rapidly growing caterpillar, monarchs shed their skin approximately every two to three days, totaling five molts over the course of about two weeks. These five larval stages are distinguished as instars.
When a caterpillar is ready to transition to the immobile pupa, or chrysalis stage, it often crawls several meters away from the plant it was eating to find a sheltered area. This might be on another plant in the habitat, or a man-made structure such as a picnic table, bird bath, or building. The fifth instar caterpillar will then spin a silk button with the spinneret located beneath its mandibles (jaws). Once in place, the caterpillar uses this silk pad to secure itself from its last set of hind legs, or prolegs. For 12-18 hours, the monarch maintains the appearance of the caterpillar stage, but major transformations are occurring inside. When ready, the caterpillar skin is shed one last time (occurring over the course of about one minute), revealing the bright green monarch chrysalis. The fragile new monarch pupa will continue to shape itself and harden in the hour following this transformation.
The immobile pupa phase lasts approximately 10 to 14 days. One of the very last developments before the adult butterfly emerges, or ecloses, is pigmentation of the adult butterfly scales. When the characteristic orange, black, and white colors of the adult butterfly can be seen through the transparent casing of the chrysalis, the butterfly is nearly ready to emerge – usually within one day. Its wings look small and deformed at first, but the monarch will soon pump its abdomen, releasing fluid into the wings to expand them to their full size and shape. The adult will hang upside down for four to five hours after it emerges to let its wings dry and strengthen before it is able to fly for the first time; the butterfly is very fragile during this stage.
Non-migratory adults, referred to as breeding generations, live approximately two to six weeks. During this time adults will find a mate, mate, and in the case of females, lay eggs on available milkweed plants. A single
The monarch life cycle centers on milkweed.
female monarch can lay hundreds of eggs: experts estimate 300-500 over the course of her lifetime. This investment in reproduction is evident by the shorter life-span of breeding monarch generations.
The final generation of the year is referred to as the migratory generation. These monarchs are in a state of delayed reproduction (called reproductive diapause), which is triggered by environmental cues like decreasing day length and temperature, and aging milkweed host plants. In order to survive the long-distance migration to their overwintering sites where they will spend the winter, this generation temporarily foregoes reproduction and focuses on gaining lipids by consuming nectar resources and migrating south.
Compared to the breeding generations, this generation can live up to 9 months. After migrating south, they spend the winter at high-elevation oyamel fir forests in central Mexico (eastern monarch population) and then begin the journey north into the southern U.S. in the spring. Their final task is to produce the first generation offspring. Reproductive development resumes as they migrate north, the overwintering generation dies after reproduction, and their offspring continue the journey into the northern parts of the monarch range. Monarchs west of the Rocky Mountains undergo a shorter-distance migration, traveling to hundreds of sites along California’s Pacific coast. There is a small, non-migratory population of monarchs in southern Florida.
**MONARCH MYTH: DO CATERPILLARS TURN TO ‘SOUP’ INSIDE PUPAE?**
*It is a myth that butterflies turn to soup inside the pupa. If you look carefully, even a newly formed chrysalis will show wing veins beneath the surface. The wing pads are visible in this photo as the half circle covering the left side of the pupa.*
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**Parks in Action for Monarch Conservation**
**Optimist Park Monarch Waystation**
The City of Hagerstown Parks and Recreation collaborated with the Hagerstown Kiwanis Club to install a beautiful Monarch Waystation habitat along its new trailside park. The Department Engineer, Rodney Tissue, reported that the very day they planted the milkweed “monarch butterflies were landing on the milkweed plants. It was amazing.”
| Park size, type: | Small, City Park |
|------------------|------------------|
| Partners: | City of Hagerstown Department of Parks and Recreation, Kiwanis Club, Monarch Watch Waystation Program |
Photos: Hagerstown Parks and Recreation Department
Monarchs in Decline
The monarch migration was listed by the International Union for Conservation of Nature as an endangered phenomenon in 1983. In 2010, the World Wildlife Fund included monarchs on its list of the “Top 10 to Watch in 2010”: species that are thought to be in need of close monitoring and protection. In 2014, the monarch was petitioned to the U.S. Fish and Wildlife Service for consideration under the Endangered Species Act.
Monitoring of the eastern monarch overwintering population has been taking place each winter since the mid 1990’s, and there is a general declining trend in the population. The eastern population is measured by estimating the area occupied by overwintering monarchs in the Mexican overwintering sites (Morris, Oberhauser, & Brower, 2015). Since there are many fewer individuals in the western population, this population size is estimated by using citizen science volunteers to count individuals (vs. measuring area).
The winter of 2013-2014 recorded the lowest ever eastern monarch population, with butterflies occupying less than 2.5 acres (1 hectare) of oyamel forest in Mexico. The peak in the late 1990’s was nearly 45 acres (18 hectares). Over the past 20 years, the average population size has been about 15 acres (6 hectares). A decline in the number of western monarchs, most of which spend their entire life cycle in the U.S., has been well documented over the past decade as well.
Monarchs face many challenges that are potentially contributing to this decline. Both eastern and western monarchs are dependent on habitat quality, which is being threatened by:
Data from 1994-2003 were collected by personnel of the Monarch Butterfly Biosphere Reserve (MBBR) of the National Commission of Protected Natural Areas (CONANP) in Mexico. Data from 2004-2016 were collected by the WWF-Telcel Alliance, in coordination with the Directorate of the MBBR.
• Habitat conversion and changes in land management practices that are reducing the availability of milkweed;
• Possible changes in milkweed, nectar plant, and oyamel tree availability, quality, and distributions due to effects of climate change;
• Extreme weather events such as drought in the breeding habitat and severe winter storms in the overwintering grounds;
• Increased prevalence of naturally occurring monarch parasites and predators;
• Pesticide use to control other insects, with unintended harmful consequences for monarchs;
• Habitat conversion in California, resulting in reduced availability and quality of overwintering sites; and
• Shifting overwintering habitat quality, as the trees in California’s monarch groves age and deteriorate and illegal logging threatens trees in Mexico’s overwintering forests.
In the face of these threats, scientists suggest the eastern monarch overwintering population size needs to reach a 6 hectare (14.8 acre) threshold to minimize the risk of losing the eastern monarch migration (Semmens, et al., 2016). All sectors of land managers, from backyard gardeners to farmers to parks and agencies have a role to play in reaching this important population goal.
Data collected by the Xerces Society for Invertebrate Conservation Thanksgiving Monarch Count.
Monarch Habitat Requirements
The Importance of Native Plants
Native refers to species that originated in a given geographic area. Including native plants in your monarch habitat is important. Not only are native plants a food source for monarchs, but they provide nectar for a variety of other pollinators and habitat for many other organisms. Additionally, native plants are well adapted for the climatic conditions of their region and are generally easier to care for.
Preserving not only a diversity of species, but also the genetic diversity within each species is also very important. Diversity in native plant communities supports many native insects and also provides a number of ecological benefits, such as erosion reduction and filtration. Native species vary genetically as they adapt to their particular environmental conditions, resulting in numerous different ecotypes of the same plant species (Wild Ones: Native Plants, Natural Landscapes, 2016). You can obtain locally sourced plants of your ecotype from local nurseries or producers, visit www.plantmilkweed.org for resources on finding local providers.
Monarchs and Milkweed
Monarch caterpillars require milkweed to grow and develop into butterflies, and they feed on many of the over 100 species of milkweed native to North America. Monarch conservation organizations have prioritized species for each region of the U.S. based on their importance to monarchs and potential to be used in restoration efforts, listed on page 21. These plants, key to monarch survival, grow well in disturbed areas and are found along roads and highways; in yards and gardens; in old fields; and in pristine native prairies and other natural habitats. Parks may already have milkweed growing naturally, and often have abundant potential opportunities for habitat expansion.
Many milkweed species are hardy and grow in a variety of different habitat types. Common places to find milkweed include short and tall grass prairies, livestock pastures, agricultural margins, roadsides, wetlands, sandy areas, and gardens. Though monarchs do find and use sites with just few milkweed plants, more plants support more monarchs. It is recommended that at least a few different native species of milkweed be included in plantings to improve the availability of suitable and attractive milkweed host plants throughout the breeding season. See Appendix 1 for regional milkweed plant lists.
Monarchs and Nectar Plants
Adult monarchs feed differently than caterpillars. Their straw-like mouthpart, called a proboscis, allows them to consume nectar from a variety of different flowering plants. It is essential that adult monarchs have nectar available to them throughout their breeding and migrating seasons in order for them to reproduce and migrate.
It is recommended that all monarch habitats have a diverse set of both milkweed and other flowering resources to be the best habitat for monarchs possible. To ensure that their needs are met during each stage of their annual cycle, it is important to provide a diversity of species that will bloom from spring through fall. Planting native wildflower species, including milkweed, that are of the local ecotype is recommended, meaning that they originally came from the ecoregion where your habitat is. See the map of ecoregions on the next page. Look for nurseries or plant suppliers that sell locally sourced seed to find plants from your ecoregion.
In gardens, include a minimum of two to three different native flowering species for each part of the growing season, although native prairie seed mixes typically have many more species included. Local nurseries will be able to provide recommendations on plants that are...
best suited for your habitat and will know when they typically bloom. Use this information to plan your habitat restoration project ensuring monarchs have nectar available at all times.
Many shrubs and trees bloom early in the spring, but other flower species are available and should be included in a monarch planting. Summer blooming species are usually readily available. Include many species of milkweed, depending on your region. Fall blooming species, like goldenrods, asters, and blazing star are vital for sustaining the monarch migration. Some examples of native, pollinator-friendly plants in different regions are shown below. This is not a comprehensive list; see Appendix 2 for complete native nectar plant lists by region and bloom time.
**Other Habitat Requirements**
Butterflies often feed in sunny areas, sheltered from the wind. Fences, shrubs, or other structures can serve as windbreaks, and can also be a good place for pupation. Adult butterflies use the sun’s energy to warm up and most nectar and milkweed plants grow best in sunny spots. Adding flat rocks can help create basking zones for butterflies to regulate their temperature.
**OPPORTUNITIES TO CREATE OTHER WILDLIFE HABITAT**
*With monarchs in mind, consider other wildlife habitat needs as well. Other wildlife can use many components of monarch habitat, and there are easy additions to include when incorporating monarch habitat into a landscape. Small pockets of bare ground can provide ground nesting pollinators or birds with suitable habitat for nesting or foraging. Dead trees and wood piles can serve as shelters for many other butterflies and pollinators that may overwinter in the area and use these features as shelter. Stem-nesting bees use plant stems or debris from the previous year as their primary shelter. Native grasses provide habitat for game birds, foxes, rabbits and many other species. Depending on the type of habitat, bird feeders, nest boxes, or baths may be added to help local and migratory song birds. You will be amazed at the wildlife that flocks to your park’s monarch habitat.*
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**Ecoregions of the United States Provinces**
Source: R.G. Bailey [Ecoregions of the United States, USDA Forest Service (scale 1:7,500,000, revised 1994)]
| Region* | Early Season Nectar Flowers | Mid Season Nectar Flowers | Late Season Nectar Flowers |
|---------|-----------------------------|---------------------------|----------------------------|
| California | Silver lupine, *Lupinus albifrons*. California redbud, *Cercis orbiculata*. | Narrowleaf milkweed, *Asclepias fascicularis*. California poppy, *Eschscholzia californica*. | Common sunflower, *Helianthus annuus*. Great Valley gumweed, *Grindelia camporum*. |
| Great Lakes | New Jersey Tea, *Ceanothus americanus*. Purple Coneflower, *Echinacea purpurea*. | Lanceleaf coreopsis, *Coreopsis lanceolata*. Butterflyweed, *Asclepias tuberosa*. | New England Aster, *Symphyotrichum novae-angliae*. Prairie blazing star, *Liatris pynostachya*. |
| Maritime Northwest | Colomia, *Colomia grandiflora*. Showy milkweed, *Asclepias speciosa*. | Hardhack spiraea, *Spiraea douglasii*. Ocean spray, *Holodiscus discolor*. | New York Ironweed, *Vernonia noveboracensis*. New England Aster, *Symphyotrichum novae-angliae*. |
| Midwest | Purple Coneflower, *Echinacea purpurea*. Wild blue phlox, *Phlox divaricata*. | Swamp milkweed, *Asclepias incarnata*. Wild bergamot, *Monarda fistulosa*. | Tall blazing star, *Liatris aspera*. Showy goldenrod, *Solidago speciosa*. |
| Mid-Atlantic | New Jersey Tea, *Ceanothus americanus*. Wild bergamot, *Monarda fistulosa*. | Dense blazing star, *Liatris spicata*. Butterflyweed, *Asclepias tuberosa*. | New York Ironweed, *Vernonia noveboracensis*. New England Aster, *Symphyotrichum novae-angliae*. |
| Northeast | Eastern redbud, *Cercis canadensis*. Lanceleaf coreopsis, *Coreopsis lanceolata*. | Field thistle, *Cirsium discolor*. Dense blazing star, *Liatris spicata*. | Yellow ironweed, *Verbesina alternifolia*. Spotted Joe-Pye Weed, *Eutrochium maculatum*. |
| Southern Plains | Dakota mock vervain, *Glandularia bipinnatifida*. Betonyleaf thoroughwort, *Conoclinium betonicifolium*. | Gray goldenrod, *Solidago nemoralis*. Black samson echinacea, *Echinacea angustifolia*. | Dotted blazing star, *Liatris punctata*. Maximilian sunflower, *Helianthus maximilian*. |
*This table is a small selection, not a comprehensive list of recommended nectar plants. See [http://www.xerces.org/monarch-nectar-plants/](http://www.xerces.org/monarch-nectar-plants/) for full regional nectar plant lists for monarchs.*
Conservation Strategies for Parks
Without milkweed and nectar plant habitat, there would be no monarchs. Creating habitat is the most important way to contribute to monarch conservation, and the conservation of many other species and ecosystems. With so much land across our nation and in a variety of landscapes, parks have a huge opportunity to participate in this essential conservation strategy. Each of these strategies will be covered in detail in Section 2 of this guide.
However, monarch habitat conservation does not and should not stop at the park boundary. Effective conservation for monarchs will depend on large scale habitat corridors and linked landscapes. Look for opportunities to partner with adjacent public and private landowners, and build a support network for monarch conservation where you can.
Another strategy with ample opportunity for parks to contribute is education and outreach around monarch and pollinator conservation. Teaching park visitors and the general public about the decline in the monarch population and what they can do to support monarchs is vital to monarch conservation success. Parks can participate in this outreach in a wide variety of ways.
Continued research is important to understanding what other limitations may be affecting monarchs and discovering next steps for conservation. Park visitors and staff have the opportunity to contribute directly to ongoing monarch research through participation in citizen science programs. Citizen science provides people with hands on research activities and uses their results to inform existing efforts.
Partnerships are vital to an effective monarch conservation movement. Restoring the monarch population will take an ‘all-hands-on-deck’ approach. With such a widespread habitat range, monarchs will need to be able to find habitat on farms, parks, roadsides, backyards and more across the country to reach a sustainable population level.
The Monarch Joint Venture is working to connect all sectors involved in monarch conservation to coordinate their efforts and achieve better results for monarchs. Parks can work together with individuals, organizations, local businesses, schools and government agencies to improve monarch conservation efforts.
Pollinators and Parks
Monarchs are themselves pollinators, and serve as international and iconic representatives of all pollinators. Conservation of this iconic species will benefit pollinators and many other plants and animals. They use resources common to a large number of pollinators, and the size of their population therefore reflects the overall health of the environment for pollinators in general. The security and stability of our food sources and ecosystems are dependent on healthy pollinator populations.
Pollinators are primarily insects, including butterflies, bees, moths, beetles, wasps, and flies. However, there are even some vertebrate pollinators, such as bats in the southwestern US and various species of birds. Hummingbirds are a common pollinator that people love to see visiting their parks and gardens.
As reflected by the monarch population, pollinators of all kinds are in decline. There is increasing evidence that native bees, butterflies and other pollinators are no longer as abundant as they once were. Other pollinators face similar threats as monarchs do, including habitat
loss to urban and agricultural development, pesticide use, the spread of disease and climate change. Low genetic diversity is a known threat to bumble bee species, as well as the threat of commercially rearing native bees spreading pests and diseases to wild populations (The Xerces Society, 2008).
Monarch habitat benefits these diverse pollinators by providing flowers with the nectar and pollen that they need to survive. In turn, pollinators ensure the plants are able to reproduce as they transfer pollen from plant to plant. For example, milkweed is a favorite nectar source for bees and beetles.
In addition to the existing benefits of monarch habitat to pollinators, it is easy to expand habitat conservation and restoration projects to directly support other pollinators. Native bees require patches of bare sandy soil and dead plant stalks to spend the winter in. These requirements can easily be added to park habitat, and explained to visitors with interpretive signage. Both hummingbirds and insect pollinators like big swaths of colorful flowers; hummingbirds especially prefer red colored flowers. There are many other ways to incorporate diverse pollinator needs into monarch habitat, visit Appendix I for more information and resources on this topic.
**Benefits of Monarch Conservation in Parks**
Aside from the direct advantages to monarchs and other pollinators, as described above, there are many additional benefits that monarch conservation can bring to parks of all sizes.
Restoring native plants can reduce runoff and improve soil quality, benefiting the surrounding landscape and waterways connected to parklands. Native prairie and wildflower plants have deeper roots than typical lawn grasses, and can help stabilize areas prone to erosion because of their root system.
Monarchs are charismatic ambassadors for wildlife conservation. They can be used as a flagship species for talking about wildlife, pollinators, insects, or native landscapes in educational programming or other events. Their habitat is also beautiful, providing aesthetic benefits to park visitors through the opportunity to enjoy the wildflowers, see a monarch or other butterfly up close as they pass by the habitat, and enjoy hearing the sounds of songbirds that often flock to native plant habitat. Because their habitat is beautiful, and monarchs are well loved creatures, engaging in their conservation and publicizing it can lead to an improved reputation for parks.
Connecting monarch habitat creation with other wildlife, water and soil conservation, and beautification initiatives provides more extensive opportunities to seek funding for these conservation projects. For example, regional Soil and Water Conservation Districts may offer funding for water and soil quality improvements, and a monarch habitat thoughtfully constructed to also provide these benefits could be a viable candidate for funding.
Habitat Restoration
Parks provide a wide array of natural and recreational spaces for both people and wildlife across the country. Ranging from urban to remote, vast nature preserves to small neighborhood parks, highly maintained to wild, each different park has the opportunity to enhance or create monarch habitat in its own way. Putting more monarch habitat in the ground and encouraging others to do so is the most important thing parks, and anyone, can do to support monarchs. Every monarch that successfully migrates to wintering sites in Mexico or along the California coast begins its life as an egg on a milkweed plant and depends on nectar sources across miles of migratory flyway.
Small Scale Habitat
The more and bigger habitats the better, but one of the inspiring things about monarch conservation is that every milkweed and nectar plant counts. Monarchs frequent small butterfly gardens as nectar sources and breeding sites. Installing one or many small scale habitats for monarchs in a park can make a big impact. Planting a butterfly garden or other small habitat will provide a safe haven for monarch eggs and caterpillars, and help fuel adults during their migration.
Site Preparation and Characteristics
Start by replacing a patch of lawn or bare ground, or simply adding native plants to an existing site. Follow these guidelines as first steps.
1. Choose a sunny site. Butterflies need the sun’s energy to warm up and most nectar and milkweed plants grow best in sunny spots. Adding flat rocks can help create basking zones for butterflies to regulate their temperature.
2. Include windbreaks. Butterflies prefer to feed in areas sheltered from wind. A fence, shrub, or a wall can serve as a windbreak, and can also be a good place for pupation. If the site does not have a wind break, consider planting a shrub.
3. Test the garden soil. This can determine whether the area is suitable for growing plants, or if it needs amendments. Sand, clay or wet soils may be difficult to plant in, and may require specialized techniques.
4. Prepare the soil by removing lawn or other plant cover, and raking the soil. Additional soil can be brought in as needed.
Large Scale Habitat
Installing large scale monarch habitat can take the form of prairies or meadows with abundant milkweed and nectar flowers. Prairies can range in size from very small to many acres, depending on the space you have available and maintenance capacity. In the long-term, pollinator prairie and meadow habitat is very low maintenance after the first few years of initial investment.
Site Preparation and Characteristics
Adequate site preparation and making sure you have the appropriate site characteristics are key to the success of your habitat. Here we cover the basic steps required to install large scale prairie or meadow habitat, and Appendix 2 provides many additional excellent resources for preparation and planning.
Many different kinds of sites can be excellent pollinator habitat, but there are a few important site characteristics to consider. Most native wildflowers require full sun to thrive, so choose an open area that receives full sun for most of the day. Level ground is ideal, but sloped
A Mid-Atlantic native monarch habitat in the Fall. Fall nectar flowers and opening milkweed pods can provide color and structure to landscaping when other landscaping is beginning to fade.
conditions also work if erosion is controlled during establishment. It is important to test the soil when considering a site, this will allow you to identify what kinds of plants will succeed in your habitat, and augment the soil as necessary.
Consider the surrounding area for potential threats such as pesticide drift or neighboring weed sources that may pose maintenance problems or threaten the pollinators you are working to attract. Certain weed species may not have high value for pollinators in general or monarchs specifically, so it is best to start with a plant selection that benefits monarchs and other pollinators.
Prairie habitat is also an excellent fit for marginal land, for example utility corridors that may run through your park, areas near parking lots or other roadside areas where other landscaping is difficult to maintain. Herbaceous plants such as milkweeds and other nectar plants will not penetrate pipes, threaten overhead power lines, or create traffic hazards (The Xerces Society for Invertebrate Conservation, 2013).
According to the Tallgrass Prairie Center, “site preparation alters the existing vegetation and soil structure in advance of seeding, increasing emergence, growth and survivorship of the seeded natives by removing thatch, improving seed to soil contact, and reducing weeds” (Williams, Prairie Restoration Series #7: Site Prepraration, 2015).
If you have non-native plant cover on your habitat site, such as turf grass or weeds, you will want to remove the existing vegetation to prepare your site for seeding. There are multiple ways to do so, one of which is the ‘Spray and Plant Option.’ The steps in this process are to first mow the site 4 inches high or less in the spring or late summer. Then, apply an appropriate herbicide when there is 4 to 6 inches of new growth on the site (this growth can take 2 to 4 weeks). For grass stands,
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**Parks in Action for Monarch Conservation**
**Lardner’s Point Park Native Habitat**
Lardner’s Park opened in Spring 2012, located along the Delaware River in Philadelphia. The Delaware River City Corporation and local school groups maintain pollinator meadows in the 5 acre park. A former brownfield and dumping site, this park has been restored to now have 7 habitat zones and 100 native species as the highlight of the park! Three feet along the park paths is the only mowed area.
| Park size, type: | Large, City Park |
|-----------------|------------------|
| Partners: | Philadelphia Department of Parks and Recreation, DRCC, Friends of Lardner’s Point Park, Pennsylvania Environmental Council, local schools |
Photos: Jim Fries, Delaware River City Corporation
a mix of broadleaf and grass herbicides such as glyphosate and 2,4-D are recommended. If any green plants have grown after 14 days of the first herbicide treatment, re-spray those plants. In another 14 days your site will be ready to seed. Seed can be broadcasted or drilled (Williams, Prairie Restoration Series #7: Site Prepraration, 2015). This method is very cost effective, but may not be as successful as longer term methods at removing perennial plant material. For other methods of stand replacement see Appendix 2.
If you have an established native grassland or prairie site and want to improve it to be better habitat for pollinators, you can add native milkweed and other forbs without eliminating the existing vegetation. There are several methods available to achieve this. It is possible to sow seed into the established vegetation with no disruption of the habitat, but the success of this method is low and requires patience. Alternatively, you can repeatedly mow and inter-seed the existing site by removing standing dead plant material through fall prescribed burning or late summer haying, then seeding with your desired seed mix in early spring using a no-till drill, and finally mowing 4 inches high every two or three weeks from late-April to early-September. Another option is to spray, mow and inter-seed the site by removing standing dead plant material through fall prescribed burning or late summer haying, spraying 50 percent of the site with grass herbicide when there is 4-6 inches of new growth, seeding in the fall or early spring using a no-till drill, and mowing once in early summer during the first growing season (Williams, Prairie Restoration Series #7: Site Prepraration, 2015). For additional information about and methods of inter-seeding an established site see the Tallgrass Prairie Center Brochures listed in Appendix 2.
There are also several herbicide free methods of site preparation, such as solarization and sod removal. Solarization is particularly effective in smaller sites, and is the process of killing existing vegetation and weed seeds in the soil by laying down clear UV stabilized plastic for several months during the hottest part of the year. To solarize a site you will need to 1) remove all vegetation by mowing and raking the site in the spring, 2) smooth the site and irrigate it thoroughly, 3) lay down UV stabilized plastic (such as high tunnel greenhouse plastic), 4) bury the plastic edges and weigh them down if necessary to prevent airflow, 4) remove the plastic in early fall, and 5) immediately seed the site upon plastic removal. (The Xerces Society for Invertebrate Conservation, 2013)
Forbs, namely herbaceous flowering plants and including milkweeds, are the most important part of monarch and pollinator habitat, so it is important to select a seed mix that has an adequate representation of the right mix of flowering plants. Include a diversity of plants with varying bloom times, flower sizes, shapes, colors and heights to attract monarchs all season long as well as a diversity of other pollinators. Difficult to establish species may be most effectively planted using plugs after seeding the site.
While grasses do not provide nectar or pollen for monarchs or pollinators, they are an important component of a habitat for bees, other wildlife and for the maintenance and longevity of your site. Having a prairie seed mix that includes species from three different plant groups, 1) warm- and cool-season grasses, 2) legume and non-legume forbs, and 3) sedges, will increase the weed-resistance and wildlife-attractiveness of your site (Williams, Prairie Restoration Series #7: Site Prepraration, 2015). Diverse mixes are better able to compete with weeds because they cover the site throughout the growing season. Therefore, it is recommended to include more species in the seed mix at lower seed rates than to plant fewer species at a higher seed rate.
*Habitats like this filed of common milkweed (Asclepias syriaca) at Big Meadows in Shenandoah National Park are essential for breeding monarchs.*
Habitat Maintenance and Management
Land management strategies to promote native milkweed and nectar plant growth are important to consider in monarch conservation efforts. Good management can reduce the effects of habitat disruption and promote native growth in a habitat. Replacing non-native species with native species encourages a healthy diversity of plants and animals and provides more ecological benefits. Some management strategies important in monarch habitat conservation include prescribed burning, well-timed mowing, native seed collection, native planting, and exotic species control.
How to manage your site to improve its value for monarchs:
- Minimize pesticide use in your site and advocate for less pesticide use in areas surrounding your site. If pesticide is required for successful management, make sure to choose compounds that are less toxic (refer to the Xerces Society guidelines (Vaughan, et al., 2015) in Appendix 1), do not apply when plants are flowering, apply using a spot spray or ground application when possible, and avoid spraying milkweed plants. Weed by hand when possible.
- Plan management practices for times outside of when monarchs are present at the site. See Mowing: Best Practices for Monarchs (Monarch Joint Venture, 2016) for recommendations by region on the best times to manage.
- Mow only up to 1/2 of the area at one time, so that viable habitat is continuously available during the breeding season.
- Control woody vegetation and non-native plants to encourage milkweed and nectar plant growth.
- Water milkweed and nectar plants in drought conditions and apply organic soil amendments to optimize plant growth (primarily for gardens).
Establishment of pollinator habitat takes 3 to 5 years. Without management during this critical time period, weeds and woody plants will take over the site and out-compete the newly emerging native plants. The intent of management in the first three to five years is to reduce unwanted plants or weeds, and stimulate growth of desired native plants. Early small scale management techniques include hand weeding, watering, and occasionally spot spraying tough-to-kill weeds. Early large scale management techniques include mowing, herbicide use, hand weeding small areas, prescribed burning, and watering (Williams, Prairie Restoration Series #6: Designing Seed Mixes, 2015). After the first three growing seasons, most habitats will require little maintenance.
Mowing Newly Established Monarch Habitat
Mowing is essential during the establishment of a prairie or large scale monarch habitat. If weeds are permitted to grow high enough in the first few years of prairie habitat maintenance, they can create a closed canopy resulting in reduced germination, growth and survival of desired native prairie plants. Frequent mowing during the first and second growing seasons can prevent this issue and the resulting long term maintenance problems.
Any type of mower that the blades can be raised at least 4 inches may be used. As a general rule, weeds and other vegetation should not be allowed to get taller than knee high in the first growing season. This first year, mow to a height of 4 to 6 inches whenever vegetation reaches 12 to 18 inches high (Williams, Prairie Restoration Series #9: Initial Post Seeding and Early Reconstruction Management, 2015). If the mower leaves substantial debris or thatch behind it you may want to rake it away so as not to cover the seedlings (Minnesota Department of Natural Resources, 2011).
Early establishment mowing will not harm native plant seedlings, as most of them grow below 4-6 inches high in the first growing season. Prairie plants in particular grow primarily underground in the first couple years, as they develop extensive root systems.
Frequency of mowing in the second growing season of a habitat planting depends on the presence of weeds at your site. Never mow below 12 inches in the second growing season to avoid damaging desired native plants. If the weeds in the second season are patchy and scattered, hand pulling or spot mowing may be the most effective maintenance strategy. However, if there is a flush of tall weeds throughout the site, a 12 inch mowing just before weed flowering will reduce the weeds’ ability to flower and go to seed (Williams, Prairie Restoration Series #9: Initial Post Seeding and Early Reconstruction Management, 2015). By now, most remaining weeds will be biennial species which develop a thick taproot during their first year and flower during the second year to reproduce before dying. It is essential to remove these weeds before they go to seed (The Xerces Society for Invertebrate Conservation, 2013).
Mowing should not be necessary by the third growing season. At this point, your efforts will begin to pay off, with grasses maturing and flowers regularly blooming and attracting pollinators and wildlife with very low maintenance needs. From now on, an annual or every other year cutting and burning cycle can be used as a clean-up procedure and prevention of woody plant growth at your site (Prairie Restorations Inc.). If, on the other hand, weeds persist widely and native plant establishment is less than 1 plant per square foot in the third growing season, site enhancement may be required to augment the site (Williams, Prairie Restoration Series #9: Initial Post Seeding and Early Reconstruction Management, 2015).
See Appendix 1 for further resources and information about mowing and site enhancement. When mowing, burning or otherwise managing the site after the third growing season, or an existing established site, it is important to consider the pollinators and other wildlife that will be using your site for habitat.
**Post Site Establishment Mowing: Best Practices for Monarchs**
Mowing an established site can be an effective management tool to control woody and weedy species and manage undesirable species from setting seed if timed appropriately. However, mowing too often or during certain times of the year may result in higher mortality for monarchs and other wildlife, including important pollinators, using the habitat.
Untimely mowing can result in high levels of insect mortality. Insect eggs, larvae, pupae and even adults may be killed directly by the mower, and mowing also destroys landscape features that provide structural diversity and may impact nesting areas used by pollinators. To limit monarch and other pollinators mortality, the following guidelines are recommended for established native plantings:
1. Avoid mowing the entire habitat to leave refuge areas for wildlife using the site at the time of mowing. This will allow for recolonization of the
**Management Windows**
These regions, separated primarily by latitude, offer different management windows in spring, summer and fall when mowing or other management may be safer for monarchs.
- Spring recommendations are primarily based on monarch breeding activity.
- Fall windows account for both monarch breeding activity and peak migration activity.
- Options listed in [ ] are recommended only if necessary. These summer mowing intervals may still cause some mortality. The two southernmost regions have been adjusted to avoid the primary nesting season for other grassland species.
- Data are based on long-term trends and variation from year to year may occur.
**NOTE:** These recommendations are based primarily on monarch breeding and migration activity. Please use these in conjunction with recommendations for other priority species to identify the most appropriate timing for your situation.
Visual created by Kelly Nail, University of Minnesota.
mowed site. Leave areas that may be good nesting or overwintering sites (leaf litter, dead stems, other ground cover) for pollinators or other wildlife, or known host plant areas if mowing during peak reproduction. Marking known areas may prevent accidental mowing.
2. Timing of mowing is critical (see map for regional recommendations). Avoid mowing during times of peak insect activity; this timing will vary between species. If your goal is monarch habitat, do not mow during times of high monarch reproduction or migration. Some areas may benefit from summer management to promote fall milkweed growth (and thus, monarch reproduction); this is reasonable for the southern Great Plains where monarch activity is low for an extended period of the summer.
3. If possible, avoid mowing while native plants are in bloom or before they have dispersed seed.
4. Limit mowing to no more than twice per year, and even less if possible. Mowing too frequently disrupts plant growth and the ability of forbs to compete with grass species. However, during the first year of prairie restoration, more frequent mowing may be needed for weed control.
5. Use a flushing bar and cut at reduced speeds to allow wildlife to escape prior to mowing.
6. Use a minimum cutting height of 8-12 inches (shorter heights may be needed for early establishment mowing). Mowing at this height will effectively remove seed producing parts of most invasive plants while minimizing impact to native plants and many insects.
7. Avoid mowing at night, when insects are inactive and unable to escape.
Nectar resources are needed by adult monarchs throughout their breeding and migration seasons. Thus, it is important to delay fall mowing activity until nectar sources have finished blooming to ensure abundant resources for monarchs’ journey to their overwintering grounds. Mowing too frequently may impact floral resource diversity and abundance, in addition to putting monarchs and other pollinators at higher risk of being directly killed by the mower.
Monarchs east of the Rocky Mountains migrate south to the mountains of central Mexico for the winter. They depart from their overwintering colonies beginning in March, laying eggs in Texas and other southern states in mid-March through early-April. These eggs take a month or more to become adults; the adults expand northward, laying eggs on milkweeds along the way and reaching the northern parts of their range in early to mid-June.
As long as milkweed is present in the landscape, there is a chance that monarchs are also there and that mowing could result in direct monarch mortality. Check milkweed plants for monarch eggs and larvae, or for tell-tale signs that monarchs may be present, such as chewed leaves and caterpillar frass. If you find signs of monarchs, consider delaying mowing.
The timing of peak monarch breeding and migrating activity can vary from year to year. The recommendations presented here illustrate long term trends shown by data from Journey North, Monarch Watch, and the Monarch Larva Monitoring Project, but to verify monarch presence, we recommend you visit the Journey North interactive maps (https://www.learner.org/jnorth/monarch/index.html) frequently to see real-time observations of monarch activity each year.
**Regional Milkweed Plant Lists for Parks**
Below are recommendations for readily available milkweed species native to each U.S. region, put together by the Monarch Joint Venture.
See Appendix 2 for more milkweed lists as well as nectar plant recommendations for pollinators by region.
The Monarch Joint Venture is a partnership of federal and state agencies, non-governmental organizations, and academic programs that are working together to protect the monarch migration across the lower 48 United States.
MISSION
Recognizing that North American monarch (*Danaus plexippus*) conservation is a responsibility of Mexico, Canada and the U.S., as identified in the North American Monarch Conservation Plan, this Joint Venture will coordinate efforts throughout the U.S. to conserve and protect monarch populations and their migratory phenomena by developing and implementing science-based habitat conservation and restoration measures in collaboration with multiple stakeholders.
Our mission will be achieved by coordinating and facilitating partnerships and communications in the U.S. and North America to deliver a combination of habitat conservation, education, and research and monitoring.
VISION
The vision of this Joint Venture is abundant monarch populations to sustain the monarch migratory phenomena into perpetuity, and more broadly to promote monarchs as a flagship species whose conservation will sustain habitats for pollinators and other plants and animals.
Monarch Joint Venture
University of Minnesota
email@example.com
Monarchs cannot survive without milkweed. Monarch caterpillars need milkweed plants (*Asclepias* spp.) to grow and develop, and female monarch butterflies only lay their eggs on milkweed. With shifting land management practices, we have lost much milkweed from the landscape. Please plant milkweed to support monarch populations, and their incredible migration! Planting milkweed is a great way to help other pollinators too, as milkweed provides nectar resources to a diverse suite of bees and butterflies.
**Northeast Region Milkweed Species**
- **Common Milkweed**
*Asclepias syriaca*
Well drained soils.
Photo by Louis M. Landry
- **Swamp Milkweed**
*Asclepias incarnata*
Damp, marshy areas.
Photo by Janet Allen
- **Butterfly Weed**
*Asclepias tuberosa*
Well drained soils.
Photo by Thomas Muller, Lady Bird Johnson Wildflower Center
- **Whorled Milkweed**
*Asclepias verticillata*
Prairies and open areas.
Photo © Kim Davis & Mike Stangeland
- **Poke Milkweed**
*Asclepias exaltata*
Woodland areas (except in NE, KS, MO, ND & SD).
Photo by David Smith
**South Central Region Milkweed Species**
- **Green Antelopehorn Milkweed**
*Asclepias viridis*
Dry areas and prairies. Also known as green milkweed.
Photo by Harlen Aschen
- **Antelopehorns Milkweed**
*Asclepias asperula*
Desert and sandy areas.
Photo by Kip Kiphart
- **Zizotes Milkweed**
*Asclepias oenotheroides*
Sandy/rocky prairies and fields.
Photo by Jennifer Kleinrichert
**Milkweed Regions**
There are many native milkweed species in each of the six “Milkweed Regions” shown on this map. The species highlighted are known to be used by monarchs, and are easy to establish. Please try to find plants grown as close as possible to where you’ll be planting them, and from the closest possible seed source.
Southeast Region Milkweed Species
Butterfly Weed
*Asclepias tuberosa*
Well drained soils.
Photo by Thomas Muller, Lady Bird Johnson Wildflower Center
Whorled Milkweed
*Asclepias verticillata*
Prairies and open areas.
Photo © Kim Davis & Mike Stangeland
White Milkweed
*Asclepias variegata*
Thickets and Woodlands.
Photo by Melton Wiggins
Aquatic Milkweed
*Asclepias perennis*
Hydrated soils.
Photo © Kim Davis & Mike Stangeland
Sandhill/Pinewoods Milkweed
*Asclepias humistrata*
For use in some regions of FL. Dry sandy areas and soils.
Photo © Kim Davis and Mike Stangeland
Note: *Asclepias syriaca* and *Asclepias incarnata* are native to parts of this region and may also be suitable species to plant. More details on the native range of each species can be found at: http://bonap.net/NAPA/TaxonMaps/Genus/County/Asclepias
Western Region Milkweed Species
NOTE: Excludes Arizona; see below for Arizona milkweed.
Mexican Whorled Milkweed
*Asclepias fascicularis*
Dry climates and plains, except in CO, UT, NM & AZ.
Photo by Christopher Christie
Showy Milkweed
*Asclepias speciosa*
Savannahs and prairies.
Photo by Robert Potts © California Academy of Sciences
Arizona Milkweed Species
Butterfly Weed
*Asclepias tuberosa*
Well drained soils.
Photo by Gail Morris
Antelopehorns Milkweed
*Asclepias asperula*
Desert and sandy areas.
Photo by Kip Kiphart
Rush Milkweed
*Asclepias subulata*
Desert areas.
Photo by Gail Morris
Arizona Milkweed
*Asclepias angustifolia*
Riparian areas and canyons.
Photo by Morris Family
California Milkweed Species
Mexican Whorled Milkweed
*Asclepias fascicularis*
Dry climates and plains.
Photo by Christopher Christie
Showy Milkweed
*Asclepias speciosa*
Savannahs and prairies.
Photo by Robert Potts © California Academy of Sciences
Heartleaf Milkweed
*Asclepias cordifolia*
Rocky slopes.
Photo by Dee E. Warencyia
Desert Milkweed
*Asclepias erosa*
Desert regions.
Photo by Christopher Christie
Woolly Milkweed
*Asclepias vestita*
Dry deserts and plains.
Photo © 2010 Neal Kramer
Woolly Pod Milkweed
*Asclepias eriocarpa*
Clay soils and dry areas.
Photo by Br. Alfred Brousseau, St. Mary’s College
Selecting and Finding Milkweed Plants
While any of the species listed here can be grown in garden settings, please use species that are native to your county for larger restoration projects. You can find more information about milkweed, together with a directory of native plant vendors that sell milkweed plants and seeds, on our website:
www.plantmilkweed.org
*Common names vary from place to place, so we have used the USDA names for consistency.*
Habitat Certification Programs
Large-scale habitat restoration across all landscapes is needed to offset the loss of monarch breeding and migratory habitat to help the monarch population rebound. To help drive public awareness and continued promotion of monarch and pollinator habitat, monarch habitats can be registered through various certification programs. This process connects your habitat site with a larger network of sites and can increase interest and engagement from the public. Listed here are several park-appropriate certification programs available to monarch habitats.
Monarch Habitat Success Stories
This online interactive map is facilitated by the Monarch Joint Venture. Points on the map are monarch habitat stories and experiences shared by people across North America. Categorized as gardens, managed corridors, agricultural areas, and natural and restored areas, these habitats represent the diversity of landscapes needed to help monarch populations rebound. http://www.monarchjointventure.org/success-stories/
Monarch Waystations
The Monarch Waystation program is administered by Monarch Watch and encourages monarch habitat growth in a variety of landscapes. You can register an existing habitat as a Waystation, or purchase a kit from Monarch Watch that includes information and seeds for your region. You can also order a weatherproof sign to display at your registered Waystation, which will be included in an international Waystation registry. http://www.monarchwatch.org/waystations/index.html
Bring Back the Pollinators
Developed by the Xerces Society, this certification encourages planting nectar and pollen plants, establishing nesting and growth areas for pollinators, and the elimination of pesticides and herbicides in pollinator gardens. Participants can also display a weatherproof sign and sign a Pollinator Protection Pledge to help spread the word about the importance of habitat restoration. http://www.xerces.org/bringbackthepollinators/
NWF Certified Wildlife Habitats
The National Wildlife Federation (NWF) also encourages active habitat restoration through their Garden for Wildlife program. To create a Certified Wildlife Habitat, participants provide food and water for pollinators and other wildlife, create cover for various animals, provide safe places for wildlife to raise young, and actively maintain the health of their habitat area. http://www.nwf.org/how-to-help/garden-for-wildlife/create-a-habitat.aspx
Simply Have Areas Reserved for the Environment (SHARE)
The Pollinator Partnership administers an online interactive map highlighting natural habitats for pollinators. Participants plan and plant a pollinator habitat, focusing on habitat services such as food, water, and shelter and are encouraged to monitor and report their observations. A weatherproof habitat sign is also available for display. http://www.pollinator.org/SHARE_howto.htm
Million Pollinator Garden Challenge
The National Pollinator Garden Network developed the Million Pollinator Garden Challenge in order to address the dwindling pollinator populations across the United States. These gardens target an array of pollinators including bees, butterflies, birds, and bats. They have a five step process: Provide food, provide water, create cover, provide breeding space, and help establish a healthy and sustainable habitat. The habitats are included in this challenge are catalogued on the SHARE interface mentioned above, and many of the
programs listed here contribute their registered habitats to the Million Pollinator Garden Challenge effort. http://www.millionpollinatorgardens.org
**Education and Outreach**
Parks are uniquely situated to not only create habitat, but to raise awareness and build community support for monarchs by educating the public about monarchs, their decline and conservation opportunities that individuals can take at home or outside the park. Setting an example by creating excellent monarch habitat can inspire visitors to create their own or take other conservation actions, and effective education about monarchs is key to achieving this ripple effect. Parks across the country, of any size, can contribute to monarch conservation by teaching visitors through educational signage, activities for adults and kids, and community events at the park.
**Educational Signs and Displays**
Interpretive signage is essential to public acceptance of and education about monarch habitat. Signage is an excellent way for visitors to enjoy their park experience by learning about the park, monarchs, habitat and conservation opportunities while enjoying the habitat.
Visitors may not be used to seeing prairie, native wildflowers, or plants once considered lowly weeds, such as milkweed, in their favorite park. Signage can also be very useful during the initial establishment of monarch habitat. A monarch garden or meadow takes a few years to reach its prime. Especially during the first growing season, the public may be surprised at its appearance. Signage informing visitors the value of the landscaping changes they are seeing can improve their appreciation of the park and your conservation efforts, and will build excitement about what is to come with the maturing of this habitat site.
Displays in visitor centers and exhibits can be a wonderful educational experience for park visitors, and have the advantage of being indoors and usable year-round. Displays can provide more information and interactive experiences for visitors, and can range in investment and complexity. For example, a simple exhibit such as bringing a few monarch caterpillars indoors and raising them to adulthood can provide visitors an opportunity to see monarchs up close and personal and get excited about pollinators through that experience. A display such as a diagram or series of posters of the monarch life cycle can allow visitors to learn more in depth about monarch biology.
Educational signs and displays take many forms. Important considerations when designing signage are audience, readability, images, and materials. Considering the audience is essential for designing appropriate content. Take into account the demographics of your visitors and who frequents the location where your sign or display is to be located, and how the message best fits with your audience.
**MONARCH INTERPRETIVE SIGNAGE**
*Signage can vary from permanent posters to temporary signs that can be updated or used for multiple purposes. There are benefits to both kinds of display, and considerations such as cost and intended audience are important to take into account. Below are examples of both varieties, a chalkboard with pollinator preferences at Pacific Grove Museum of Natural History, and a permanent interpretive display about the monarch migration.*
Readability is one of the most important considerations. Ensuring there is a limited amount of text, that it is clearly legible and appropriately located will allow visitors to get the most out of your efforts and stay engaged with the message. Images draw the viewer in and should be a major component of any sign or display. Selecting the appropriate materials for your sign or display should involve considering how long you intend to use the display, if it is indoors or outdoors, and cost.
**Public Engagement**
In addition to educating the public about monarchs, parks can also involve visitors in monarch conservation activities directly, providing ways for families and individuals to engage in their community and support monarchs collectively. Whether through taking a class, attending a monarch festival or volunteering their time to create or monitor habitat, visitors can become more connected to your park and active in monarch conservation.
**Monarch Activities for Kids and Families**
Monarchs can inspire children to be more interested and engaged in nature, and providing educational opportunities at your park may spark a lifelong interest in conservation. Incorporating monarch activities for kids and families into your park’s programming is one of the most important ways parks can support pollinators, and there are many ways to do so. Activities such as making Milkweed Seed Balls (see Appendix 3) are a hands-on way for kids of all ages to create monarch habitat and learn about milkweed and monarchs. Giving a presentation for children can be interactive, informative and serve as a teaching opportunity for kids and their parents. Volunteers can lead indoor and outdoor activities for kids (such as the Monarch Migration Game or other hands-on activities). See Appendix 3 to find monarch presentations, activities and all kinds of monarch educational resources to put to use in your park.
**Monarch Citizen Science in Parks**
To understand the monarch migration, monarch researchers rely on the help of citizen scientists to collect data during all phases of the annual life cycle of monarch breeding, migrating, and overwintering. While measuring and studying overwintering colonies may provide the best estimate of population size, it is important to gain insight into breeding population trends and factors influencing the migration within the U.S. Each phase of the monarch annual life cycle plays a role in the overall health and abundance of North American monarchs.
Since eastern monarchs breed and migrate in and through the U.S., citizen scientists primarily collect data in those areas. In the western U.S. where monarchs overwinter along the Pacific coast, citizen scientists also help to estimate and record the overwintering population size. There are many opportunities for parks to participate in monarch citizen science efforts in the U.S.
*Activities like creating Milkweed Seed Balls (right) and participating in monarch tagging (left) are easy to implement and exciting programs that parks can provide to park visitors of all ages. Families, school groups, summer camps and everyday visitors can get involved in these fun, simple conservation actions.*
Monitoring milkweed for monarch eggs, larvae and survival during the monarch breeding season is the perfect opportunity to engage park volunteers in an ongoing activity. Parks can also contribute to citizen science by holding monarch tagging events and demonstration in order to track the monarch migration and overwintering. Since Fred Urquhart’s tagging success, researchers and citizen scientists have continued tracking the migration by reporting their observations of migrating monarchs and tagging. Parks and volunteers can also test tagged or reared monarchs for disease, helping researchers better understand the natural role of disease in monarchs. Below are examples of a few citizen science programs well suited for park engagement (see more in Appendix 3).
The Monarch Larva Monitoring Project helps researchers understand factors that affect monarch reproduction and development during the breeding season, determining how breeding populations vary in time and space. Volunteers from across North America observe and report monarch eggs and larvae on milkweed plants. Numerous activities provide different opportunities, depending on volunteer interests and time commitment. Activities include recording weekly monarch density, rainfall tracking, comparing characteristics of milkweed plants with and without monarchs, measuring rates of attack by monarch predators, and reporting single or anecdotal observations of monarchs or milkweed plants during the breeding season.
With over 1 million butterflies tagged and approximately 16,000 recovered tags, the Monarch Watch volunteer tagging program helps us understand the eastern monarch fall migration to Mexico. Tagging and recovery data provide information on the dynamics of the migration. Volunteers order circular, lightweight stickers that they place carefully on the wings of monarchs. Some monarchs are captured as adults and tagged, others are captured as eggs or larvae and then the adult butterfly is tagged and released. A unique ID number on each tag is used to keep track of information associated with each butterfly, tagger, and recovery.
The spread of a protozoan parasite of monarch butterflies, Ophryocystis elektroscirrha (OE), is tracked with the help of citizen scientists participating in Project Monarch Health. Volunteers receive a parasite sampling kit from Monarch Health before capturing wild monarchs to sample. Samples can be from wild caught adults, or adults that have been collected as larvae and raised in captivity. To sample for the parasite, volunteers gently squeeze a small piece of tape around the abdomen of the butterfly. These scale samples are preserved on a note card, which is sent to Monarch Health for analysis.
Many smaller, localized citizen science programs have been implemented throughout the country. Based in the desert southwest, The Southwest Monarch Study program provides both tagging and monitoring of monarch habitats in Arizona, New Mexico, Nevada, Utah, western Colorado and the California deserts. Data collected from this project help us to understand the migration, breeding, and overwintering strategies of monarchs in the southwest U.S. Citizen scientists help Monarch Alert study western overwintering population characteristics. Volunteers tag monarchs at select California overwintering sites to help track movement between sites during the overwintering season.
Monarch citizen science is a great way to experience the outdoors, learn about conservation and get involved with the community.
Volunteer Engagement for Monarchs
Volunteers can be involved with monarch conservation efforts in parks in many ways, whether by attending a one-time habitat installation event, or monitoring your butterfly garden for monarchs every week. Important considerations when working volunteers are 1) good communication, 2) consistency, 3) training, and 4) follow-up.
Good follow-up through thank-you’s, regular updates on the progress of a habitat installation, or reminders about when the next monitoring session is will show volunteers their time is valued and can build a sense of connection to the park. With these four elements in place, your park can build an engaged community of monarch volunteers.
Communication is essential to conveying what the expectations of volunteering are, and why it is important that volunteers get involved. Consistency refers to having regular opportunities for volunteers to engage in order to maintain their interest and commitment to your park. If you are doing weekly monarch monitoring through the Monarch Larva Monitoring Project, hold your monitoring events at regular times and commit to having a staff member lead the team every single week so volunteers can plan a consistent schedule, for example.
Training is essential for any kind of volunteer activity, regardless of how simple. At one time events, teach people who may never have worked with monarchs before about their habitat and population decline. When new volunteers join an ongoing project, make sure an experienced volunteer or staff can show them how to participate. It is a good idea to provide ongoing training opportunities for even experienced volunteers, or allow them to train in new participants, so they stay interested and feel a sense of personal growth.
Citizen science is a perfect opportunity for volunteer engagement, through monarch tagging events or weekly monitoring of your milkweed habitat. Appendix 3 has information about various citizen science programs, and where to find more information about participation and training. Having a trained staff member who has practiced the project is essential to training in volunteers, and many programs offer detailed instructions or training videos on their websites.
Monarch habitat installations are also excellent ways to draw visitors to your park to participate in supporting monarchs. With a few knowledgeable staff to help supervise and instruct volunteers on how and where to plant, you can achieve a small scale monarch habitat installation while simultaneously providing the public with a meaningful way to get involved in monarch conservation and with your park.
Trained volunteers can contribute to promoting monarch conservation in parks. In addition to the ways described above, volunteers in parks can lead programs, supervise children’s activities, teach gardeners how to plant certified monarch habitats, raise native plants (as many Master Gardeners do), construct monarch selfie-boards, mark milkweed stands to prevent mowing, answer questions from the public, and many other ways. You and your volunteers are only limited by your imagination and resources.
Monarch Festivals and Events
Holding a community monarch festival or other event can bring together the community at your park to celebrate and support monarchs. Festivals can be a large time commitment, and are most successful when many community partners are involved to increase awareness and publicity for the event.
Important considerations when thinking about hosting a monarch festival are 1) planning in advance, 2) building a planning committee, 3) involving diverse community partners in planning and implementing, 3)
considering your intended audience, and 4) considering what is feasible in the time and space available.
A successful example of a monarch festival is the annual Minneapolis Monarch Festival, produced by the Minneapolis Parks and Recreation Board and the Nokomis East Neighborhood Association in partnership with the University of Minnesota Monarch Lab and the U.S. Forest Service International Programs. Other community partners are involved through sponsorships and as exhibitors, local restaurants set up food stands, and community groups put on music and performances. The festival meets the needs of the local community by having many activities and materials available in Spanish as well as English, having activities for children and adults, and bringing in local exhibitors that can connect their content to monarchs. It is held around the same time each year, and has grown over time.
**Parks Bringing Back Milkweed**
Milkweed is essential to monarch butterfly survival, but historically it has been considered a weed that needs to be removed. Milkweed has been drastically removed from the U.S. landscape, and it can be hard to find a place to buy seeds or plants. This limited milkweed plant and seed availability is often a barrier to creating habitat for monarchs, especially when seeking native plants derived from locally-sourced seeds. However, parks can help bring back these essential plants using milkweed on park lands to increase seed availability.
**Parks and Local Milkweed Supply**
There are often milkweeds and nectar flowers growing wild on park lands, and these plants can be used as a source of local seed for park and community habitat restoration projects. Volunteers in partnership with a local agency, native plant nursery or larger program can participate in such initiatives.
Organizations such as the Maryland Natural Heritage Program and Boulder County Parks and Open Space have worked on their parks to collect milkweed and wildflower seed for restoration projects happening within their park. Volunteers assist with collecting, cleaning and processing seeds in order to improve native plant seed availability for park restoration projects. If you have surplus milkweed seeds, they can be shared with the surrounding community or with the Monarch Watch Milkweed Market to broaden the reach of your park’s monarch habitat conservation.
**Collecting Milkweed Seed**
To collect milkweed seeds from your park’s monarch habitat, follow these guidelines (Monarch Watch, 2016), (Downs, How to collect milkweed seeds, 2014):
- Collect species native to your region. Do not collect seeds of rare or endangered milkweeds.
- When ripe pods split upon touch and the seeds are brown or “browning up,” they are ready to collect. Do not collect pods in which the seeds are white, cream colored or pale. Check the pods for beetles or other seed eating insects.
- Label a separate, sealed container for the seeds of each milkweed species.
- Do not collect all of the milkweed seed pods. You want to leave some seed on site to disperse naturally. A good rule of thumb is to collect 1/3 and leave 2/3 of the seed pods. Many pounds of milkweed seeds are needed for seed mixes used in roadside or landscape restoration. Two to four paper bags of pods will yield about one pound of seeds.
- Keep the pods and containers dry, as they can mold quickly. You can use paper bags, boxes lined with newspapers, or other breathable, dry containers.
Incorporate as much genetic diversity as you can into your sampling of pods. Some species of milkweed form genetically identical clones through underground rhizomes. Therefore in order to get the widest range of genetic diversity you should collect pods from more than one site.
Do not get milkweed sap in your eyes or mouth.
Once you have collected milkweed seed, you may need to process, store or germinate the seed. There are many ways to do so, see Appendix 1 for resources on cleaning, storing and germinating milkweed seed.
**Growing Milkweed from Seed**
Milkweed and most native wildflower plants need to be vernalized, or go through cold treatment in order to germinate. The easiest way to achieve this is to plant milkweed seeds in the fall, and allow it to occur naturally throughout the winter. Another excellent way to vernalize the seeds is through stratification.
To stratify milkweed seeds, place them in cold, moist potting soil in a dark place for several weeks or months. They can also be refrigerated between moist paper towels in a plastic bag. After 3-6 weeks the seeds are ready to be planted in warm soil. If you are having low germination rates even after cold treatment, it may help to ‘scarify’ the seeds through some form of physical abrasion such as shaking them in coarse sand. This process breaks down the seed coat and may be required or improve germination for some milkweeds (Downs, Milkweed seeds and propagation, 2014). See Appendix 1 for instructions on planting from seed.
**Parks in Partnership for Monarchs**
Partnership is a vital part of successful monarch conservation projects. Parks are often already engaged in community partnerships with educational programs, city partners and other initiatives. Community stakeholders such as schools, gardening clubs, Master Naturalists or Gardeners, local government, businesses, NGOs and agencies are wonderful resources when installing monarch habitat, hosting an event, or otherwise kicking off monarch conservation efforts in your park. The Monarch Joint Venture and the National Recreation and Park Association can serve as resources for finding partner organizations working with monarchs across the country and for information to get you started.
**Innovations in Park Monarch Conservation**
These projects found in parks nationwide show creative ways to implement monarch conservation partnerships. Ranging from large scale to small and from Massachusetts to Texas, there are ways for parks of all shapes, sizes and regions to bring monarch conservation into their communities.
Alexandra McFadden, education coordinator for New Bedford Parks, Recreation and Beaches in New Bedford, Massachusetts, says, “We have an after-school program at Hayden-McFadden Elementary School that has been participating in a weekly pollinator education program. Every Friday after school, about 50 students work with a local college student to learn about pollinators like monarch butterflies and why they are so important. They do all kinds of research and arts and crafts projects relating to pollinators and plant milkweed seeds in soil to take home to replant in their own gardens for monarch conservation. The program will culminate with a trip to a local university to present their research and see Jane Goodall give a presentation on environmental conservation.”
The Kansas City, Missouri, Department of Parks and Recreation is partnering on a monarch demonstration garden at Loose Park in Kansas City, according to Director Mark McHenry. This project is funded in part by a monarch conservation grant from the National Fish and Wildlife Foundation. The garden will be the site of educational programs and will be maintained and monitored by volunteers from a local garden club. The volunteers will report results to monarch monitoring organizations and the Field Museum in Chicago as part of the EPIC program (Ecological Places in Cities).
In Fort Worth, Texas, Gail Manning, entomologist and education team leader at the Fort Worth Botanic Gardens, part of the Fort Worth Parks and Recreation Department, says “I collect wild milkweed seeds from local native milkweed plants, package them up with an instruction sheet and distribute them to the public.” She says the center has an extensive program for monarchs and other pollinators. “I came up with the idea for distributing milkweed seeds simply because I wanted to give people an opportunity to provide habitat for monarchs. We talk a lot about creating habitat for monarchs, and this just seemed one of the best ways to do it.” She noted the importance of planting other nectar-bearing plants on which a variety of pollinators
can feed, but it is monarchs that the public loves most. “When the weather cools and monarchs come through Fort Worth, our residents might see a dozen monarchs. When they come here to the botanic garden they might see hundreds. People really look forward to the migration of the monarchs” (Dolesh, 2016).
**Finding Funding for Monarch Conservation**
Large and small scale monarch conservation projects can benefit from financial support, either to enhance an existing site with native, locally sourced milkweeds or nectar sources, or to establish a new site from scratch. If you are looking for funds to install or enhance habitat for monarchs and other pollinators, here are a few tips to consider when looking for funding.
For small-scale garden habitats, the primary funding opportunities are local to your state or community. Some national garden grant opportunities may be available, but these opportunities are not consistently available and may vary from one year to the next. Contact your state’s department of conservation or natural resources as a starting point. Locally, you may also find support from a business or other local entity that may have resources to support community development or engagement.
Partnering with a school or educational institution can broaden your access to funding, and can draw students to your park’s habitat for environmental education opportunities around monarchs. The University of Minnesota Monarch Lab has a list of garden grants (see Appendix 1) for school and educational institutions (University of Minnesota Monarch Lab, 2016).
It is important to connect with other stakeholders in your community that have similar conservation interests. These groups may have funding available for
---
**Parks in Action for Monarch Conservation**
**Oahe Downstream Prairie Butterfly Garden**
The USFWS South Dakota Field Office received a grant and partnered with the South Dakota Game Fish and Parks staff to create this habitat in 2013. It is a noticeable feature for state park visitors, with elementary school groups making regular visits. The park hosts special events to promote local interest in butterflies and other pollinators. This garden is as much an educational site as a monarch habitat!
| Park size, type: | Medium, State Park |
|-----------------|--------------------|
| Partners: | USFWS South Dakota Field Office, South Dakota Game Fish and Parks, local elementary schools, Monarch Watch Waystation Program |
Photos: Charlene Besaken, USFWS
local projects, have information and expertise to share as your project progresses, and may be able to help you leverage opportunities for low-cost or free materials to use for your project. Connect with naturalist groups like Master Naturalists, Master Gardeners, Pheasants Forever, or Wild Ones chapters (among others!) who have similar interests. These groups could provide local seeds they have collected, or may have plant materials to transplant from existing gardens.
Community scale projects or public projects may be able to work with local native plant producers to provide seeds or plant at low or no-cost. Talk with local nurseries to see if there are opportunities to work closely with them on these types of projects.
The National Fish and Wildlife Foundation Monarch Butterfly Conservation Fund is an opportunity for large projects; they typically have an annual request for proposals. A number of parks initiatives have been funded through this foundation. State wildlife conservation groups; local community foundations; clubs such as the Kiwanis, Rotary, and others; and community improvement foundations are ideal sources to seek funding for a monarch waystation or a pollinator garden.
Also keep in mind that restoring habitat for monarchs has many co-benefits. Leverage other funding opportunities that prioritize migratory bird habitat, water quality, or another conservation initiative. If you recognize and make connections to multiple species and environmental benefits, you will broaden your opportunities to support a habitat restoration project, even if your primary goal is monarch conservation. There may be professional development opportunities to train park employees in conservation efforts for these additional species and environmental issues that could also teach skills applicable to monarch conservation. Think creatively, and search to find conservation minded funding opportunities through agencies, trusts, foundations, or other entities.
1. Additional Resources
General Monarch & Pollinator Information
- Monarch Joint Venture Resources: http://www.monarchjointventure.org/resources/
- Monarch Conservation Talking Points, Monarch Joint Venture: http://www.monarchjointventure.org/resources/downloads-and-links/
- Pollinator Conservation Resource Center, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/pollinator-resource-center/
Creating Monarch Habitat
- Create Habitat for Monarchs, Monarch Joint Venture: www.plantmilkweed.org
- Bring Back the Monarchs Milkweed Information, Monarch Watch: http://monarchwatch.org/bring-back-the-monarchs/milkweed/
- Establishing Pollinator Meadows from Seed, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/wp-content/uploads/2013/12/EstablishingPollinatorMeadows.pdf
- Growing Milkweed for Monarch Conservation, Monarch Joint Venture and USFWS National Conservation Training Center: https://youtu.be/51DVhq7k7BA?list=PLZb5DyVcCk955KQKL4J_Ca7aVmzBbM7pr
- Guidelines for Establishing a Prairie, Prairie Restorations Inc.: http://monarchjointventure.org/images/uploads/documents/guidelinesII.pdf
- How to collect milkweed seeds, Native Plant Society of Texas: npsot.org/wp/story/2014/5885/
- Milkweed Seed Finder, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/milkweed-seed-finder/
- Milkweed seeds and propagation, Native Plant Society of Texas: npsot.org/wp/story/2014/5933/
- Monarch Garden Grant Opportunities, University of Minnesota Monarch Lab: http://monarchlab.org/education-and-gardening/gardening-for-monarchs/garden-grants/other-garden-grant-opportunities/
- Monarch Waystation Program, Monarch Watch: http://monarchwatch.org/waystations/index.html
- Prairie Restoration Series Technical Guides, Tallgrass Prairie Center: http://monarchjointventure.org/images/uploads/documents/Tallgrass_Prairie_Center_Technical_Guides_all_in_one.pdf
- Pollinators in Natural Areas: A Primer on Habitat Management, The Xerces Society for Invertebrate Conservation: http://monarchjointventure.org/images/uploads/documents/pollinators_in_natural_areas_xerces_society.pdf
- Tallgrass Prairie Center Publications: http://www.tallgrassprairiecenter.org/publications
Citizen Science
- Monarch Citizen Science, Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/citizen_science.pdf
2. Regional Plant Lists
National
- Eco-regional Pollinator Planting Guides, Pollinator Partnership: http://www.pollinator.org/guides.htm
- United States Regional Milkweed Plant Guide, Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/MilkweedFactSheetFINAL.pdf
- United States Regional Monarch Nectar Plant Guides, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/monarch-nectar-plants/
Eastern
- Eastern Migration Monarch Fueling Guide, Pollinator Partnership: http://pollinator.org/monarchfueling.htm
• Mid-Atlantic Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_mid-atlantic
• Midwest and Northeast United States Monarch Host and Nectar Plants, Wild Ones: http://monarchjointventure.org/images/uploads/documents/WFM_Brochure_final.pdf
• Northeast Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_northeast
**Midwest**
• Great Lakes Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_greatlakes
• Midwest and Northeast United States Monarch Host and Nectar Plants, Wild Ones: http://monarchjointventure.org/images/uploads/documents/WFM_Brochure_final.pdf
• Midwest Plant Recommendations for Monarch Butterflies, NRCS, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/wp-content/uploads/2015/10/Midwest_Plants_List_for_Monarch_Butterflies.pdf
• Midwest Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_midwest
• Native Milkweeds of the Central United States, Monarch Joint Venture, NRCS, The Xerces Society for Invertebrate Conservation: http://monarchjointventure.org/images/uploads/documents/Milkweeds-of-Central-US_plus-vendors_XercesSociety.pdf
**Southeast**
• Southeast Monarchs, Milkweeds and Host Plants, Florida Museum of Natural History, University of Florida, The Xerces Society for Invertebrate Conservation: http://monarchjointventure.org/images/uploads/documents/SE-Monarch-milkweed-butterfly-host-plant-brochure-final-2012.pdf
**Southern Plains**
• Southern Plains Plant Recommendations for Monarch Butterflies, NRCS, The Xerces Society for Invertebrate Conservation: http://www.xerces.org/wp-content/uploads/2015/10/Southern_Plains_Plants_List_for_Monarch_Butterflies.pdf
**Southwest**
• Native Milkweeds of the Desert Southwest, USDA, Monarch Joint Venture, The Xerces Society for Invertebrate Conservation, Southwest Monarch Study, National Park Service, Make Way for Monarchs: http://monarchjointventure.org/images/uploads/documents/Native_Milkweeds_of_the_Desert_Southwest.pdf
**Western**
• California Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_california
• Maritime Northwest Pollinator Plant List, Lady Bird Johnson Wildflower Center, The Xerces Society for Invertebrate Conservation: http://www.wildflower.org/collections/collection.php?collection=xerces_northwest
### 3. Educational Resources
#### Classroom Resources
• Journey North Monarch Migration Tracking: http://www.learner.org/jnorth/monarch/index.html
• Parks and Kids Saving the Monarch Butterfly Webinar, National Recreation and Parks Association: http://www.nrpa.org/media/webinars/Monarch%20Tag%20Team/lib/playback.html
• Project Monarch Health Classroom Resources: http://monarchhealth.wix.com/monarch#!classroom/cl1nz
• University of Minnesota Monarch Lab Curricula: http://monarchlab.org/education-and-gardening/curricula/
Hands-on Activities
• Macaroni Monarchs Activity, University of Minnesota Monarch Lab: http://monarchjointventure.org/images/uploads/documents/Macaroni_Monarchs_Write_Up.pdf
• Monarch Migration Game, University of Minnesota Monarch Lab:: http://monarchlab.org/images/uploads/curricula/K2_MO_Lesson_4_migration_game.pdf
• Monarch Watch Tagging: http://monarchwatch.org/tagmig/index.htm
• Origami Butterflies, University of Minnesota Monarch Lab:: http://monarchlab.org/images/uploads/curricula/Origami_Butterflies_LC36.pdf
• Seed Bombs for Monarchs, University of Minnesota Monarch Lab:: http://monarchjointventure.org/images/uploads/documents/Seed_Ball_Write_Up_FINAL.pdf
• Southwest Monarch Study Tagging: http://www.swmonarchs.org/
Some portions of the Parks for Monarchs Resources Guide have been excerpted from other publications, articles, and informational handouts of Monarch Joint Venture and the National Recreation and Park Association. Excerpted Monarch Joint Venture materials are available here: http://www.monarchjointventure.org/resources/downloads-and-links/. Thank you to the Tallgrass Prairie Center for providing information from their Prairie Restoration Series Technical Guides referenced in the Habitat Restoration section of this guide.
- Baum, K., & Mueller, E. (2015). Grassland and roadside management practices affect milkweed abundance and opportunities for monarch recruitment. In K. Oberhauser, K. Nail, & S. Altizer (Eds.), *Monarchs in a changing world: Biology and conservation of an iconic butterfly* (pp. 197-202). Ithaca, New York: Cornell University Press.
- Dolesh, R. J. (2016, April 01). Parks Saving the Monarch. Retrieved April 2016, from Parks & Recreation: http://www.parksandrecreation.org/2016/April/Parks-Saving-the-Monarch/
- Downs, C. (2014, June 11). How to collect milkweed seeds. Retrieved May 2016, from Native Plant Society of Texas: http://npsot.org/wp/story/2014/5885/
- Downs, C. (2014, June 19). Milkweed seeds and propagation. Retrieved May 2016, from Native Plant Society of Texas: http://npsot.org/wp/story/2014/5933/
- Fischer, S. J., Williams, E., Brower, L., & Palmiotto, P. (2015). Enhancing monarch butterfly reproduction by mowing fields of common milkweed. *Am. Midl. Nat.*, (173), 229-240.
- Minnesota Department of Agriculture. (2014). *Insect Pollinator Best Management Practices for Minnesota Yards and Gardens*. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/Insect_Pollinator_Best_Management_Practices_for_Minnesota_Yards_and_Gardens_BROCHURE_2014_25.5x11.pdf
- Minnesota Department of Natural Resources. (2011). *Establishing Prairie Grasses and Wildflowers*. Retrieved May 2016, from Minnesota Department of Natural Resources: http://files.dnr.state.mn.us/assistance/backyard/privatelandhabitat/est-prairie-grasses-wildflowers.pdf
- Monarch Joint Venture. (2016). Mowing: Best Practices for Monarchs. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/MowingForMonarchs.pdf
- Monarch Watch. (2016). Bring Back the Monarchs: Seed Collecting & Processing. Retrieved May 2016, from Monarch Watch: http://monarchwatch.org/bring-back-the-monarchs/milkweed/seed-collecting-processing/
- Morris, G., Oberhauser, K., & Brower, L. (2015, January 27). 2015 Population Update and Estimating the Number of Overwintering Monarchs in Mexico. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/news-events/news/2015-population-update-and-estimating-the-number-of-overwintering-monarchs
- Morris, O. a. (2015, January 27). 2015 Population Update and Estimating the Number of Overwintering Monarchs in Mexico. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/news-events/news/2015-population-update-and-estimating-the-number-of-overwintering-monarchs
- Prairie Restorations Inc. (n.d.). Guidelines for Establishing a Prairie. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/guidelinesII.pdf
- Semmens, B., Semmens, D., Thogmartin, W., Widerholt, R., Lopez-Hoffman, L., Diffendorfer, J., et al. (2016). Quasi-extinction risk and population targets for the Eastern, migratory population of monarch butterflies (*Danaus plexippus*). *Scientific Reports*, doi: 10.1038/srep23265.
- The Xerces Society. (2008). Project Bumble Bee: Threats. Retrieved April 2016, from Xerces Society for Invertebrate Conservation: http://www.xerces.org/bumblebees/
- The Xerces Society for Invertebrate Conservation. (2008). Project Bumble Bee: Threats. Retrieved April 2016, from The Xerces Society for Invertebrate Conservation: http://www.xerces.org/bumblebees/
- The Xerces Society for Invertebrate Conservation. (2013). Establishing Pollinator Meadows from Seed. Retrieved May 2016, from The Xerces Society for Invertebrate Conservation: http://www.xerces.org/wp-content/uploads/2013/12/EstablishingPollinatorMeadows.pdf
• University of Minnesota Monarch Lab. (2016). Other Garden Grant Opportunities. Retrieved May 2016, from Monarch Lab: http://monarchlab.org/education-and-gardening/gardening-for-monarchs/garden-grants/other-garden-grant-opportunities/
• Vaughan, M., Hopwood, J., Lee-Mader, E., Shepherd, M., Kremen, C., Stine, A., et al. (2015). Farming For Bees: Guidelines for Providing Native Bee Habitat on Farms. Retrieved May 2016, from The Xerces Society for Invertebrate Conservation: http://www.xerces.org/wp-content/uploads/2008/11/farming_for_bees_guidelines_xerces_society.pdf
• Wild Ones: Native Plants, Natural Landscapes. (2016). Guidelines for Selecting Native Plants – Local Ecotype Guidelines. Retrieved May 2016, from Wild Ones: http://www.wildones.org/learn/local-ecotype-guidelines/
• Wild Ones: Native Plants, Natural Landscapes. (2016). Wild For Monarchs Brochure. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/WFM_Brochure_final.pdf
• Williams, D. (2015). Prairie Restoration Series #6: Designing Seed Mixes. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/Tallgrass_Prairie_Center_Technical_Guides_all_in_one.pdf
• Williams, D. (2015). Prairie Restoration Series #7: Site Prepraration. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/Tallgrass_Prairie_Center_Technical_Guides_all_in_one.pdf
• Williams, D. (2015). Prairie Restoration Series #9: Initial Post Seeding and Early Reconstruction Management. Retrieved May 2016, from Monarch Joint Venture: http://monarchjointventure.org/images/uploads/documents/Tallgrass_Prairie_Center_Technical_Guides_all_in_one.pdf | <urn:uuid:8c37dcf7-e847-42cc-bd3d-6f07c8090dc5> | CC-MAIN-2018-47 | https://www.nrpa.org/uploadedFiles/nrpaorg/Grants_and_Partners/Parks_and_Conservation/Parks_for_Monarchs/Parks4Monarchs-Resources-Guide.pdf | 2018-11-18T13:06:10Z | crawl-data/CC-MAIN-2018-47/segments/1542039744368.74/warc/CC-MAIN-20181118114534-20181118140534-00238.warc.gz | 972,476,441 | 20,576 | eng_Latn | eng_Latn | 0.907057 | eng_Latn | 0.997247 | [
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1 Work in groups. Talk about power cuts.
1 What happens during a power cut?
2 What things do you need in a power cut?
3 Have you ever been in a power cut? What happened? How did you feel?
2 Look at the text. Where is it from? How do you know?
a the TV b a website c a newspaper
3 1.1 Read and check. Find these features. Be a star!
a a headline b a subheading c a paragraph d a quote
4 Look at the vocabulary box. Find the words in the text. Use the context to work out what they mean.
Mystery power cuts hit millions
Mystery power cuts stop thousands of traffic lights and hit millions of homes. Why does this happen? The answer can sometimes be really weird …
From our reporters around the world
1 A mystery power cut hit all of Kenya yesterday.
At 11.30 yesterday, there was no electricity. 4,700,000 homes had no heating and no food.
The power cut happened while students at a local school were rehearsing for a school concert. ‘I was singing when suddenly all the lights went out,’ said 11-year-old Joseph. ‘It was so weird.’
2 A power cut hit thousands of houses in Nagano, Japan.
Across the country, people were making lunch. ‘I was cooking soup when the power went off,’ said Ema Sato. ‘My cooker is electric, so it stopped working. We had to eat biscuits for lunch!’
25,000 traffic lights stopped working. ‘The traffic lights went out when we were walking across the road,’ said Miki Suzuki. ‘And there was a car accident. An ambulance came but it didn’t have to take people to hospital. They’re OK.’
3 What caused the power cut in New York?
Thirteen million people had no electricity for 13 hours. 12-year-old Aimie Sendak was travelling home. ‘My train was leaving the station when the lights went out,’ she said. ‘The train went dark, a woman shouted and the train stopped – in the dark! It was really scary.’
4 A power cut caused a big problem at Kahului Airport in Maui, Hawaii.
There was no electricity, so people couldn’t get off their planes. The problem lasted a few hours.
5 What caused all these power cuts?
Was it the weather? The answer is unusual – animals caused them!
• In Kenya, a little monkey jumped onto a power station at Gitaru, and fell into the machines. The monkey was OK, but the power cut lasted for four hours.
• Pigeons made a nest at a power station in Nagano and cut the power.
• A squirrel caused the power cut in New York. Squirrels cause the most power cuts in the USA – over a thousand across the country, every year!
• And the power cut in Hawaii? It happened because of a chicken!
1 Read the newspaper article on page 9 again. Answer the questions.
1 Where was the power cut that stopped the heating in 4,700,000 homes? Kenya
2 Where was the power cut that stopped a train in the dark?
3 Where was the power cut that stopped people getting off planes?
4 Where was the power cut that caused 25,000 traffic lights to stop working?
5 Show where the power cuts happened on the map on page 8. Write the correct paragraph numbers.
2 Who do you think said these things? Match the quotes to the correct paragraphs.
1 ‘Everything’s OK. Sing it again, please.’ 1
2 ‘There is a problem with the electricity. We need to stay in the plane a little longer.’ □
3 ‘Please don’t worry. The train will start again soon.’ □
4 ‘Sorry, there’s a power cut. We’re having biscuits for lunch!’ □
3 Work in pairs. Discuss which situation is more dangerous. Why?
a Traffic lights stop working. b Trains stop working.
Learning to learn
Understanding large numbers
Newspaper articles and other information texts often include large numbers to describe things. Do you know how to read them? Look at the numbers and match them to how you say them.
1 700 a six hundred and fifty
2 4,700,000 b twenty-five thousand
3 650 c seven hundred
4 25,000 d thirteen million
5 13,000,000 e four million seven hundred thousand
Look at the numbers and write how to say them.
1 325,000 ____________________________
2 9,000,000 ____________________________
3 525 ____________________________
4 850 ____________________________
1 Look and read.
Past continuous with past simple
past continuous
He was feeding the elephant when it escaped.
past simple
He wasn’t watching when it ran away.
2 Complete the sentences with the correct words in the box.
did / was doing went / was going had / was having watched / was watching
made / was making lost / was losing went / were going
I 1 ___________ my homework last night when I 2 __________________ all my work. It was a power cut! My brother 3 __________________ TV when all the lights 4 __________________ out. My dad 5 __________________ dinner when the electricity 6 __________________ off. My mum 7 __________________ a shower when the water 8 __________________ cold. It wasn’t a good evening!
3 Work in pairs. Start and finish sentences.
• A Look at page 144. B Look at page 146.
• A Choose a puzzle piece. Use the words to start a sentence using the past simple or past continuous.
• B Finish your partner’s sentence. Then choose a puzzle piece and start a new sentence for your partner to finish.
I was rehearsing for a concert …
… when the lights went out. When the cooker stopped working …
Go to Grammar booster: page 134.
1 Listen and say.
This is exciting! I like fire drills.
Me, too.
Why are you wearing goggles?
What were you doing when the alarm rang?
It rang while I was doing a science experiment.
Oh, I see.
Why are you wearing that old shirt?
It rang while I was painting in art class.
Look! There’s a fire engine!
And there’s smoke above your classroom.
Oh, no! Smoke and a fire engine ...
This is a real emergency!
2 Complete the text with when or while.
There was a real emergency at school today! The fire alarm rang 1 ________ I was doing a science experiment. Joe was painting 2 __________ he heard it. Mr Carter took all our names 3 __________ we were standing outside. Suddenly, some students ran out of the building. They were rehearsing for a concert 4 __________ the alarm rang and they didn’t hear it! A boy fell over 5 __________ he was running out of the building, but he wasn’t hurt. Then a fire engine arrived. Three firefighters ran inside 6 __________ we were waiting in the playground. And then we saw the smoke!
3 Match the actions to the activities. Then make a new dialogue.
wear a tracksuit carry a guitar carry a bucket wear headphones hold a knife and fork
have a music lesson do gymnastics have lunch clean the kitchen listen to music
Why are you wearing a tracksuit? What were you doing when the alarm rang?
It rang while I was doing gymnastics.
1 Look at the pictures. Where are they? Match the places to the pictures.
a at sea
b at school
c in space
2 1.3 Listen and check your answers. Be a star!
3 1.3 Listen again. Answer the questions for each dialogue.
1 What’s the problem?
2 Do they need help?
4 1.3 Answer the questions. Then listen again and check.
1 a How many fire engines are there?
b Why aren’t there any school dinners today?
c How do you think the firefighter feels now? Why?
2 a What can the astronaut see?
b Why does she need a torch?
c How do you think she feels now? Why?
3 a Where are they going?
b How many people are on the boat?
c How do you think the captain feels now? Why?
5 Work in pairs. Discuss the questions.
1 What other types of emergencies can you think of?
2 Have you ever been in an emergency? What happened?
1 Look at the newspaper article on page 9 again. Find paragraph 2 and answer the questions.
1 What are the actual words that Miki said (direct speech)?
2 How can you recognise direct speech?
3 Why does the reporter use direct speech? Tick (✓) the best descriptions.
a It’s accurate.
b It’s dramatic and exciting.
c It’s clear.
d It shows how people feel.
e It’s short.
2 A reporter interviewed Mark Kapinski about the power cut in New York. Find the answers in the reporter’s notes below.
1 What were you doing when the lights went out?
2 What happened?
3 Where do you live?
4 What did you do?
5 Who helped during the emergency?
6 What’s your name?
7 What did firefighter Joe Black say?
8 How did you feel?
Introduction
(Who? Where? What was he doing?)
Main body
(What happened? How did he feel?)
Conclusion
(How did it end? What did people say?)
a) mark Kapinski
b) Brooklyn, New York
c) ‘walking home from football practice / lights went out’
d) ‘went completely dark / couldn’t see or hear anything’
e) ‘sat down on a bench to look at the stars’
f) ‘not frightened, excited / beautiful night, lots of stars’
g) police and firefighters worked through night
h) ‘power cut lasted thirteen hours / there were no accidents’
3 Work in pairs. Write a newspaper article about the interview. Remember to ...
- give your article a headline.
- organise your article into an introduction, main body and conclusion.
- use direct speech.
________________________
A power cut hit New York last night. Mark Kapinski, from Brooklyn, New York, was walking home from football practice when ...
Working with words
Adjectives ending with -ing or -ed
Increase your vocabulary by adding -ing and -ed to some verbs to make adjectives. -ing is for things that cause the feeling: The fire was terrifying. -ed is for people and how they feel: I was terrified!
The fire was terrifying. I was terrified!
It was really frightening. I was frightened!
Underline the correct words.
I was ¹surprised / surprising when the train stopped in the tunnel. At first, it was ²excited / exciting, but after a few minutes I felt a bit ³worried / worrying. Suddenly, someone screamed. It was ⁴terrified / terrifying. ‘What’s happened?’ I shouted.
‘Don’t worry,’ a woman explained. ‘My little boy was ⁵frightened / frightening and he touched my face.’
1 Look at the pictures. What’s happening? Who are the people?
2 1.4 Match the sentences to the pictures. Then listen and check.
- ‘I’m frightened. Our boat is sinking.’
- ‘Look! It’s the rescue boat!’
- ‘There’s smoke coming from the engine.’
- ‘Everyone, put on a lifejacket please!’
3 1.4 Listen again. Match the sentences in Activity 2 to the ways of speaking.
a shout ______
b whisper ______
c scream ______
d explain ______
4 Work in pairs. Practise saying the sentences in Activity 2.
Think about how you feel and speak.
5 1.5 Listen to the reporter’s questions. Choose the best answer. Number in order.
6 Work in groups to act out the emergency. Use the pictures and quotes to help you. Remember to show how you feel.
Captain: There’s smoke coming from the boat. Please send a rescue boat.
Teacher: I can get life jackets for the children.
1 Read the task. What are the three parts of the problem?
You are the director of a rescue team. It’s four o’clock in the morning. Last night Mike Dobbs was climbing Misty Mountain when he fell and broke his leg. He needs help from a doctor immediately. Then you need to get him back to base camp as quickly as possible.
2 Work in pairs. Look at the picture. What problems do you think there will be if you go to Misty Mountain …
a on foot?
b by ambulance?
c by motorbike?
d by helicopter?
3 1.6 Listen and check your ideas. Take notes about the rescue plans.
| Positive | Negative |
|----------|----------|
| 1 climbing team | can walk all the way |
| 2 ambulance | |
| 3 motorbike | |
| 4 helicopter | |
4 Work in groups. What is the best way to rescue Mike Dobbs? Discuss and solve the problem. You can use two forms of transport!
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Mathematical Ideas
Composing, decomposing, and addition of numbers are foundations of multiplication. One way to think of multiplication is combining groups of equal size.
For example: There are 2 cookies on each plate. If there are 3 plates, how many cookies are there altogether?
Three groups of two cookies make six cookies.
Examples of strategies for multiplication:
$2 \times 3$ can be determined by:
- **Skip Counting**
skip counting by twos three times or skip counting by threes two times
$2, 4, 6$
$3, 6$
- **Repeat Addition**
adding three twos or adding two threes
$2 + 2 + 2$
$3 + 3$
Helpful Information
Tips
- Learning tools are used to explore mathematical ideas and are a way for children to share their thinking. Encourage your child to take the time to use the tools for each activity.
- Organized concrete and visual representations allow your child to use spatial sense to deepen understanding of number and the relationships between numbers.
For example,
This array is organized as two racks of three beads and can be seen as 3 twos vertically or 2 threes horizontally.
Mathematical Words/Symbols
Array - is a set of objects, symbols, or numbers organized in rows and columns.
Product – is the result of multiplying. For example, 6 is the product of $2 \times 3$.
$\times$ multiplication symbol
$3 \times 2$ has many interpretations including:
- three times two
- three, two times
- three groups of two
Materials
Activity 1:
- Rekenrek
- Number Cards
Activity 2:
- Set Tool
Activity 3:
- Whole Number Rods
Activity 4:
- Colour Tiles
- Dice cards
- Number Cards
Learning Tools and Games can be accessed at mathies.ca
Exploring Multiplication as Groups of Beads
Set Up for the Activity:
- Open the Rekenrek learning tool
- Show 5 racks of beads with the beads on the right side of the tool.
- Shuffle one set of number cards 2 to 5 and place them face down in a pile.
- Create a chart with the headings as shown in the example using the annotation tool.
How to Play the Activity:
1. Have your child pick a card from the pile. Ask your child to record this number under the ‘number of groups’ column on the chart.
2. Have your child show this many groups of 10 beads using the Rekenrek tool.
3. Ask your child how many beads altogether. Record on the chart.
4. Clear the Rekenrek and repeat activity until all cards have been used.
5. Repeat steps 1 to 4 using 5 beads.
Example:
| Number of Groups | Number of Beads in 1 Group | Total |
|------------------|----------------------------|-------|
| 3 | 10 | 30 |
Your child may skip count by fives or tens to determine the total number of beads.
Let’s Talk About It
If you know how many beads are in three groups of ten, how can this help you know how many beads are in four groups of ten?
If you know how many beads are in four groups of five, how can this help you know how many beads are in three groups of five?
Imagine you have 6 groups of 10. How many beads will there be? How many beads would there be if the six groups each had 5 beads? How do you know?
Exploring Multiplication as Sets of Equal Size
Set Up for the Activity:
- Open the Set learning tool.
» Select Auto Mode
» Adjust the number of objects to an even number, 20 or less.
» Close the panel to hide the number.
- Create a chart as shown in the example using the annotation tool.
How to Do the Activity:
1. Have your child place the objects into groups of two.
2. Ask your child how many groups were made.
3. Have your child tell you the total number of objects on the workspace.
4. Have your child record the information on the chart.
5. Reshuffle the objects in the workspace using the button.
6. Ask your child to place the objects into two groups of equal amounts.
7. Have your child tell you how many objects are in each group.
8. Have your child tell you the total number of objects on the workspace.
9. Have your child record the information on the chart.
10. Repeat activity as desired.
Example: 8
Objects shown in the workspace.
Objects placed into groups of two.
4 groups of 2 objects.
Objects placed into two groups of equal amounts.
2 groups of 4 objects.
| Number of Groups | Number of Objects in a Group | Total |
|------------------|------------------------------|-------|
| | 2 | |
| 2 | | |
Let’s Talk About It
If you have 7 objects can you make two equal groups? What will you have to change to make two equal groups? How do you know?
What numbers can’t be made into two equal groups?
What patterns do you see on your record sheet?
Exploring Multiplication of 2, 5, and 10 using Rods
Set Up for the Activity:
- Open the Whole Number Rods learning tool.
- Shuffle one set of number cards 1 to 5 and place them face down in a pile.
How to Do the Activity:
1. Have your child pick a number card from the pile.
2. Have your child place this number of 2-rods into the workspace and form a train.
3. Have your child place the same number of 5-rods into the workspace and form a second train.
4. Have your child place the same number of 10-rods into the workspace and form a third train.
5. How long are the trains?
6. Ask your child to describe patterns between the 2-rod train, 5-rod train, and 10-rod train.
7. Clear the workspace, pick a new card and repeat #2 to #6.
Example:
Three rods of each type
Your child may use skip counting to determine the length of each train.
Let’s Talk About It
If you double the length of the 2-rod train, will it be longer, shorter, or the same as the 5-rod train? How do you know?
What will happen if you double the length of the 5-rod train? Will it be longer, shorter, or the same as the 10-rod train? How do you know?
Exploring Multiplication Using Groups of Tiles on a Grid
Set Up for the Game:
- Open the Colour Tiles learning tool.
- Use the annotation tool to draw a 10 by 10 square on the workspace to be the game board.
- Shuffle one set of dice cards 1, 2, and 5 and scatter them face down on the table. This quantity represents the number of tiles in a group.
- Shuffle three sets of number cards 0 to 6 and place them face down in a pile. This number represents the number of groups.
How to Play the Game:
1. Player 1 picks a dice card and selects that multiplier on the panel to set the number of tiles in a group.
2. Player 1 picks a number card and moves this number of groups of tiles onto the game board using one colour of tile.
3. The dice card is placed back on the table and the cards are scattered again.
4. Player 2 repeats steps one to three using a different coloured tile.
5. Play continues until the number cards are gone or the game board is filled.
6. The player with the greatest number of tiles on the board wins the game.
Example:
Your child may see that 4 rows of 2 is the same as 2 columns of 4.
Let’s Talk About It
How did you decide where to put your groups?
If you had four groups of five what are the different ways you could place them on the board?
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SRI involves a certain set of principles and a set of management practices that have been transformed based on the principles.
**For all Production Systems**
- Aerobic soil management during the vegetative growth stage
- Reduced tillage where possible
- Mechanical weeding / mulching
- Planting in a grid pattern with even spacing
**Irrigated System Adaptation**
- Careful transplanting at the two-leaf stage
- 1 plant/hill and 25cm spacing
- Direct seeding of 1-2 seeds/hill
**Rainfed System Adaptation**
- Careful seasonal timing / siting to avoid flooding during the vegetative growth phase
- Bunds, leveling and organic matter to improve water retention and control
The SRI methodology, originated in Madagascar to raise rice productivity and reduce poverty, this method has been demonstrated to be effective in over 40 countries at present.
**Enhancing....**
- Productivity
- Livelihood
- Bio-diversity
- Water Conservation
- Environmental Quality
**More Information**
Dr.(Mrs.) G.A.S Ginigaddara
Senior Lecturer
Faculty of Agriculture
Rajarata University
Sri Lanka
www.rjt.ac.lk
E-mail: email@example.com
Tel: +94 25 2235102
Oxfam
No: 15, Rohini Road, Colombo 06.
Tel: +94 112-585855 - 6
Fax: 0112-556175
Web: http://www.oxfam.org/en/sri-lanka
“SRI Attempts to address every individual physiological trait of the rice plant, by careful management of the plant and resources”
*Dr. Abhaya Balasuriya*
Senior Lecturer
Faculty of Agriculture
Rajarata University of Sri Lanka
“This immerging technology (SRI) not only addresses food security, but also the water scarcity challenge that climate change is making all the more dangerous. These are all lessons for our world”
*World Bank President Robert Zoellick*
*Hindustan Times, December 2, 2009*
SRI is a, Knowledge-based agro-ecological rice growing methodology that helps farmers produced more rice using fewer resources.
FOUR SRI PRINCIPLES
1. EARLY PLANT ESTABLISHMENT
Young seedlings are transplanted quickly and carefully, (8-15 days old, when they have just two leaves)
2. REDUCED PLANT COMPETITION
Plants are set out singly, in a square pattern initially (25cmx25cm), one plant per hill.
3. ORGANIC MATTER USE
Application of biomass (compost, manure, green manure, etc.) is recommended to build up healthy, productive soils. Chemical fertilizers are only used to complement or balance organic fertilization if needed.
4. REDUCED WATER USE
During the vegetative growth period a minimum of water is applied. Keeping soil only moist, well drained and aerated. This facilitates root growth and beneficial for soil organisms.
PERCEIVED BENEFITS OF SRI
Higher Productivity
Lower seed requirement by 80-90% (6-8kg/ha vs 40-60kg/ha). Increased grain yield of 50-100% or more with higher straw production. Grain filling is also higher with less breakage.
Conservation of Bio-diversity
As land area under rice can be reduced crop diversification is favored.
Water Conservation
Since the irrigation water requirement can be reduced by 25-50% higher amount of water can be stored in tanks.
Benefits on Human Health & Environment
As stronger SRI plants have greater natural resistance pesticides are less necessary. Since the organic matter is incorporated with soils, healthiness and water holding capacity of soils improves.
SRI vs CONVENTIONAL RICE CULTIVATION
| Agronomic Practices | SRI Method | Conventional Rice |
|---------------------|------------|-------------------|
| Seed requirement (kg/ha) | 5-10 | 80-120 |
| Age of seedlings (days) | 8-15 | 20-30 |
| Transplant per hill | 1 | 3-4 |
| Spacing of hills (cm) | 25x25 to 50x50 | 10x10 to 20x20 |
| Water management drying | Moist soil | Continuous flooding |
| Fertility management organic matter | Compost or other fertilizer | Basal mineral |
| Weed management rotary hoe | 3 to 4 rounds with may use herbicides | 2 rounds |
Farmers perceptions of SRI
SRI is an excellent solution for some burning issues in Anuradhapura area. Kidney failure among paddy farmers, other non-communicable diseases and cancer problems can be solved through the consumption of rice grown with SRI, which uses less chemicals.
N.G. Muthubanda, Thambuththegama
I am happy about my yield this time and particularly the healthy nature of the rice that we are going to consume. I don’t intend on selling Any paddy harvested from the plots cultivated under SRI method.
T.A. Ratnada Siri, Eppawala
Most of all, the healthy nature of rice is very important so I kept my harvest for family consumption.
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PASTORAL, PRACTICAL, PROPHETIC, AND PERSONAL
A Resource on Immigration
Produced by the Immigration Task Force of American Baptist Churches USA
April 2015
Unless otherwise indicated, Scripture quotations are taken from the New Revised Standard Version Bible, copyright 1989, Division of Christian Education of the National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved.
Scripture quotations marked NIV are taken from the Holy Bible, New International Version®. NIV®. Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission. All rights reserved worldwide.
Designed by Wendy Ronga / Hampton Design Group
## CONTENTS
| Section | Author | Page |
|----------------------------------------------|---------------------------------|------|
| Foreword | Rev. Dr. A. Roy Medley | 3 |
| Preface | Dr. Warren H. Stewart, Sr. | 4 |
| Session One: Pastoral | Rev. Ruth Mooney | 5 |
| Session Two: Practical | Rev. Sandra Hasenauer | 7 |
| Session Three: Prophetic | Rev. Dr. Elizabeth Conde-Frazier| 9 |
| Session Four: Personal | Rev. Ray Schellinger | 12 |
| Stories for Reflection | | 15 |
| For Information and Further Study | | 20 |
Dear American Baptists,
Around the globe, war, famine, poverty, drug violence, and religious strife are forcing thousands to flee their homelands. Since the Second World War, American Baptists, through the American Baptist Home Mission Societies (women’s and general), have been in the forefront of the resettlement of refugees.
Even before then, American Baptists established Christian Centers to welcome immigrants entering the United States in the great waves of migration of the early twentieth century. Our role in ministries of compassionate resettlement was so large that it is commemorated on a plaque at Ellis Island.
For the past several years, ABC congregations have been welcoming refugees from Burma who are largely but not exclusively Baptists related to our two-hundred-year-long ministries in Burma. In addition, ABCUSA has responded to the violence within Burma, which has forced so many to leave, with a ministry of advocacy for religious and human rights in that country.
The growing religion-based violence in the Middle East is driving thousands—both Christians and Muslims—to seek refuge in the United States and elsewhere. Drug cartel–based violence in Latin America, together with endemic impoverishment, led to a wave of unaccompanied minors fleeing for their lives to the United States in the summer of 2014. How shall we respond?
In the United States, we also face the question of how we should respond to the thousands who have crossed our borders without documentation and are living among us, working and raising their families. Many are members of our churches. As we Baptist believers are faced with the political debate concerning this hot button issue, what faith resources do we have that will help us respond?
As general secretary, I have called together an Immigration Taskforce to assist American Baptists as we grapple with these issues. I am grateful for the participation of the team: Dr. Warren Stewart, pastor of First Institutional Baptist Church in Phoenix; Rev. Ray Schellinger, International Ministries missionary in Mexico; Rev. Salvador Orellana, American Baptist Home Mission Societies national coordinator of Intercultural Ministries; Rev. Sandra DeMott Hasenauer, associate executive director of American Baptist Women’s Ministries; and Rev. Dr. José Norat-Rodriguez, International Ministries area director of Ibero-America and the Caribbean.
This guide, written by American Baptists for American Baptists, is designed to help us explore as devoted disciples of Jesus what loving our neighbors and doing justice mean in these concrete but complex circumstances. In developing this guide, we will draw on biblical resources, the perspective of our international missionaries, our ongoing work in immigration and refugee resettlement through the American Baptist Home Mission Societies, and our rich educational network through American Baptist Women’s Ministries.
May this short course of study be a blessing to you.
Yours in Christ,
Rev. Dr. A. Roy Medley
General Secretary
American Baptist Churches USA
Preface
by Dr. Warren Stewart
In 2006 a Latina community activist I had worked with on economic development, housing, health care, and public education issues twenty years earlier called me and asked if I would join her and others in the campaign for comprehensive immigration reform. I responded, “Of course, because it’s a justice issue.” From that time on I have been actively engaged in advocacy for just, compassionate immigration policy and practices in our nation. Getting my predominantly African American congregation on board wasn’t easy at first, but once I shared with them that treating immigrants in our midst well is a biblical mandate, both pastor and people of the First Institutional Baptist Church have been at the forefront of opportunity for mission and ministry.
Throughout the Bible, the Word of God calls for loving-kindness and consideration for resident aliens and foreigners in our midst, exhorting God-fearing people not to wrong or oppress them. A few of these passages are Exodus 23:9; Leviticus 19:33–34; Deuteronomy 24:14; Psalm 146:9; and Jeremiah 7:5–7. Jesus Christ himself, in Matthew 25:44–45, informs us that we will be judged by our God on how we welcome a stranger among us. We also learn from the Bible that no human beings are illegal or illegitimate no matter the color of their skin, the language they speak, or the country from which they come. These biblical truths guide our prayers, thoughts, and actions toward our immigrant brothers and sisters.
The lack of comprehensive immigration reform by the U.S. Congress has subjected a large percentage of immigrants living in our country, especially immigrants of color, to unjust and often inhumane living conditions. As a consequence, families have been split; working family providers have lost their jobs; children have become homeless; schools and churches have been adversely affected; men, women, and children who have become victims of crime are afraid to report those crimes to police; many small businesses have been shut; and countless citizens and noncitizens have been racially profiled. Our nation’s borders need better security to prevent undocumented immigrants from entering our country, especially drug traffickers, violent criminals, and foreign terrorists. We need a legitimate system for foreign workers who do not desire to become citizens to provide for labor needs going unmet by American workers.
Many of the same unjust and insensitive actions that gave birth to the civil rights movement led by Dr. Martin Luther King Jr. and others are raising their ugly, mean-spirited, narrow-minded heads in local, county, state, and federal governments and communities. We will not and must not stand idly by and not put up a vigorous, God-inspired fight until we see “justice and liberty for all” regardless of race, creed, color, culture, class, country of origin, or language.
Therefore, the ABCUSA Immigration Task Force, in an effort to approach immigration in a pastoral, prophetic, practical, and personal manner, presents the opportunity for you and your congregation and/or ministry to get involved in ministering to our immigrant brothers and sisters from all over the world who have come to our country for a better life.
Dr. Warren H. Stewart Sr. is senior pastor of the First Institutional Baptist Church, Phoenix, Arizona; he has served as past board chairperson of the National Immigration Forum, a leading immigration advocacy organization that works to advance responsible federal immigration policies through policy expertise, communications outreach, and coalition building work.
SESSION 1: PASTORAL
Jesus as Refugee
by Rev. Ruth Mooney
Based on Matthew 2:13–23; Psalm 146:9 (Good News Translation); Leviticus 19:33–34
Study
- Read Matthew 2:13–23 together.
- Show the class on a map the trip that Joseph and his family took, walking for five days along the Mediterranean coast to avoid the Sinai desert. Explain that they probably traveled to Alexandria, where there was a large Jewish population of over one million immigrants. Alexandria was a modern cosmopolitan city, a major center of Greek civilization, and very prosperous. It was quite a contrast to the backwater village of Bethlehem. Some commentators believe that Jesus and his family lived there for four to seven years. This experience of being surrounded by diverse cultures may have shaped Jesus for his future ministry.
Bibliogram: Divide the class into three groups and assign a character to each group: Joseph, Mary, and Jesus. Explain that they should put themselves in the shoes of their character, imagining that they have traveled to Egypt, lived in the Jewish community of cosmopolitan Alexandria for about seven years, and returned and settled in Nazareth. They are recalling all these experiences—what happened and how they felt. Each group should take on their character and converse among themselves from that perspective. If they need a jump start, they can use some of these questions:
- Why were you forced to emigrate to Egypt?
- What were your feelings along the way?
- What were your main worries?
- What was it like moving from small-town Bethlehem to this city of one million people?
- Was anyone there to welcome you?
- What were the major adaptations you had to make?
- What did you like or not like?
- How did you feel when you returned to Palestine and realized you couldn’t live in Bethlehem?
What have you learned from this experience?
In what ways did you experience God’s presence in the midst of all that happened?
Bring the groups back together and ask each to share their impressions from the perspective of their character.
**Reflect**
Guide a discussion using these questions:
- What is the significance for you that God chose to become human in the form of a refugee?
- Read Psalm 146:9 and Leviticus 19:33–34. Why was Israel told to care for the foreigners among them?
- What role did the Jews in Egypt play in preparing Jesus for his mission? How did they benefit later?
**Apply**
Guide a discussion using these questions:
- The majority of people in the United States have roots in other countries. Share stories of when and why your ancestors came to the United States.
- What has your family contributed to this country?
- What gifts (cultural, social, economic, knowledge, etc.) do immigrants bring to their new country?
- Can you name a famous immigrant to the United States? (See http://www.biography.com/people/groups/immigration-us-immigrant.)
**Commit**
Choose one of these activities to close:
- As a group, create a responsive reading on the theme of this lesson to use in worship.
- Close with the following responsive reading.
Leader: Lord of life, we praise you.
Group: You protect the strangers who live in our land.
Leader: Your Son, Jesus, lived the bitter experience of being a refugee.
Group: You protect the strangers who live in our land.
Leader: The community that received him was blessed by him.
Group: You protect the strangers who live in our land.
Leader: Our ancestors were immigrants.
Group: You protect the strangers who live in our land.
Leader: We live in a country of immigrants.
Group: You protect the strangers who live in our land.
Leader: We see the face of Jesus in every immigrant.
Group: You protect the strangers who live in our land.
All: Lord of life, we praise you.
*Rev. Ruth Mooney is commissioned by International Ministries, ABCUSA, as an international missionary in Costa Rica, where she serves on the faculty of the Latin American Biblical University (UBL).*
SESSION 2: PRACTICAL
Pulled Out of the Water
by Rev. Sandra Hasenauer
Based on Exodus 1:8–2:10; Deuteronomy 10:18–19; Proverbs 31:8–9; Isaiah 61:1–4; Micah 6:8; Hebrews 13:2
Study
- Read together Exodus 1:8–2:10 in the manner of your choosing. For example, have one or more volunteers share in the reading, or have volunteers role-play the story while someone else reads it aloud.
- Invite the group to focus for a few moments on Moses’ mother. What were her fears? How did she act on those fears?
- Read “AMother Who Brought Her Daughter to the United States” from “Stories for Reflection” (page 15). What lesson might we learn from the action of the pharaoh’s daughter? If the pharaoh’s daughter was following the law, what should she have done with the baby she found? Why didn’t she do so? Was it possible that she knew the girl who volunteered to find a nurse for the child? Was it possible that she understood who this nurse might be? Are her actions, perhaps, a form of civil disobedience or nonviolent resistance?
- If you have enough people, break into five groups and assign each group one of the following Scriptures: Deuteronomy 10:18–19; Proverbs 31:8–9; Isaiah 61:1–4; Micah 6:8; Hebrews 13:2. (If you don’t break into groups, simply invite volunteers to read each passage aloud.) In small groups or as a whole group, discern the relevance of the Scripture passage to our relationship with undocumented persons. What guidance does the passage have to offer? Be as specific as possible. If you are discussing these passages in small groups, have each small group report back to the whole group on their findings.
Reflect
- In notebooks or on paper that you have provided, invite group members to quietly reflect on the following questions, journaling their responses:
- Imagine yourself as Shiprah and Puah (Exodus 1:15–20). What risks did you take in making the decisions you made? Why did you make these decisions? How did God bless you (the midwife) for the actions you took? How might this relate to you in today’s world?
- Imagine yourself as the pharaoh’s daughter. What fears may you have had when you first saw the baby in the basket? What fears may you have had when talking with the young girl (Moses’ sister) who appeared? When meeting the “nurse,” the girl brought to you? How do you think you would have addressed these fears in your own mind? What guidance could we take from the pharaoh’s daughter in today’s world?
- What themes from the Bible studies you have just engaged in stand out to you? What insights have you gained into what you feel your faith says about being in relationship with immigrants and refugees?
- What Scripture (one you just studied, or another that comes to mind) would you like to spend more time with in prayer?
Apply
- Choose one or more of the following activities to do as a group (or assign activities and invite people to bring information back to a future session):
- If you have access to the Internet in your meeting space, take some time during the session to look up the following sites. Alternatively, look up the sites ahead of time and prepare handouts for the group that give the website URL, a brief description of the purpose of the organization, and some highlights for what can be found on the site:
- Church World Service (www.cwsglobal.org): hygiene kits; Angels to Angels letter-writing program (search the CWS site for Angels to Angels); advocacy resources
- Interfaith Immigration Coalition (www.interfaithimmigration.org): advocacy and information resources; worship resources
- National Immigration Forum: advocacy and information resources; programs for businesses and faith communities
- Foster care programs such as that available through the Lutheran Immigration and Refugee Service (http://lirs.org/fostercare)
- Visiting Detention Centers
- Detention Watch Network (www.detentionwatchnetwork.org)
- CIVIC End Isolation (www.endisolation.org): includes an interactive map with locations of detention centers
- KIND—Kids In Need of Defense (www.supportkind.org): addressing legal needs of unaccompanied children; information about volunteering as a legal representative
- There is a great need for advocacy on legislation before Congress. As legislative activity frequently changes, encourage group members to visit the sites listed above as well as the following:
- www.govtrack.us: By setting up an account, you can track particular legislation before the House or Senate, as well as your elected representatives’ positions on the legislation. Links allow you to easily voice your own opinion to your representatives.
- Sign up for email lists and alerts available at any of the sites listed above. Also sign up with Google news alerts at www.google.com/alerts, using such keywords as “immigration reform,” “unaccompanied children,” or other topics of interest.
- Download and distribute information available from American Baptist Home Mission Societies, such as “Children Fleeing Violence Talking Points” and “Key points for talking about the unaccompanied children with a favorably inclined audience,” both available at www.abhms.org/justice_ministries/immigration_and_refugee_services/. Discuss the information on the documents and have a time of role play in the group, practicing conversations you may have with neighbors and friends.
- Consider what spiritual and emotional needs unaccompanied children, undocumented persons, or newly arrived persons may have. How can you or your congregation respond to these needs? In what special ways might you reach out?
Commit
Choose one or more of the following:
- Invite group members to choose two or three actions, based on the reflections and information gathered during this session, that they will commit to taking in the near future. Set a time frame, such as one week, one month, or six months. Ask group members to determine also a plan for accountability: How will they know when they have completed their chosen actions, and with whom will they share their experience?
- If you are contemplating a mission focus on this topic, have individuals choose facets of possible actions you may take as a group, and have each make a plan for exploring that facet. For example, one person may find worship resources, another may research your local elected officials’ positions on legislation, another may contact a local detention center about visitation possibilities, and so forth. Set a date to come back together to share the results and make future plans.
- Plan a worship service for your group, for your faith community, or as a community-wide worship experience, seeking God’s blessings and guidance for engagement with vulnerable people.
Rev. Sandra DeMott Hasenauer serves as associate executive director for American Baptist Women’s Ministries. Growing up in a family with a Vietnamese foster sister and brother, Sandy has followed in her parents’ footsteps by being involved in refugee resettlement in Rochester, New York, as well as sitting on the ABCUSA Burma Refugee Commission and assisting with AB Women’s Ministries immigrant and refugee ministry focuses.
SESSION 3: PROPHETIC
A Prophetic Community
by Rev. Elizabeth Conde-Frazier
Based on Genesis 1:27, Matthew 25:31-46
Study
Read Genesis 1:27 and discuss briefly the implications of God creating humankind in God’s image. After a few moments of discussion, read the following:
God created us—both male and female—in God’s image. What are the deep implications for this? There is no dichotomy between humankind and God’s image. This is difficult to understand unless we keep before us the image of God, the understanding of who God is, and what God stands for. Jesus came to reveal God to us, and in Jesus we see love, light, and life. The enemy represents death. He has come to steal, kill, and destroy (John 10:10). Why? His purpose is to erase the image of God in the world. Among all of creation, humans most closely represent the image of God. We catch a glimpse of the glory of God in the faces of one another. If we portray one another as something less by placing one another in categories that take away our full humanity, such as when we use words of hatred, when we become enemies so we can rationalize killing one another, or when we become rightless human beings to a government, then we are erasing the image of God.
After the reading, invite group members to briefly share their thoughts and reactions.
Next, review the following terms often used in the media or by protestors: illegal aliens, illegal immigrants, and just illegals. Take a brief survey of the group: What impact does the word illegal have on our impression of another person? After a few moments of discussion, read the following:
Historically, when we want to claim for ourselves the land, the raw materials, the right to govern a people, we portray them as less than able to do for themselves—as less than human. The Spanish crown debated whether indigenous peoples were as human as Europeans. Enslavement of peoples portrays the enslaved as animals, stupid, or barbaric.
Today we portray persons seeking sustenance or competing with our self-interests as illegal aliens. They are not as worthy as the citizens, they are against the laws of the land. Oscar Romero’s prophetic words make it clear that we are not made for the laws of the land but that the laws of the land are made for people created in the image of God. “A society’s or political community’s reason for being is not the security of the state but the human person. Christ said, ‘Man is not for the sabbath; the sabbath is for man.’ He puts human beings as the objective of all laws and all institutions. Humans are not for the state; the state is for them” (Oscar Romero, January 15, 1978).
On the other hand, the understanding that we are created in the image of God (the *imago Dei*) gives the person worthiness as opposed to any other human standard. The creation gives each person intrinsic dignity. To respect the dignity of each person is a form of revering God. The church believes that every person is created in God’s image; therefore, anyone who tramples on another human being tramples on God. That is, that person spits on, lashes, and crucifies the Christ all over again.
After the reading, invite group members to share their thoughts and reactions.
**Reflect**
- Read together Matthew 25:31–46. Invite group members to briefly discuss how they feel this passage may relate to immigrants and refugees. After a brief discussion, read the following:
One form of dignity is to insure that all persons have sufficiency. Sufficiency is the meeting of basic human needs: shelter, fellowship with others, water, food, and so forth. Providing these things is equated with faithfulness to God in this passage from Matthew. Sufficiency is actions and practices that permit or foster the human dignity of others. This is part of holy living. In the letter to the Colossians, Paul urges us to “put to death . . . whatever belongs to [our] earthly nature: sexual immorality, impurity, lust, evil desires and greed, which is idolatry” (Colossians 3:5 NIV). Lust and greed make it possible for us to overlook when our self-interest denies others of sufficiency or of life. We love the self more than others, and we make idols of ourselves or of the values of our society. By doing so, we deal a death blow to others. But God’s people are to have no other gods but Yahweh.
The ideologies around us create a way of thinking, a consciousness that makes it right for us to want and to have and to deny others. Ideologies make us believe that we are in the right. But does the ideology we live by reflect the values of the kingdom of God? Ideologies are the mostly widely shared beliefs, attitudes, and behaviors that are incorporated in social practices and institutional life. They tell us who belongs, who does not belong, and why; who has the right to have and who does not. Today these ideologies confuse for us our needs and our wants, thus feeding our greed. To transform an ideology and, hence, its power, one needs to generate a new consciousness that has as its goal the reign of God, which is righteousness, love, and peace. We need a conversion to the values of God that invite us beyond self-interest to compassion and empathy: this is the heart of God. To love God is to love the neighbor.
- Reflect together on the following questions:
- What ideologies can you name that seem to be undergirding the current discussion on immigration, undocumented persons, unaccompanied children, and related issues? (Responses may be positive or negative.)
- For each ideology named, discuss Scriptures that either support or deny that ideology.
- How might our Christian faith inform the development of a new ideology, a new set of “beliefs, attitudes, and behaviors to be incorporated into social practices and institutional life”?
**Apply**
- Discuss together the word *prophet*. What does it mean to be a prophet today? After a brief discussion, read the following:
Prophets convey the things of God, and they make sense of them in the times in which they live. They live in the borderland between God and people, and they announce the purpose and the activity of God in their times. They invite us to align ourselves with God’s activity or mission in the world. And they invite us to reposition ourselves with the purpose of promoting advocacy beyond self-interest and for the welfare of the wider community.
A prophetic community is one in which the word of God becomes flesh. This is the word of God as event, words that become an action taking place or about to take place among us. Our words become deeds—our deeds become an expression of servanthood—our servanthood gives forth fruit—this fruit creates a variance in the way our society is run—this change is a semblance of the *basileia* or reign of God. This requires integrity or the coordination of our mission statements, our preached word with our practices.
- After the reading, reflect together on the following questions:
Do you think of yourself as a prophet? Why or why not?
What characteristics do prophets have? Can you develop one or more of these characteristics in yourself?
What role do prophets play in the discussion about immigration reform?
Commit
Read together James 2:14–18. Discuss as a group the balance between faith and works as described in this passage. How does this question apply to discussions about immigration reform? After a brief discussion, read the following:
What forms can this prophetic voice take? We can join other churches with like mission, and together we can write letters or visit the local offices of our legislators to have conversations about these matters. Legislators are, at times, at a loss for how to present a bold stance, and the arguments that we make can be helpful to them. Legislators will represent the voice they hear, and the voices that represent fear and self-interest are louder unless we announce the views of the kingdom by inserting our own voices and reasons: a new consciousness. We can find out which programs at federal and state levels immigrants are eligible for. We can be a part of helping persons become citizens according to the laws of the land by providing legal counsel. We can provide scholarships for dreamers to attend college. Our American Baptist colleges can provide education for them. All these are legal processes for our prophetic action.
Let the words of Oscar Romero encourage us in these actions: “If there is hope of a new world, of a new nation, of a more just order, of a reflection of God’s kingdom in our society, brothers and sisters, surely you are the ones who will bring about this wonder of a new world—but only when we are really communicators of life; communicators of the seed that will transform the world” (Oscar Romero, June 15, 1978).
After the reading, invite group members to consider one or more actions they are willing to commit to taking in the next week, two weeks, or month. Have them write their commitments in their notebooks or paper. Join in a time of prayer for God’s guidance as you carry through on your commitments.
Rev. Dr. Elizabeth Conde-Frazier serves as dean of Esperanza College and is author of Listen to the Children/Escuchemos a los niños: Conversations with Immigrant Families/Conversaciones con familias inmigrantes (Judson Press, 2011).
SESSION 4: PERSONAL
Who Is My Neighbor?
by Rev. Ray Schellinger
Based on Luke 10:25–37
Study
■ Read together Luke 10:25–37 in the manner of your choosing. (This is a good story to dramatize if your group enjoys creative approaches to Scripture.)
■ Read these words from American Baptist international missionary in Mexico, Rev. Ray Schellinger:
As missionaries with International Ministries, we are sent by our American Baptist churches to reach out across international boundaries and difficult barriers of ethnicity, language, culture, and faith in order to bring God’s good news of love and grace to those who don’t yet know it.
One passage from Scripture that has held much meaning for me throughout our ministry has been Jesus’ parable of the good Samaritan. It’s likely that we all know the passage well, but there is one part in particular that calls out to me. It is the act of seeing the man who has fallen victim—truly seeing him for who he is. Jesus uses that word each time someone approaches the victim on the road: They see him and then . . .
The priest and the Levite see the injured man and then move over and leave the path, taking pains to ensure they do not contact the man in any way. They do this because they are bound by the purification codes of their faith, such as the one found in Leviticus 21:1–4. The law states that because of their sacred duties, they must not defile themselves by touching a man who might die, or even come into contact with his blood. The only exceptions to this are for an immediate relative: a father, mother, daughter, son, brother, or sister. The priest and the Levite saw the blood seeping out of open wounds and knew it wasn’t their blood: they saw the man, but they didn’t see a “brother.” In accordance with the law, they walked way around him and kept on going.
Interestingly, the Samaritan, the impure and hated foreigner, shared the same law and held the same purity codes. He, too, should not have defiled himself for a stranger. Yet Jesus says that the Samaritan saw the man, and, to translate this literally, exploded with compassion. The Samaritan took enormous risk and went to great expense to bring healing to the dying man. It was the Samaritan, the one whom no one else would possibly see as a brother, who saw his brother in the face of the stranger.
Reflect
■ After reading the missionary’s words above, reflect together as a group, using the following questions to guide your discussion:
❖ The priest and Levite were acting out of their own fears when they refused to help the beaten man. What feelings, attitudes or fears to you feel may prevent people from wanting to be involved, to help?
❖ Are there real or metaphorical fears of being rendered unclean by association?
■ Read these words from Ray Schellinger:
I believe this is what we are asked to do. As you send us missionaries across borders, you ask us to love the people we are sent to serve as if they are our brothers and sisters, without regard for barriers of ethnicity, culture, and language. In my time as a missionary, I have seen the Samaritan story played out again and again. However, it has been humbling to find myself much more often in the role of the vulnerable traveler dependent on the compassion of strangers than as one who can offer help. The hospitality I have received has been overwhelming and serves as a constant reminder to me.
■ Discuss together as a group: Are there times when you have thought you were in a situation in order to serve others, only to find yourself on the receiving end, as Schellinger describes above?
■ Did that change your perception about those you were there originally to serve? How did you view them before meeting them? How did you view them after meeting them?
■ What does this tell you about the role of developing personal relationships with others in our approach to mission and outreach?
Apply
■ Read these words from Ray Schellinger:
Perhaps this is why it has become so painful to stand with my Mexican hosts on the other side of the fence and look back across to the United States. I know they don’t receive the same welcome in my country as I have received in theirs.
The city I work in, Tijuana, Mexico, has been growing faster over the last decade than the infrastructure can possibly handle. Hundreds of thousands of migrants have come here from the south of Mexico, part of the exodus of tens of millions of rural farmers who have moved to the urban slums as their traditional way of life gave way to globalization. Now, as many people are arriving here from the north as have come from the south, deported from the United States and abruptly dropped at the border with only the clothes on their backs, mental pictures of the families they leave behind in the United States, and few possibilities for their future. Tijuana is a town of migrants, people trying to survive in a culture that is not theirs. It seems that we are all foreigners here. Vulnerable. Afraid. Alone.
■ Discuss together as a group:
❖ There have been many times in the history of the United States when people have migrated from one part of the country to another to find a way to put food on the table. Two notable periods are the Dust Bowl migration from the Plains states, primarily to California, in the 1930s and ’40s, and the migration of African Americans from the south to urban areas further north between 1910 and 1970 (the largest movement between 1910 and 1930). In lesser numbers, even today some cities and states experience large increases or decreases in population as people move to where jobs are. Schellinger’s description above of the farmers of Mexico moving to urban areas as their land disappears to corporate entities mirrors these same migrations in our own U.S. history. Does looking at history in this light help increase your understanding of the situation that people of Mexico and Central America face?
❖ Part of being able to see another individual as our neighbor, or our sister or brother, is being able to imagine ourselves
in their shoes. Imagine you and your family in the same situation—seeing your ability to support yourself and your family disappear in front of you: How far would you be prepared to go to feed your children?
❖ When people are deported from the United States, they are not generally returned to family or communities they know. Instead, they are taken just across the border and dropped off with, as Schellinger points out, basically the clothes they are wearing and little or no cash. Many of them have been away so long they no longer have a frame of reference for Mexican culture or any sort of support network in Mexico. Their families, friends, and jobs are all back in the United States. In what way, then, are these deportees like the beaten man in the parable of the good Samaritan?
Commit
■ Read these words from Ray Schellinger:
I don’t need to tell you that the mission field I work in has come to the doorsteps of our churches in the United States. For many of us, the presence of so many different people is a threat. We are so busy fearing the threat that we miss seeing the opportunity. With all the labels and slurs we heap on the strangers and sojourners living among us, we forget to see them, to really *see* them for who they are: our brothers and sisters, our blood.
■ Read together again Luke 10:25–37, this time in the style of *lectio divina*, also known as “Dwelling in the Word,” as follows:
❖ Invite group members to get into comfortable positions and become silent. You may want to begin by focusing on breathing or repeating silently a simple phrase such as “God, send me your Word.”
❖ After a few moments of focusing, let the group know that as the Scripture is read for the first time, they should listen for the word or phrase that God makes stand out to them. Then have one person read the text slowly and gently.
❖ Allow a few moments of silence after the reading; then ask group members to share (as they’re comfortable) what word or phrase stood out for them in the first reading. You do not need to spend time discussing responses now—simply share.
❖ After the sharing is complete, tell group members that they will now hear the Scripture read again, and this time they should consider where this word or phrase that stood out for them intersects with the conversations you have been having during these sessions on immigration (or simply what they have going on in their lives at the moment). Invite another volunteer—someone of a different gender, age, racial/ethnic group, or in another way different from the first volunteer—to read the Scripture slowly and gently.
❖ After this second reading, allow a few moments of silence, and then invite those who would like to share their reflections to do so.
❖ After discussion, tell the group that they will now hear the Scripture a third time, and this time they should listen for what Christ is calling them to do or become today or this week. Invite a third volunteer to read the Scripture again, slowly and gently.
❖ After the third reading, allow a few moments of silence, and then invite those who would like to share their reflections to do so.
If you have done all four sessions in this resource as a group, spend some time at the end of this final session—or have a fifth session solely devoted to discussing next steps. Be specific in the discussions and establish a definite timeline: as a group, be sure to end the meeting with people clear on specific assignments and deadlines.
Some excellent next steps may include writing articles for the church or region newsletter on how your community is connected to these issues; creating a letter-writing campaign in your congregation or other group to address legislation in front of your elected officials; planning additional learning opportunities for the congregation or community; working with pastoral leaders to plan special worship services (good opportunities to plan around are World Refugee Day on June 20 or International Migrant Day on December 18); planning outreach and ministry with migrants and refugees in your community, and so forth.
*Rev. Ray Schellinger serves as American Baptist missionary with the “Dios Con Nosotros” Baptist Convention of Northern Baja California, Mexico.*
[We wanted to bring our daughter to the United States] because there were already several years when we had been apart; she was in Mexico. Those were years when we were living with that pain of not having her close to us. We wanted her to be with us because she is our family, and we wanted her to be [with us] together as a family. Another problem is that there’s a lot of violence in Mexico and they were going through very, very difficult, ugly things down there. All of my family is suffering under this violence, but I cannot bring all of my extended family, so we had to decide to bring at least our daughter up.
She did not come legally because you need way too many things to even be allowed to come visit this country. First of all, it is very difficult even just to get to the embassy. One needs a lot of money for the application process to even be started, and then just in order to be considered, one needs to have properties, to have businesses, to have cars, to have a very solid financial grounding.
Our only option was to bring her the way we did, because it was already too dangerous and we just could not have her stay in that danger.
It took me years to come to this decision. It took so long because it’s a very, very risky choice, but at the same time, I was completely between a rock and a hard place. The choice really was, should I risk my daughter greatly in the hope that she would make it to where we are, or wait for something terrible to happen to her while she stays there?
[The risks of the trip] depend on where you cross. If you come through the desert, you need a guide who knows very, very well the whole area and how to get through it because of the very high risks that are involved in that. If you come through the desert, it takes about five days and four nights of constant walking to get across into the States. Women are at higher risk because you’re completely dependent on the person getting you across. That person could choose to be nice to you, but they could just as easily abuse you physically, they could leave you in the desert, they could rob you of everything you have. You are completely at the mercy of this person, usually a man.
[The journey from home to the United States could take weeks.] I really only was able to speak with my daughter the day before she left home; I told her she needed to be strong, that she needed to just keep going, because she would be with us if she would just keep going through that time. It was a very difficult conversation. There were about five or six days when I didn’t know anything about where she was or how she was doing. For five days, because she was coming across the border, I was not able to talk with her. She came through in a van. It was very, very difficult not to know anything about what was happening, but I did have the faith and the hope that she was going to get across.
During those five days, I was afraid because I knew what could happen. I was worried because I didn’t know what was
happening, and at the same time I was very, very excited because I could possibly be about to see my daughter again. It had been six years since I’d seen my daughter.
They told us that the crossing would take a couple of hours, but later we learned that because she had to learn a lot of things, she had to memorize what to say if she was questioned and they were pulled over and everything, it took much longer. They say it could be three hours, and then it’s a day and another day and another day. A lot of things go through your mind; you think of a lot of things that could go wrong. But you have to just keep faith in God that she’s going to make it through and be able to be across.
It was an amazing experience [when she arrived]. My heart was beating so fast. She was a completely different girl than when I’d left. When I left she was one and a half. When I saw her again, she was almost seven. She was a completely different person. It was an overwhelming experience to finally be able to have her in person in front of me, to hug her, to give her a kiss, to talk to her in person, not over the phone. It was just overwhelming.
The Asylum Process
by Pastor Douglas Avilesbernal
About two years ago I received a call from a parishioner informing me that he had to pick up his nephew who had just been released by the Immigration and Naturalization Service (INS). That phone call started a long and involved process that continues to this day. What follows is the story of what happened.
The parishioner’s nephew decided he needed to leave Honduras because he was reaching the age at which gangs (maras) recruited new members. He felt unsafe where he lived, so he chose the lesser of two very high risks and left home. The border patrol captured the parishioner’s nephew while trying to cross into the States. He was not returned to his country because he was underage at the time of his arrest, so he was sent to a detention center in Chicago for two months.
Once released to his uncle, the young man received a court date set for two months after his release. We hired an immigration attorney to help with the case. The attorney’s fees were several thousand dollars, but we had no options given how little time there was before the first court date.
The attorney knew we were going to need to apply for asylum. At the same time, we were going to have to keep deferring the deportation process. During the first year, the young man had three court dates for deportation at which he had to be present to verify his identity. At the same time, we had to begin the process of applying for asylum. Both of these processes are lengthy and complicated.
Nonetheless, the approval of the asylum application came at the beginning of the second year. Our first step after that approval was to go to have the young man fingerprinted at an INS center in the next state over from us. At the same time, the deportation process was still ongoing, so the attorney had to keep filing postponements. Fortunately, the boy no longer had to go to court for the postponement filings. Though he was approved for asylum, he still had a wait of several months while we submitted all necessary documents.
After several more months, the asylum office set an appointment at the asylum center in New Jersey. The appointment was for 9:00 a.m., which meant we had to leave Pennsylvania just before 6:00 a.m. to make sure we were there on time. We arrived on time, but as it turned out, we had left early only to sit and wait: we did not go into the interview until 1:00 p.m.
Before an interview can take place, a young person has to have several meetings with an attorney to go over the details of everything that has taken place since he or she left home. The intent is to make sure the minor knows the story so well that he or she can recite it in various ways and with complete details. *Everything* must be correct and consistent in the telling: all dates; names; money paid; places seen; details of when, where, and how the minor was arrested; and more! Since the entire process hinges on the interview, one cannot rehearse enough. One mistake can be the difference between acceptance and rejection. Needless to say, this is a tense time for the minor and the interpreter.
Anyone interviewed for asylum needs to bring his or her own interpreter and, of course, be on time. The interview begins with everyone being sworn in. Then the officer calls a second interpreter in over the phone to verify the translation. Once everything is in place, the asylum agent goes over the story and asks questions as she or he works through the story in detail: “When did this happen? Who was with you? When were you caught? What kind of car were you put into? How long were you in detention?” and so forth. After running through the story once, the officer asks a series of seemingly random questions. These questions are not in chronological order and often repeat. Every so often, the officer asks if the minor is sure about his or her answer, even if it has been exactly the same every time he or she has been asked! If there is a minor discrepancy in the answer, the officer asks for clarification. The entire time everyone knows that any one of those answers can be part of the reason the minor is sent back to the place he or she is escaping.
Our interview for this particular minor was in early November of 2014. As of now, at the end of February 2015, we still have one or two more months before we hear if the government needs further confirmation on anything else. If we are fortunate, they do not and the child’s approval will come sometime a few months after that. If they do have further questions, however, the young man will face more interviews or requests for more documents. In either of those circumstances, the child’s case will go to the back of the line and be reviewed in another three to five months.
*Pastor Douglas Avilesbernal serves as pastor of Calvary Baptist Church in Norristown, Pennsylvania, a multicultural, bilingual American Baptist congregation.*
**Three Stories from Nicaragua**
by Mayra Bonilla
■ **Story #1**
The peaceful life in the Central American countryside ended abruptly because of the *maras* (gangs). Long years of paying “rent” (what the *maras* charge as protection money every month), the murders of his nephew and her brother, and the well-being of their little children were enough reasons for this family to leave everything behind and seek refuge in Nicaragua. Having had cattle, a convenience store, and their beehives, now they had to depend on the hospitality and grace of Nicaraguan families that had received, fed, and protected them. The bus driver led them to their current landlord, who in turn led them to speak to the Council of Protestant Churches of Nicaragua (CEPAD) and United Nations High Commissioner for Refugees (UNHCR) in Managua to seek help. Hence began their refugee process, getting the appropriate documentation to have their children continue their schooling here in Nicaragua and have access to basic health care when needed.
Through the gifts the United States and Puerto Rico sent through our mission partner, this family has beds, mattresses, and sheets to sleep with dignity. They still need kitchen utensils and appliances for their small convenience store. Despite the husband having physical disabilities, he and his wife are hard workers who yearn for their children to have a safe place to live, the education they could not have, and a healthy upbringing with dignity. They point out the hospitality bestowed on them by the Nicaraguan people and the diligence with which CEPAD/UNHCR has cared for them, facilitating not only the legal advice they need for their refugee resident permits but also providing resources for their basic needs. They lost their house, their land, their belongings, and their extended family, but in Nicaragua (even though they have already exhausted their savings), they have found security, attention, an opportunity to start anew, and a promising future for their family.
■ **Story #2**
Faith in God and hope for a better tomorrow keeps this family standing and optimistic toward the future. Their children have grown, but their dreams have been shattered by the *maras* (gangs). Their source of income was stolen from
them by the maras and their good name tainted. Their uncle’s life was abruptly ended by the maras, and the next person in line to die would be from within their family if they did not yield to the demands of the maras. It was time to get rid of what they had, gather what they could, and seek refuge for their family. On their way, there were always those who guided them until they found the Council of Protestant Churches of Nicaragua (CEPAD) and United Nations High Commissioner for Refugees (UNHCR) in Managua. The slavery and abuse they experienced were replaced with a new life of peace and productivity with the skills God has given them.
Living with fibromyalgia is painful, but adding to that the separation from your loved ones, knowing you may not see them again, is even more painful. Living with high blood pressure is scary, but realizing that in the midst of such an abrupt move, your blood pressure is back to normal and you can sleep in peace again is a great blessing. Finding a new church home where you can worship freely and a healthy environment in which to raise your children proves that “God causes everything to work together for the good of those who love God and are called according to his purpose for them” (Romans 8:28 NLT). In the midst of the sadness of being away from the extended family, this family gives thanks to God for bringing them to Nicaragua and for the support received from our churches in the United States and Puerto Rico through CEPAD/UNHCR.
■ Story #3
Witnessing a murder when you’re five is not the best start for a happy and healthy childhood. Being threatened at thirteen that unless you yield to being recruited by a gang you and your family will be killed is not the best start for a happy and healthy teenage season. Being professional and hardworking and being robbed of your dignity, source of income, and security, is not the easiest way to raise a happy and healthy family. This family lived in peace with their neighbors and yet was abused by the maras (gangs) in their community. From being comfortable and well, they had to move to another country, with limitations and starting from zero once again. We say “once again,” because in the ‘80s they lived for a while in these lands, and only when things calmed down were they able to return to their country. Back then as it has been now, the Council of Protestant Churches of Nicaragua (CEPAD)
and United Nations High Commissioner for Refugees (UNHCR) has given them a helping hand and aided their refugee family process.
The separation in the family was complicated. Friendships from olden days eased the pain of that temporary separation. Now the family is together and works hard to make their small business thrive. They had options to go to other countries, but they knew Nicaragua would be hospitable and cooperative and, indeed, it has been so. They have lost houses to earthquakes, wars, and now the *maras*, but nothing destroys their work spirit, their optimism, and their appreciation of the people and the country that has provided them with food and shelter and with an opportunity to live in peace and communion with God.
Lord, free Nicaragua from the *maras*, the drugs, and any community-destroying spirit—that is their prayer.
*Mayra Bonilla Giovanetti is a missionary in Nicaragua, International Ministries, ABCUSA.*
**Questions for reflection:**
- What are some of the critical problems stated in the story?
- Does the story describe what feelings the person or family had when facing these problems?
- What solution to the problems did the person or family find? What are the risks involved in that solution?
- Does the story describe what feelings the person or family has after solving their problems the way they chose to?
- Put yourself into the story. Can you imagine being in these situations, making these same choices? What choices would you have made? What do you think would have happened if you made those choices?
- Create a prayer list with two or three very specific items for prayer based on the story/stories you have read. Use this prayer list in your prayer time for the next week, or share it with your faith community in some way.
For Information and Further Study
American Baptist Churches USA
American Baptist Churches USA: www.abc-usa.org. Visit News/Press Releases page for up-to-date information about American Baptist involvements.
American Baptist Home Mission Societies:
www.abhms.org. Visit Ministries & Programs/Justice Ministries/Immigration and Refugee Services for resources and information. Visit About Us/Publications/The Christian Citizen to download and read the 2012 issue of *The Christian Citizen*, “The Church and the Challenge of Immigration Reform.”
American Baptist Women’s Ministries:
www.abwministries.org. Visit Mission Focus/Crisis at the Border for information on unaccompanied minors and immigration reform.
International Ministries:
www.internationalministries.org. Visit Places and choose countries or visit People and choose missionary names for information about missionary involvements in origin or destination countries for migrants.
Other Websites and E-Newsletters
American Immigration Council:
www.americanimmigrationcouncil.org. (See also the Immigration Policy Center, the policy arm of the American Immigration Council, at www.immigrationpolicy.org.) This nonpartisan nonprofit organization works to educate and inform policymakers, media, and the general public on immigrant policy in U.S. society. Find resources, campaigns, and information. Subscribe to email newsletters and blog posts.
Church World Service: www.cwsglobal.org. Visit the Refugees and Immigrants page for information on work Church World Service is doing. Visit the Get Involved/Be an Advocate page for information about advocacy on immigrant and refugee rights.
Interfaith Immigration Coalition:
www.interfaithimmigration.org. Tool kits, advocacy resources, worship resources, and other helpful information. Subscribe to the email list for interfaith updates on immigration reform information and action items.
KIND (Kids in Need of Defense):
www.supportkind.org. A pro bono movement to provide quality and compassionate legal counsel to unaccompanied refugee and immigrant children in the United States. Information, advocacy resources, suggestions for involvement.
National Immigration Forum:
www.immigrationforum.org. Programs, updates, and action alerts. Subscribe to email updates on immigration reform in the news.
Social Media
Most of the organizations referenced above have social media sites (Facebook, Twitter, Instagram, Google+, LinkedIn, Flickr, and so forth). Links to their social media networks are generally found on their home pages. This is an excellent way to receive up-to-the-minute news and information and pass it along quickly to your own networks. Once you have “liked” or “followed” an organization, look at the list of who they follow or who follows them, for more related organizations with which you may want to connect. | bc021cdd-d331-4c6c-854c-58bf624d42f9 | CC-MAIN-2022-27 | https://abwomensministries.org/download.aspx?fileKey=744d646c57304355634d73365762587873444d6f63726772364172647730614269716a6163795a697a2b524f714a704d2f2f6f35354b4b6b684934714461364d2f6e62376d2f69675a55784d5468324a5976732f48733248416c4a544e64634f6c4673686d71774c506d674d707a572f676d546d41754a35535231774a436e32707a6341777866584859754d4b4357367953523057673d3d | 2022-06-29T00:34:26+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103619185.32/warc/CC-MAIN-20220628233925-20220629023925-00037.warc.gz | 136,202,374 | 11,952 | eng_Latn | eng_Latn | 0.977705 | eng_Latn | 0.997424 | [
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IN CASE OF FLOOD (EN CASO DE INUNDACIÓN)
If ordered to evacuate, leave area by these routes.
Si hay orden de evacuar, salga por una de estas rutas.
If you cannot leave area on your own, seek help here.
Si no tiene como irse, aquí encontrará ayuda.
Receive directions on which way to go here.
Aquí le dirán por donde irse.
Evacuation and shelter information; try each frequency to find your area's message.
Información sobre evacuación y refugio; pruebe cada frecuencia hasta encontrar un mensaje para su área.
Potential degree of danger: See Depth Chart.
Posible grado de peligro, ver Tabla de Profundidad.
Move to high ground if trapped.
Si no puede salir, suba a terreno elevado.
Levee or higher ground.
Dique o terreno elevado
Tune into:
530 AM
1030 AM
1300 AM
Ponga la radio en:
530 AM
1030 AM
1300 AM
ESTIMATED FLOOD DEPTHS
(TABLA DE PROFUNDIDAD)
Get above this level shown in your neighborhood if caught in a flood!
Si lo atrapa una inundación, busque un lugar más alto que el que se muestra en su barrio
0 - 5 Feet (0-5 pies)
INFORMACIÓN DE SEGURIDAD ADICIONAL
• Busque KFBK 1530 AM para escuchar las primeras instrucciones para su vecindario.
• Escuche las otras frecuencias de radio cuando se le indique.
(VER SÍMBOLO DE RADIO EN EL MAPA)
• Si las aguas lo obligan a refugiarse en una edificación asegúrese que pueda llegar al techo.
• Si se queda atrapado, consiga una linterna o una tela de color brillante para hacer señas.
• No maneje donde esté inundado. El agua quietá es muchas veces más honda de lo que aparenta.
• Tenga un plan con su familia de dónde encontrarse si son separados.
• Encuentre más información en estos sitios virtuales:
http://www.co.sjgov.org/oes (vea sección "Family Preparedness")
http://www.ready.gov (Sitio de Preparación a Inundación de FEMA)
• Se recomienda mucho que las personas que viven tras de los diques obtengan seguro contra inundaciones.
ESTE MAPA ES SÓLO PARA PROPÓSITOS DE PREVENCIÓN GENERAL
ADDITIONAL SAFETY INFORMATION
• Listen to KFBK 1530 AM for initial warnings for your neighborhood.
• Listen to the other emergency radio frequencies when directed
(SEE RADIO MAP SYMBOL)
• If forced to shelter in a building due to floodwaters, make sure you can access the roof
• Have bright cloth or flashlight with you at all times to signal if you become stranded
• Do not drive through flooded areas. Standing water is often deeper than it looks.
• Have a plan where your family will meet if separated
• Find more safety information at these websites:
http://www.co.sjgov.org/oes (see Family Preparedness links)
http://www.floodsmart.gov (FEMA flood preparedness website)
• Flood insurance is strongly recommended for residents living behind levees.
THIS MAP FOR GENERAL PREPAREDNESS USE ONLY
Beckman Road Evacuation Zone
Lodi, California
San Joaquin County Office of Emergency Services Phone: (209) 953-6200
Prepared by San Joaquin County Geographic Information Systems 1810 East Hazeltine Avenue, Stockton, CA 95205
This map and information is for reference purposes only and is not to be construed or used as a legal document or survey instrument. Any reliance on the information contained herein is at the user's own risk and should be verified by independent analysis. This information is broad-based and for your convenience. This information should not be relied on for decisions related to purchasing or developing land. The County of San Joaquin gives no warranty, express or implied, as to the accuracy, reliability, utility or completeness of this information. December 17, 2010
GIS – Mike Turn, Rafeodon Correia | <urn:uuid:aa40714c-fc08-4538-9309-6083d7052fa5> | CC-MAIN-2019-22 | http://www.sjmap.org/evacmaps/pdfs/Lodi_BeckmanRoad_Public_Streetmap.pdf | 2019-05-24T18:00:58Z | crawl-data/CC-MAIN-2019-22/segments/1558232257699.34/warc/CC-MAIN-20190524164533-20190524190533-00473.warc.gz | 341,961,216 | 901 | eng_Latn | eng_Latn | 0.476767 | eng_Latn | 0.476767 | [
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Before the Lesson Begins
- Print out copies of FYFT Pledge Cards
Resources Not Provided
- Pens
Lesson Overview
The focus of this lesson is language and the impact it has on people/society.
Introduction
Discussion Guidance
1. The use of negative or positive language has an effect on the culture it’s used within. Negative language is one of the first chapters of the story of prejudice, and can lead to further negative treatment of those who the language is directed at.
2. Language was used during the Holocaust to victimise/bully and isolate people and it can still be used for those purposes today.
Section 1: Language in Pre-War Germany
NB: The aim of this section is to explain the effects of language during the persecution of Jewish people in pre-war Germany, and to explain how such persecution eventually led to the Holocaust.
Translation of Slides:
- Slide 4:
- Wirtschaft und Judentum – The Economy and Judaism.
- Ohne Lösung der Judenfrage keine Erlösung der deutschen Wirtschaft – No salvation for the German economy without a solution to the “Jewish question”.
· Slide 5:
- Die Juden sind unser Unglück! – Sausage-Jew Friend of the Peasants- he swindles the poor people out of cheap meat and the state out of their debits. The Jews are our misfortune!
[NB: Friend of the peasants is an insulting word for communists.]
· Slide 6:
- Jüdlicher Mordplan gegen die nichtjüdische Menschheit aufgedeckt – Jewish Murder plan against gentile humankind discovered.
**Discussion Guidance**
1. These headlines present Jewish people negatively as vermin/murderers/evil – they are presented as an ‘enemy’ to Germany & the world.
2. They start to believe it and are more likely to look for or ‘find’ those characteristics in the Jewish people they encounter. They would then be more likely to accept and/or desire negative actions taken against Jewish people as a protective measure.
3. Manipulation of language is a very simple but effective way to perpetuate and communicate ideas. Negative language is used by prejudiced individuals/organisations, especially in propaganda, to demonise the victims and persuade others to share their views.
4. In this case, negative language used in propaganda spread to civilians to such an extent that anti-Semitic views became a distinctive part of Nazi culture. The intensity of this anti-Semitism grew until it manifested into violent acts against Jewish people (Kristallnacht). When violence is an accepted part of a culture, it leads only to further violence and oppression.
**Section 2: Language in Our Culture**
*NB:* It is important to note that FYFT acknowledges the fundamental differences in the Nazi persecution of Jewish people and many modern examples of prejudice. These differences are based on factors such as the history of anti-Semitism in Europe and the fact that the persecution of Jews and other minorities were organised by the State. FYFT also is not arguing that the language used in anti-Semitic propaganda is the same as prejudiced language used today. That being said, we are interested in the methods that the Nazis used to persecute their victims and in this case the method of prejudiced language is being used today by media
outlets. For FYFT that makes language an issue that we can relate both to the Nazis and modern bigots and something that we can all learn from.
*You may use Slides 9-12, or your own current examples, if you wish.*
**Discussion Guidance**
1. *FYFT believes that these headlines are offensive as they generalise and target entire groups based on the actions of few.*
2. These headlines are saying that immigrants and Muslims are a danger to the UK and to British values. It is then assumed that they believe that these two groups are problems that need to be dealt with.
3. Those who read positive/balanced articles are less likely to form negative viewpoints of the groups reported on.
4. This question is to allow the students to process the negative language they have just encountered.
**Section 3: Language and Us**
*NB:* The important issue in this section is to bring the effects of language back to the students’ personal experiences, the importance of language used by the individual, and the effect it has on individuals.
**Activity Guidance**
- It may be controversial asking students to write down offensive words they know but it is very important to allow students to honestly assess the language that they use/hear every day. If they can properly identify prejudiced language as well as the reasons they are offensive with the understanding of why language can be dangerous, then they will be able to understand the correct language choices to make.
- It is important that the students understand that they should implement the values of today’s lesson in their daily lives. The FYFT Pledge Card with the prejudiced phrase and explanation is to act as a permanent reminder to the students about the power of language. | d0a79e3f-6fbb-4cc8-9a75-1f80f2fa86fb | CC-MAIN-2021-49 | https://www.ljresourcebank.org/wp-content/uploads/2014/06/LANGUAGE-TEACHERS-NOTES.pdf | 2021-12-05T04:36:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363135.71/warc/CC-MAIN-20211205035505-20211205065505-00038.warc.gz | 928,076,159 | 1,025 | eng_Latn | eng_Latn | 0.997254 | eng_Latn | 0.997985 | [
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To aid cleanup efforts, study looks at how toxic PFAS move through soil
October 20, 2019
Found in everything from plastic to fire-fighting foam, complex chemicals linked to multiple health risks
By: Timothy Wheeler, BayJournal.com
Brian Shedd has been spending time this year in a musty old brick building on Baltimore’s waterfront, where he’s hoping to unlock the secrets of a troublesome family of toxic chemicals contaminating water supplies across the United States.
Shedd, a geologist with the U.S. Army Corps of Engineers Baltimore District, set up a laboratory in the 19th-century structure, which once served as a guardhouse and ordnance storehouse on the grounds of Fort McHenry, the historic harbor fortress that played a starring role in the War of 1812.
There, in a small compound just outside the walls of the national historic monument, the Corps’ Baltimore District docks a small fleet of vessels used to survey shipping channels and clean up floating debris, among other tasks.
For Shedd, it offered a great location for studying per- and poly-fluoroalkyl substances, known as PFAS. That’s because it was built long before the 1950s when the chemicals began being manufactured for use in a host of consumer and industrial products. Thus, the site was relatively free of the contamination that has since increasingly turned up in many places — including drinking water, foods, and people’s bodies.
PFAS has been particularly problematic for the U.S. Defense Department because the chemicals are in the fire-fighting foam that’s been used for decades by the armed services. Many of the more than 600 sites nationwide — including at least 18 in the Chesapeake Bay watershed — where PFAS compounds have been detected in groundwater are on or near military bases.
Exposure to PFAS may affect fetal and child development, including changes in growth, learning, and behavior, according to the U.S. Agency for Toxic Substances and Disease Registry. They may also lower fertility and interfere with natural hormones, raise cholesterol, affect the immune system and even increase cancer risk.
At the request of dozens of members of Congress, the Pentagon’s inspector general has agreed to review the military’s history of PFAS use, how it handled the risks of exposing service
members and their families and what is being done now to assess and resolve the contamination. That report could be ready by early next year.
Though the Pentagon has taken steps to reduce its use in recent years, the PFAS-laden “aqueous film-forming foam” had long been sprayed liberally during training exercises or while suppressing actual blazes.
Shedd, working in collaboration with researchers from the U.S. Geological Survey and University of Maryland, Baltimore County, is trying to better understand how PFAS compounds move through and linger in the soil once they soak into the ground. The hope, he explained, is to help the military, industry and affected communities figure out how to contain and clean up the contamination, which so far is resisting easy solutions.
“I think there’s a lot of opportunities here for us to refine the process of investigation and remediation,” Shedd said.
The DOD Strategic Environmental Research and Development program is supporting the study with a grant of nearly $200,000. It’s just one piece of a wide-ranging research effort by military and civilian experts to learn as much as possible, as quickly as possible, about the many PFAS chemicals in use — estimated at anywhere from 3,000 to 5,000 — which do not all act alike.
Many of the PFAS chemicals are resistant to water and oil — which is what made them ideal for suppressing fuel fires at military bases and airfields. Nevertheless, they’ve migrated via groundwater from sites where foam was sprayed and soaked into the ground.
“The PFAS compounds are very complex, and understanding their behavior in the environment is also very complex,” Shedd said. “It’s very difficult to unpack all that complexity.”
Shedd said he hopes this research can get a handle on how the contaminants interact with the soil and groundwater – how quickly they move and how much lingers.
Inside the old building, he built a scale model of an aquifer in a tank measuring roughly 8 x 6 feet. He partially filled it with uncontaminated sandy soil obtained from Fort Drum, an Army installation in New York, then pumped water through it to simulate the movement of groundwater in the environment. To track the subsurface flow, he installed a grid of tiny monitoring wells throughout the tank.
Shedd first tested his model aquifer by injecting a water-soluble tracer chemical to see where and how quickly it spread through the tank. Then he injected a mixture of PFAS compounds.
He then installed a system to sample the mock groundwater as it moved through the tank, pumping it to a set of tubes, one for each monitoring well. The collected liquid samples went to be analyzed at the laboratory of Lee Blaney, associate professor and environmental engineer at the University of Maryland, Baltimore County.
Blaney, who specializes in studying contaminants, is set up to analyze PFAS to the specifications of the federal government. He uses two sophisticated instruments to identify and measure the ingredients of complex chemical mixtures down to minute levels.
PFAS compounds are “very hard to work with,” Blaney said. Because they’re generally present at very low levels in water samples, he noted, “A little bit of contamination can throw off measurements.”
For that reason, rigorous precautions have to be taken to avoid cross-contamination of the water samples. When working with PFAS, labs must avoid using plastic beakers, tubing, vials and other often-standard equipment that might have anti-stick coatings that contain PFAS. Researchers must triple-wash their clothing and avoid wearing any PFAS-treated stain- or water-repellent fabrics. No sticky notes allowed — they may harbor PFAS. They shouldn’t apply sunscreen or insect repellant for the same reason, and eating in the lab is prohibited, because food wrappers may also contain PFAS.
The analysis of the samples takes time. Shedd said he hopes to have results later this fall. But as he was running the first round of tests, he said researchers noticed that more of the PFAS molecules injected into the model aquifer stayed put in the tank than they’d expected. The next round of testing aimed to find out why.
The results may help clarify which PFAS compounds or mixtures stick to the soil and which ones move more readily in groundwater. Shedd said what he and colleagues learn will be shared publicly so it can inform future cleanup efforts.
“There’s a lot of developing science relating to [individual chemicals],” Shedd said, “But in terms of complex mixtures, how all that works, that’s not as well understood.” And since these compounds rarely exist in isolation, he added, “That’s part of the challenge the research community and environmental practitioners are up against right now.” | 71201d06-9996-4290-b074-ee1692cea776 | CC-MAIN-2020-45 | https://www.horshamwater-sewer.com/sites/default/files/10.20.19_to_aid_cleanup_efforts_study_looks_at_how_toxic_pfas_move_through_soil.pdf | 2020-10-22T00:46:00+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107878662.15/warc/CC-MAIN-20201021235030-20201022025030-00212.warc.gz | 762,474,092 | 1,411 | eng_Latn | eng_Latn | 0.998332 | eng_Latn | 0.998429 | [
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HERE ARE SOME GREAT ACTIVITIES FOR YOU TO DO AROUND CLIFTON DOWN TRAIN STATION
Rename game
Rearrange the letters of local shops to make new names and words.
Clifton Down
How many words can you make from 'CLIFTON DOWN STATION'?
Draw some beautiful windows
Around Clifton you'll see beautiful, old buildings. Try drawing some of their windows - draw the outlines and then fill them in with colourful patterns.
Do some people watching
Here are some fun activities to try out:
- Give 'em names - from afar, imagine what folks are called!
- Guess Who - with a friend you each pick a stranger and by each asking five questions, try to guess who you both picked!
- Scriptwriter - With a friend invent what strangers are saying or thinking or going to do next!
- People Bingo - pick out one feature, like a green t-shirt or red hair, and shout BINGO when you have spotted 5 people with this feature!
Be a texture collector
Walk around the area and collect different textures by placing your paper over them and rubbing over the paper with a crayon. You can make different shapes and add eyes and mouths to turn them into imaginary creatures or drawings of animals you may see in the zoo!
Keep on exploring at discoversevernbeachline.co.uk | <urn:uuid:611cc41f-5ea3-4c76-92ba-046baf9f1fcb> | CC-MAIN-2018-26 | http://discoversevernbeachline.co.uk/wp-content/uploads/2015/10/6C_Clifton-Down_Activity-Sheet.pdf | 2018-06-21T02:22:53Z | crawl-data/CC-MAIN-2018-26/segments/1529267864019.29/warc/CC-MAIN-20180621020632-20180621040632-00277.warc.gz | 85,911,874 | 273 | eng_Latn | eng_Latn | 0.996352 | eng_Latn | 0.996352 | [
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REFORMER OF THE WORLD
to reform the world is to reform education
HENRYK GOLDSZMIT / JANUSZ KORCZAK
Warsaw 1878 – Treblinka 1942
The life and work of Henryk Goldszmit – better known under the pen name of Janusz Korczak – was devoted to the life, fate, and rights of children.
▶ a multifaceted figure who experimented in theory and in practice, thereby dispelling stereotypes;
▶ a social activist who promoted the idea of children’s self-governance in his one-of-a-kind orphanages;
▶ an intellectual who fought for children’s rights in all of his spheres of activity: he presented his educational concepts in a total of 24 books;
▶ a writer who understood the specifics of communicating with children: his children’s novels – some of which have been translated into 20 languages – demonstrate his linguistic sensitivity and his ability to adapt a literary genre to a particular content and readership;
▶ an effective promoter of ideas who made use of contemporary new media: he created a unique children’s newspaper and his own radio program;
▶ a man consistent in thought and action: he was devoted to children till the very end, and, rejecting the opportunity to save himself, was murdered in a death camp together with his charges and colleagues from the Orphans’ Home.
Even though many decades have elapsed since his death, Korczak remains ahead of his time.
Thomas Hammarberg,
Council of Europe Commissioner for Human Rights
His achievements – revolutionary at the time – continue to inspire people all over the world.
Korczak had a rich personal history:
- graduate of the Faculty of Medicine at the Imperial Warsaw University;
- doctor active behind the front line of the Russo-Japanese war – he learnt Chinese from Manchurian children;
- in 1909 he was arrested by the Russian authorities for his activities in the Polish Cultural Association;
- during military service in World War I, Korczak worked in children’s shelters in the Ukraine;
- member of the “Sea Star” Masonic Lodge and sympathizer of the Polish Theosophical Society;
- gave radio broadcasts during the siege of Warsaw in September 1939.
From his early youth on, Korczak combined the theory and the practice of education. He studied medicine and worked as a physician in a children’s hospital; he broadened the scope of his knowledge in Switzerland, Berlin, Paris and London. He was also a community worker, a newspaper columnist, a tutor and – last but not least – the director of the Orphans’ Home and the co-founder of Our Home.
In both institutions he implemented rules which respected fundamental children’s rights – a radical novelty at the time:
- the elimination of violence;
- the implementation of transparent rules which applied to both the tutors and their charges;
- the rights and obligations of children stem from their co-responsibility in the education process
Rather than make over or mould, we want to understand a child and communicate with him or her.
From 1912, Korczak led, with Stefania Wilczyńska, the Jewish Orphans’ Home in Warsaw.
In 1919, he started what would become a long-term cooperation with Maria Falska and became involved in running Our Home, an orphanage for Polish children.
Both communities operated on the same principles of children’s self-governance and their inclusion in the day-to-day operations of both institutions. This was a continuous educational experiment which proved that children can be true partners for adults.
Maria Falska – a Polish social and independence activist, a pedagogue, and the director of Our Home.
Stefania Wilczyńska – a Polish Jewish educator, a graduate of the University of Liege, chief tutor of the Orphans’ Home.
The Children’s Court – one of the most important educational institutions introduced by Janusz Korczak. Korczak wrote a code of arbitration which foresaw 99 articles leading to acquittal and only 10 articles leading to sanctions.
The members of the Court were selected by sortition. Children examined the individual cases and had the right to bring charges against their tutors.
The Court may become the nucleus of emancipation, pave the way to a constitution, make unavoidable the proclamation of the Declaration of Children's Rights.
Korczak’s work drew attention in Poland and around the world. The famous psychoanalyst Bruno Bettelheim, who wrote the foreword to the U.S. edition of *King Matt the First*, considered Korczak one of the foremost educators of all times.
This great man had the courage to trust the children and young people who were in his care, and even went so far as to make them responsible for issues of discipline and to entrust to individual children the most difficult tasks.
Jean Piaget, renowned Swiss psychologist – who visited the Orphans’ Home
The innovative principles governing the Orphans’ Home and Our Home were the result of Janusz Korczak’s revolutionary ideas in the fields of education and psychology. Korczak’s pioneering work in Poland fits into the turn-of-the-century “New Education” movement represented by such figures as John Dewey, Maria Montessori, Rudolf Steiner, and Ellen Key – the author of the treatise entitled *The Century of the Child* (1900).
Like all of these figures, Korczak emphasized the need for a dialogue with the child and for treating children as equals.
*The child is a rational being. He is well aware of the needs, difficulties, and impediments in his life. Not despotic order, imposed rigor and distrustful control, but tactful understanding, faith in experience, collaboration, and coexistence.*
Key concepts of Korczak’s theory of education:
- the rejection of violence – physical, verbal, age-related, or related to hierarchy
- the educational interaction between adults and children which broadens the definition of classical pedagogy
- the conviction that a child is a human being to the same degree as an adult
- the rule whereby the education process must take into account the individual characteristics of each child
- the belief in the fact that children are best aware of their own needs, aspirations, and emotions – and thus should have the right to have their opinion respected by adults
- granting the child rights, including the right to respect, the right not to know something, the right to failure, the right to privacy, the right to personal opinion, and the right to property
- recognizing the process of child development as hard work.
Korczak was part of an important group of activists – consisting in particular of pedagogues, physicians, and lawyers – who saw an urgent need for social change. They fought for the political and social rights of the groups excluded at the time: workers, women, children, and national minorities (including Jews).
As a social activist, writer, columnist, who worked as a doctor in a Jewish children’s and military hospitals, Korczak was acutely sensitive to the maltreatment of children – especially those orphaned and impoverished, as well as the ones suffering as a result of problematic family relations.
Were humanity to be divided into adults and children, and life into childhood and adulthood, we would discover that the child occupies a very large part of the world and of life. But preoccupied with our own struggle and our cares, we are incapable of seeing the child, just as we earlier could not see women, peasants, oppressed social groups, and nations.
Korczak advocated children’s rights also as a writer and author of pedagogical treatises. Thanks to his literary skill, the difficult truths he conveyed reached a wide audience. His ideas, still applicable today, were expressed mainly in *How to Love a Child* and *The Child's Right to Respect*, and became an integral part of the post-war legislative effort to benefit children.
Poland played a large part in these endeavours – both in drafting the *Declaration of the Rights of the Child* in 1959 and in initiating the creation of the *Convention on the Rights of the Child*, adopted by the United Nations General Assembly in 1989.
The importance of respecting children and their opinions was the main message of the Polish writer, doctor and educationalist, Janusz Korczak, whose teachings came to inspire the drafting of the Convention.
Thomas Hammarberg, Council of Europe Commissioner for Human Rights
Korczak’s best known novel, *King Matt the First*, shows to what extent children’s sensitivity, spontaneity, and ingeniousness can change the world – but also how effectively the adult world fights such change.
The story of a little boy who, as the ruler - reformer of the world, attempts to make children and adults equal in their rights is to a great extent a literary portrayal of Korczak himself.
It has been translated into more than twenty languages.
“A child learns to live in the world in the same way as he or she learns to read, write, and count at school.”
When I was the little boy you see in the photograph, I wanted to do all the things that are in this book. But I forgot to, and now I’m old. (…) I think it’s better to show pictures of what kings, travelers, and writers looked like before they grew up and grew old because otherwise it might seem that they knew everything from the start and were never young themselves. And then children will think that they can’t be statesmen, travelers, and writers, which wouldn’t be true.
- from the introduction to *King Matt the First*, tr. by Richard Lourie (Chapel Hill, NC: Algonquin Books, 2004)
Korczak’s innovative methods also involved the use of new media in order to make his ideas popular and to engage children in the life of society. In 1926, he founded *Mały Przegląd* (“The Little Review”), a weekly supplement to a journal for adults. This one-of-a-kind magazine was created by and for children. It covered a variety of subjects ranging from the correspondents’ private successes and failures to Poland’s and the world’s current problems.
A sort of social movement was formed around the review which attracted thousands of readers and many collaborators. *Mały Przegląd* conclusively proved that it is possible, even imperative to collaborate with children and that such collaboration can bring excellent results; that children are full-fledged partners in a dialogue.
There are many adults who write because they have no sense of shame; there are children who have lots of ideas, comments, and observations, but fail to write for lack of courage or motivation. Our journal will encourage young people to write. It will encourage and embolden them.
Korczak understood the importance of the media and used them successfully to popularize his own ideas. In a series of radio programs delivered under the alias “Stary Doktor” (“Old Doctor”), Korczak created his own particular style of addressing the youngest listeners.
He spoke about difficult matters in simple terms. Thanks to his sense of the language and his ability to adjust his register to that of his listeners, his programs enjoyed immense popularity among children as well as adults.
Those short radio chats are a minor hit of the Polish radio. The originality of the approach to the subject is organically combined with the originality of the language, creating a unique program.
m. waga, radio critic
Janusz Korczak lived as he preached. He valued the cohesion of his professional and his private life; the daily adherence to the ideas presented in public was very important to him. Willing to devote his life to serving children, he decided not to have a family of his own. He worked in the Orphans’ Home for free, earning his life by writing. He treated children with respect as a medical doctor, educator, and writer.
He wrote, *There are no children – there are people.*
Modest in his views about the universe, deeply devoted to the idea of ethics without sanctions, he reveals to us the mystery of the truly superhuman power of love.
Czesław Miłosz, a Polish poet, the laureate of the Nobel Prize for Literature
Korczak was also cohesive in his multifaceted sense of national identity.
He considered himself a Jewish Pole but regarded humanity’s universal dimension to be of the greatest importance. That is why he not only lived in the Jewish and the Polish communities, but also combined them in his social and literary oeuvre, writing, working and being active simultaneously in both communities.
In the 1930s, he wanted to move to Palestine, which he had visited twice, but he could not force himself to leave Poland.
He was an officer in the Polish Army. When World War II broke out, Korczak volunteered for active duty but was turned down because of his age.
The problem of Man somewhat overshadows the problem of the Jew for me.
In November of 1940, the Orphans’ Home was moved to the Warsaw Ghetto created by the Germans.
Korczak rejected all offers to leave the closed-off district and to hide outside its borders.
In early August of 1942, during the liquidation of the Warsaw Ghetto, the children and the staff of the Orphans’ Home were murdered in the Nazi German extermination camp in Treblinka.
The life and work of the Old Doctor continue to inspire many groups all over the world: teachers and students, artists and children’s rights activists, as well as the organizations brought together by the International Janusz Korczak Association based in Warsaw.
Janusz Korczak’s death has become one of the most recognized symbols associated with the annihilation of Polish Jews. Korczak’s life and death inspired many films of which the most important is *Korczak* – a 1990 Polish-German production. Agnieszka Holland wrote the screenplay and the film was directed by Andrzej Wajda.
Korczak’s archives are kept in the KORCZAKIANUM Centre for Documentation and Research – a branch of the Historical Museum of Warsaw – which also carries out research. Parts of the archives can also be found in the Ghetto Fighters’ House Museum in Israel.
Mahatma Gandhi
There are many causes I would die for.
There is not a single cause I would kill for.
Albert Schweitzer
A man is ethical only when life, as such, is sacred to him.
Janusz Korczak
I bear no malice toward anyone.
I am unable to do so. I do not know how.
Presentation commissioned by the Ministry of Foreign Affairs of the Republic of Poland
Script idea:
Fundacja Korczakowska
Editors:
Anna Domańska, Elżbieta Frister, Department of Public and Cultural Diplomacy MFA
Cooperation:
Polskie Stowarzyszenie im. Janusza Korczaka (Janusz Korczak Polish Association)
Consultation:
Ośrodek Dokumentacji i Badań KORCZAKIANUM – Oddział Muzeum Historycznego m.st. Warszawy (the KORCZAKIANUM Centre for Documentation and Research – a branch of the Historical Museum of Warsaw)
Photos made available by Muzeum Historyczne m.st. Warszawy (the Historical Museum of Warsaw) from the KORCZAKIANUM collection.
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The Oasis Animal Sanctuary is a refuge for orphaned and abused companion and farm animals. Its adoption program offers animals that are vetted, up to date on age-appropriate shots, socialized, de-wormed, and sterilized. Currently the Sanctuary leases pasture for its farm animals. Future plans include the goal of purchasing a small farm. Because of the financially difficulties many families are currently facing, the number of animals surrendered to Oasis has increased. Oasis relies on foster homes to care for the animals until permanent, loving homes are available.
**Number of Animals Helped by the Sanctuary in 2011**
- **Animals surrendered to the Sanctuary:** 18 cats, 6 dogs, 1 bird, 1 ferrets, 1 horse, 1 mini-horse and 1 turtle
- **Animals placed/adopted:** 14, 1 returned to original caregiver
**Total Number of Animals Helped Since 2001**
- **Animals surrendered to Oasis:** 454
- **Animals sterilized thru the Sterilization Assistance Program:** 4,545
2011 Belinda Irizarry Memorial Award Commemorating GEHWA’s First Coordinator: On April 26th, at the Warren Fox Nature Center in Estell Manor Park, The Oasis Animal Sanctuary, Inc., recipient of the 5th Annual Belinda Irizarry Memorial Award, was recognized for its dedication and service as a non-extermination refuge. Pam Brighton, co-founder, president and chairman of the board, of the sanctuary accepted the award. The goal of the Belinda Irizarry Memorial Fund is to recognize individuals and/or groups that personify the work Belinda accomplished in life as she endeavored to protect both the environment and wildlife.
**Mission of the Oasis Animal Sanctuary**
To relieve the suffering of abandoned stray, neglected and abused companion and farm animals in South Jersey
**Goals**
- To make spay/neuter procedures more affordable for local pet guardians.
- To create community-based public education programs on animal care, the homeless pet crisis, the importance of spaying/neutering and other related topics.
- To provide refuge and rehabilitation for abused horses and farm animals confiscated by local animal welfare agencies.
- To maintain a long-term, loving home for qualified animals too old or injured for adoption.
History of the Oasis Animal Sanctuary, Inc.
During the winter of 2000, “barn buddies” Pam Brighton and Phyllis Van De Weghe discussed their ideas for improving the lives of animals who endured unspeakable cruelty and realized that each had creative approaches to this mutually desired goal. They also discovered that they continued on page 2.
Continued from page 1 - each had different educational backgrounds and possessed unique strengths and talents that, if combined, would form a synergistic relationship that could produce an effect greater than the sum of either individual’s efforts. With the addition of Pam’s friend and former college instructor Dr. Harriet Doolittle, to the group, The Oasis Animal Sanctuary, Inc. was born on June 19, 2001.
With the help of generous contributions GEHWA has been able to award $500.00 annually over the past five years to organizations, we are sure, Belinda would have approved.
To Support the Belinda Irizarry Memorial Fund please send contributions to: GEHWA, PO Box 109, Newtonville, NJ 08345-0109
Oasis Sterilization Assistance Program for Cats and Dogs
(Please pass this information along to someone you know needing assistance)
Are You Eligible?
• Are you a New Jersey Resident?
• Are you 18 years of age or older?
• Is your taxable income $40,000 or less? (this is NOT your GROSS income or your wages)
If yes, all you have to do is:
• Complete the application found online at http://www.oasisanimalsanctuary.org/spay.asp.
• Attach a copy of your most recently filed federal income tax return (Form 1040EZ, Form 1040A, Telefile Tax Record, or page 2 of Form1040)
• Determine the correct fee and write a check to “The Oasis Animal Sanctuary, Inc.”
• Mail your application, check and copy of your federal income tax form to:
The Oasis Animal Sanctuary, Inc.
P.O. Box 3
Williamstown, NJ 08094
Please call the Sanctuary with questions at 856-262-1222.
To support the Oasis Animal Sanctuary use this form or go online to the website: http://www.oasisanimalsanctuary.org/index.asp
Send your tax deductible donation to:
The Oasis Animal Sanctuary, Inc.
P.O. Box 3
Williamstown, NJ 08094
$15___ $25___ $50___ other $ __________
Name: ______________________________________
Address: ____________________________________
_____________________________________________
We also accept Visa and Master Card
Account#______________________________
exp date __________
Signature: ________________________________
Please use my email address for sending me future newsletters:
Email address (please print): ______________________
Please reprint your email address: ______________________
In 2009 the Humane Society of the United States estimated that animal shelters cared for 6-8 million dogs and cats. Approximately 3-4 million were euthanized.
http://www.humanesociety.org/animal_community/resources/qa/common_questions_on_shelters.html
Oasis Animal Sanctuary Contact Information
By Mail: Oasis Animal Sanctuary, Inc
P.O. Box 3
Williamstown, NJ 08094-0003
By Email: email@example.com
By Phone: 856-262-1222
By Fax: 856-740-0156
The Great Egg Harbor Watershed Association’s Environmental Programs are FREE: We offer our environmentally focused programs free of charge to augment existing school curriculum. A school’s environmental programs are often threatened when faced with annual budget cuts. If you are a parent, and/or an educator, and feel our programs would enhance the environmental education that your child/student is receiving, please contact the appropriate individual in your school and request that they take advantage of the Great Egg Harbor Watershed Association’s free programs. If you would like additional information please contact Lynn Maun, Education Outreach Coordinator at 856-453-0416 or firstname.lastname@example.org.
Protect Small Fish to Protect Big Fish
What do big fish eat when we run out of little fish?
If the ocean food chain collapses, will anyone notice? If commercial and recreational fishing had nothing left to catch, what would happen next? As both a recreational fisherman and an environmentalist, I certainly do not want to find out.
However, the fishing pressure by extreme commercial and industrial overfishing on the small fish at the bottom of the food chain is beginning to make me wonder. They are called forage fish, and larger predators depend on them for food. Today’s science says that these small fish – like river herring, Atlantic herring, shad, Atlantic menhaden and other keystone forage fish at the bottom of the food chain – are disappearing, while at the same time marine fisheries managers seem very slow to react to new commercial fishing methods that are literally vacuum cleaning the ocean of these important fish species.
For example, river-herring fisheries along the entire Atlantic coast have collapsed dramatically in the last decade. Back in 2006, the National Oceanic and Atmospheric Administration listed the river herring as a “species of concern,” and this year, the National Resources Defense Council has petitioned NOAA to list the river herring as a threatened species under the Endangered Species Act.
Last year, the Atlantic States Marine Fisheries Commission completed a stock assessment and determined that the menhaden population is at record low levels, and that overfishing of the Atlantic menhaden has occurred 32 of the last 54 years.
With only a few exceptions, almost all East Coast states, including New Jersey, have either already banned or are planning to ban by January 2012 all commercial and recreational river herring fishing in state waters to help conservation efforts. But meanwhile, the commercial ocean catch and bycatch by midwater trawlers in the Atlantic herring, squid, mackerel, and butter fish fisheries, as well as the menhaden fishery, continue to dramatically reduce our coastal forage-fish populations.
The overfishing of our forage fish is nothing new, as many of these fish populations have individually crashed and been somewhat rebuilt in the past. Unfortunately, more overfishing continues to occur today, and there is good reason to be concerned about the negative impacts that might occur if forage-fish populations were to all crash at the same time.
Removal of the forage fish disrupts the natural balance and sustainability of the ecosystem. Rebuilt fish stocks like striped bass, struggling fish stocks like weakfish, recovered birds like osprey and eagles, and future commercial and recreational fishing profits are all at risk.
So right now is an important time for New Jersey’s representatives on the Mid-Atlantic Fishery Management Council and the Atlantic States Marine Fisheries Commission to get busy voting on stronger rules and regulations to prevent the simultaneous collapse of our forage-fish populations.
The MAFMC can start by sending a new proposal, called Amendment 14, to address ocean catch of river herring and shad, out for public comment with all options currently being considered intact. And the ASMFC can start by establishing a coastwide cap on the menhaden fishery with monitoring and enforcement, and move quickly to manage this species based on its role in the ecosystem. Marine fisheries managers must use all the tools available like catch and bycatch limits, trip limits, season and area closures, fishing gear restrictions and sound science to rebuild fish stocks.
We need to manage all our forage-fish species to become as abundant as they once were—for tomorrow and forever.
Description: The Atlantic menhaden (Brevoortia tyrannus) is a silvery, highly compressed fish in the herring family, Clupeidae. A filter feeder, it lives on plankton caught in midwater. Adult fish can filter up to four gallons of water a minute; and they play an important role in clarifying ocean water. They are also a natural check to the deadly red tide.
Menhaden have historically been used as a fertilizer for crops. It is likely that menhaden is the fish that Squanto taught the Pilgrims to bury alongside freshly planted seeds as fertilizer. Other uses for menhaden include: feed for animals, bait for fish, oil for human consumption, oil for manufacturing purposes and oil as a fuel source.
While many articles today state the menhaden as being inedible, the fish were once consumed as sardines or fried in early American history. Maine fisherman, for example, would eat fried pogies for breakfast. The fish that were not sold for bait would be sold to poorer classes for food.
Menhaden historically occurred in large numbers in the North Atlantic, ranging from Nova Scotia, Canada to central Florida, USA, although their presence in northern waters has diminished in the 20th Century. They swim in large schools, some reportedly up to 40 miles (64 km) long. As a result of their abundance they are important prey for a wide range of predators including bluefish, striped bass, cod, haddock, halibut, mackerel, swordfish, and tuna.
Sources: http://www.enature.com/fieldguides/detail.asp?recnum=FI0096 and http://savemenhaden.wordpress.com/2010/07/24/menhaden-population-decline-1979-2009/
Please contact Lynn Maun @ email@example.com or 856-453-0416 if you would like order an item. When you place your order we can discuss delivery options (mail or pickup).
Sale Prices (Good Until 4/30/2012)
Tee Shirts: Sm, Med, Lg., XLg..........................$8.00 (Reg. 11.00)
2XL.........................................................$9.00 (Reg. 13.00)
Sweat Shirts: Lg., and XLg............................$15.00 (Reg. 20.00)
2XL.........................................................$17.00 (Reg. 25.00)
Hats..............................................................$7.00 (Reg. 10.00)
Tee Shirt Colors
Tan, Blue and Green
Detail of Logo
Why were dams built on the Great Egg Harbor River and its tributaries?
If you are interested in finding out the answer to this question plan on attending the next GEHWA Members Meeting that will be held on Tuesday, March 27, 2012 from 7:00 - 9:00 PM at Camp Acagisca in Mays Landing (Directions below).
River Administrator, Fred Akers will explore how the streams and creeks connected to the Great Egg Harbor River once supplied water power to saw mills, grist mills, cotton mills, carding mills, and electric power mills. A detailed history of Weymouth Pond and Mays Landing Pond will also be presented through the lens of 1890 US Geological Survey maps and an 1894 Water Supply Report.
If you like journeying into the past, please plan on attending this informative meeting. Please share this meeting notice with friends and family.
Please note that there is a change in the meeting location. We will be meeting in the lodge at Camp Acagisa, Mays Landing and not the Fox Nature Center. The map below indicates the location of the lodge within the campground. Any questions please call Lynn Maun at 856-453-0416 or firstname.lastname@example.org.
SAVE THE DATE “Clean Up Event” Atlantic County Parks and the Great Egg Harbor Watershed Association are sponsoring a clean-up event for Cologne Park (Adams Branch) for Saturday, April 21, 2012. Details regarding the clean-up will be sent at a later date. Please mark your calendars and attend.
Your everyday activities can affect water quality. Help reduce the amount of pollution that flows into our waterways by following the tips below.
- **Conserve water** - Do not over water your lawn. Adjust sprinklers if water runs into the gutter. Water during cooler times of the day.
- **Identify pests before spraying pesticides** - Ask a specialist at your garden center for advice on how to treat for that specific pest. Use integrated pest management (IPM) methods to minimize chemical use in your garden. Many IPM methods do not even require the use of chemical pesticides.
- **Reduce the amount of grass by planting ground cover** - This reduces the need for fertilizers, herbicides and pesticides.
- **Use natural pesticides** - Such as milky spore and nematodes wherever possible. If you must use chemical pesticides, use them sparingly and in targeted areas.
- **Have your lawn tested at the county Rutgers Cooperative Research and Extension office** - To determine if you need to fertilize. If so, use natural and slow-release nitrogen fertilizers and make sure to follow the manufacturer’s directions. Never apply to your lawn or garden if the weather calls for rain.
- **Use a mulching mower** - Instead of bagging grass clippings to reduce lawn wastes and to reduce the need for fertilizer. Do not put loose leaves or grass clippings in the street. Use them in a compost pile as a source for enriched soil. If you do need to dispose of leaves or grass clippings, contact your municipality to determine the appropriate method to dispose these wastes.
- **If you must use herbicides** - Apply them directly to the weeds rather than broadcasting if possible. A healthy lawn will reduce weed growth.
- **Use mulch on flower beds and gardens** - To prevent weeds from growing and to help absorb water.
- **Use drought-resistant native plants** - In gardens and beds. These plants require less fertilizer and less water, thereby reducing the amount of potential polluted runoff.
Contact Information
Great Egg Harbor Watershed Association
Julie Akers, President (856) 697-6114
Fred Akers, Administrator (856) 697-6114
P. O. Box 109; Newtonville, NJ 08346
Email: email@example.com
Web Site: www.gehwa.org
Lynn Maun, Coordinator (856) 453-0416
Email: firstname.lastname@example.org
National Park Service - Paul Kenney
(215) 597-5823 email@example.com
NJDEP Watershed Management Office
(609) 777-0580
Atlantic County Department of Planning
(609) 645-5898
US Army Corps of Engineers (215) 656-6725
NJDEP Regulatory Office for Atlantic County
(609) 292-8262
NJDEP Enforcement Officer
(732) 255-0787
Pinelands Commission
Main Number (609) 894-7300
NJDEP Hotline: 1-877 WARN DEP
Calendar of GEHWA and GEHRC Meetings 2012
Wednesday, February 15, 2012 - Great Egg Harbor NS & R River Council Meeting
Tuesday, March 27, 2012 - GEHWA Members Meeting
Wednesday, April 18, 2012 - Great Egg Harbor NS & R River Council Meeting
Tuesday, May 22, 2012 - GEHWA Members Meeting
Wednesday, June 20, 2012 - Great Egg Harbor NS & R River Council Meeting
Tuesday, July 24, 2012 - GEHWA Members Meeting
Wednesday, August 15, 2012 - Great Egg Harbor NS & R River Council Meeting
Tuesday, September 25, 2012 - GEHWA Members Meeting
Wednesday, October 17, 2012 - Great Egg Harbor NS & R River Council Meeting
Tuesday, November 27, 2012 - GEHWA Members Meeting
Wednesday, December 19, 2012 - Great Egg Harbor NS & R River Council Meeting
Register Now For 2012 - Pinelands Short Course
The 23nd annual Pinelands Short Course is scheduled for Saturday, March 24, 2012. This popular event will be held at Burlington County College’s Pemberton campus. Details and registration information can be found at: http://www.state.nj.us/pinelands/about/events/.
To report an environmental incident impacting NJ, call the Toll-Free 24-Hour Hotline 1-877WARNDEP / 1-877-927-6337
Membership Information
Your membership supports our mission and ensures our survival as a non-profit advocate, as we work to protect and preserve the Great Egg Harbor River and Watershed throughout the year. As a result of federal budget cuts, your support is needed now more than ever. Without you, we could not exist. Thank you for your support!
Name/Organization: ____________________________________________________________
Street Address: _______________________________________________________________
City, State and Zip: _____________________________________________________________
Phone Number: _______________________________________________________________
Email Address: _______________________________________________________________
_____Yes, I would like to receive notices by Email.
Annual Membership: Individual: $10; Family: $15; Supporting: $35; Patron: $50; Corporate: $100
Please mail this form along with your check to: Great Egg Harbor Watershed Association,
Membership P.O. Box 109, Newtonville, NJ 08346
Can You Tell Which is the Adult Osprey and Which is the Chick?
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15 Great YouTube Channels for Social Studies Teachers
Learn about the events that shaped the world and discover collections curated by experts from the most famous museums.
Provides exciting video content to help kids learn about cool science, awesome animals, funny pets and many more.
Created by a teacher, this channel provides a wide variety of video content related to social studies.
Created by brothers John and Hank, CrashCourse features video lessons covering different topics including world history, US history, literature, ecology, chemistry, psychology and many more.
The Smithsonian Center for Learning and Digital Access provides leadership in education at the Smithsonian and produces a variety of programs, services, and resources for the education and museum communities.
TED Ed channel provides some amazing educational video content to use in your social studies class. Most of videos are short five-minute long animations covering a plethora of topics from language to history.
That Was History is an educational, history channel featuring videos on different types of history. We discuss topics from a range of categories including Military History, World History, US History, Political History, Entertainment History and more.
An entire channel dedicated to the "What If?". Using knowledge of geography, population and other historical facts I predict what could have happened had things gone differently in history.
This channel discusses different parts of history and try to bring a new perspective on education taught in schools.
The channel covers topics related to history, geography, economics and science.
'Second Thought is a channel devoted to the things in life worth thinking about! Science, history, politics, religion...
Follow the world news through videos with subtitles.
Learn 'about your world!' Each country at a time (as well as the constituents, autonomous and disputed regions as well).
'HipHughes History is a series of upbeat, memorable and educational lectures designed for students and teachers alike. Videos primarily focus on US History and Politics but span across World History and general interest.'
'The Cynical Historian makes episodes on historical subjects that are meant to be incisive and provocative.' | <urn:uuid:e6833f32-b647-4e33-8641-307843ae1756> | CC-MAIN-2019-26 | http://selectedreads.com/wp-content/uploads/2017/03/15-great-youtub_172_ecf6b74181301a5f3b83fc90bf7ef377e4028cad.pdf | 2019-06-27T03:09:46Z | crawl-data/CC-MAIN-2019-26/segments/1560628000610.35/warc/CC-MAIN-20190627015143-20190627041143-00235.warc.gz | 165,378,910 | 403 | eng_Latn | eng_Latn | 0.99624 | eng_Latn | 0.99624 | [
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Belleau Wood conjures up memorable phrases for those who have studied the battle. “Retreat, hell! We just got here.” “These are American regulars . . . . They will hold.” “Come on, you sons-o’-bitches! Do you want to live forever?” “Teufelhunden.”
Belleau Wood has become part of the lore of the modern U.S. Marine Corps. The battle is thought to have stopped the German armies’ final roll toward Paris and perhaps even to have turned the tide of the “Great War.” Those involved in the ferocious fighting from 6 to 26 June 1918—whether they captured the wood or died in the wheat fields outside of the wood—became heroes.
The historical literature on Belleau Wood could fill several shelves of a library. Classic accounts, such as Robert B. Asprey’s *At Belleau Wood* (Putnam, 1965), and recent works, such as Alan Axelrod’s *Miracle at Belleau Wood* (The Lyons Press, 2007), provide detailed accounts of the experience of the U.S. Marines during the battle. Memoirs from individual Marines complement standard accounts and show the valor, fear, and sacrifice that enabled Maj Maurice Shearer to declare on 26 June 1918 that the woods were entirely under the Marines’ control.
Yet, the existing works reveal little of how the German forces opposed to the U.S. Marines experienced the battle.
Dr. Merrow earned his doctorate in modern European history at Georgetown University. He has taught history at the University of Tennessee and Franklin & Marshall College. He currently lives in Hamburg, Germany.
Capt Starace is currently assigned to Marine Cryptologic Support Battalion. He is a part-time master’s student in strategic intelligence at the National Defense Intelligence College. He received his bachelor’s degree in history from The George Washington University.
Mr. Von Hassell has written widely about the U.S. Marine Corps and other subjects and runs a national consulting firm in New York City.
What were their orders and objectives? How did they respond as the battle unfolded? What were their troop strengths? How did they assess their American adversaries? A complete picture of Belleau Wood depends on the answers to these questions. Without them our understanding of Belleau Wood is a little like one-hand clapping.
From the German perspective, the battle was neither famous nor infamous. There are no German books on the “Wald von Belleau.” The battle had none of the positive valences that can be read into American accounts. German historians do not attribute significant importance to the defeat in the greater context of the Western Front in the spring of 1918. The German soldiers who died during the battle were indistinguishable from the massive losses that the German Imperial Armies suffered in the final year of the war.
Fortunately, the records of the German divisions that took part in this offensive still exist. MAJ Bertram Cadwalader, USA, of the Army War College, transcribed the original documents in 1927. Allied bombing in 1945 destroyed the original files housed in Potsdam, but Cadwalader’s transcriptions, located in the military records of the German Federal Archive in Freiburg, can still be examined.
What do these sources reveal? Detailed orders show daily—and sometimes hourly—objectives and tactics: troop movements, artillery missions, and machinegun positions; situation reports describe the results of German attacks and American counterattacks; and daily casualty reports document the massive losses the Marines inflicted. Officers’ reports also contain assessments of their American adversaries—and how these changed over the course of the battle. The sources reveal that while they were not impressed with the tactics and decisions of American commanders, they still feared the Americans’ vigor and determination.
The detailed division orders show a decentralized order style akin to what was later refined by the Wehrmacht between World War I and World War II. This order style also resembles the maneuver warfare used by the 2d Marine Division in the 1980–83 time period when the division was commanded by the Corps’ future 29th Commandant, Alfred M. Gray.
Above all, however, these sources reveal that the German forces were exhausted, strained, and in desperate need of relief. The success of the Germans during the Aisne-Marne offensive (27 May to 6 June) had come at a cost. They were ill-equipped to successfully transition to the defense and solidify their gains. In the final analysis, this suggests that the outcome at Belleau Wood had more to do with German weaknesses than American strengths.
Four German infantry divisions were arrayed against the Marine Brigade. This, however, is highly misleading in today’s terms because each division probably numbered less than 1,500 men. For example, the Royal Prussian 237th Infantry Division commanded by LTG Albano von Jacobi—who had earned the prestigious Pour le Merite on 12 April 1914—was comprised of the 244th Infantry Brigade, 83d Field Artillery Regiment, and a Detachment of the 23d Field Artillery. The 244th Infantry Brigade consisted of the 460th Regiment (21 officers and 575 enlisted personnel), the 461st Regiment (12 officers and 429 enlisted personnel), and the 462d Regiment (14 officers and 478 enlisted personnel). The other divisions arrayed against the Marines—the 10th, the 28th, and the 197th—showed comparable numbers. In addition to these infantry divisions, there were also elements of 5th Prussian Guards Division, the 87th Division, and various air squadrons.
The context of Belleau Wood fits into the general history of the Great War, which hinged on the failure of the Schlieffen Plan during the opening move of the war in 1914. The German failure to knock out France before focusing on Russia had dire consequences. German military leaders found themselves in the position they feared most—a two-front war. When victory finally came in the east, General Quartermaster Erich Ludendorff was optimistic that Germany would win the war against the Western Allies as well. The 1917 Treaty of Brest-Litovsk provided Germany with a strategic opportunity. Able to focus exclusively on the Western Front, the Germans redeployed 33 divisions—more than 500,000 soldiers—from the
east to the Western Front. They poured all of their men and resources into one final great offensive, the Ludendorff offensive, to strike a decisive blow against the allies.
Despite the arrival of the troops from the east, German forces were still weaker than those of the Allies. The German armies in the west had a strength representing just 80 percent of that of the Allies. Moreover, the German armies suffered disadvantages in the number of machineguns per infantry division (324 to 1,084), artillery (c. 14,000 to c. 18,500), airplanes (c. 3,670 to c. 4,500), and trucks (23,000 to c. 100,000). These disadvantages, from the German perspective, could lead historians to the conclusion that the outcomes of battles during 1918 were determined more by material disadvantage than by the actions of men in the field.
A pattern emerged during the spring offensive of 1918. German commanders used local superiority and proven “infiltration” tactics to achieve significant initial gains. However, inadequate supplies prevented further attack while exhaustion and Allied reserves made transitioning to the defense difficult. Regardless, the German armies had managed to advance within 50 miles of Paris. Observers on both sides of the conflict estimated the distance to be a 3-day march. And the German armies were winning the battles against the equally exhausted French and British troops. German military leaders had little reason to believe the swathe of forest north of Château-Thierry would significantly alter the outcome of the offensive.
In the theater in which the Marines found themselves at the beginning of June 1918, the German objective was to protect the left flank of the Seventh Army, centered in Soissons. The town of Château-Thierry was crucial to this effort. Belleau Wood, in turn, was key terrain within this context. First, the former hunting preserve was a natural defensive position, one that would integrate well into the overall German defense. Because they had experienced difficulty maintaining their gains, they needed to accept whatever advantages the natural landscape provided. Second, German commanders acknowledged that conceding Belleau Wood to the Allies would make holding Château-Thierry much more difficult. Moreover, they wanted to gain ground in order to improve their defensive situation. It was an attempt to strongpoint the line while maintaining an “offensive spirit.” Clearly, Belleau Wood had significant value to them.
The German 237th Infantry Division entered Belleau Wood on 2 June and secured it by the end of the next day. The division was ordered to continue the attack and take Lucy-le-Bocage, but increased resistance led them to call off the attack scheduled for 4 June. The increased resistance surprised the Germans. They had beaten the French back consistently over the previous weeks and had no explanation for increased difficulty. Their intelligence did, in fact, report the arrival of reinforcements, but it did not report the presence of Americans. In fact, situation reports make no mention of Americans in the immediate area until the note of an American corpse that was hauled in after the fighting on 4 June.\(^5\) The poor intelligence was typical and may have been a factor throughout the battle. While some divisions were able to point to troop movements as evidence of an imminent attack, others complained about their failure to get balloons or airplanes for aerial reconnaissance in order to gather valuable information regarding the composition and disposition of the Allies.
The intensity of the two American attacks on 6 June surprised the Germans, though both assaults were deflected. German troops and commanders alike viewed the U.S. Marines with ambivalence. On the one hand they were unimpressed with American tactics and assumed they had not been properly trained. “The tactics and training of the Americans in the open field is of a very low level.”\(^6\) Moreover, the Germans marveled that American officers could be so naïve as to send the troops across the wheat fields bunched together, one behind the other, making them easy targets for their machineguns.\(^7\) “The American method of attack during the last days,” recorded an officer with the 237th Infantry Division, “is on the level of massed infantry [‘Stosstaktik’] in uncleared terrain and at night. They had success only through encirclement.”\(^8\)
Inferior American fighting ability was the assessment the German military wanted to portray to the German public. One military press release described the American “baptism by fire” as a “bloodbath.”\(^9\) It suggested the newly arrived Americans were “Sportsoldaten,” who now realized that war was not a game. The military hoped to limit the damage that American involvement did to the morale of the German homefront.
However, other assessments of the Americans confirmed the Germans’ fear that the mere arrival of fresh forces might be enough to stop the Ludendorff offensive. “Their physical condition is very good,” wrote a major from the 461st Infantry Brigade, 237th Infantry Division.\(^{10}\) Another German officer reported the Americans were young and powerful, well-equipped, and made a powerful impression.\(^{11}\) This impression must be put into context; the Germans were used to fighting a physically and mentally war-weary France and Britain. To confront physically strong Americans who were eager to prove themselves in battle was certainly a departure from German experiences with the French and British troops who, after 4 years of fighting were nearly starved, broken, and war weary. They were now facing physically and mentally fresh American forces, and as the battle continued, German officers came to see the strengths of the American fighting capability. Especially common were references to the Marines’ outstanding marksmanship and a natural affinity to fighting in the “bush” or in forested lands.
Despite the mixed assessment of the Americans, they could not deny that the Marines brought more to the fight than they had anticipated. Over the course of the 3-week battle, the fighting in Belleau Wood was fraught with dozens of attacks, gains measured in fighting holes, and tenacious close quarters combat. As the days passed, the Germans found themselves losing ground.
One of the difficulties of portraying the German perspective of Belleau Wood is that the battle was not that significant for their war effort in 1918. The difficulties experienced by the German divisions at Belleau Wood betray problems that were systemic throughout the German offensives of 1918. Time and again German divisions advanced, reached their culminating point, stalled, and then could not effectively transition to the defense. The battle of Belleau Wood was indistinguishable in this regard.
At the time, however, German commanders knew what was at stake in this first fight against the Americans. MG Max von Boehn, commander of the 28th Infantry Division, wrote on 8 June that the Allied press would amplify American success at Belleau Wood, suggesting that a single American division was sufficient to stop the German advance. This, Boehn argued, would rally the Allies and would be “most unfavorable” for the “morale of the Central Powers for the remainder of the war.”\(^{12}\)
The German perspective of Belleau Wood, however, is significant for the American understanding of the battle. The German sources enable us to draw several conclusions. First, the outcome of the battle had more to do with German weaknesses than with American strengths. By 1918 the German armies’ combat power and will to fight was significantly degraded. Of course, German successes in the weeks prior to the arrival of the Americans suggested that the French and the British were equally—if not more—degraded than the Germans. The German sources confirm that the infusion of fresh American troops was a decisive factor in the outcome of the war, as historians have correctly acknowledged.
The difficulties the German armies faced in 1918 should not be underestimated. On 12 June an officer of the 398th Regiment, 10th Infantry Division reported up the chain of command that:
. . . the regiment is not ready to fight in the action on the main front. It is not ready to fight on even a quiet front. It needs four weeks for training—away from enemy fire.
The regiment has lost 50% of its fighting strength through death, wounds, or sickness. Of the optimal strength of 850 men for the infantry battalion about 300 men are needed.\(^{13}\)
The situation was similar in the 10th Infantry Division, where they experienced a significant loss of “older, combat-experienced officers,” which led to a “noticeable increase in uncertainty among the troops.”\(^{14}\) The same battlefield report implored that:
... after 13 days of uninterrupted action of the infantry on the front lines and 19 days for the field artillery, the troops are in dire need of relief, despite the best offensive moods and raised spirits.
A second conclusion to be drawn from the German sources is that the Germans were not impressed with American tactics. The inexperience of the Marines contributed to their questionable approach of the wood on 6 June. This undoubtedly contributed to the 1,087 who died and were wounded on that grim day, the highest number of single-day casualties in Marine Corps history to that date. Subsequent reports of poor American tactics suggest that the Marines did not learn their lesson soon enough.
Finally, the German perspective of the battle also suggests that German commanders had a bigger picture in view than Belleau Wood and Château-Thierry. They were concerned about the entire Seventh Army, and even about the entire Western Front. The High Command was even able to praise their troops after the Marines captured Belleau Wood entirely on 26 June. The German Crown Prince himself congratulated LTG Albano von Jacobi, commander of the 237th Infantry Division, for the performance of his troops.\(^{15}\) Perhaps this was intended as a morale boost. It is worth noting that the war did not end in June 1918 but continued for another 4 months.
A final comment can be drawn from looking at the German sources on Belleau Wood. Many are skeptical that the moniker Teufelhunden—Devil Dogs—was in fact bestowed on the Marines by a German soldier. The inaccurate German (the correct German would be Teufelshunde) suggests the name was fabricated. The German sources shed no light on the veracity of the claim. However, absence of evidence does not mean evidence of absence. The term, if it were proffered, would likely have been bestowed orally to a Marine whose German allowed only an incorrect recording of the term. It is highly unlikely that evidence of this iconic term would have been recorded in the German war diaries.
---
**Notes**
1. Klein, Fritz, et al., *Deutschland im Ersten Weltkrieg*, 3 vols., Berlin, 1968–69, vol. III, pp. 230–31, 314.
2. Anlagen zum Kriegstagebuch der 10. Infanterie-Division 4, Bundesarchiv-Militärabteilung, (hereafter BAMA) PH 8 I/134, p. 15.
3. Anlagen zum Kriegstagebuch der 237. Infanterie-Division, BAMA PH 8 I/357, p. 5.
4. Ibid., pp. 4, 6.
5. Ibid., p. 6.
6. Anlagen zum Kriegstagebuch der 237. Infanterie-Division 2, BAMA PH 8 I/359, p. 37.
7. Ibid., p. 58.
8. Ibid., p. 41.
9. Ibid., pp. 32–33.
10. Ibid., p. 37.
11. Ibid., pp. 59–60.
12. Anlagen zum Kriegstagebuch der 28. Infanterie-Division, BAMA PH 8 I/192, pp. 44–45.
13. Anlagen zum Kriegstagebuch der 10. Infanterie-Division 2, BAMA PH 8 I/132, p. 2.
14. Anlagen zum Kriegstagebuch der 10. Infanterie-Division 4, BAMA PH 8 I/134, p. 1.
15. Anlagen zum Kriegstagebuch der 237. Infanterie-Division 3, BAMA PH 8 I/360, p. 21. | db4c068a-284e-4299-9b5d-376fae4b4d02 | CC-MAIN-2021-49 | https://mca-marines.org/wp-content/uploads/Belleau_Wood.pdf | 2021-11-30T17:28:51+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964359065.88/warc/CC-MAIN-20211130171559-20211130201559-00263.warc.gz | 460,412,449 | 3,890 | eng_Latn | eng_Latn | 0.996496 | eng_Latn | 0.997874 | [
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St Vincent and the Grenadines: La Soufrière volcano
Hazards in the area of the ash storage areas (as at 10 May 2021)
Map shows the details hazards and slope (degrees) in the vicinity of the ash storage areas.
Ash storage
- Ash storage
- Informal ash storage
- Ash storage area
- Volcano
Observations
- Ash fall
- Lava dome
- Potential pyroclastic flow
- Pyroclastic flow and surge
Modelled events
- Route for potential lahars
- Flash flood
Landslide
- Debris flow
- Debris slide
- Deep seated rockslide
- Rockslide
- Shallow landslide
- Stream flood debris flow
Slope (Degrees)
- 85
- 0
Settlements
- CAPITAL
- Town
- Village
- Hamlet
Transport
- Airport
- Bridge
- Seaport
Roads
- Primary
- Secondary
- Tertiary
Physical
- River
- Stream
- Waterbody
- Wetland
- Building
- Built up area
Data Sources
Physical Planning Unit, OpenStreetMap, GeoCris,
Map created by MapAction (10/05/2021) | 11359fcc-f0b8-4719-8095-62971a9e9a01 | CC-MAIN-2021-49 | https://maps.mapaction.org/dataset/a056a138-327e-43a3-bc2c-000043169f9b/resource/75ac8352-6724-4169-b19b-163aef1f7032/download/ma029-v01-vct-ash-storage-hazards-ddp-mapbook_3.pdf | 2021-12-09T10:50:57+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363791.16/warc/CC-MAIN-20211209091917-20211209121917-00487.warc.gz | 440,058,938 | 262 | eng_Latn | eng_Latn | 0.929186 | eng_Latn | 0.929186 | [
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Histamine intolerance occurs when there is a buildup of histamine in the body. Many foods contain high histamine levels, and various health conditions and medications can contribute to an intolerance (See below for a list of common symptoms).
Histamine is a chemical that sends messages to the brain, signals the release of stomach acid for digestion, and is released as part of the immune system's response to an injury or allergic reaction.
An intolerance to this chemical happens when the body cannot break down enough of it in the intestines, causing histamine levels in the blood to rise.
This typically results from having low levels of an enzyme called diamine oxidase (DAO), which is the primary agent that breaks down digested histamine.
When histamine levels get too high or when it can't be broken down properly, it can adversely impact normal bodily functions.
Symptoms of histamine intolerance
headaches or migraines
nasal congestion or sinus issues
fatigue
hives
digestive issues
irregular menstrual cycle
nausea
vomiting
Additional symptoms may include:
abdominal cramping
tissue swelling
high blood pressure
irregular heart rate
anxiety
difficulty regulating body temperature
dizziness
What causes high histamine levels?
The enzyme diamine oxidase (DAO) is responsible for breaking down histamine that you take in from foods.
If you develop a DAO deficiency and are unable to break down histamine, you could develop an intolerance.
Some individuals have altered DAO production due to a number of different factors including:
Small Intestinal Bacterial Overgrowth (SIBO): some gut microbes produce high amounts of histamines as a byproduct of their metabolism.
Leaky Gut Syndrome: intestinal permeability creates major inflammatory stress in the body which can contribute to poor DAO function.
GI inflammatory conditions: Crohn's, Inflammatory bowel disease (IBS), colitis
Celiac disease and those with gluten intolerance
Certain drugs: NSAIDs, acid-blocking medications, anti-depressants, immune suppressants.
Nutritional Factors to Consider:
The DAO enzyme is dependent on vitamin B6, B12, iron, copper and vitamin C, so it makes sense to increase the intake of these compounds.
Copper and Vit C are crucial components of the DAO enzyme and B6 is a key cofactor that enables DAO to degrade histamine.
Copper deficiency is another possible cause for low DAO activity, as copper is a central atom of the DAO and thus essential for its function.
Controlling histamine levels with diet
Foods to avoid or at least limit.
Histamine-rich foods are:
alcohol and other fermented beverages
fermented foods and dairy products, such as yogurt and sauerkraut
dried fruits
avocados
eggplant
spinach
processed or smoked meats
There are also a number of foods that trigger histamine release in the body, such as:
- alcohol
- bananas
- tomatoes
- wheat germ
- beans
- papaya
- chocolate
- citrus fruits
- nuts, specifically walnuts, cashews and peanuts
- food dyes and other additives
Foods to eat
If you have a histamine intolerance, the following low-histamine foods can help reduce symptoms.
Some foods low in histamine include:
- fresh meat and freshly caught fish
- non-citrus fruits
- eggs
- gluten-free grains, such as quinoa and rice
- dairy substitutes, such as coconut milk and almond milk
- fresh vegetables except tomatoes, avocados, spinach, and eggplant
- cooking oils, such as olive oil
Diagnosing Histamine Intolerance
Your doctor might also take a blood sample to analyze if you have a DAO deficiency.
G-DAP from https://precisionpointdiagnostics.com is a good test to check your DAO and Histamine levels
Supplement Recommendation to Block Histamine and Replenish DAO
Histamine Block from Seeking Health
Additional Recommendations
Replenish the supplements necessary for the production of DAO: B6, B12, iron, copper and vitamin C.
Dr. Badanek has been and currently is 41 years into active/private practice in the Ocala/Marion County, Florida region. Dr. Badanek practices Natural/Holistic Medicine through the use of Functional/Integrative Models for diagnostic and treatment protocols for the health challenged. Find him online at Dr.Badanek.com and www.alternativewholistic.com, and see what the facility has to offer the sick and health challenged. To schedule an appointment call 352-622-1151 | 120be5a3-cb04-45c2-b7c0-b79dc30b5e59 | CC-MAIN-2022-27 | https://www.alternativewholistichealth.com/storage/app/media/articles-published/are-you-suffering-from-histamine-intolerance.pdf | 2022-07-05T19:54:29+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104597905.85/warc/CC-MAIN-20220705174927-20220705204927-00675.warc.gz | 679,506,341 | 941 | eng_Latn | eng_Latn | 0.991148 | eng_Latn | 0.994604 | [
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Before the Lesson Begins
- Create a list of acceptable events to commemorate (optional).
- Read through these notes and decide what format the end project will take.
Resources not provided
- Pens and paper
- Sheets of sugar paper
Lesson Overview
The focus of this lesson is commemoration, why it is important and if it helps us learn from the past.
Introduction
Discussion Guidance
1. Commemoration is a primary way in which future generations appreciate & respect the importance of past events. Simply put, it is when we remember and think about an event from the past.
2. Some events in history change the way people act, think and/or the course of the future. These events can be positive or negative (or a mixture of both). In a world that moves so fast it is important to sometimes stop & look back on events that have had an impact on the world and show respect for our history. By being reminded of what has past, we learn anew the lessons of history.
3. Commemoration is particularly important when it comes to issues like the Holocaust, as remembering, understanding and respecting this atrocity will help create a respectful society. By remembering & learning we help to ensure such atrocities are not committed again.
NB: Other examples of events that we commemorate are: 9/11, WW1, VE Day, VJ Day, Martin Luther King Jr. Day. Individuals also commemorate smaller events more personal to them; e.g. fans of Marilyn Monroe or Kurt Cobain will commemorate the anniversary of their death.
Section 1: Is Commemoration Enough?
Discussion Guidance
1. Annual commemorative days are important; they ensure an event will never be forgotten. However, this ‘routine’ commemoration can also create a ‘tick box’ culture, where people commemorate because they feel they have to rather than because they feel inspired to. This can often result in a lack of appreciation of the importance of the day itself.
2. It’s important to think on the past - and such thoughts are never meaningless - but they create a resonance within wider society if they inspire action too. Constant action creates long-term awareness and learning; actions speak louder than words.
3. It’s difficult to achieve this state, as people get bored hearing repetitive messages – however, by being creative and innovative, we can make these messages relevant all year round and to people of all ages. We can also take new approaches to past events as society evolves - for example exploring the genocide of gay people during WWII - which allow a new angle to be explored.
The Papercrils Project
The Paper Clips Project was the brainchild of teachers, David Smith and Sandra Roberts, & the 8th Grade students from at Whitwell Middle School. Whitwell, Tennessee. Spearheaded by Principal Linda Hooper, it started in 1998 as a simple commemoration project to educate about other cultures and evolved into one that gained worldwide attention. Inspired by Norwegians who wore paperclips on their lapels as a mark of resistance to Nazi Germany, Hooper & her students decided to collect paperclips. They aimed to simultaneously create a memorial and a visual reference to allow students to quantify the lives lost in the Holocaust. At last count, over 30 million paper clips had been received. Paper Clips, an Emmy nominated documentary film about the project, was released in 2004 by Miramax Films. A permanent memorial was established in a genuine cattle cart used to transport Jewish people to concentration camps. The school runs tours of their memorial for visiting schools as part of their ongoing mission to educate young people about the dangers of prejudice.
One Clip at a Time
‘One Clip at a Time is a nonprofit organization based in Chattanooga, Tennessee that has created an engaging and interactive service learning program and accompanying educator’s kit designed to motivate and empower students in 5th Grade and above. The movement is an outgrowth of the “Paper Clips Project”, which brought worldwide attention to Whitwell, Tennessee after it was captured in the award-winning film, Paper Clips. Throughout the course of the program, students learn the history of the tragedy of the Holocaust and develop an awareness of the impact it had on the world. Students then discover ways to make positive changes in their own classrooms and communities and are encouraged to continually make a difference.’
Section 2: Our Action and Commemoration
Activity Guidance
The timing, structure and length of this project must be decided by you, the teacher, according to all the variable factors of your own class.
Additionally, you must decide upon how the class will present their projects; in a school or year assembly for example. The overall format of the activity should be roughly as follows:
- Students choose a topic
- Clear topic with Teacher
- Decide & work on the commemoration procedure (they must think of something tangible to present AND a hypothetical way to continue the project on a longer scale)
- Presentation – Either in class/ in assembly/ to a younger year.
- Continuation of class/individual project on a longer time scale (if applicable)
Explain to class it is up to them, as the younger generation, to think of new and innovative ways to remember the past to prevent any lessons that could be learned from the event being lost by concentrating solely on ceremony – which can make us simply ‘go through the motions’ rather than engaging with the topic.
Project Guidance
- The point of this project is to help the students grasp the importance of ongoing commemoration. This state of ‘on-going commemoration’ can be hypothetical or something they put into practice, depending on your time constraints. Alternatively, the class could vote from all the proposals of the class to choose one student’s project to implement as an on-going class project (ie. Over the course of a term or year, etc)
- They can commemorate in any method they think is suitable – the more creative the better (i.e. art, creative writing, rap, drama etc). Alternatively, you can set the medium and make a list of choices for the students to choose their events from.
- Their project must include action as well commemoration, in order to allow the students a sense of achievement and activism. | e0beb806-91ce-420c-a4f1-3eca0d0adab3 | CC-MAIN-2021-49 | https://www.ljresourcebank.org/wp-content/uploads/2014/06/COMMEMORATION-TEACHERS-NOTES-.pdf | 2021-12-05T05:17:45+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363135.71/warc/CC-MAIN-20211205035505-20211205065505-00485.warc.gz | 930,889,844 | 1,254 | eng_Latn | eng_Latn | 0.998219 | eng_Latn | 0.99828 | [
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ENGLISH LANGUAGE LEARNERS IN THE CLASSROOM
CREATING SUCCESSFUL STRATEGIES FOR ESL INSTRUCTION
CULTURAL AND LINGUISTIC IMPACT ON ESL ASSESSMENT
SCRIPTURE AND LANGUAGE LEARNING
SPECIAL ISSUE: TEACHING ENGLISH LANGUAGE LEARNERS IN ADVENTIST SCHOOLS
FEATURES
4 English Language Learners in the Classroom
*A Call for Accountability, A Promise of Classroom Enrichment*
By Juanita Singh
8 Teaching Adult Learners of ESL
By Stella Ramirez Greig and Jeanette Wright Bryson
14 An Action Plan for Teaching Young English Language Learners
By Catherine Lambert
19 Creating Successful Strategies for ESL Instruction
By Evelin Harper Gilkeson
26 Implementing Language Acquisition Classrooms
By Richard P. Carrigan
30 Cultural and Linguistic Impact on ESL Assessment
By Patricia C. Salazar
35 Student Missionaries and English Language Learners
By Carol Campbell, With Lindsay Hong, Michelle Otis, and Priscilla Valencia
40 Do Non-Native Speakers Make Good ESL Teachers?
By Eun-Young Kim
43 Scripture and Language Learning
By Peggy Wahlen
DEPARTMENTS
3 Guest Editorial
*Journal of Adventist Education Index*
The indexes for previous volumes of *The Journal of Adventist Education* are available online at the Seventh-day Adventist Periodical Index Website: http://www.andrews.edu/library/car/sdapiindex.html, and at the JAE Website: http://jae.adventist.org. At the JAE Website, you can search for, and download in PDF format, articles from previous volumes of the English, French, Spanish, and Portuguese editions of JAE by author, title, topic, and keyword in PDF format.
Correction: On page 14 in the April/May 2009 issue of the *Journal*, the photos of Patricia Jones and Marilyn Herrmann were inadvertently switched. We apologize for this error.
Photo and art credits: Cover (photos) Shutterstock; (design) Howard Bullard; pp. 5, 7, 27, 29, 31, 33, 41, Carol Campbell; pp. 6, 28, Shutterstock; p. 11, Clipart; pp. 9, 10, 12, 13, 20-22, 43-46, courtesy of the respective authors; pp. 15, 17, Ron Wheeler; p. 28, 32, James Sherwood; pp. 35, 37; p. 36, Lindsay Hong; pp. 36, 39, Priscilla Valencia; pp. 37, 38, Michelle Otis.
Bible credit: Texts credited to NKJV are from The New King James Version. © Copyright 1979, 1980, 1982, Thomas Nelson, Inc., Publishers. All rights reserved.
*The Journal of Adventist Education®, Adventist®, and Seventh-day Adventist®* are the registered trademarks of the General Conference Corporation of Seventh-day Adventists®.
English Language Learners in Seventh-day Adventist Schools
As I settled myself into a semi-comfortable chair in the 4th-grade classroom, I couldn’t help but notice Ana. In preparation for the language-arts period, students were organizing materials and transitioning to the next class. Ana, however, was struggling to complete an assignment from an earlier period. Tears begin to trickle down her cheeks as she gave up on an assignment for which she lacked the necessary background knowledge and vocabulary. Clearly, Ana, as a second language learner, comprehended little of her teacher’s oral or written instructions. I learned later that she could read and write fluently in Spanish, her primary language.
I have witnessed this scene played out time and time again in classrooms. I am in and out of a variety of different classrooms on a daily basis, visiting student teachers in both Seventh-day Adventist and public school settings. One recurring observation that I have made in the past decade or so is the increasing number of non-English-speaking students who make up our school populations. Unfortunately, many teachers are unprepared to address their specific learning needs. They struggle to create meaningful classroom experiences that ensure academic success for students such as Ana.
In recent years, immigration patterns have changed in the United States, resulting in a rich diversity of cultures. Schools, in particular, have been impacted by these changes. The number of students new to English has steadily increased, doubling between 1994 and 2004, the most recent statistics available. This trend is reflected in the enrollment of students in American Seventh-day Adventist schools as well, at the elementary, secondary, and higher education levels.
These students are typically referred to as English language learners (ELLs), non-native English speakers, Limited English Proficiency (LEP) students, or second-language learners. English as a Second Language (ESL) or English for Speakers of Other Languages (ESOL) are terms that refer to the programs schools offer for ELLs. In general, these students are in the process of learning English in school, but speak a primary language other than English at home. However, there is also great diversity among these students, for they vary in their proficiency in their primary language as well as in English.
Due to the increasing numbers of ELLs and the diversity they bring to the classroom, teachers at all levels need to be well prepared to meet their needs. The purpose of this issue of *The Journal of Adventist Education* is to help Adventist educators better understand and integrate ELLs into their classrooms. Some of the questions the authors will address are: What are current policy trends and programs that affect the education of ELLs? What are the processes of second language acquisition? What are the recommended classroom practices for elementary ELLs? For secondary and post-secondary ELLs? What assessment practices are recommended for evaluating ELLs? How can Scripture be integrated into language instruction for ELLs? What issues are associated with the non-native English-speaking ESL teacher? How do student missionaries reach English language learners?
As you read the responses of the authors to these questions, note the recommendations they make that apply to your educational setting. Explore the additional
English Language Learners (ELLs): Who are they? What language(s) do they speak? What challenges do they face? How do they affect classroom instruction? These questions demand an adequate response from education providers at all levels, K-16.
Were the ELL population homogenous, the challenge to meet their learning needs would be big enough; however, given their great diversity, the challenge is enormous. ELLs in American schools come in almost endless variety, with shades of differences within primary categories—age, primary language, culture, years in the country, socio-economic status, parental support, and level of English proficiency—plus a small percentage who have identified learning disabilities. To find ways to meet ELLs’ learning needs, to create ELL-friendly classrooms, and to successfully incorporate ELLs into mainstream classrooms are the ever-present challenges to teachers and school administrators. Since the trend points toward increasingly multicultural classrooms, it is imperative that educators find effective strategies to teach these students.
Some Statistics
According to a 2000-2001 survey conducted by the U.S. Department of Education on ELLs (also known as Limited English Proficient [LEP] students), more than 4.5 million LEP students were enrolled in public schools across the nation. The survey identified more than 425 languages spoken by this group—the largest number (3.5 million) of whom spoke Spanish as their first language. The next top six language groups were Vietnamese (88,906); Hmong (70,768); Chinese, Cantonese (46,466); Korean (43,969); Haitian Creole (42,236); and Arabic (41,279) students.¹ Within these larger groups is considerable diversity. For example, Spanish-speaking students come from countries in Latin America, Inter-America, and Europe, each with its distinct culture, history, and language nuances. Likewise, Arabic-speaking students come from many diverse Middle Eastern countries.
It has been predicted that “By the year 2010, over thirty percent of all [U.S.] school-age children will come from homes in which the primary language is not English.”² The National Center on Educational Outcomes (NCEO) states that between 1993 and 2003, the number of ELLs rose by 72 percent, of whom nine percent were ELLs with disabilities.³ It has become increasingly apparent that past strategies, “designed for typically developing students who had fluency in English,” will not work in today’s multilingual classrooms.⁴ Teachers throughout the U.S. share in the struggle to integrate this rapidly growing LEP group in the classroom dynamics.
The Mandate
In the wake of this ELL influx, in 2001 came America’s “No Child Left Behind” (NCLB) mandate. Included in the NCLB’s seven performance-based titles is Title III: “Moving limited English proficient students to English fluency.”⁵ Title III’s mandate was based on research showing “English language learners tend to
receive lower grades than their English-fluent peers, and also tend to perform below the average on standardized math and reading assessments.\textsuperscript{76} Title III sets as the goal that “all children, regardless of background,” have equal opportunity to succeed in the classroom.\textsuperscript{77}
When after five years, the initiative did not produce optimum results, new NCLB regulations were issued. Recently arrived LEP students are exempt from “one administration of the State’s reading/language arts assessment” and the law “permits the State to not count in Adequate Yearly Progress (AYP) denominations the scores of recently arrived LEP students on State mathematics and/or reading/language arts (if taken) assessments.”\textsuperscript{78} A recently arrived LEP student is defined as someone “who has attended schools in the United States for 12 months or less.”\textsuperscript{79}
The NEA (National Education Association) is poised to recommend to Congress yet another amendment to NCLB, to use “more than test scores to measure student learning and school performance.”\textsuperscript{80} If this recommendation is adopted, it will benefit LEP students by using multiple measures of student learning and recognizing special needs, including the special needs of English Language Learners.
That the U.S. takes this issue seriously can be seen in the size of the NCLB built-in budget of the Bush Administration and the priority listing on the Obama-Biden education agenda. Among their initiatives for K-12, the plan to reform No Child Left Behind is listed first—“to improve student learning in a timely, individualized manner.”\textsuperscript{81} Another initiative promises to support English Language Learners “by holding schools accountable for making sure these students complete school.”\textsuperscript{82}
**NCLB and Private Schools**
In 2005, the Catholic school system produced a guide to obtaining benefits for their students under the No Child Left Behind Act. A concise version of this guide was posted online on September 3 of that year, under the title “NCLB: Leaving No Catholic-School Child Behind.” The guidelines made it clear that schools desiring to access the NCLB built-in budget ought to be well informed about the obligations that accompanied the benefits and should acquaint themselves with the consultation process.\textsuperscript{83}
Seventh-day Adventist schools, though they did not enter into the discussion about sharing the NCLB budget pie, perhaps because of convictions regarding the separation of church and state, have endorsed the ideal of accountability to every child enrolled in the system.
The ELL statistics affecting public schools have had similar effects on the dynamics of many Seventh-day Adventist K-12 classrooms in the U.S.A. These schools, too, are obligated to provide an adequate education for every child they enroll. But for Seventh-day Adventist schools, this goal is part of a broader commitment to service and to the physical, mental, and spiritual well-being of God’s children.
The good news is that ELLs do learn English, and many learn it very well, if the conditions are in place to create an optimum learning environment within the multicultural context that appeals to ELLs. More good news: The Seventh-day Adventist school system, as part of a global church, encompasses cultures throughout the world. It’s impossible to measure the positive global impact on an educational system that includes mission stories, mission spotlights, General Conference sessions, mission pageants, and contacts with Adventist immigrants to the U.S. Within this atmosphere of acceptance of global differences in Seventh-day Adventist schools, many non-English speaking students have acquired fluency in English, moved on to institutions of higher learning, and climbed the ladder of success in the workplace.
Still, a big challenge remains—ensuring second-language success for every LEP student. In the educational arena, at every level, we must constantly seek to raise the bar. This constant demand for higher performance is compounded today by the ever-changing world demographics that teachers experience firsthand in the classroom. Children bring to the classroom the problems that afflict homes, as well as the challenges of a shrinking world.
**Multicultural Dynamics in the Classroom**
Teaching LEP students is not without its blessings. Many LEP students come from cultures that put teachers on a pedestal. The teacher’s word is strictly obeyed. These students have been taught how to behave in the classroom and to show respect to teachers. In addition, as inculcated by their culture, most foreign students are taught to study hard as a duty.
Many LEP students thus have a mindset to cooperate and comply with the teacher’s demands. Being quiet in the classroom is first a sign of their willingness to cooperate. Like clay in the teacher’s hand, these students are pliable and teachable. Nevertheless, in any classroom dynamic, in the mix with a few hyperactive native speakers of English, it is not uncommon for quiet LEP students to be neglected, just as the weaker fledgling in a nest gets fed last. Thus, teachers need to be vigilant to the needs of every child in the classroom, including LEP students, who may not clamor for attention.
Although the above generalizations are true of children from many countries, particularly those who come to the U.S. specifically to learn English, there is great diversity among LEP students. Some are fluent and can read well in their native language; others, particularly those coming from chaotic or war-torn countries, may have had little schooling. Therefore, the teacher needs to treat each one as an individual and investigate his or her background and academic abilities in order to craft the best academic activities for these diverse students.
The teacher can use his or her creativity to draw out LEP students and place them in the center of the learning experience. For example, LEP students can enrich show-and-tell sessions by telling about the unique aspects of their culture, such as dress, foods, national flag and other symbols, festivals, the history and geography of their country, staple crops, and more. Furthermore, their special talents can be incorporated into classroom planning. For example, there may be a talented musician among LEP students, a math wiz, or one who can weave. It’s up to the teacher to dig below the surface and discover these talents. From older students, a teacher may learn of taboos, legends, and superstitions. For example, I learned from an Asian student that some Asians do not trim their nails at night. For, according to a legend, night-prowling animals might gobble up the nail bits and take on human forms.
**Tips Online for ELL Classrooms**
Today, online sources are packed with current educational tips for instructors of ELLs. One source, *Tips for Teaching ELLs*, offers 12 strategies for promoting success for second-language learners—strategies ranging from creating a welcoming, language-rich environment to the basic instruction, such as teaching essential vocabulary, plus the use of hands-on activities and a variety of visual aids to appeal to all learning styles.\(^{14}\)
The purpose of these strategies is to create optimal conditions for English acquisition.
The Magic Seven for an interactive ELL classroom that provides many opportunities for ELLs to use spoken English are: low-anxiety environment, comprehensible input, communication focus, contextual language, error acceptance, respect for language acquisition stages, and teacher as facilitator.\(^{15}\) Simple suggestions like labeling everything in the classroom, assigning duties to ELLs from the very beginning, and providing a list of essential vocabulary a day before new lessons\(^{16}\) will go a long way in lowering anxiety and increasing comprehensible input as well as communication focus.
**Program Models to Choose From**
To adequately respond to the challenge of today’s multicultural classroom, school administrators and teachers must work together in choosing instructional models. Choices range from early-exit transitional to total immersion models, bilingual immersion, or English-only immersion. Factors that affect the choice include the goal of the program, required book lists, school demographics, student characteristics, school budget, and available resources. For a quick overview of different models, check Robert Linguant’s online listing of instructional program models. His document, developed in rubric form, lists the instructional models, gives a definition and characteristics of each model, tells when each is appropriate to use, and
describes the elements of successful implementation.\textsuperscript{17}
Here are a few models from his listings:
1. \textit{Bilingual Immersion}, used when a sizable number of ELLs come from one language group and are at the same grade level. Its goal is to mainstream students in two to four years;
2. \textit{Integrated TBE (Transitional Bilingual Education)}: Targeted for minority students within majority classrooms, it allows the use of native language in the classroom. Used when a number of ELLs have the same first language but an insufficient number to form a whole class;
3. \textit{ELD (English Language Development)/ESL (English as a Second Language) Pull-Out}: Used when students are mainstreamed for all content subjects with no special assistance, but are pulled out for augmented instruction in English skills and academic content subjects, including teaching of vocabulary and concepts.
Every teacher and school administrator needs in-depth information on the different types of instructional program models in order to choose an ELL program that ensures success for ELLs and fits the school budget. Whichever instructional program model is chosen, the goal must be to provide all school “children with a fair, equal, and significant opportunity to obtain a high-quality education.”\textsuperscript{18}
Finally, though it may seem an oversimplification, yet it is safe to say LEP students first need to feel safe and accepted in the classroom before they can free their minds to learn and become fluent in English. During my teacher training, one student-teaching supervisor counseled me, “At the beginning of each day, remind yourself that students learn best from those they love.” These words still ring true, and I have witnessed the power of love in successful classrooms. So, let us keep in mind that if we love LEP students, it will not be difficult to open the door of learning to them. \textregistered
\textbf{REFERENCES}
1. “Language Backgrounds of Limited English Proficient (LEP) Students in the U.S. and Outlying Areas, 2000-2001,” U.S. Department of Education, Survey of the States’ Limited English Proficient Students & Available Educational Programs and Services, 2000-2001.
2. “Literacy Guide. English Language Learners: Working with Children for Whom English Is a New Language”: Bank Street. http://www.bnst.edu/literacy_guide/ell.html. Accessed December 11, 2007.
3. “Special Topic Area: English Language Learners,” Introduction. NCEO. http://cehd.umn.edu/NCEO/LEP/default.htm. Accessed December 11, 2007.
4. Ibid.
5. U.S. Department of Education, “No Child Left Behind”: http://www.whitehouse.gov/news/reports/no-child-left-behind.html, p. 10. Accessed January 28, 2008.
6. Ibid., p. 10.
7. “New No Child Left Behind Regulations: Flexibility and Accountability for Limited English Proficient Students” (September 11, 2006): http://www.ed.gov/admins/lead/account/eipfactsheet.html. Accessed December 11, 2007.
8. Ibid.
9. “No Child Left Behind” Act/ESEA: http://www.nea.org/esea/policy.html. Accessed December 11, 2007.
10. “Strategies for Promoting Success for the Second Language Learner in Grades K-12”: http://www.celt.sunysb.edu/ell/tips.php. Accessed December 11, 2007.
11. \textit{The Agenda—Education}: http://www.whitehouse.gov/agenda/education/. Accessed February 17, 2009.
12. Ibid.
13. “NCLB: Leaving No Catholic-School Child Behind”: http://www.redorbit.com/news/education/229190/nclb_leaving_no_catholicschool_child_behind/. Accessed April 7, 2009.
14. “Strategies for Promoting Success for the Second Language Learner in Grades K-12”: http://www.celt.sunysb.edu/ell/tips.php. Accessed December 11, 2007.
15. Ibid.
16. Ibid.
17. Robert Linquanti, \textit{Fostering Academic Success for English Language Learners}, Section 3, “Types of Instructional Program Models”: http://www.wested.org/polocy/pubs/fostering/models.htm. Accessed December 11, 2007.
18. “Elementary and Secondary Education Act”: http://www.ed.gov/nclb/landing.jhtml?src=pb, p. 2. Accessed September 19, 2007.
During the past two centuries, increasing numbers of adults around the world have studied English as a Second Language (ESL). Some have needed to learn English because their countries required it for government service; others wanted to enroll in an institution of higher learning where instruction was offered in English. Historically, Adventist colleges and universities in English-speaking countries have faced the same challenges as secular institutions, especially in enrolling non-native English speakers: (1) setting proficiency requirements and (2) offering courses to improve their language skills. Today, most American Adventist colleges and several of the church’s international schools have ESL instruction for individuals needing to improve their proficiency for academic purposes.
Why Adults Want to Learn English
Many adults have a strong academic motivation for learning ESL, but there are other reasons as well. Many adults have an instrumental motivation (i.e., to use English as a means toward a goal). As a *lingua franca* of the world, English is required for many professions and jobs. For example, all commercial airline pilots and ground controllers must communicate in English. (Yes, even if they both speak the same native language, they are required to use English!) The global economy depends on communication in English. International professional, scholarly, and diplomatic conferences/meetings are usually conducted in English. Our own international General Conference meetings are conducted in English, although translations are available through headsets. Finally, the publications distributed by these groups are usually in English.
However, adults also have integrative motivational reasons (i.e., to become part of a group) for wanting or needing to learn English. Take an immigrant family wishing to integrate into American life; they’ll need to learn English. Or, as happens at some schools like Newbold College and Saleve Adventist University, a dating couple speak different native languages, in which case they may need to use English to communicate. To continue their relationship, both need to improve their English skills. Sometimes, an international student dates and eventually marries a monolingual English speaker.
The level of proficiency adults need to achieve will depend on their reasons for acquiring English skills. Do they desire survival English—the ability to do basic things like shopping for food and clothes, answering the phone, talking to a doctor, etc.? Do they want to go into a profession, such as medicine, journalism, or teaching? Or do they want only to be able to read a foreign language? The answers to these questions should inform what kind of ESL classes they take as well as how long it is likely to take for them to achieve their goals.
Descriptors of the Adult Learner: Some Positive, Others Inhibitive
It is important for ESL teachers to recognize the similarities and differences between the processes adults and young children go through in learning ESL. On their way to becoming English speakers, both groups go through inter-language stages.\(^1\) Some of these stages are influenced by their native language, others by the learning process. However, many of the differences are based on the students’ relative ages. Children have an advantage in acquiring native-like English pronunciation. In general, the later one begins acquiring a second language (especially after the onset of puberty), the harder it is to sound like a native speaker. On the other hand, adults are able to think more abstractly, and thus can discuss and understand the structural differences between their L1 (native language) and L2 (the language being studied), which a young child cannot.
In acquiring a second language, certain adult characteristics can inhibit progress. One of these is anxiety, which is connected to self-image and language ego.\(^2\) *Language ego* refers to the view we have of ourselves (part of our self-image) based on our fluency and expertise with language, usually in connection with our native tongue. As adults begin to learn a new language, they are often under stress, which causes anxiety. Some anxiety is healthy and facilitates learning. Too much anxiety, however, inhibits progress. Some adults worry that they sound too child-like in their language production. They get frustrated when they can’t think of a word or its pronunciation, or a sentence structure; and they feel foolish. This is damaging to their language ego and self-image.
As a result, some adults may drop the ESL class or seek out a tutor instead. They believe they must speak or write “correctly.” While accuracy is a laudable goal, it slows the learning and production progress. Some adults are hesitant to speak for fear of making a mistake. Other adult learners have an outgoing personality and focus more on communication than on form. These latter learners are risk-takers and are not so concerned with protecting their language egos. The danger for this kind of learner is fossilization\(^3\) (reaching a particular level of proficiency and getting stuck there). Usually, fossilization occurs when learners no longer feel the necessity to improve proficiency. They feel they can accomplish what they wish at their current skill level, and feel little pressure to improve. Anyone with immigrant friends from a non-English-speaking country probably knows several whose English has fossilized. Teachers and friends need to motivate such individuals to keep studying, especially if the learner’s career goals or other language-dependent aspirations have not been met.
Another important difference between child and adult learners is the amount of time they have to commit to learning a second language. Just as when acquiring their first language, children learning a second language have several years to devote to the task. Adults, on the other hand, feel they need to proceed quickly, especially if they have instrumental motivation: They want to get into a college program, apply for a particular job, or get certified in an English-speaking country to practice their profession. They often feel they don’t have the money or the time to spend studying English. Teachers of adult ESL students need to be aware of these and other adult concerns and attempt to alleviate them.
**Methodology**
Language is dynamic, so learning a second language involves interaction between learners and teachers. Parker Palmer’s advice, “Teach the person, not the subject,”\(^4\) is relevant to language teachers when choosing an approach, method, or technique. Based on the assumption that teachers teach individuals, not groups of people, selecting a method or a set of procedures to facilitate the learning of a second language requires that the
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**Korean ESL teachers enrolled in an Andrews University extension program at Samyook Seventh-day Adventist Language Institute in Seoul, Korea, work in small groups to create lesson plans.**
**Graduate students at the Samyook Language Institute teach about syntax by combining sentence parts.**
teacher know the language being taught and the context in which it is used, as well as that he or she become acquainted with individual students and the background and culture of their language.
The goals of the adult second language learner should influence the teacher’s choice of method(s), particularly with English for professionals, and English for specific purposes (ESP), where language and cultural immersion are designed for the specific occupations, business, ministry/church leadership, and for people working in hospitals, hotels, restaurants, shops, etc.
In her book on methodology, Dianne Larsen-Freeman stresses the importance of instructors choosing to teach in ways that lead to learning. She counsels that “teaching is more than following a recipe.” In other words, teachers need to be deliberate about the methods they use, consciously taking into account the reasons for their choices and adapting them as necessary. They need to become familiar with the various approaches and models currently in vogue, as well as identifying techniques, devices, actions, and activities that work for both the teacher and the learner.
There was a time when “being educated” meant learning Latin and being able to translate the written language. The goal of learning a second/foreign language was not for oral communication but rather to understand written language. The teaching approach for this goal used to be referred to as the Classical Method and more recently, the Grammar-Translation Method. Grammar rules are taught deductively, with examples—moving from general to specific. The main activity involves translating well-known passages.
The shift away from analytical grammar translation (where teaching is in the first language and little attention is given to content or pronunciation), to a more interactive approach led to the introduction of the Direct Method. In this method, language is taught in the target language, and learners are not allowed to use their first language. Grammar is taught inductively—specific observation to general—with examples that help learners understand the rules. The Direct Method is also grammar-based, and correct pronunciation is stressed. Preferably, students are immersed in the language and learn to listen and imitate it. A question-and-answer format works well for lessons in this method.
The Audio-Lingual Method (ALM) developed from the Direct Method with its emphasis on pronunciation, but ALM drills were built on the theories of the 1940s and 1950s. At that time, principles from behavioral psychology (Skinner) were being introduced into the teaching and learning practices of language teachers. This approach is still popular today.
In this method, lessons begin with a dialogue; memorization is important, grammar structure is taught inductively, pronunciation and vocabulary are important. The goal of lesson activities is to form new linguistic habits through repetition and substitution drills. Everyday language use is stressed. Alphabet games, storytelling, and imitation form a base for activities. One concern regarding this method is the lack of creative language use.
Each of the methods mentioned thus far places the teacher...
in the role of director of the learning process and the learner in the role of follower or imitator. Within the discipline, practitioners began to react against teacher-centered methods, and by the 1990s, teaching began to be more student-centered. Rubin and Thompson, in the book *How to Be a More Successful Language Learner*, suggest that it is best for the learner to take charge, participating to discover what works best for him or her. The learner thus discovers or creates rather than merely memorizes or repeats. The use of manipulatives—sound-color charts, stars, cars, and rods—and problem-solving approaches form the basis for activities. Simulations such as *BafaBafa* are excellent techniques to use with adults. In their own way, each of the following methods is student-centered.
The *Silent Way* is regarded as one of the first methods to develop from the view that students should rely on one another and themselves rather than on the teacher. In this method, it is the teacher who is mostly silent, while the students do most of the talking. Having some knowledge of the learners’ first language is helpful for the teacher using this method, since it allows him or her to plan situations that allow the learner to
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**Productive Language Activities Outside the Classroom**
In their desire to save tuition money and speed up the learning process, ESL students often ask, What can I do outside of class to help improve my English? Here are several things teachers can suggest that really work:
1. **Read the Bible in the language you are trying to learn.** Choose a version such as the Revised Standard (RSV), New King James (NKJV), or a paraphrase. English professor Frank Knittel once told a group of Master’s students the story of his phenomenal acquisition of Gothic—an extinct Germanic language—when he was a doctoral student. It was a small class, but Frank was the only one who really “got it.” Pausing, he smiled and said, “Of course, [given] the fact that the only extant manuscripts in Gothic are parts of the Gospels, all I needed to do was discover which story of or by Jesus the text was about, and I could translate it quite handily.” When I [Greig] took German in college, I sometimes read the Sabbath school lesson using my German Bible. Knowing something about the text message helps to underpin one’s study efforts.
2. **Expand into other English reading.** Read articles or books on subjects you’re knowledgeable about or are interested in—e.g., airplanes, biology, literary works, etc.
3. **Make friends with an English-speaking person, especially one who doesn’t know your native language.** Find someone who can spend an hour or two with you several times a week, just talking about common interests. Perhaps you can be walking (or other exercise) partners. When I [Greig] was directing the Andrews University English Language Institute, one year the staff and I noticed that two of our Arabic speakers had made phenomenal progress in their English proficiency in just one quarter of study. When conducting our new-quarter interviews, I casually asked whether they had been having help outside of class with their English. “Oh, yes,” they replied. “We both have English-speaking girlfriends.” I laughingly said to the college dean, “Perhaps we should require that all ESL students have a monolingual English-speaking boyfriend or girlfriend!”
4. **Watch TV programs in English.** If you live outside an English-speaking country, listen to English-language radio programs, such as the BBC. From newscasts to family sitcoms, television and radio offer a useful variety of dialects and levels of formality/informality. You can hear models of English for informative, social, and relational purposes.
5. **Listen to English songs.** For some learners, music is helpful in learning (musical intelligence). In addition, repetition plays an important role in songs, whether religious or secular, so this makes it easy to learn them.
6. **Work on intonation.** Intonation refers to the up-and-down pitch of the voice as it produces an utterance/sentence. Aside from teaching the intonation differences between questions and statements, teachers rarely deal with this topic in the ESL classroom. Yet it is very important for intelligibility. Some English-only speakers cannot understand other dialects or certain varieties of spoken English because the intonation or rhythm of that dialect is too different from their own. If second-language learners speak the new language using the intonation of their first language, native English speakers may have difficulty understanding them, not because they are mispronouncing the individual words, but because the rhythm and flow of the sentences are so different. Listen to a native English speaker using your native language [say, Italian] and notice the intonation pattern. The person may be speaking Italian words, but probably will be using English intonation. The Pickering article, listed in the “References & Suggested Reading” section at the end of this article, shows how mimicking an English speaker using your native language can help you acquire English intonation. Second-language learners often ignore working on intonation, yet it is the one aspect of production that most affects intelligibility.
7. **In oral production, both the pronunciation of individual words (perhaps putting the stress on the wrong syllable) and the intonation contour of utterances may produce accented speech.** For an adult learner, the goal of native-like speech is difficult to achieve. A more realistic goal is to speak so that one can be understood; in other words, so what one says is intelligible to the native English listener. If you speak English like a native, your native English hearer will expect you to have all the socio-cultural knowledge, as well as the linguistic knowledge of a native speaker. However, if you speak English intelligibly but with an accent, this signals to the hearer, “English is not my native language; if I say something foolish or offensive, please understand.”
build upon existing knowledge. The underlying principle of the theory is that learners can discover and use a language, sometimes with manipulatives or copies of the material to be learned, but without repetitive drilling.
The focus on the learner brought about a more in-depth search for non-defensive learning. *Community language learning* and the need to create a learning environment where adults who fear that learning a second language will be nearly impossible, can develop confidence in their ability to learn have generated a discussion about the ways that adults acquire a new language. Even the terms *Suggestopedia* and *Desuggestopedia* imply that psychological barriers to learning can be overcome. Teachers take deliberate steps to create a calming atmosphere for the learners. The use of fine arts (music, drama, etc.) is encouraged. The idea that learning a second language is an “adventure” is changing the approaches. Trust and respect are thought to break through the language ego. Singing songs, playing instruments, and even the use of puppets (fantasy is thought to reduce barriers to learning) are incorporated into the lessons. Communicative learning activities include role playing and interpreting picture strip stories.
For beginning levels of language learning, *Total Physical Response* (TPR) has been successful in assisting adult learners. It simulates a more natural approach based on Krashen’s theory of pre-production, early production, and extended production.\(^8\) Activities involve following directions without translation, and the use of pictures, realia, and classroom objects. Proponents of TPR believe that a kinetic, physically active response experience lacking the pressure of producing oral language is the best way to begin the language learning process.
*Cooperative Learning Techniques* are very successful in creating an atmosphere where information is shared between and among learners rather than collaboration, where the learner works only with the experts [teachers]. Richard-Amato\(^9\) quotes Kagan in separating the cooperative learning types: (1) peer tutoring, (2) jigsaw, (3) projects, (4) individualized, (5) interaction. Education buzz words such as *pair-share*, *four-square*, *jigsaw*, and *carousel*, *metaphor*, *analogy*, *paradox*, *inquiry*, and *concept attainment* become a part of the vocabulary of the language teacher using this approach.\(^{10}\)
Each method is being used somewhere in the world. As the identification of various intelligences is acknowledged and the understanding of emotional intelligence is clarified, the approaches to the above methods have been modified. Larsen-Freeman stresses that activities should fit the learning style needs of the learners, including their intelligences. The following list attempts to correlate activities with the multiple intelligences.\(^{11}\)
1. Logical/Mathematical—puzzles and games; logical, sequential presentations, classifications and categorizations.
2. Visual/Spatial—charts and grids, videos, drawing.
3. Body/Kinesthetic—hands-on activities, field trips, pantomime.
4. Musical/Rhythmic—singing, playing music, jazz chants.
5. Interpersonal—pair-work, project work, group problem-solving.
6. Intrapersonal—self-evaluation, journal keeping, options for homework.
7. Verbal/Linguistic—note-taking, storytelling, debates.
Finally, careful thought must be given to the method(s), approach(es), and technique(s) used, whether the teacher is a behaviorist, who believes the learner’s mind is just waiting to be taught; a cognitivist, who sees language as an innate skill the learner is born with and instruction needs only to present specific skills, or a constructionist, who views learning as interactive but believes in a biological timetable. Regardless of their philosophical orientation, language teachers need to “teach the person,” and not just the system of arbitrary signals and combining rules used to communicate in a given language.
An effective way for ESL teachers to really understand how to “teach the person” is for them to take a course or two in a language they don’t know. This will give them a better understanding of the challenges adults face learning English and help make them better and more empathetic teachers. In addition, by studying a second language, they will learn more about English; or rather, what they subconsciously know about English will be brought up to the conscious level. Even more important, they will become citizens of the world! ☺
In addition to classes for students wanting to acquire or improve English proficiency, Andrews University offers a teaching minor in TESL, as well as an M.A. in TESL. Its graduates currently teach in the U.S. and overseas. In addition to those trained professionally, there are volunteer ESL teachers with varying levels of preparation. To help fill their needs, Andrews offers a four-week summer intensive called “The TESL Certificate Program,” with 100-120 hours of instruction. This introductory overview of TESL lays a basic foundation for the beginning ESL teacher. At the international level, Cambridge University’s widely recognized Certificate of English Language Teaching to Adults (CELTA) program is another educational option.
**Other Suggested Reading**
Celce-Murcia, Marianne, and Sharon Hilles. *Techniques and Resources in Teaching Grammar*. New York: Oxford University Press, 1988.
Gillies, Robyn M. *Cooperative Learning: Integrating Theory and Practice*. Thousand Oaks, Calif.: Sage, 2007.
Goleman, Daniel. *Emotional Intelligence*. New York: Bantam Books, 1995.
Gonshack, Sol. *Little Stories for Big People*. New York: Regents Publishing, 1976.
Kagan, Spencer. *Cooperative Learning*. San Juan Capistrano, Calif.: Kagan, 1994.
Pickering, Lucy. “The Role of Tone Choice in Improving ITA Communication in the Classroom,” *TESOL Quarterly* (2001), pp. 233–255.
Ravin, Judy. *Lose Your Accent in 28 Days* (CD-ROM, audio CD, and workbook). Ann Arbor, Mich.: Language Success Press, 2007.
Snow, Donald B. *English Teaching as Christian Mission: An Applied Theology*. Scottdale, Penn.: Herald Press, 2001.
**NOTES AND REFERENCES**
1. See chapters 2, 8, and 9 in Susan Gass and Larry Selinker, *Second Language Acquisition: An Introductory Course* (Mahwah, N.J.: Lawrence Erlbaum Associates, 2001).
2. Douglas H. Brown, *Teaching by Principles: An Interactive Approach to Language Pedagogy* (San Francisco, Calif.: Longman, 2001), pp. 69, 70.
3. Ibid., pp. 268ff.
4. Parker Palmer, *The Courage to Teach* (San Francisco, Calif.: Jossey-Bass, 1998), p. 3.
5. Diane Larsen-Freeman, *Techniques and Principles in Language Teaching* (New York: Oxford University Press, 2008), p. x. This article’s discussion of different methodologies relies on Brown, Larsen-Freeman, and Richard-Amato.
6. Joan Rubin and Irene Thompson, *How to Be a More Successful Language Learner* (Boston: Heinle and Heinle, 1994), p. 59.
7. *BaFa BaFa* is a simulation game that provides an interactive experience for learners. It is designed to teach cultural awareness and influence attitudes. Information is available at Simulation Training Systems.com.
8. See Stephen Krashen and Tracy Terrell, *The Natural Approach: Language Acquisition in the Classroom* (Hayward, Calif.: Alemany Press, 1983).
9. Patricia A. Richard-Amato, *Making It Happen: From Interactive to Participatory Language Teaching: Teaching and Practice* (White Plains, N.Y.: Longman, 2003), pp. 315ff.
10. Robyn M. Gillies, *Cooperative Learning: Integrating Theory and Practice* (Thousand Oaks, Calif.: Sage, 2007); Spencer Kagan, *Cooperative Learning* (San Juan Capistrano, Calif.: Kagan, 1994).
11. Larsen-Freeman, *Techniques and Principles in Language Teaching*, op cit., pp. 169, 170.
Your principal has just informed you that a 3rd-grade student who speaks no English will be joining your K-3 multigrade classroom next week. You have little time to prepare for a smooth entry for this child. You have no prior experience teaching English as a second language (ESL). What strategies and resources can you call upon for help?
In this article, a teacher called “Norma” and a Korean student called “Sol” will be used to illustrate some best practices and tips from expert teachers of English as a second language. The ideas described here illustrate a limited number of strategies and resources because the literature on teaching English language learners (ELLs) is vast, varied, and nearly inexhaustible. Let us follow Norma over several months as she implements some of these ideas.
After praying for divine guidance, Norma took the following steps to ease her new student into her 15-student classroom. She brainstormed ways to make Sol feel welcomed and accepted by her peers and teacher. Norma tried to view each task from Sol’s perspective. She planned ways to use Sol’s own cultural background and first language to launch her into the English language world.
Using an interpreter, Norma met with Sol’s parents. From this initial meeting, she was able to observe some of Sol’s needs, interests, and family customs. Sol was a Korean girl whose parents planned to place her with an English-speaking host family. After they returned to Korea, they would visit their daughter in Canada every three months throughout the year. They told the interpreter that they were eager for their daughter to become proficient in English and were willing to make this sacrifice in order to achieve this academic goal. Norma gently cautioned the parents that it would take much longer than a year for Sol to achieve fluency in English.
Preparing for the ELL’s Arrival
Norma began her preparations to welcome Sol into her classroom. She went to the school’s professional development library to search for materials using best ESL instructional practices. These included: scaffolding, validation of student learning, student-centered experiential learning, ESL academic assessment, as well as second-language acquisition learning theories. She also used the Internet to find relevant resources such as http://www.everythingesl.net and Websites for professional ESL organizations such as TESOL (Teachers of English to Speakers of Other Languages) at http://www.tesol.org.
The same day Norma learned about her new ESL student, she called her colleague and ESL expert, Maria, who loaned her a copy of Supporting ESL Learners Resource Book K-12, Elizabeth Claire’s and Judie Haynes’ books, Newcomer Program K-2 Activity Copymasters—Teacher’s Guide, and Classroom Teacher’s ESL Survival Kit No. 1. Norma was able to order more of Judie Haynes’ ESL books through Amazon.com at a reasonable
cost. These resources offered flexible hands-on activities and practical strategies for inclusive and differentiated instruction of ELLs in the classroom, in addition to a level-appropriate year-long assessment plan.
**Assigning a Peer Mentor**
When Sol arrived at school the following week, Norma introduced her to Madge, a native English speaker near her age who was willing to act as a peer mentor. Madge quickly learned to communicate with Sol via sign language, pictures, and body gestures, which she used to help Sol learn the classroom routines and explore her school and playground.
Norma used picture symbols\(^5\) to help Sol develop the vocabulary needed for the daily schedule, classroom rules, and basic instruction. The picture symbols empowered Sol to make choices and find information.
As the year progressed, Norma asked Sol to give each of her classmates Korean names and show them how to write them with Korean symbols. She challenged her students to learn a few words in Sol’s language. Norma arranged for Sol to help her peers cook some Korean foods, and the students introduced Sol to some of their favorite foods such as pizza and pierogi.
Although Sol quickly acquired a number of isolated English words, Norma wanted her to use English patterns of speech. This meant that Sol’s speech patterns had to be retrained for the second language. However, Norma made it clear that Sol could still use and value her first language and Korean heritage. To accomplish this goal, Norma used dialogues and realistic drills.\(^6\)
**Resources**
To motivate Sol to immerse herself in English, Norma continued to implement the strategies she would normally use to teach speaking, listening, reading, and writing skills to her multigrade students. Norma provided a language-rich environment. She displayed interesting books with wonderful illustrations on topics that grabbed Sol’s attention, from gorillas to whales, from how to draw horses to how to create origami. Norma selected concept books for Sol to read, since “For the child just beginning the move into a new language, one of the first priorities is the acquisition of new labels for old experiences, and for many new experiences of life in a second culture.” Concept books provided strong support at this point because they described the varied dimensions of a single object, a class of objects, or an abstract idea.\(^8\) For additional vocabulary support, Norma had her students help Sol label everything in the room, such as clock, door, cupboard, computer, wall, ceiling, sliding glass door, floor, desk, telephone, etc.
Norma also implemented Virginia G. Allen’s advice that books for young ESL students should have the following features:\(^9\) (1) a strong emphasis on the development of concepts (i.e., Anne and Harlow Rockwell’s *The Toolbox*\(^{10}\) and Tana Hoban’s *Push, Pull, Empty, Full: A Book of Opposites*\(^{11}\)); (2) predictable patterns of events and repetitive sentence patterns (i.e., *Brown Bear, Brown Bear, What Do You See?* by Bill Martin, Jr.\(^{12}\)); (3) illustrations that support and extend the meaning (i.e., Mirra Ginsburg’s *The Chick and the Duckling*\(^{13}\)); (4) a format that invites talk (such as *A Taste of Blackberries* by Doris Buchanan Smith\(^{14}\)); (5) a framework that supports writing or other areas of the curriculum; and (6) content that is linked to the English language learner’s culture.
In terms of lending support to the curriculum, Allen comments: “For ESL children in the United States, stories of pioneer life on the prairie are not a part of their heritage. Pam
Conrad’s book *Prairie Visions: The Life and Times of Solomon Battcher* can make those days come alive. The text of this book, though fascinating, would be difficult for the second-language learner, but the photographs are magnificent . . . the reader sees actual sod homes, children playing in the yards . . . the opportunity to see real faces makes history come alive in a dramatic way. . . .”\(^{16}\)
Allen adds: “It is important to have books in the classroom library that relate to ESL children’s own culture. Not only does it help the self-esteem of the ESL children, it also supports the growth of other children’s awareness of and respect for the cultural groups that make up their society.”\(^{17}\) For example, Harriet Rohmer has edited a series of bilingual texts such as Tran-Khan-Tuyet’s version of *The Little Weaver of Thai-Yen Village*\(^{18}\) in English and Vietnamese, Min Paek’s *Akeyung’s Dream* in English and Korean, and Rohmer’s adaptation of *Uncle Nabo’s Hat* in English and Spanish.\(^{19}\)
As Norma used the Internet to find ways to teach ESL, she initially felt overwhelmed by the thousands of Websites available. One site Norma found useful was by Shelley A. Vernon, which offers an e-book called *101 English Language Games for Children*. There are also elementary lesson plans on a variety of topics. Norma could e-mail questions to Shelley Vernon at firstname.lastname@example.org to get helpful teaching tips.
Norma began to use games, songs, and chants to teach the rhythm and pronunciation of English phrases and sentences,\(^{20}\) after reading an ESL expert’s statement that: “Songs and chants are regular ways of fixing words in the memory. The rhythms of English are quite different from the rhythms of other languages so this kind of practice is really important.”\(^{21}\)
Norma also decided to use the British Columbia Ministry of Education Special Programs publication, *English as a Second Language Learners: A Guide for Classroom Teachers*.\(^{22}\) This publication offers guidelines and resources for teachers on such topics as adjustment challenges facing ESL students, assessment and placement of students, plus tips and strategies for teaching English to immigrant students. For example, “In the course of learning a new language, comprehension often precedes production. Beginner ESL students may initially be silent for a period, as they listen and internalize.”\(^{23}\) Norma found that many of the suggestions were just as useful for native English speakers as for ELLs, so she began to use these guidelines as a framework for her daily lesson plans.
Norma also obtained videos from her local community college that demonstrated teaching techniques for engaging ELLs. Through them, she learned that routines such as taking attendance and calendar activities provide important listening skill practice. To build on what students already know, the teacher can say: “Look at Sol’s pretty dress! What color is it?” To further extend Sol’s understanding and use of color vocabulary, Norma assigned a cooperative learning group activity. They put a large rainbow puzzle together. The students asked Sol, “What do you call a rainbow in your language? Where do you see a rainbow? When do you see a rainbow?” The ensuing discussion not only extended Sol’s language learning but also reassured her that her own language and heritage were valued by her peers.
**Categorizing ESL Strategies**
As she guided this process of language interaction between Sol and her peers, Norma found that ESL strategies can be “grouped into two broad categories: those pertaining to how the teacher uses language to present information or interact with the students” (giving wait time, teaching the language of the subject, simplifying sentences, and rephrasing idioms or teaching their meaning) and “those pertaining to classroom procedures or instructional planning” (presenting important ideas with key words, using visual and non-verbal cues, using the student’s native language to check comprehension, using tactful and discreet ways to respond to the student’s language errors, and using directed reading activities and audio-tape texts to combine aural and visual cues).\(^{24}\)
Norma sought further help to manage Sol’s English-speaking skills and social integration into her peer group. One suggestion was to use humor in the form of riddles such as: “How many books can you put into an empty school bag? None. If you put a book in it, the bag is no longer empty.”\(^{25}\) Norma found that the book *101 American English Riddles* included “many types of language-based humor,” and stimulated thought about language while being an enjoyable learning tool for non-native speakers of English.\(^{26}\)
**Introducing the ELL to the Community**
In addition to these classroom-based practices, Norma realized that Sol would need to be introduced to her new community and culture. To provide Sol and her peers with more opportunities for authentic language practice, Norma planned for all the students to participate in field trips. For example, they would go shopping for items to fill a Christmas Shoe Box to send to children in Colombia, South America. Sol would use a digital camera to record the events of the trip, and with her classmates, produce a book that would be read over and over in the classroom reading corner.
After each field trip, Norma encouraged Sol and her classmates to create PowerPoint presentations, scrapbooks, charts, journals, and bulletin boards to represent their activities and validate their learning. As these projects were revisited later, the concepts could be consolidated, reviewed, and internalized in a pleasurable manner. Sol and her peers would engage in conversational English, listening, and speaking as they collaborated and cooperated in group learning. This would lead to opportunities for reading and writing in various subject areas of the curriculum.
Norma also decided to use the school telephone to enhance Sol’s real-life communication skills. She obtained a Teletrainer kit. (With this kit, one child takes a phone out of the room, while a peer carries on a conversation with him or her
from inside the classroom. When the children have built up enough confidence and knowledge, the real telephone conversations can begin.) Norma planned to save up her telephone errands and give Sol, Madge, and other students the real-life learning experience of calling a repairman or ordering pizza delivery for a class party.\textsuperscript{27}
\textbf{Putting the Focus on Communication}
As Norma implemented these new instructional strategies to help Sol become comfortable in the mainstream classroom, she kept in mind this admonition: “When we are giving our students experiential language practice, the focus is on communicating, not on accuracy of pronunciation or grammar . . . the teacher can make a note . . . of language items which are obviously giving problems and, at a suitable time, review them.”\textsuperscript{28} She also found Bell, Burnaby, and Love’s summary of their module on teaching speaking skills to ESL students: “The purpose of all our speech instruction in the classroom is to help our students communicate on their own without us being there to feed them the words. To do this effectively, they need to know how to say what they mean and how to say it appropriately, and they need to have the opportunity of getting out there and communicating. We should aim at giving them practice in all three tasks.”\textsuperscript{29}
To encourage Sol to communicate independently, Norma facilitated her attempts to speak English by using the principles of scaffolding based on Pauline Gibbons’ book, which also contains a glossary of specific teaching strategies for ELLs.\textsuperscript{30} One strategy to teach listening skills is “Describe and Draw,” a barrier game where neither child can see the other and each child takes turns describing something he or she is drawing. His or her partner then has to draw the same thing.\textsuperscript{31} Another helpful teaching activity Norma found was \textit{Dialogue Journal}. This, as “the name suggests . . . is a conversation that is written down. It may be between the student and teacher, or between an ESL student and an English-speaking buddy.”\textsuperscript{32}
Norma found chapters two and six of Gibbons’ book, which focus on how to use questions to scaffold classroom talk and listening as an active thinking process, to be the most helpful. These emphasize a balance
between asking questions and demanding specific answers, allowing “learners to negotiate what they want to say.”\textsuperscript{33}
Norma also used Gibbons’ suggested questions when quizzing Sol about her classwork:
“Tell us \textit{what} you learned.\newline
Tell us \textit{about} what you did.\newline
What did you find out?”\textsuperscript{34}
Norma made sure to allow “wait” or “lag” time, to allow Sol to think about her answers and to revise her responses. This “makes a big difference to how much students say, how clearly they say it, and how much they are able to demonstrate what they understand.”\textsuperscript{35} She found that Gibbons’ simple strategy worked well: “to ask the student to clarify meaning rather than take responsibility for doing this herself. Her responses to the student do not simply evaluate what the student has said; instead, they prompt the student to have another go: ‘Can you explain that a bit more?’”\textsuperscript{36}
Norma found this important advice in the ESL literature: “One of the most important things that ESL learners need to be able to do is ask for clarification when they don’t understand something.”\textsuperscript{37} So, she had Sol model and practice phrases like these:
“Excuse me, I’d like to ask something.”
“I’m sorry, I don’t understand. Can you repeat that?”
“I’m sorry, I didn’t hear that. Can you say it again, please?”\textsuperscript{38}
Gibbons advises teachers to use their own judgment in relation to individual learners, deciding how much responsibility for clarification they require, but warns that “almost certainly most ESL students will be able to say more if they are given more time during the process of an interaction . . . It is not an exaggeration to suggest that classroom talk determines whether or not children learn, and their ultimate feelings of self-worth as students. Talk is how education happens.”\textsuperscript{39}
After accessing these resources, identifying best practices for ELLs, and implementing the ideas described in this article, Norma experienced success in teaching both Sol and her other students!
\textbf{To provide Sol and her peers with more opportunities for authentic language practice, Norma planned for all the students to participate in field trips.}
\begin{itemize}
\item[1.] All names used in this article are pseudonyms.
\item[2.] School District 41—Burnaby, \textit{Supporting ESL Learners Resource Book K-12} (Burnaby, B.C.: Schou Education Centre, 1996).
\item[3.] Judie Haynes, \textit{Newcomer Program K-2 Activity Copymasters/Teacher’s Guide} (Upper Saddle River, N.J.: Prentice Hall, 1997).
\item[4.] Elizabeth Claire and Judie Haynes, \textit{Classroom Teacher’s ESL Survival Kit No.1} (Englewood Cliffs, N.J.: Prentice Hall, 1994).
\item[5.] Linda Hodgdon, \textit{What Are Visual Strategies? Tools for Overcoming Communication Challenges} (Troy, Mich.: QuirkRoberts Publishing, 2005), p. 5.
\item[6.] Jill Bell, Barbara Burnaby, and Jane Love, \textit{Teaching Speaking Skills in ESL, English as a Second Language Professional Development Models} (Toronto: The Ontario Institute for Studies in Education, 1984), p. 5.
\item[7.] Virginia G. Allen, “Selecting Material for the Reading Instruction of ESL Children” in \textit{Kids Come in All Languages: Reading Instruction for ESL Students}, Karen Spangenberg-Urbschat and Robert Pritchard, eds. (Newark, Del.: International Reading Association, 1994), p. 118.
\item[8.] Ibid.
\item[9.] Ibid., pp. 118-124.
\item[10.] Anne Rockwell and Harlow Rockwell, \textit{The Toolbox} (New York: Macmillan, 2004), cited in ibid., pp. 118, 128.
\item[11.] Tana Hoban, \textit{Push, Pull, Empty, Full: A Book of Opposites} (New York: Collier Books, 1976).
\item[12.] Bill Martin, Jr., \textit{Brown Bear, Brown Bear, What Do You See?} (New York: Henry Holt and Co., 1995).
\item[13.] Mirra Ginsburg, \textit{The Chick and the Duckling} (New York: Aladdin, 1988).
\item[14.] Doris Buchanan Smith, \textit{A Taste of Blackberries} (New York: HarperCollins, 2004).
\item[15.] Pam Conrad, \textit{Prairie Visions: The Life and Times of Solomon Butcher} (New York: HarperCollins, 1991).
\item[16.] Allen, “Selecting Materials for the Reading Instruction of ESL Children” in \textit{Kids Come in All Languages: Reading Instruction for ESL Students}, op cit., p. 124.
\item[17.] Ibid.
\item[18.] Ibid.
\item[19.] Ibid.
\item[20.] Shelley A. Vernon, “Teaching English Games,” http://www.teachingenglishgames.com/indexlanding.htm. Accessed October 9, 2007.
\item[21.] City University of New York, \textit{Teacher to Teacher, Listen, Ask, and Answer: Enhancing Aural Ability and Oral Facility, Tape +} (New York: New Readers Press, 1988).
\item[22.] British Columbia (BC) Ministry of Education Special Programs Branch, \textit{English as a Second Language Learners: A Guide for Classroom Teachers} (Victoria: British Columbia Ministry of Education Special Programs Branch, 1999).
\item[23.] Ibid., p. 13.
\item[24.] BC Ministry of Education, \textit{English as a Second Language Learners: A Guide for Classroom Teachers}, op cit., pp. 17-21.
\item[25.] Harry Collis, \textit{101 American English Riddles: Understanding Language and Culture Through Humor} (New York: McGraw-Hill, 1996), p. 75.
\item[26.] Ibid., p. viii.
\item[27.] Jill Bell, Barbara Burnaby, and Jane Love, \textit{Teaching Speaking Skills in ESL: English as a Second Language Professional Development Modules} (Toronto: The Ontario Institute for Studies in Education, 1984).
\item[28.] Ibid., p. 16.
\item[29.] Ibid., pp. 18, 19.
\item[30.] Pauline Gibbons, \textit{Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom} (Portsmouth, N.H.: Heinemann, 2002).
\item[31.] Ibid., p. 142.
\item[32.] Ibid.
\item[33.] Ibid., p. 37.
\item[34.] Ibid.
\item[35.] Ibid.
\item[36.] Ibid.
\item[37.] Ibid., p. 107.
\item[38.] Ibid.
\item[39.] Ibid., p. 38.
\end{itemize}
\textbf{Catherine Lambert} is completing her fifth year as a multigrade teacher for the British Columbia Conference of Seventh-day Adventists in Hazelton, British Columbia, Canada. Before retiring from teaching public school in 1998, she taught kindergarten and multi-grade classrooms for many years. She has served as an ESL teacher of aboriginal students and an ESL tutor, is licensed as an Early Childhood Educator, and has completed a 120-hour course in Teaching English as a Foreign Language that included a five-week practicum with multi-level, multi-ethnic adult students.
NOTES AND REFERENCES
1. All names used in this article are pseudonyms.
2. School District 41—Burnaby, \textit{Supporting ESL Learners Resource Book K-12} (Burnaby, B.C.: Schou Education Centre, 1996).
3. Judie Haynes, \textit{Newcomer Program K-2 Activity Copymasters/Teacher’s Guide} (Upper Saddle River, N.J.: Prentice Hall, 1997).
4. Elizabeth Claire and Judie Haynes, \textit{Classroom Teacher’s ESL Survival Kit No.1} (Englewood Cliffs, N.J.: Prentice Hall, 1994).
5. Linda Hodgdon, \textit{What Are Visual Strategies? Tools for Overcoming Communication Challenges} (Troy, Mich.: QuirkRoberts Publishing, 2005), p. 5.
6. Jill Bell, Barbara Burnaby, and Jane Love, \textit{Teaching Speaking Skills in ESL, English as a Second Language Professional Development Models} (Toronto: The Ontario Institute for Studies in Education, 1984), p. 5.
7. Virginia G. Allen, “Selecting Material for the Reading Instruction of ESL Children” in \textit{Kids Come in All Languages: Reading Instruction for ESL Students}, Karen Spangenberg-Urbschat and Robert Pritchard, eds. (Newark, Del.: International Reading Association, 1994), p. 118.
8. Ibid.
9. Ibid., pp. 118-124.
10. Anne Rockwell and Harlow Rockwell, \textit{The Toolbox} (New York: Macmillan, 2004), cited in ibid., pp. 118, 128.
11. Tana Hoban, \textit{Push, Pull, Empty, Full: A Book of Opposites} (New York: Collier Books, 1976).
12. Bill Martin, Jr., \textit{Brown Bear, Brown Bear, What Do You See?} (New York: Henry Holt and Co., 1995).
13. Mirra Ginsburg, \textit{The Chick and the Duckling} (New York: Aladdin, 1988).
14. Doris Buchanan Smith, \textit{A Taste of Blackberries} (New York: HarperCollins, 2004).
15. Pam Conrad, \textit{Prairie Visions: The Life and Times of Solomon Butcher} (New York: HarperCollins, 1991).
16. Allen, “Selecting Materials for the Reading Instruction of ESL Children” in \textit{Kids Come in All Languages: Reading Instruction for ESL Students}, op cit., p. 124.
17. Ibid.
18. Ibid.
19. Ibid.
20. Shelley A. Vernon, “Teaching English Games,” http://www.teachingenglishgames.com/indexlanding.htm. Accessed October 9, 2007.
21. City University of New York, \textit{Teacher to Teacher, Listen, Ask, and Answer: Enhancing Aural Ability and Oral Facility, Tape +} (New York: New Readers Press, 1988).
22. British Columbia (BC) Ministry of Education Special Programs Branch, \textit{English as a Second Language Learners: A Guide for Classroom Teachers} (Victoria: British Columbia Ministry of Education Special Programs Branch, 1999).
23. Ibid., p. 13.
24. BC Ministry of Education, \textit{English as a Second Language Learners: A Guide for Classroom Teachers}, op cit., pp. 17-21.
25. Harry Collis, \textit{101 American English Riddles: Understanding Language and Culture Through Humor} (New York: McGraw-Hill, 1996), p. 75.
26. Ibid., p. viii.
27. Jill Bell, Barbara Burnaby, and Jane Love, \textit{Teaching Speaking Skills in ESL: English as a Second Language Professional Development Modules} (Toronto: The Ontario Institute for Studies in Education, 1984).
28. Ibid., p. 16.
29. Ibid., pp. 18, 19.
30. Pauline Gibbons, \textit{Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom} (Portsmouth, N.H.: Heinemann, 2002).
31. Ibid., p. 142.
32. Ibid.
33. Ibid., p. 37.
34. Ibid.
35. Ibid.
36. Ibid.
37. Ibid., p. 107.
38. Ibid.
39. Ibid., p. 38.
This article is designed to offer ideas that will aid teachers of English as a Second Language (ESL) in crafting the strategies that will ensure success in a variety of situations. Its recommendations are based on personal experiences and the observations of many individuals in more than 30 programs throughout the U.S.A. and abroad.
While using a single lesson plan to teach a homogeneous class might work, there is no “one size fits all” book or a lesson plan that fits the multicultural and multi-level ability of students in 21st-century classrooms. Therefore, the teacher must craft a strategy that is inclusive, yet flexible and fluid so that over time it will continue to meet the students’ needs, since their knowledge will grow at different rates in the areas of language learning (taught language) and language acquisition (language obtained from life experiences).
For an individual to successfully teach English as a second language (ESL), he or she needs to carefully consider four areas: (1) the teacher, (2) the student, (3) the material, and (4) the activities. These components are involved in teaching any class. Successful ESL teachers must create an efficient educational mix of these components to address the vastly differing needs within the same class, to ensure that their students progress toward second-language proficiency.
**Time and Educational Community Engagement**
Time constraints make strategizing for success extremely important in teaching ESL. Since the educational and societal community expects results on a time line, which they informally “assess” on an almost daily basis, the ESL teacher and the ELL (English Language Learner) are often under a great deal of pressure to produce timely results. Example: No one, when passing the math teacher in the hall, says “Paolo still doesn’t know how to solve equations.” However, administrators and staff feel free to say to the ESL teacher, “Pablo still doesn’t understand the posted signs,” or “I can’t understand what Paulina says.” Statements like these suggest an ongoing evaluation of the teacher, the student, the material taught, and the rate of language learning and acquisition.
To achieve positive results, everyone involved in educating ELL students should be on the same page as to the topics, time line, and sequence of instruction. Example: After determining the content, sequence, and timeline of ELL instruction, post each week the subject and vocabulary on a bulletin board so that others can use the information when speaking to, or writing messages for, the students. This helps ensure greater interaction between the staff, English-speaking students, and the ELL students.
**A Four-Part Plan for Action**
Start by creating four *Fact Sheets* labeled: (1) Teacher, (2) Students, (3) Materials, and (4) Activities. The fourth component, Activities, should be chosen after you assess the content of the first three. As the teacher, students, and materials interact through carefully chosen activities, this creates the environment in which learning takes place.
Playing musical chairs gives ESL students practice in conjugating verbs (run, walk, stop, sit); expressing their opinions (not fair, I’m faster, it’s my chair); and issuing commands (hurry, don’t stop, keep going, don’t sit, move on).
These four *Fact Sheets* can be used for one term or until you feel the need to reassess. The student page is the one that changes the most frequently. It is helpful to reassess the other three at set intervals during the term. The following events commonly alter the teacher’s ESL plans:
1. Changes in the teacher’s personal life, attitudes, knowledge base, or life experiences. Example: Taking a class in Socio-cultural Linguistics will have a different effect on the teacher than a class in ELL Materials.
2. Changes in the students’ lives and achievement (i.e., frustration over a bad grade could cause the student to progress at a different rate).
3. Changes in the material resources available to the students and teacher.
4. Changes in school leadership, administrative goals, student population, structures, or supply channels.
When things change, you will need to re-evaluate and update the single *Fact Sheet* with your conclusions. This may necessitate a change in class activities or dynamics, such as class groupings, materials, language level re-structuring, or other aspects of classroom instruction.
**The Teacher**
Students “read” the teacher long before they read the first words in their assignments. When they don’t know the language being spoken in the classroom, they read the teacher even more carefully. Since they don’t know, or are not sure, about what the teacher is saying, the non-verbal cues are what the student will understand. Therefore, before a teacher steps into a classroom to teach ELL students, he or she must do some mind- and soul-searching about attitudes and biases that might come through in his or her non-verbal communication. As King Solomon said, “As he thinks within himself, so he is” (Proverbs 23:7, NASB).¹
**Fact Sheet—The Teacher’s Page**
In the play *Twelfth Night*, Shakespeare said: “Some are born great, some achieve greatness, and others have greatness thrust upon them.”² ESL teachers also fall into those three categories: (1) some were born to teach ESL, (2) some acquire the skills to teach ESL, and (3) others have ESL teaching thrust upon them. Knowing to which group you belong, and your attitudes toward the three categories, will help you identify feelings about ELLs in general, and more specifically, how to create a personal strategy that will ensure success in your situation. Example: How you teach ELLs in Chicago may differ greatly from how you teach them in China.
The information that you gather for your personal *Fact Sheet* will help you identify points of connection with administrators, fellow teachers, and students. It will also identify areas for
personal growth, and reveal the natural assets that will aid you in planning and delivery of instruction.
**Getting Started**
Here are some questions that can serve as starting points as you journal about your personal learning, teaching experiences, and attitudes:
1. Have you ever been in a situation where you didn’t understand what was happening? How did you feel? What made the situation more manageable for you? Would you like to go back to that situation again? What factors would make you want to be where you didn’t know what was going on?
2. Do you enjoy teaching? Do you like your present teaching situation? What would make it better? Can you do something about it? What have been the highlights of your teaching experience? What has brought you the most joy? The best results? The most recognition?
3. Do you like international students? Do you look forward to interacting with them? What can you do to better understand them? What proportion of your time do you spend preparing to teach ELL students? How many times a day do you spend one-on-one time with an international student?
Note: The teacher is the one who connects the student and the new language, so it is important to establish this connection carefully. Know yourself, and if you feel you need to make changes, use David’s approach—pray that God would create a clean heart and a right spirit within you (Psalm 51:10).
**The Student**
One of the exciting aspects of being an ESL teacher is the variety of students each new term. Regardless of the groupings, getting the information about each student on the first day makes it possible to quickly create tasks and scenarios in which each one is engaged, comfortable, and achieving his or her potential. Here are some examples of this diversity, and how it affects teaching strategies:
1. *A homogeneous group of 42 Asian English education majors.* They are meticulous about homework but reticent to speak; they do not submit original written material or properly quoted sources. Approach: Have them work in groups of three for speaking, or paired with a friend for writing.
2. *A class of 12 students from as many countries and cultures.* All seem sure that their perspective is the correct one. Approach: Plan for a quiet exercise to use as a breather when the discussion becomes too heated.
3. *An intermediate ESL class with people from different countries*
and careers: a Hispanic admiral, a professional skateboarder from Germany, two Nordic bankers, two Asian musicians, three Middle Eastern men, plus three students from various locations whose goal is to find a spouse. Finding common ground is difficult. They don’t like the textbook and are vocal about their opinions. Approach: Use journals and magazines relating to their interests as textbooks. These will generate vocabulary, presentations, discussion, note taking, outline development, and writing.
**Fact Sheet—The Student Pages**
Keep your *Student Fact Sheet* pages in a three-ring binder that contains class plans, your grade book, and other materials. This makes it easy to personalize the materials for both preparation and presentation. These *Fact Sheets* are easily kept up to date if you insert daily notes with helpful information, which will generate ideas and lesson plans for future assignments.
Divide the *Fact Sheet* into two sections:
**Part A** – Top half or front: information given to you by the student.
Have the students fill out questionnaires about themselves that include what they like to read, what they need to learn and why, and what they hope to achieve in the class. Use the questionnaire, or an in-class activity, to discover more about their background, work, hobbies, and other interests. Add this information to the student info sheet, and use it to create connections between each student’s interests and the assigned lessons.
**Part B** – Bottom half of the page (or the back): Information from assessments and personal observations. Include test scores, educational background, previous ESL courses, and other factual information that can be used to better tailor the assignments to each student’s needs.
**The Materials**
Most educational programs provide the teacher with the curriculum materials, or a list of the texts and materials that may be used. Along with this, there is usually a list of alternate materials. However, you will sometimes need to go a step further to locate missing books and resources, or additional materials. Or worse, the teaching material may not arrive until partway through the term. Buy a few resource books to draw upon, and determine the location of other materials that can be used in an emergency.
**Fact Sheet—The Materials Page**
Inventory everything that is available. Begin with a general list such as this: books or notes from the previous teacher, materials available at the local library, the content of on-site bookcases, availability of computers or audio equipment and materials, etc. As your list grows and becomes more specific, it will become easier to tap into a variety of resources to keep students engaged in learning. Referring to the list, along with
*Time constraints make strategizing for success extremely important in teaching ESL.*
*Making Valentine cards helps ESL students increase their vocabulary as they research and use words relating to friendship and love.*
*Organizing a class party enhances ESL students’ social skills in an English-speaking environment and expands their food-related vocabulary.*
the syllabus and lesson plans, can suggest new or different activities for classes that connect students and curriculum.
**The Activities**
Include in the list of activities all of the things that you and the students do in the classroom for the purpose of learning and assessment. Choose the activities on the basis of educational approaches, methods, techniques, learning styles, interests, temperaments, tradition, materials available, and on what the local educational system considers “best practices.” Optimal outcomes will result when the activities suit the students in their individual situations and help them achieve their individual goals. This is why keeping the student page current is so important. These pages suggest which activities are needed and those that will work best.
**Fact Sheet—The Activities Pages (Planning Book)**
**Planning**
1. Start with what has been given to you. Ask your supervisor or department head exactly what is expected of you. Watch the teachers who have had long-standing success at the school, or visit other ESL classrooms.
2. Write out a detailed calendar of the activities that will occur at the school and in the community during the current term. These events, whether major sports events, city parades, or church programs, will relate to your students’ interests, as will the seasonal and national holidays.
3. Insert the events into the plan before choosing activities for the class. This will simplify your work of choosing appropriate activities to teach, while helping the students learn English using upcoming events. *(Continued on page 25)*
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**RESOURCES**
**Websites**
http://www.britishcouncil.org/parents-help-how-children-learn-languages.htm. Basic information about language learning to download and distribute as needed for students, parents, and coworkers. It is available in several languages.
http://www.tesol.org. The official Website for Teachers of English to Speakers of Other Languages includes information about materials, events, and conventions. The events offer lots of helpful ideas, as well as the opportunity to examine new materials and meet fellow ESL teachers. TESOL’s quarterly, *Essential Teacher*, is practical and a good read. The organization has recently begun to offer free Internet seminars for TESOL Global and student members. Website: http://www.tesol.org/virtualseminars.
http://www.eslcafe.com/ “Dave’s ESL Café,” the oldest and most-visited English as a Second Language (ESL) site—a great place to chat with other ESL teachers and students. Includes links to other sites, as well as great ideas for lessons and books.
http://jc-schools.net/tutorials/interact-read.htm. A good source for fun, interactive games for English Language Learners (ELLs). The games range in ability levels so that students K-8 can play and develop skills.
http://owl.english.purdue.edu/handouts/esl/eslstudent.html. A great place to find quick handouts and advice from the experts. It includes opportunities for students to exchange e-mails with a pen pal.
http://www.tolearnenglish.com/. This site offers a placement test that students can complete under non-stressful conditions, as well as games, crossword puzzles, plays, and books appropriate for ELLs.
http://www.yourdictionary.com/esl/How-to-Teach-an-ESL-Class.html. A good resource for beginning teachers. Includes general tips for teaching ELLs.
http://www.nelliemuller.com/. A remarkably rich Website, created by a veteran ESL teacher, that offers a host of links to support teaching and learning. The site is especially useful for implementing collaborative projects. It includes WebQuests for ages 5-8; 9-12; 13-15; and adults as well as ones specifically intended for ELLs.
http://iteslj.org/Techniques/. Lists of instructional techniques on topics such as how to become a better teacher, autonomy, classroom management, ESL teaching ideas, motivating students, and using music and songs to enhance learning.
http://members.EnchantedLearning.com/books/spanish/animalesynumeros/. Lots of bilingual stories about subjects like animals and numbers; some of which will help students learn to count in Spanish and English.
http://members.EnchantedLearning.com/books/spanish/picturedictionaryspeng/SpanishEnglishABCsBook_EnchantedLearning.pdf. Offers a variety of activities for teachers such as bilingual dictionaries, stories, and many good handouts.
http://www.ucalgary.ca/~dkbrown/bestbooks.html. Suggestions about helpful books to use with ELLs and English-speaking students.
http://literacyconnections.com/SecondLanguage.php. Bilingual, Spanish, and ESL literacy resources such as online bilingual dictionaries, bilingual books, ELL activities, professional resources for teaching ESL, and links to organizations supporting bilingual literacy.
http://www.mes-english.com/worksheets/images/talking_1.gif. Many resources for teaching Spanish or helping students learn English, including materials to print and hand out to students or to use as overheads. Subjects include likes and dislikes, comparisons, body parts, the alphabet, holiday color sheets, and much more.
http://lessonplanet.com/. Contains many lesson plans correlated to state standards and themes, a lesson maker, and 57 lesson plans for ESL learners. K–8 lesson plans on a variety of topics, from narratives to the Vietnam War.
http://www.eslreadingsmart.com/default.aspx. An online ESL/ELL program that supports classroom instruction, and state-adopted objectives. It provides instructional materials for beginner, intermediate, and advanced English learners in grades 4–12, as well as college-level students and adults. Its 135 content-based lessons, placement tests, printable lesson plans, reading program, and class management materials allow for individualized instruction and tracking of student progress.
http://www.englishclub.com/teachingtips/teaching-multilevel-classes.htm. A one-page introduction to the topic with definitions, structure, organizational information, and sample activities.
http://www.cal.org/caela/esl_resources/digests/shank.html. A one-page introduction to the multi-level classroom, produced by the U.S. Department of Education. Includes an excellent reference list.
**BOOKS**
**K–12**
Eileen N. Whelan Ariza, *Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student*. 2nd edition. Boston: Allyn & Bacon, Inc., 2009. ISBN: 9780137154555.
**Theory**
Jo Ann Aebersold and Mary Lee Field, *From Reader to Reading Teacher, Issues and Strategies for Second Language Classrooms*. New York: Cambridge University Press, 2007. ISBN 052149785X.
Barbara M. Birch, *English L2 Reading, Getting to the Bottom*. ESL and Applied Linguistics. Professional Series. Mahway, NJ.: Lawrence Erlbaum Associates, 2007. ISBN 0-8058-5929-2.
**Practical**
Adrienne L. Herrell and Michael Jordan, *50 Strategies for Teaching English Language Learners* (the enclosed DVD shows strategies in action). 3rd edition. Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall Teaching Strategies Series, 2007. ISBN: 978-0-13-2199266-5.
**Good Class Activities**
Nikhat Shameem and Makhan Tickoo, eds., *New Ways of Using Communicative Games in Language Teaching*. Alexandria, Va.: Teachers of English to Speakers of Other Languages (TESOL), Inc., 1999. ISBN 0-939791-78-1.
Richard R. Day, ed., *New Ways of Teaching Reading*. TESOL, Inc., 1993. ISBN 0-939791-45-5.
Paul Nation, ed., *New Ways of Teaching Vocabulary*, TESOL, Inc., 1994. ISBN 0-939791-51-4.
Laurel Pollard and Natalie Hess, *Zero Prep: Ready-to-Go Activities for the Language Classroom* (email@example.com). Provo, Utah: Alta Books Center, 1997. ISBN: 978-1-882483-64-8. Laurel Pollard, Natalie Hess, and Jan Herron, *Zero Prep: For Beginners*. Provo: Alta Books, 2001.
**ESL in the Multilevel Classroom**
Jill Bell, *Teaching Multilevel Classes in ESL*, Markham, Ontario: Dominie Press, 1991. ISBN 56270-032-4.
Natalie Hess, *Teaching Large Multilevel Classes*, Cambridge Handbook for Language Teachers. Cambridge: Cambridge University Press, 2001. ISBN: 9780521667852.
**Teaching Abroad**
Don Snow, *More Than a Native Speaker, An Introduction to Teaching English Abroad*. TESOL, Inc., 2006. ISBN 978-193118532-5.
**Case Studies of Schools With Mainstreamed ELL Students**
Effie Papatzikou Cochran, ed., *Mainstreaming, Case Studies in TESOL Practice Series* (Primary, Secondary, and Postsecondary). TESOL, Inc., 2002. ISBN 0923979197-8.
**Higher Education**
Nicholas Dimmitt and Maria Dantas-Whitney, eds., *Intensive English Programs in Postsecondary Settings*. TESOL, Inc., 2002. ISBN 0-939791-96-X.
Start building your list of activities for teaching. The plans will, over time, become second nature to you. Just a word on the planner page will elicit the entire procedure. This treasure box of routines and activities will help you develop and enhance your personal teaching style.
**Teaching Is Learning**
If you are alert to opportunities for growth, you will gain insights into how to be more effective. These personal “Aha” experiences will suggest ideas for future assignments. Although these concepts may have been researched and published somewhere, they need to be experienced. Let me share with you my top 10 “Aha” discoveries. (You may have already experienced some of them!)
**Eve’s Top Ten “Aha” Discoveries Teaching ESL**
1. *The more students read, talk, and listen, the better they read, talk, and listen.* People get better at what they repeat, and they do again what they enjoy. Find out what that is. Incorporate it into their educational experience.
2. *Pictures, moving or still, are helpful for everyone.* Pictures say a lot in a little time, set the mood, and focus thought. Use students’ pictures, or yours, creatively in every subject.
3. *The teacher’s job is to teach the student, not language or a book.* Get to know each student. Plan ways of connecting and instructing that make them shine. Then they will learn the language, understand the assignments, and participate in class activities.
4. *Reading aloud is good practice for everyone.* Clear, well-paced oral delivery is important.
5. *Time management is easier with a daily routine.* Use five to eight activities as a core cycle. Each activity should be about 10 to 15 minutes in length. Pace the work to meet the students’ needs.
6. *After a few weeks, break the routine with new activities and subjects to retain student interest.* TV writers know how to elicit interest—copy their techniques. Give previews of upcoming classes to build expectancy.
7. *Pace the material to the ability of the student.* Pushing and trying to speed up a process can cause a crash. It is harder to recover from a crash than to prevent one.
8. *From childhood, everyone wants to know “Why?” So tell your students the “Why” of each activity, or at the end, ask them to tell you the reason for it.* If you can’t explain how the assignment helps their learning, don’t waste time on it.
9. *For each lesson, present an overview and help students make personal connections to it.*
10. *Activities that teach specific skills and can be easily retold to a friend or parent are memorable for ESL students.*
**Conclusion**
Finally, if in the midst of the term you feel a little overwhelmed, remember you control the lights and the sounds, you hold the motivational and academic safety net, you set the mood and the pace, you set the bar, you are the director, they are the show. Keep it happy, smile, and enjoy! 😊
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**Evelin Harper Gilkeson** holds an M.A. in Teaching a Second Language and a B.A. in Spanish. Cuban born, she has been a teacher and consultant for English as a Second Language for 22 years. Most of her work has been in university intensive-language programs for graduate and undergraduate students. She specializes in vocabulary, reading, American life, and creating onsite learning experiences. Her other teaching experience includes preschool, high school, and adult community programs with migrant workers and conservative Islamic women in the U.S.A. She is founder of Language and Service International with accredited programs to Spanish-speaking countries. Presently she is developing a program that will take students and teachers to China.
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**REFERENCES**
1. Scripture texts credited to NASB are from The New American Standard Bible, copyright © The Lockman Foundation 1960, 1962, 1968, 1971, 1972, 19973, 1975, 1977.
2. http://quotationsbook.com/quote/17933/. Accessed April 23, 2009.
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**Terminology for Teaching/Learning English**
1. English as a Second Language Reading can be referred to as ESL Reading, ESLR, or EL2R.
2. Reading in any second language, not the student’s first language: L2Reading or L2R.
3. English Language Learners (ELL) is more commonly used in K-12 programs.
4. English as a Foreign Language (EFL) is English being taught in a non-English-speaking country. However, in some English-speaking countries there are communities where the language of origin is so prevalent that the ESLR teacher may want to look into using methods, materials, and activities of EFL language instruction.
5. English as Another Language (EAL) is a rather new term that is used predominantly in Europe and the United Kingdom. It has come about because many students know more than one language and English may be their 3rd, 4th, or more language.
6. The 1.5 Generation or 1.5 Students: This is a relatively new term, used more frequently in higher education. It is used in reference to students who came as small children, or were born in this country, who have remedial language needs that should be addressed before they can advance in their studies. These students are not referred to as true immigrants as they don’t know another country very well, and they have spent most of their young life where they are. And yet they are not a second generation, because they remain in an environment where all their social contacts, cultural expectations, and home language are of the parental country of origin. The student may have limited personal contact with modeled standard English discourse. The student may not have ready access to a large variety of English reading materials, and his or her environment may not be conducive to language development or study.
ds that read, “If you can speak it, you can teach it,” attracted thousands of young people to travel the world to teach ESL (English as a Second Language). English-language schools of the 1960s and 1970s flourished with the influx of native speakers who were given a scripted textbook with all the “right” things to say.
However, by the end of the 1970s, in a world that was rapidly becoming globalized, the need to communicate across language barriers had become critical. This would lead to the development of a completely new field of research that, in time, would change the way second-language classrooms operated, and to a large degree, the way students learned a new language.
In this article, we will examine some of the more salient aspects of research that have influenced our understanding of what language is and how a learner acquires a second language.
**Knowing a Language**
The Psalmist declares, “I will praise You, for I am fearfully and wonderfully made” (Psalm 139:14, NKJV).¹ Perhaps one of the most distinguishing attributes with which God has endowed human beings is the innate ability to acquire language, and then to communicate their thoughts and feelings with others.
For centuries, researchers have been fascinated with how children, without any formal instruction, acquire language from their environment. According to researchers, this process of language acquisition, or language absorption, begins in the first few weeks of life, and continues until the age of 5 or 6.² As young children attend to their environment, they begin to make associations between the sounds they hear and the actions and movements they see. In time, the cooing and babbling give way to attempts at forming sounds into words. Miraculously, young children are able to converse fluently in their native language and to form more complex structures that reflect adult speech.³
Thus, learning one’s native language in the early years of childhood is primarily accomplished unconsciously and intuitively from the child’s environment. Even young speakers of English are able to distinguish between sound units of words, such as *dog* and *cat*, and to unconsciously and coherently construct and reconstruct correct phrases and sentences, even though they cannot fully explain the rules for doing so.⁴ For example, most speakers of English, when using more than one adjective to describe something, have little difficulty saying *the big, blue car*. They know innately that one does not say *the blue, big car*, even though they may not be able to give a plausible reason for the preferred word order. Japanese speakers as well, without hesitation, know that one can give a compliment by saying *oishi-soo* (looks delicious), or *o-genki-soo* (looks healthy), but are careful when using *karwaii-soo* (not looks cute, but what a pity).
Knowing a language means...
one has developed the innate ability to understand the pragmatics and nuances of language, and then to unconsciously create original language patterns that are unique and specific to the exact time and situation in which they are spoken. It also means being able to understand the uniqueness of the language that one hears. We know instinctively what belongs to our language and what does not belong.\textsuperscript{5}
**Principles of Language Teaching**
As second-language research has provided extensive evidence in support of more implicit communication-based instruction, grammar-based methodologies, such as the Grammar-Translation Method, the Audiolingual Method, and the Direct Method, for the most part, have been abandoned. Although research is still providing new theories, several significant theories have emerged over the years that are worth discussing.
**Accuracy vs. Fluency**
Communication-based classrooms tend to focus on developing actual communication, emphasizing the need for linguistic fluidity and spontaneity in using the language, rather than trying to develop native-speaker accuracy. In the past, speaking like the natives was the goal for most language learners as they entered their course of study. However, research is indicating that learners, at any given stage of development, may be accurate according to their level of achievement, while not necessarily accurate when being evaluated in terms of native-speaker fluency. According to Richard-Amato, “it is unrealistic to expect second language learners to be ‘native.’”\textsuperscript{6} This is especially true if we try to decide which variety of English is, in fact, native. The British as well as the Americans, the Australians, and even the Canadians would all argue that their variety of English is “native.”
In recent years, the Educational Testing Services (ETS) has recognized the need to develop a new format for their Test Of English as a Foreign Language (TOEFL) that reflects how a learner communicates in a second language. The new format, referred to as the Internet-based Test (iBT), focuses on testing a student’s ability to communicate in the areas of listening, reading, writing, and speaking. Although grammar and vocabulary are not tested directly, it is assumed that a student at a particular level will have the ability to use the appropriate grammar and vocabulary to satisfy the standards.
This is not to say, however, that in language classrooms some analysis of the language, especially in academic-based teaching, is not beneficial. However, when ESL instruction focuses primarily on the communicative aspects of the language (listening, reading, writing, and speaking), and the grammar remains in the periphery, students are more likely to acquire the rules of the language.\textsuperscript{8} This type of teaching is not unstructured; on the contrary, it is based on principles that can be adapted and adjusted to the varying situations and needs that second-language teachers face daily in the classroom.
**Language in Before Language out**
Perhaps one of the most logical and yet most overlooked principles is the need for \textit{language in before language out}. A learner must be able to comprehend a language before he or she can acquire the ability to produce that language. Students who are exposed to language that is rendered comprehensible by its context and hints about meaning can more readily “absorb” how that language is constructed. Some researchers\textsuperscript{7} have even strongly suggested that second-language learners who read for pleasure and focus on understanding the meaning are able to “absorb” unconsciously how the target language flows and develops grammatically. When such learners attempt to speak or
write, they have already processed the language on an input level.
In balance, language that is first “absorbed” tends to be more readily processed, as learners have had opportunity to gain an intrinsic feel for how the words flow. Later, when learners begin to explore and create the target language on their own, more explicit grammatical instruction can be beneficial, reinforcing the assumptions that were made in the earlier stages of acquisition.
Possibly one of the most important contributions to the field of English-language learning was a program developed by Ashley Hastings, a now-retired professor of TESOL (Teachers of English to Speakers of Other Languages) from Shenandoah University in Winchester, Virginia. Based on the concept of *language in before language out*, the program provides opportunities for learners to develop listening skills before reading, reading skills before writing, and writing skills before speaking. With no expectations of producing language before comprehending it, students are able to progress more rapidly than if required to speak or write while they develop listening and reading skills.
**Authentic Material**
Another crucial principle for language acquisition is the authenticity of classroom materials. Scripted language, frequently found in older ESL textbooks, to a large degree tends to rely on unnatural, and somewhat manipulated, language structures in the form of dialogues, exercises, and even drills. Authentic material, on the other hand, tends to preserve the reality and plausibility of native language in its natural context. Although passages may be simplified to render them comprehensible, the authenticity is preserved by focusing on meaning rather than structure.
In a communication-based classroom, where authentic materials are used, learners are able to connect the materials and activities with their real-world counterparts. H. D. Brown notes, “Authentic language and real-world tasks enable students to see the relevance of classroom activity to their long term communicative goals. By introducing natural texts . . . rather than concocted, artificial material, students will more readily dive in to the activity.” In other words, what happens in the classroom must be applicable to the real-world interactions outside of the classroom in order to be effective.
**Task-Based Teaching**
One of the best methods for developing continuity and relevancy in ESL classrooms is to incorporate tasks that focus on accomplishing learner goals and are based on student needs and interests. When students are assigned a task with easy-to-follow guidelines, the focus of the class tends to shift from the structure of the language to the communication of ideas, thoughts, and opinions. Tasks can be easily developed by considering learner goals and interests, and finding materials suited for the appropriate level of listening, reading, writing, or speaking. The Internet provides an excellent source for each of these areas. Do a Google search and select appropriate and relevant materials from reliable sites. Look for educational sites that can provide online learning videos, or clips that can be downloaded and burned onto a DVD. One such Internet site is the Discovery Educational Channel, which contains hundreds of videos suitable for K-12 in all the main subject areas.
**Challenges of Learning a Language**
Even if all the right principles are followed, the anxiety levels of English language learners can interfere with potential progress. It’s important to decrease their stress in order to build confidence and create a safe place for learning. Learners must develop an “I can do it” attitude to overcome their feelings of vulnerability as they attempt to acquire a new language and—to a large degree—a new identity.
**Real Issues**
English language learners face a number of issues in attending North American schools. When entering an English-speaking school for the first time, ELLs are often excited about being in the new environment with its exotic sights and sounds. However, this excitement often gives way to feelings of despair or even anger as they face the awkwardness of functioning in a
foreign environment with a limited understanding of their surroundings.
In their home country, these students could interact effortlessly with family and friends, but in the new environment with new standards of conduct and communication, feelings of loneliness or isolation may hinder their attempts to participate in normal school functions. English language learners may even find simple school interactions, such as dropping or adding a class, or correcting an absence or tardiness so intimidating that they may hesitate to tackle the task.
**Potential for Misunderstanding**
Educators with limited exposure to different cultures and ways of thinking may believe that students from other cultures suffer from a short attention span or from some learning disability—and in some cases, this may be true. However, more often than not, their inability to stay on task or understand simple classroom instructions is not a cognitive dysfunction, but rather a normal reaction to a strange environment. When second-language learners are placed in ESL classrooms with other ELLs, their behavior is often notably different. No longer are they shy or withdrawn. With their anxiety levels lowered, they are, more often than not, able to function quite normally and become achievers.\(^{13}\)
**Stereotyping**
Throughout the world, members of different cultures have preconceived notions about the parameters for appropriate behavior. When behaviors fall outside these parameters and cannot be interpreted as fitting the expected norm, the result is often subtle jabs that attempt to force people back toward accepted norms. For example, stereotyping by native speakers tends to inhibit the language acquisition process for ELLs. Subtle remarks, even slight glances and “little” nuances can send the message that foreign students are weird or offensive, and suggest to ELLs that “your culture is not accepted here.”
As educators, we often see students treated in hurtful ways by their peers. This is especially true with language learners who, when under pressure, tend to retreat to their own language groups. We can help international students adjust to new cultural mores and even integrate into the “in-group” by simply taking time to express our understanding and acceptance of their ways and making polite suggestions about how to adapt to the customs of their new country. Then, in turn, they will tend to be more accepting of our notions of how society should be run.
**Conclusion**
Language instruction can no longer be thought of in terms of, “If you can speak it, you can teach it,” a concept that earlier fueled young people to travel the world. The field has earned, in the 21st century, a rightful place of its own as a profession. As a mission-driven people, it is our privilege to take advantage of the knowledge with which God has blessed our world regarding the ways language is acquired. Placed in the context of the mission of the Seventh-day Adventist Church, to take the gospel “to every nation, tribe, tongue, and people,” this knowledge, rightly used, can enable members to reach across language and cultural barriers with the “gift of tongues.” \(\circ\)
---
**Richard P. Carrigan, M.S., Education, TESOL, is currently the Director of English Language Learning at Milo Adventist Academy in Days Creek, Oregon. He has 20 years of experience teaching ESL in Japan, Korea, Russia, and the U.S., and has developed ESL curriculum and programming as well as academic and non-academic courses.**
---
**REFERENCES**
1. All Bible texts in this article are quoted from the New King James Version. Texts credited to NKJV are from the New King James Version. Copyright © 1979, 1980, 1982, Thomas Nelson, Inc. Publishers. All rights reserved.
2. Victoria Fromkin, Robert Rodman, and Nina Hyams, *An Introduction to Language* (Boston: Heinle, Thomson, 2003), p. 342.
3. Ibid.
4. Susan Gass and L. Selinker, *Second Language Acquisition: An Introductory Course* (Mahwah, N.J.: Lawrence Erlraum Associates, Publishers, 2001), p. 198.
5. Fromkin, et al., *An Introduction to Language* (Boston: Heinle, Thomson, 2003), p. 4.
6. Patricia A. Richard-Amato, *Making It Happen: From Interactive to Participatory Language Teaching* (White Plains, N.Y.: Pearson Education, Inc, 2003), p. 46.
7. Educational Testing Services: [http://www.ets.org](http://www.ets.org).
8. H. Douglas Brown, *Teaching by Principles: An Interactive Approach to Language Pedagogy* (Upper Saddle River, N.J.: Prentice Hall Regents, 1994), p. 16.
9. Stephen D. Krashen, *The Power of Reading* (Englewood, N.J.: Libraries Unlimited, Inc., 1993), p. 84.
10. International Center for Focal Skills: [http://focalskills.info](http://focalskills.info).
11. Brown, *Teaching by Principles: An Interactive Approach to Language Pedagogy*, op cit., p. 245.
12. Richard-Amato, *Making It Happen: From Interactive to Participatory Language Teaching*, op cit., p. 116.
13. Eileen N. Ariza, Carmen A. Morales-Jones, Noorchaya Yahya, and Hanizah Zainuddin, *Why TESOL?: Theories and Issues in Teaching English as a Second Language With a K-12 Focus* (Dubuque, Iowa: Kendall/Hunt Publishing Company, n.d.), p. 39.
The increasing number of English Language Learners (ELLs) in public and private school systems in the United States and other English-speaking nations is a reflection of their culturally rich and diverse societies. According to the U.S. Census Bureau (2006), approximately 19 percent of the U.S. population speaks a language other than English. The enrollment of ELLs can present assessment challenges that are difficult to resolve, especially for small, multigrade Adventist schools. The solution is to use appropriate assessment instruments that incorporate linguistic and cultural elements into the evaluation.
**Getting to Know English Language Learners**
A 7th-grade student on her first day in math class sat hopeful, yet uneasy. The classroom, the teacher, the students, the language—everything was new to her. The numbers on the chalk board were the only recognizable feature. The formulas seemed familiar, but the word problems in the textbook looked like gibberish. Because she could not understand a word, the girl remained quiet during class for many months. During that time, nobody asked her name, where she was from, what was her native language, whether or not she knew math, or if she needed help with anything. She did not give up, although that first term she failed all her classes except for math. I was that student.
My experience is not unlike those of some English language learners today. ELLs come from varied cultures and literacy backgrounds. Learning as much as possible about them is the key to effective design and development of curriculum, instruction, and assessment. Freeman and Freeman, in “Struggling English Language Learners: Keys for Academic Success,” classify ELLs into three categories:
- Newly arrived learners with adequate formal schooling,
- Newly arrived learners with limited formal schooling, and
- Long-term English language learners.
- Newly arrived learners with adequate formal schooling
usually have been in the U.S. less than five years. They had adequate education in their native country, are at grade level in reading and writing, and are able to catch up academically relatively quickly, although they may still score low on English standardized tests.
Newly arrived learners with limited formal schooling have been in the U.S. less than five years and have had interrupted or inadequate schooling in their native country. They have limited heritage language literacy, perform below grade level in mathematics, and do not achieve well academically.
Long-term English language learners have been in the U.S. more than seven years but are below grade level in reading and writing. There is a mismatch between student perception of achievement and actual grades. Some of these students get good grades but score low on standardized tests. They may have been enrolled in an ESL or bilingual program intermittently.
Students in each of these categories must navigate the turbulent waters of cultural assimilation, English proficiency, and academic achievement. The task can be daunting for students and teachers alike. Even with differentiated instruction and commendable goals for inclusion, teachers sometimes can miss the mark if they evaluate ELLs using unilateral academic assessments rather than multidimensional approaches that include the child’s cultural, linguistic, academic, and background knowledge. It is important to take into account ELLs’ cultural and linguistic characteristics when collecting and evaluating in order to craft effective instructional and assessment methods.
**Linguistic Impact**
Experts agree that reading comprehension is a prerequisite for academic achievement. Freeman and Freeman, in *Essential Linguistics: What You Need to Know to Teach*, say that there are two schools of thought on how people learn to read in any language: the *word recognition* view and the *sociopsycholinguistic* view.
The word recognition view emphasizes word identification as the key to reading success. This is a learned process. Over time, students make connections between printed words and oral vocabulary. In order for them to do so, teachers must introduce and drill the students on the skills necessary to make those connections. Decoding skills come first. Sounding out letters and blending the sounds leads to correct pronunciation, which helps with the identification of words, thereby making the printed symbols meaningful.\textsuperscript{7}
The sociopsycholinguistic view focuses on the process of reading as the construction of meaning, with background knowledge and oral cues being central concerns. This means that readers acquire literacy just as they acquire oral language, through meaning. Readers make connections between the printed symbols, previous knowledge, and graphophonics (the sound relationship between the orthography [symbols] and phonology [sounds] of a language) in order to learn and expand their vocabulary.\textsuperscript{8}
Languages have very distinct linguistic features. It would be unreasonable to expect ELLs to learn English without accessing their previous knowledge and their heritage language. Yet, for years, we have been doing just that. Palmer, El-Ashry, Leclere, and Chang, in “Learning From Abdallah,” recommend that teachers become informed and knowledgeable about their ELLs’ heritage languages as well as their culture. These authors state that three questions must be answered before teachers begin to work with ELLs:\textsuperscript{9}
- What is my ELL’s current status as a reader in his or her heritage language and in English?
- What characteristics of my ELL’s heritage language are affecting his or her transition to English?
- Considering my ELL’s current placement as a reader and writer (based on questions 1 and 2), what instructional and assessment strategies will be most effective for him or her?
How much do you know about your ELLs’ heritage languages? How did they learn to read in Arabic, Korean, Russian, or Spanish? Did they use graphophonics or decoding? Is there a natural order to oral vocabulary and printed symbols? What similarities or dissimilarities are present between their native language and English? Linguistic characteristics such as the ones mentioned above should not go unnoticed by the teacher. However, small-school teachers are faced with the daunting task of providing instruction for ELLs without the resources available to larger institutions. What is such a teacher to do?
Defining which characteristics of the heritage language affect the transition to English is one of the key elements in developing effective instruction and assessment. The teacher can start by answering questions such as these: Is the heritage language read from left to right, or right to left? Are phonetic sounds similar to those used in English? Does the language use an alphabet? Do words represent one meaning? Does the language use verbs in its sentences? (If so, where do they appear—in the middle? At the end?) Are letters always used the same way, with the same sound and emphasis? Do symbols represent words, ideas, or concepts? Does vocal pitch affect meaning? Can the student write in his or her heritage language? Answers to these and related questions will provide the foundation for designing tools that assess English proficiency by using an equitable and wholistic approach.
**Cultural Impact**
The student’s cultural, familial, and socioeconomic background cannot be separated from his or her learning experience. Even native English-speaking students differ in their vocabulary, grammatical use, and linguistic expression based on these factors. We recognize differences in accents, terminology, and even attitudes from different regions of the United States, and accept them as valid. In the same way, the teacher needs to become acquainted with his or her ELLs’ cultural backgrounds in order to understand what aspects of their culture they are likely to bring to the learning process. A student who comes from an educated middle-class family will have a different approach to learning than one who comes from a war-torn region of the world where food is scarce, and tragedy and trauma are daily occurrences.
Developing a base of cultural knowledge, paired with effective pedagogical techniques and content knowledge, is imperative for effective ESL teaching. Geneva Gay, in “Preparing for Culturally Responsive Teaching,” lists some cultural issues the teacher needs to consider:
- Does the ethnic group give priority to communal living
and cooperative problem solving or stress individual achievement? How will this affect the educational motivation, aspiration, and task performance?
- What are the ethnic group’s rules about the appropriate way for children to interact with adults? How might this influence the child’s behavior in an instructional setting?
- How does gender-role socialization in the child’s ethnic group affect the implementation of equity initiatives in classroom instruction?21
Misunderstandings and negative value judgments may occur when the ELL student consciously or unconsciously transfers expectations about language and culture into the ESL environment. This is especially a problem if his or her behaviors are considered strange or inappropriate in the new environment. The teacher, ELL, and his or her classmates must all work toward understanding one another and avoid jumping to conclusions based on their unfamiliarity with the cultural mores of the other person’s culture.
Some cultures encourage their young people to interact informally with adults and to look them in the eye as they speak, while others require youngsters to maintain their distance and look down as they speak as a sign of respect. A number of countries consider speaking loudly the norm, while others regard it as disrespectful. Misinterpretation of unfamiliar or “inappropriate” behaviors can cause distress for ELLs and teachers if they do not understand the cultural connotation. The classroom code of behavior and the teacher’s learning expectations can also affect the instructional process for the ELL student.
Abdullah, a 9-year-old Palestinian student, was not progressing as expected after being placed in an ESL program. In an effort to help him, the ESL coordinator, a female teacher, enlisted the help of a male tutor who spoke Arabic to test Abdullah’s literacy levels in his native language. Instantly the child opened up, becoming more talkative and responsive. When the tutor visited with the family to explain the ESL program, they conveyed concern about the child being surrounded by female teachers.12 This illustrates the importance of being familiar with cultural traditions that affect ELL students.
**Standardized Testing**
ELLs are at a great disadvantage if no allowances are made for linguistic and cultural differences when they are evaluated for English proficiency and academic achievement. However, most academic assessment tools are developed with native English speakers in mind. Traditional standardized tests are used widely in the public system for measuring student aptitude, progress, and skills. Cathleen Spinelli asserts that standardized tests cannot provide a true picture of ELLs’ background knowledge, linguistic differentiation, academic support (or lack of), limited English proficiency, and cultural differences.13 Therefore, to meet ELLs’ learning needs, standardized tests should be combined with more informal and contextual evaluation tools.
**The Standards**
ESL standards address four proficiency domains: speaking, listening, reading, and writing.14 These, in turn, are divided into grade clusters: K–2, 3–5, 6–8, and 9–12. ESL standards focus on three major goals: development of (1) social language, (2) academic language, and (3) sociocultural knowledge. The standards aim to develop the language skills necessary for social and academic purposes. When students meet requirements in the proficiency domain, grade cluster, and goal standards, then they can be promoted to the next level. Once all levels have been mastered, ELLs are considered proficient in English as a second language.
**Alternative ESL Assessment**
Alternative or informal ESL assessments are procedures and instructional evaluation techniques that provide important information about ELLs’ academic and linguistic progress. These can also be used just as effectively for other foreign languages being taught, not only English. Several Internet Websites list ESL assessment resources available to classroom teachers, such as CIRCLE, at http://circle.adventist.org and Dave’s ESL Café, at http: www.eslcafe.com.
Screening and identification of ELL students must come first. Gottlieb suggests administering a simple home language survey that includes (1) the number of languages the student speaks at home; (2) with whom he or she speaks the language(s) and how often; as well as how many years of school he or she has had in those languages (if any) before coming to your school.15 This will help you determine whether the student will need English proficiency testing.
Jo-Ellen Tannenbaum, in “Practical Ideas on Alternative Assessment for ESL Students,” encourages teachers to develop evaluation tools that focus on what the student produces, rather than what he or she remembers.16 These include nonverbal strategies, oral presentations, and portfolios.
*Nonverbal assessment strategies* provide a way to evaluate students’ levels of understanding during and after instruction. While respecting the students’ cultural background, these can
Defining which characteristics of the heritage language affect the transition to English is one of the key elements in developing effective instruction and assessment.
include physical demonstrations, such as pointing and gesturing. Students can act out events or even vocabulary. Pictures, drawings, maps, and charts (such as K-W-L [Know-Want to Know-Learned] or Venn diagrams) can all be used to illustrate and evaluate vocabulary, historical dates, story characters, etc. Labeling can be used for each content area. It is important to keep a record of the ELL’s progress as these strategies are used.\textsuperscript{17}
Oral presentations can be used for performance-based assessments. These can include interviews, skits, retelling of a story, and summarizing. This will help the teacher to evaluate ELL students’ comprehension and thinking skills, as well as pronunciation.\textsuperscript{18} Visual aids (pictures, photos, maps, etc.) can be used by the ELL student to conduct an interview. Skits are another effective way to bring a story to life in a non-threatening way, allowing the teacher to evaluate student progress and encouraging the ELL to participate even if in a limited manner.
Assessment of knowledge can done using portfolios. These focused reflections of learning goals combine student work, self-assessment, and teacher evaluation. Be sure to provide a rubric anchored on assessment criteria that match the student’s needs and ESL standards.\textsuperscript{19}
Working folders, or collection portfolios, hold the student’s completed work, showing daily assignments, work-in-progress, and final products. They will contain evidence of language development process and actual work.\textsuperscript{20}
Showcase portfolios can be used to display selected student work or best work to share with parents and administrators. All materials are selected to illustrate the student’s achievement in the classroom.\textsuperscript{21}
Conclusion
Three of the most important components in the process of learning to speak English, or any second language, are background knowledge, linguistics, and culture. Their influence spills over into every academic aspect of learning as well as other important areas such as attitudes, values, and behavior. Unfortunately, teachers have not always been responsive to the needs of ethnically diverse students. Through the process of assimilation and acculturation, we have expected ELLs to separate their learning experiences from their heritage language and culture. Educators have not been intentional in their effort to understand their values and culture; the standard formal assessment instruments to measure their progress reflect this.
Success in teaching is not only demonstrated but also guided by effective assessment. Because ELLs are not a homogeneous group, their linguistic and cultural differences will play a role in the learning process. The time has come to move from unilateral to multidimensional ESL assessment instruments. The key to effectively helping ELL students is getting to know them, their heritage language and culture, and incorporating these key elements into instructional delivery as well as assessment. Imagine the possibilities for ELLs to become students of books and life, as we cooperate “with the divine purpose in imparting to the youth knowledge of God, and molding the character into harmony with His.”\textsuperscript{22} The challenge is great, but the potential rewards are even greater.
Patricia C. Salazar, M.Ed., is an Ed.D. candidate in the area of Educational Learning and Leadership at the University of Tennessee, Chattanooga. Her areas of expertise are first- and second-language acquisition, curriculum and instruction, and educational leadership. She has taught at the elementary, secondary, and tertiary levels in public and private schools in California, New York, Maryland, and Tennessee for more than 14 years.
REFERENCES
1. U.S. Census Bureau, “S0201. Selected Population Profile in the United States: 2006 American Community Survey”: http://factfinder.census.gov/servlet/TFPable?_bm=y&_geo_id=01000US&_qr_name=ACS_2006_EST_G00_&lang=en&format=. Retrieved July 4, 2008.
2. Yvonne Freeman and David Freeman, “Struggling English Language Learners: Keys for Academic Success,” \textit{TESOL Journal} 12:3 (Autumn 2003), pp. 5–10.
3. Ibid., p. 7.
4. Ibid.
5. Ibid.
6. David Freeman and Yvonne Freeman, \textit{Essential Linguistics: What You Need to Know to Teach} (Portsmouth, N.H.: Heinemann, 2004).
7. Ibid., p. 24.
8. Ibid., pp. 24, 25.
9. Barbara Palmer, Fathi El-Ashry, Judith Leclere, and Sara Chang, “Learning From Abdallah: A Case Study of an Arabic-Speaking Child in a U.S. School,” \textit{The Reading Teacher} 61:1 (September 2007), pp. 8–17.
10. Geneva Gay, “Preparing for Culturally Responsive Teaching,” \textit{Journal of Teacher Education} 53:2 (March/April, 2002), pp. 106–116.
11. Ibid.
12. Palmer, El-Ashry, Leclere, and Chang, “Learning From Abdallah: A Case Study of an Arabic-Speaking Child in a U.S. School,” \textit{The Reading Teacher}, op cit.
13. Cathleen Spinelli, “Addressing the Issue of Cultural and Linguistic Diversity and Assessment: Informal Evaluation Measures for English Language Learners,” \textit{Reading & Writing Quarterly} 24:1 (2008), pp. 101–118.
14. TESOL, “The ESL Standards for Pre-K-12 Students”: http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=310. Retrieved July 6, 2008.
15. Margo Gottlieb, \textit{Assessing English Language Learners: Bridges From Language Proficiency to Academic Achievement} (Thousand Oaks, Calif.: Corwin Press, 2006), p. 15.
16. Jo-Ellen Tannenbaum, “Practical Ideas on Alternative Assessment for ESL Students,” ERIC Clearinghouse on Languages and Linguistics: http://www.doe.in.gov/lmmp/pld/article-alternativeassmt.pdf, p. 1. Retrieved July 6, 2008.
17. Ibid., pp. 1, 2.
18. Ibid., p. 2.
19. J. Michael O’Malley and Lorraine Valdez Pierce, \textit{Authentic Assessment for English Language Learners} (Reading, Mass.: Addison-Wesley Publishing, 1996).
20. Ibid., p. 37.
21. Ibid.
22. Ellen White, \textit{Education} (Mountain View, Calif.: Pacific Press Publ. Assn., 1903), p. 19.
Student Missionaries and English Language Learners
Seventh-day Adventists strongly believe in service to others. Thus, service learning has become an integral component of the curriculum at all educational levels in the Adventist school system. At the university level, “the opportunity to serve as a student missionary is one of the distinguishing marks of Christian education.”
For example, Southwestern Adventist University (SWAU) in Keene, Texas, sends out 10 to 20 student missionaries each year. Like the volunteers from other Adventist colleges, SWAU students have served in Africa, Asia, Europe, the Pacific Islands, and South and Central America, and generally apply for a one-year assignment. After a brief introduction to the culture and customs of their host country, students assume a variety of responsibilities. A number of student missionaries are teachers of English language learners (ELLs). As they fill this role, they must attempt to meet the instructional needs of ELLs at different proficiency levels.
Let’s listen in as three former student missionaries (Lindsay Hong, Michelle Otis, and Priscilla Valencia) are interviewed concerning their life-changing stories of teaching English language learners.
How did you become interested in serving as a student missionary?
Priscilla: I heard about it at a vespers held by student missions at Union College (Lincoln, Nebraska). My cousin had decided she was going to go and serve. I talked to my parents about her decision, and they got so excited. They thought it would be perfect for me to go as well. I prayed for guidance on what to do. At our next school chapel, I saw an ad to go to Palau as a kindergarten teacher, and after a bit of coaxing, I knew that was my call.
Michelle: I got interested in student missionary work because someone planted the seed in my mind by telling me about their experience as a student missionary. As I thought about the idea that I could serve as well, things began to fall into place for me to go as a student missionary from Andrews University (Berrien Springs, Michigan).
Lindsay: I always wanted to go overseas and do mission work. During Missions Week at Southwestern Adventist University, I was excited by the student missionary presentations and displays and decided to apply.
**What assignment did you accept?**
**Priscilla:** My three choices were for Palau, just different grades. Eventually, I received word that I had been accepted as the 2nd-grade teacher at Koror Seventh-day Adventist Elementary School in Palau.
**Michelle:** I accepted the call to go to Cambodia Adventist School.
**Lindsay:** I also went to Cambodia Adventist School.
**What type of orientation or training were you given after accepting your assignment?**
**Priscilla:** On July 30, I flew to Hawaii for a three-day orientation. It was basically a crash course made up of three or four seminars in classroom management, first-day impressions, how to build a relationship with God, and how to deal with homesickness. The only glitch was that most of us hadn’t slept much prior to arriving in a different time zone, so it was hard to stay awake and retain anything that was being presented.
**Michelle:** I was part of a community college at the time, so I went online and downloaded a pamphlet that dealt with culture shock, being a missionary, what the Bible said about it, and some other things. I was required to read the chapters, answer the questions at the end of each chapter, and e-mail them to an individual at Andrews University.
**Lindsay:** There was a one-week orientation, which included an introduction to the culture and classroom learning strategies, when I arrived in Cambodia.
**What were your responsibilities while serving as a student missionary?**
**Priscilla:** I was the 2nd-grade teacher of 21 students. I assumed the responsibilities of teaching, grading, counseling, and tutoring. I also helped out with the Sabbath schools and preaching. Most importantly, though, I was a friend and role model for my students.
**Michelle:** My responsibilities were to teach English to kindergarteners, English grammar to 11th and 12th graders, and science to 8th graders. I was also the yearbook editor.
**Lindsay:** I taught language arts and math to 7th graders and English to 9th and 10th graders.
**Describe the students in your classroom.**
**Priscilla:** They were so small! I had 21 students in all, and they varied from being very quiet and shy, to comedians, to squirmy. I had some students who were so far ahead they could...
have easily been in 3rd grade, and others who surprised me they were in 2nd. But the thing I remember most was that all of them wanted to be with “teacher.” They were so loving and caring, and would do anything to help you.
One little girl started the year not even knowing her letters. By January, she could read me a story by sounding out all the words by herself! I was so ecstatic I could barely sit still! At the end of tutoring one day, before she ran to catch her ride, she stopped, gave me a hug, and said, “Thanks!” I was a bit confused and asked, “For what?” All she said was, “For teaching me to read!” And you can imagine all the tears I had to hold back at that moment.
That was the turning point for me. I realized then, that even though it seemed that sometimes the students weren’t paying attention and I thought they weren’t learning anything, with God’s help I was actually making a difference, even if it was only in the life of one little girl.
**Michelle:** I would like to tell you about each one of my students, but that would take too long. They each had their individual strengths and weaknesses. Overall, they were very respectful of me. Even though student missionaries come and go each year, they were still very loving and kind to me. They went out of their way to help me carry things. Some students invited Lindsay and me to go on camping trips with them or to go to their house and visit with them. They made my heart swell with joy. I miss them all very much!
**Lindsay:** Every student was different and had different needs; they could not all be met the same way. Despite the fact that there was a variety of developmental levels in every class, the students all wanted to succeed.
**How did you initially communicate with the students?**
**Priscilla:** They all spoke English, so communicating wasn’t really a problem. But since English was their second language, reading and writing were a challenge for them.
**Michelle:** Most of my students understood basic English, so communication wasn’t a problem.
**Lindsay:** Some students were very proficient in English and could communicate well; others struggled to understand and express themselves in English.
**How did you address the needs of the English language learners in your classroom?**
**Priscilla:** I started from a logical beginning, the alphabet. We went over the alphabet every day, then we switched to the sounds each letter makes, followed by naming things that went...
with each sound. I had after-school tutoring to help with spelling, reading, and homework. I gave any time I had to help them succeed. And as an answer to prayer, I was able to get a college student to come in two days a week to assist students who needed extra help.
**Michelle:** For the kindergarteners, I had their homeroom teacher with me to help explain some English words. To increase understanding, I would point to the object or act out the word. For the 8th, 11th, and 12th graders, I would ask some of the students who understood the lesson to explain it to those who didn’t understand English as well.
**Lindsay:** I required the students to use English to express themselves during class discussions. We did many extracurricular activities, including the students practicing their English.
**Were there specific activities that you found promoted their reading and writing development?**
**Priscilla:** At the beginning, I had a lot of read-alouds with big books. As the year progressed, I continued the read-alouds with other books, while adding as many books as I could to the classroom library. We also had small groups that would read together from our textbooks, a form of guided reading. The students lacked confidence in writing, so I incorporated the use of journals across the curriculum. I encouraged them to sound out words, so they could be more independent. We would also write letters to my home, telling my parents what we were doing. Another thing we would do was to play games to practice the phonics or spelling lesson of the day. I also developed a word bank, writing words on the side of the board that the students used frequently or words that were tough to spell.
**Michelle:** I tried to use different activities to make the lessons more fun. In kindergarten, we sang lots of songs with actions. The 8th graders read aloud, pausing at the end of paragraphs for someone to explain what they had read. We had competitions in the 11th and 12th grades. For example, I would write nouns, verbs, adjectives, etc., on small slips of paper, mix the words in a hat, and pass them out. The students had to decide what their word was and go to the corner that had its description (noun, verb, etc.). Then we would go over it together and say “agree” or “disagree” and why.
**Lindsay:** I divided our reading time into three parts: before-reading, during-reading, and after-reading activities. The main goal before reading a story was to find a way to relate the story to the students so they would be interested. For example, sometimes I would ask them if they had ever had a similar experience. If there were new vocabulary words, I would show them pictures that went with the words. I had the students read the text in a variety of ways. At the beginning of the year, I usually read to them, pausing to let them read words that were familiar. As the year progressed, the students began to read more independently or in pairs. Sometimes, we would adapt a story for a reader’s theatre, which the students really enjoyed. We also spent time discussing stories after reading them.
**What was the most important thing you learned while working with the ELLs in your classroom?**
**Priscilla:** You can’t rush them. Before school started, I had completed two weeks of lesson plans. I found out on the first day of school, however, that most of my class couldn’t read or spell. So I basically had to throw out all my lessons and start from scratch, focusing on the areas they needed help with the most. As their skills developed, I brought in more challenging material and began using the textbooks.
**Michelle:** I learned three very important things: God is the foundation that can always be there for us; there are many ways that God can use people to witness for Him; and I love teaching.
Before I went as a student missionary, I would turn to God as my last resort whenever I had a problem. I would first try to do things on my own power and would find out that I couldn’t...
do it all. For example, when I was teaching in Cambodia, I struggled sometimes with how to teach a topic. I would stress about it the night before. Then, the day that I needed to teach the subject, I would pray about it in total despair, knowing that I couldn’t do it by myself. About an hour before class, God would give me a great idea about how to teach the concept and a game to apply it with.
Sometimes, I would also be homesick and sad. When I read my Bible, one of the verses would strengthen and encourage me to focus on each day and the goodness of my students and the people around me.
**Lindsay:** Students learn differently and at different rates. I also realized that teaching is a full-time commitment.
**What recommendations would you make to others who are considering a similar assignment?**
**Priscilla:** Do it! You won’t regret it! But most importantly, don’t give up. Someone once told me that being a student missionary is the hardest, yet most rewarding thing you will ever do. And I totally agree!
**Michelle:** Go! There are so many good memories that I have gained from my experience in Cambodia. It is an experience that everyone should have, whether it is in the United States, Europe, Asia, Africa, or elsewhere. This is a time to step out and trust God to take you where you need to go. You will learn so much and be blessed by your experience and the people you meet.
**Lindsay:** You need to have an open mind as a student missionary and be ready to adapt and change to meet the needs of the individuals you are called to serve.
These three accounts of student missionaries’ experiences teaching English-language learners demonstrate the commitment of our young people to serve others. Placements and responsibilities vary as young people are sent out as student missionaries, but often they find themselves in positions in which they must provide instruction or support for individuals for whom English is not their first language. Therefore, planners should empower the student missionary with the necessary strategies to be successful in serving the needs of these learners.
Liz Regan\(^1\) provides an annotated list of 20 ELL teaching tips that could be easily adaptable to the student-missionary experience. The list includes the following topics:
1. Pairwork/Groupwork
2. Reading Aloud
3. Checking Understanding
4. Pronunciation
5. Speaking to Other Students in English
6. Guessing Answers
7. Stopping an Activity
8. Feedback
9. Dealing With Vocabulary Queries
10. Monitoring
11. Error Correction
12. Eliciting
13. Checking Together
14. Reading Before Writing
15. Brainstorming
16. Personalizing
17. Translating
18. Pacing
19. Concept Checking
20. Using Dictionaries
As our institutions continue to train and send out student missionaries, we must give careful consideration to their training and orientation. In particular, a handbook of teaching strategies could be developed to assist those working with English language learners. Our young people are excited about fulfilling the commission to serve others; let’s make sure they have access to resources that will make this challenge a life-changing experience.
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**Carol Campbell, Ph.D., is a Professor of Education at Southwestern Adventist University in Keene, Texas, whose areas of emphasis are reading, language arts, children’s literature, and early childhood education. The Coordinator for this special issue on English as a Second Language, Dr. Campbell currently teaches an ESL strategy class. She has served as an elementary school teacher and union conference associate director of education. Lindsay Hong, Michelle Otis, and Priscilla Valencia are elementary education majors at Southwestern Adventist University who each served for one year as a student missionary—Michelle and Lindsay in Cambodia; Priscilla in Palau.**
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**REFERENCES**
1. Southwestern Adventist University, “Southwestern Adventist University Spiritual Development,” accessed February 28, 2008, at http://facultyweb.swau.edu/ghilton/Student%20Missions%20Home.html.
2. Liz Regan, “Liz Regan’s 20 Teaching Tips,” accessed December 1, 2008, at http://www.tefl.net/teacher-training/teacher-tips.htm.
The acronym “NNEST” is a relatively new one in the field of second-language teaching. It stands for “Non-Native English-Speaking Teacher.” As more and more NNESTs are entering the field of TESOL (Teaching English to Speakers of Other Languages), questions are being raised about their effectiveness as ESL (English as a Second Language) teachers, students’ perceptions, and the validity of hiring them. More than 1,500 papers have been written about non-native English-speaking teachers.
Hiring non-native English speakers has been a common practice in higher education in the United States. Although students frequently react negatively to their non-native instructors’ foreign accents and hard-to-comprehend speech, the validity of hiring or renewing the contracts of these instructors is seldom seriously challenged. The instructor’s scholarship and subject-matter knowledge are seen as taking precedence over their being native born.
However, when it comes to teaching English as a Second Language, administrators seem to have some reservations about hiring non-native speakers as teachers. Despite the TESOL organization’s deliberate attempt to curb the current hiring practices that discriminate against non-native speakers, most NNESTs still feel that it is hard for them to find jobs. In fact, non-native candidates often come across English Language Teaching (ELT) job announcements that openly state that only native speakers are qualified candidates. Although many cases of successful NNESTs have been documented, the debate still goes on.
**Definition**
The category “non-native speakers” includes many variables, such as the length of the person’s stay in the target country where English is spoken, the extent of his or her schooling in that country, and his or her expertise in and experience with the English language. Although substantial variations exist in these elements, most non-native speakers report that they struggle with feelings of inadequacy and lack of confidence. Nonetheless, more and more non-native speakers are entering the field of TESOL. Recently, NNEST has been added to the TESOL interest section, as its growing body of members recognizes the need for mentoring among themselves and for advocating their rights to fair employment opportunities. In fact, many people see NNEST not just as a group of people with similar interests, but as a movement.
The administrators of Adventist institutions also face the challenging question of whether or not to hire NNESTs. Currently, at least three Adventist higher education institutions in the United
States have NNESTs in their ESL programs. Although the ESL programs in most Adventist institutions in North America are still relatively small, our administrators will continue to face this issue as long as the number of non-native-speaking applicants continues to rise.
Recognizing that hiring a foreign ESL director is unprecedented, I consider my current workplace a nontraditional institution and myself a nontraditional director. I was born and grew up in Korea and came to the United States to further my studies in English at the age of 21. Although I had a passion for teaching and several years of successful teaching experience, I had no intention of assuming a leadership position as an ESL director at a higher education institution in the United States. But I did actually end up obtaining a position I never thought I would, or should, hold. However, my experience and cumulative observations as a non-native speaking English teacher and director have reassured me that a NNEST can bring unique benefits to an ESL program.
**A Role Model**
First of all, a NNEST can be a successful learner model for his or her second-language students and can provide students with effective language-learning strategies. Plus, students seem to perceive their NNEST teacher as a role model. To illustrate, whenever I state in my classes that I did not come to the United States until the age of 21, which is about the age of most of my students, I never fail to catch the glimmer of hope in their eyes. In fact, a few have said, “Then I have hope, too!” Interacting with a NNEST can be an inspiration to these students.
The NNEST’s own experience as an English-language learner also enables him or her to explain subject matter, such as grammar and pronunciation, more effectively. In general, NNESTs have better knowledge of the grammar and phonology of the English language than other ESL teachers.\(^4\) As an ESL director, I have an opportunity to hire about a dozen undergraduate tutors for my ESL students each semester. In many cases, I find that the non-native-speaking tutors explain grammar features better than most native speakers, who can frequently be heard giving a one-answer-fits-all response, such as: “That’s just the way it is!”
In addition, a NNEST can alert the students to common linguistic mistakes that they might make. To use a medical analogy, a non-native teacher can “prevent” rather than “treat.” The teacher’s own linguistic bloopers can be valuable resources, too. When I taught at a middle school in Atlanta, Georgia, I once made an indelible non-native speaker mistake in an inclusion language arts classroom that cracked up my entire class of 8th graders when I failed to hold the second syllable of “worksh-e-e-t” long enough. For many second-language learners whose native languages do not distinguish long and short vowel sounds as the English language does, this kind of naïve pronunciation error is common, as in “sheep and ship” or “cheap and chip.” These kinds of blunders can easily turn into an embarrassing and ludicrous gaffe, which can undermine sensitive students’ self-esteem. This embarrassing incident was not only an unforgettable pronunciation lesson for me but also taught me that the language teacher’s own mistakes can be memorable teaching resources for second-language learners. Yes, my anecdotal lessons really work for my ESL students!
**Social and Cultural Guide**
Furthermore, a NNEST can be an effective guide for ESL learners in relation to the social and cultural aspects of language learning. Being an ESL student involves far more than just acquiring language skills such as grammar, speaking, reading, and writing. For most ESL students, it also requires learning about a new country, overcoming culture shock, and struggling to fit in with their new peers. NNESTs’ background enables them to address ESL issues wholistically and empathetically because they know that being an ESL student also means being mostly alone in a cavernous dorm
during breaks, being considered socially inept by one’s native-speaking peers, and reluctantly accepting a somewhat marginalized status, where one’s campus job choices are limited to custodian or cafeteria worker.
In April 2007, America suffered a terrible tragedy at Virginia Tech, caused by a former ESL student who, to quote his sister, constantly “struggled to fit in.” As a former ESL student myself, I wonder if we as a society could have saved Seung Hui Cho. Might Cho have turned out differently if his initial experience in the U.S. had been more positive? Although I do not know the answer or the detailed history of his mental illness, most ESL learners can easily relate to the kind of frustration, loneliness, strangeness, and anger that Cho struggled with for many years as an outsider in his new culture. That’s why the teacher who has had firsthand experience with similar struggles often goes beyond the 50-minute lesson plan. His or her curriculum is not limited to formal classroom teaching but also includes lessons in other aspects of the ESL experience, as well as moral support. ESL students often feel that they are marginalized due to their limited English. The NNEST sees his or her students’ emotional and social issues as just as important as the language issues.
**Fluency in Students’ Languages Beneficial**
NNESTs can also form positive relations with their students due to their unique background. I’ve observed that students tend to relate better when their teacher can speak their first language. Although I wholeheartedly believe that “English only” is the best form of language teaching, many benefits accrue when the teacher can speak the students’ mother tongue. Currently, in Southwestern Adventist University’s program, the majority of students are Spanish speakers, and it has been beneficial to hire some teachers and tutors who can speak Spanish, especially for beginning learners. I have found that for adult ESL learners whose English proficiency is quite low, their first language allows them to freely ask questions, which is essential for a meaningful learning experience.
It is sad that some language program administrators, especially in countries like Korea and Japan, prefer to hire unqualified native speakers instead of qualified NNESTs.\(^3\) In these countries, North American whites are preferred, regardless of their credentials, and many qualified non-native speaking teachers are not even considered. For instance, Sunder reports that most of the English teachers hired in Korea are “untrained to teach and know little or nothing about teaching.”\(^6\)
**Advantages and Disadvantages**
Nobody would challenge the value of an effective native-speaking English teacher, and there’s no doubt that a non-native speaker possesses some disadvantages such as having an accent and being less familiar with semantics, idioms, and slang expressions. However, the teacher’s enthusiasm, caring attitude, professional training, and subject-matter knowledge are important elements of good language teaching. While native speakers may be perfect language models for their students to copy, non-native-speaking teachers can be a better guide. They can more effectively direct their students to effective language models from which they have benefited and offer successful language learning strategies they have used. As most successful language learners discover, a significant amount of learning takes place outside the classroom. A 50-minute classroom session should serve as a period of introduction, guidance, and reinforcement. It is not, and cannot be, the main source of language input.
As the pendulum of current trends in this field shifts to a preference for real-life English, a good ESL teacher should be defined as someone who considers variations of English as the status quo and alerts, as well as exposes his or her students to them because no language can be correctly understood outside its context—the societies where it is used and the people who speak it. Because English is spoken not only by whites, but also by many ethnic groups in several countries (U.S., Canada, Britain and its former colonies, etc.), the definition of “proper English” should be broadened to acknowledge this variety. Therefore, exposing students to “different Englishes” and to real-life English will be beneficial, not harmful, because when ESL students finish their courses, most of them will enter university classes taught by non-native instructors, and will later function in a society filled with people from different ethnic, cultural, and linguistic backgrounds.
Native speakers and non-native speakers have different strengths as language teachers. NNESTs certainly have some challenges; however, they also possess some unique advantages that can be invaluable assets to the ESL program.
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**REFERENCES**
1. Jesus Garcia Laborda, “Native or Non-Native—Can We Still Wonder Who Is Better?” TESL-EJ 10.1 Forum (June 2006); http://www-writing.berkeley.edu/TESL-EJ/ej37/f1.html. Accessed October 25, 2007.
2. Ibid.
3. Paul Kei Matsuda, “Keeping the NNEST Movement Alive,” *NNEST Newsletter* 4:2 (September 2002), pp. 1-3.
4. Robin Walker, “Native or Non–Native? Or the Best of Both Worlds?” *TESL-EJ Teaching English as a Second or Foreign Language* 10.1 (June 2006); http://www-writing.berkeley.edu/TESL-EJ/ej37/f1.html. Accessed October 7, 2007.
5. George Braine, “NNS and Invisible Barriers in ELT,” NNEST Caucus Website: http://nnest.moussu.net/history.html. Accessed December 17, 2007.
6. Edwin Sunder, “Non–Native Speakers Can Teach English Better,” *The Korea Times* (October 26, 2007); http://www.koreatimes.co.kr/www/news/special/2007/10/139_12011.html.
Thirteen years ago, I was preparing to begin my work as the director of English as a Second Language (ESL) at Union College in Lincoln, Nebraska. I had taught “regular” English for many years, both on the high school and college levels, but this was a new experience for me. In this new role, I would be teaching and directing a program that helped international students polish their English language skills and prepared them for the academic rigors of university-level work.
To prepare for this new position, I took some courses in Teaching English as a Second Language, immersing myself in the methods and materials of the field. This was an invaluable experience that opened my eyes to the unique experience of learning English from an international student’s point of view. But I wanted to bring more to my students than just a knowledge of English. I wanted my classes to have mission and vision. I wanted my students to learn to know God. This quotation from Ellen White intrigued me: “In every line of instruction, teachers are to seek to impart light from the word of God.” In every line of instruction? Even in teaching English as a Second Language? How could I incorporate God’s Word into an academic curriculum of reading, writing, grammar, speaking, and listening? Could the imparting of light from the Word of God fit with scholarly objectives?
Setting the Tone for the Class
I decided to take this injunction literally and began a teaching practice that I still use today. In every class, before we study the main lesson of the day—reading, comprehension skills, or outlining a comparison/contrast essay, we begin with prayer requests, prayer, a song, and Scripture. This typically takes about 10 or 15 minutes, but in my opinion, it’s the best part of the class. This time sets the tone for instruction and interaction in the classroom. Students who have come to class with a heavy burden are able to share their concerns. The songs, which are usually short choruses, lift up their hearts. Often during the rest of the hour, I hear students humming the melody.
However, I believe the greatest blessing in my classes has been the use of Scripture. Not only does it provide an opportunity for students to meditate on the meaning of God’s Word and its poetic beauty, but it also provides them with an opportunity to explore language issues and adds to their understanding of English.
In every class, before we study the main lesson of the day—reading, comprehension skills, or outlining a comparison/contrast essay, we begin with prayer requests, prayer, a song, and Scripture.
grammar, syntax, pronunciation, and vocabulary. Sometimes the Scripture even suggests discussion topics or writing assignments.
**Combining Spiritual and Academic Benefits**
My first priority in choosing Scripture for my class to study is that the words contain meaningful spiritual thoughts of comfort, guidance, and assurance of God’s love. The beauty and symmetry of language is also a powerful consideration. I look for interesting linguistic points that support my lesson plans. For example, if I am teaching prepositions, I select a passage that contains several interesting prepositional phrases. As the semester progresses and the assignments become more challenging, I choose passages with more complex structures. God’s Word is full of both spiritual blessings and academic possibilities. My goal is to let God speak through His Word. A student once told me, “I can’t wait to see what Scripture we will learn because it always meets a specific need in my life at just that moment.”
In choosing passages to assign, I always consider the variety of cultures in my classes. At Union College, we have quite a remarkable mix considering our location in the heartland of America. We have students from Japan, Korea, Hong Kong, Taiwan, Brazil, Peru, Mexico, Venezuela, Saudi Arabia, Indonesia, America Samoa, and various countries in Africa. We have Muslims, Buddhists, Catholics, Adventists, evangelical Christians, and even some agnostics. I have learned to choose Scriptures very carefully so as not to offend. References to “Jesus” or “Savior” would be problematic to some, so I choose passages that refer to “the Lord” or “God.” The reference to God as “Father” has also raised some questions because of the implied relationship to the “Son.” In addition, since I am interested in teaching practical English to my ESL students, I use modern translations or a paraphrase such as *The Clear Word Bible.*
**Sample Lesson Plan**
Here is a sample weekly plan. (The students learn one passage of Scripture each week.)
**Monday:** The students copy the Scripture from the board. We discuss any unfamiliar words, making sure each person understands the meaning of the text. The students are encouraged to rewrite the Scripture in their own words.
**Tuesday:** I ask one or two students to read the Scripture aloud, and we begin to work on pronunciation and phrasing.
**Wednesday:** We read the text again. I may read it aloud, leaving out words to see if they can fill in the blanks. We begin to notice grammatical structures that are typically problematic to ESL students.
**Thursday:** We read the text aloud in unison, noting the dramatic pauses, and words with special emphasis. We discuss structural features of the language.
**Friday:** The students are given the opportunity to perform the Scripture orally, from memory, for extra credit. If they want even more extra credit, they may stand in front of the class and speak with dramatic inflections and gestures. The students take this opportunity seriously, and while there is laughter and enjoyment as their classmates perform, the tone of the class is respectful. The last step of the weekly cycle is complete when the students write the text from memory as part of a quiz. In order to receive full credit, the spelling, punctuation, and capitalization must be perfect.
**Matching Texts and Learning Activities**
The following are a few of the scriptural passages and language activities that I have used in my ESL classes over the years.
**Scripture:** “O Lord, search my heart for me; test me so I can know my thoughts as you know them. Let me know if there is any wicked way in me, and then help me walk the way I should” (Psalm 139:23, 24).
**Vocabulary:** Depending on the level of the class, students may need vocabulary help with some of the words: *search, test, thoughts, wicked.* One effective way to teach vocabulary is to have students who know, or think they know, the meaning, act out the word for the rest of the class.
**Imperative Verbs:** One of the first structures beginning students learn is the imperative verb, with its command or request structure: stand up, sit down, open your book, hand in your papers, etc. “Search my heart,” “test me,” “let me know,” and “help me” are all examples of this structure. After I point these out, students can create their own imperative commands or requests. The polite request, which includes “please,” is a
nice addition to this structure. The game “Simon Says” is an active and fun way to practice imperative verbs.
**Modals:** Modals are auxiliary verbs that add different meanings to the main verb: *Can, should, must, might*, etc. I can work—ability; I should work—advisability; I must work—necessity; I might work—possibility. In the text from Psalm 139, we see some modals: “so I *can know* [so I am able to know] my thoughts as you know them” and “help me walk the way I *should*” (in the way that is advisable). ESL students must learn not only the form of modals (modal + base form of the verb) but also the various meanings of modals. Some modals are quite challenging, carrying multiple meanings. Notice the following multiple meanings of *could*. When I was young, I *could* run fast (past ability). It *could* rain (future possibility). *Could* you help me? (request for help). The Scripture about God searching our hearts, which uses the modals *can* and *should*, is a simple way to introduce the study of modals or to review modals for more advanced students.
**Scripture:** “Don’t be awed by the rich and famous, no matter how rich or famous they are. They can’t take their wealth with them when they die. How can they use their riches when they’re lying in the grave?” (Psalm 49:16, 17).
**Parts of Speech:** For a simple grammatical activity, have the students count the number of nouns, verbs, adjectives, etc., in the text. The words *rich* or *riches* in the text in Psalm 49:16 and 17 provide an interesting example for the students to consider. “The *rich*” includes a noun that designates a group of people. The article *the* is a big clue indicating that the word it modifies is a noun. Later in the Scripture, we find the words, “no matter how *rich* or famous they are.” Here, the word *rich* is an adjective, describing the people. Turned around it reads, “They are rich or famous.” Finally, “How can they use their *riches* . . . ?” This is another noun, referring to money or wealth. The possessive adjective *their* before *riches* is another clue that a noun follows. Have the students try telling the number of nouns or verbs in a passage. They will enjoy searching, and then sharing what they have found.
**Questions:** ESL students must be taught the correct formula for asking questions. First, they should learn the two main categories of questions: yes/no questions (Are you happy? Did you work today?) and information questions (Where do you live? When did you arrive here? Why are you studying English?)
The question in Psalm 49:16 and 17 is an information question: “How can they use their riches . . . ?” The formula is not complicated: question word (how) + auxiliary word (*can*) + subject (*they*) + main verb (*use*).
Once students understand this simple formula, they can practice asking each other interesting questions. Students particularly enjoy this process near the beginning of a semester or quarter when they don’t know their classmates well. It’s a practical and fun way to get acquainted. For more advanced students, it’s useful to point out that the word *when* in the text (“when they die” and “when they’re lying in the grave”) is not a question word but rather a subordinating conjunction that introduces adverb time clauses. They will also notice that the order of the subject and verb in clauses is normal, not inverted as in questions.
**Homophones:** ESL students are interested in some of the little quirks of the English language, such as “*their* riches” and “*they’re* lying in the grave.” When the third homophone, *there*, is added to the group, it becomes a challenge to distinguish among them.
**Irregular Verbs:** I teach irregular verbs in a systematic way, about 10 or 15 each week. I point out the four main forms of the verbs such as *eat/ate/eaten/eating* and *take/took/taken/taking*, and have the students learn the four verb forms for each irregular verb as well as the correct ways to make statements and ask questions in the main tenses. Two of the most problematic of the irregular verbs are *lie* and *lay*. This is true not only for ESL students but also for native English speakers. The part of the Scripture, “when they’re *lying* in the grave,” presents the opportunity to contrast *lie* and *lay*. *Lie* refers to the position of the body: *lie/lay/lain/lying*. On the other hand, *lay* refers to the putting or placing of an object: *lay/laid/laid/laying*. Acting out the verbs immediately clears things up.
**Speaking/Reading/Writing Projects:** The passage from Psalm 49:16 and 17 can also be used to encourage students to consider their values and life goals. It seems that no matter where students come from in the world, they have been influenced to some degree by “the rich and famous”: movie stars, sports figures, musicians, and political leaders. My ESL students have enjoyed exploring the following sequence of language activities:
1. Participating in a lively discussion about who they admire (who “awes” them) and why;
I am convinced that the use of Scripture in the classroom has enriched my students’ language learning experience.
2. Interviewing others about their cultural traditions relating to death and dying;
3. Reading articles and stories about wealthy people and analyzing how they have used their riches (Bill Gates, Oprah Winfrey, etc.);
4. Writing a short essay about “Someone I Admire” or “If I Were a Millionaire”; and
5. Writing their own obituary.
Scripture: “The Lord is the One who made the heavens and the earth. He did so by His own power. He created it out of nothing. He formed it by His wisdom and stretched out the heavens according to His understanding” (Jeremiah 10:12).
Pronunciation: Students speaking certain languages will experience greater pronunciation challenges when learning English. Taking into consideration the first languages of students, teachers can tailor the pronunciation practice accordingly. However, one particular pronunciation issue seems to challenge almost all international students: the –ed ending for the past tense. The Scripture from Jeremiah contains three words with the –ed ending, each one illustrating one of the three pronunciation rules:
1. CREATED: When a verb ends with the \( t \) or \( d \) sound, the suffix –\( d \) or –\( ed \) adds an extra syllable. Take create for example. This word has two syllables. When the –\( ed \) is added, forming the word created, it creates a third syllable. Other examples are banded, fasted, and bonded.
2. FORMED: When a verb ends in a voiced sound, the added –\( ed \) suffix sounds like \( d \) with no added syllable. Take the word form, for example. The \( m \) sound is voiced; therefore, when the -\( ed \) is added, the word formed still has only one syllable, with the strong \( d \) sound completing the word. The great temptation for ESL students is to add a second syllable and pronounce the word “form–ed.” Other examples are bugged, bundled, prayed, and grabbed.
3. STRETCHED: When a verb ends in an unvoiced sound, the added –\( ed \) suffix sounds like \( t \) with no addition of an extra syllable. Take the word stretch, for example. The \( ch \) sound is unvoiced, with no vocal chord action. Therefore, when the –\( ed \) is added, the resulting word, stretched, is still one syllable, with the soft \( t \) sound completing the word. Again, the temptation
The author’s Advanced Reading students work on a Scripture assignment. The young woman in the foreground had been a language teacher in Brazil.
Students from many nations forge loving and supportive bonds as they study ESL at Union College.
for language learners is to pronounce the word “streched-ed.” Other examples: *kissed, popped, talked,* and *laughed.*
**Conclusion**
I am convinced that the use of Scripture in the classroom has enriched my students’ language learning experience. Sometimes a quick lesson in grammar, vocabulary, or pronunciation is all that is needed to clear up a problem area, so why not use examples and passages from the greatest Book ever written? But more importantly, the students have the opportunity to think and talk about God as a Being who not only cares about them intimately but also sits in majesty over the universe as the Creator and Sustainer of us all.
Over the years, my students have commented about what learning Scriptures means to them. One student’s response particularly touched my heart. She wrote an essay entitled “The Worst Day of My Life,” describing how she had received a negative medical report and had to return for further testing. Alone and far from home, she waited anxiously for the test results. She wrote that dread and fear filled her mind. But then she had been assigned this text to memorize in class: “God is our refuge and strength, an ever-present help in trouble. Therefore we will not fear, though the earth should collapse and the mountains slide into the sea” (Psalm 46:1, 2). This text, she said, had comforted and sustained her. Above grammar and pronunciation, above spelling and vocabulary, the student had learned the greatest lesson of all: God’s Word can enlighten not only our intellectual and academic lives, but our spirits and hearts as well.
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**Peggy Wahlen** is the Director of the ESL Program at Union College in Lincoln, Nebraska, where she has taught for 15 years. She holds undergraduate and graduate degrees in English and a Master’s degree in library science. Mrs. Wahlen has worked in Christian education and pastoral ministry with her husband for almost 30 years, and says that it is “the deepest desire of my heart to share the gospel message of peace with my students.”
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**Resources**
The following sources are helpful reference works for teaching ESL:
Ron Cowan, *The Teacher’s Grammar of English* (Cambridge University Press, 2008).
Richard Firsten, *The ELT Grammar Book* (Alta Book Center Publishers, 2002).
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**REFERENCES**
1. Ellen G. White, *Fundamentals of Christian Education* (Nashville, Tenn.: Southern Publ. Assn., 1923), p. 516.
2. Jack J. Blanco, *The Clear Word* (Hagerstown, Md.: Review and Herald Publ. Assn., 1994). All scriptural references in this article are taken from the *Clear Word.*
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**Guest Editorial**
*Continued from page 3*
sources highlighted in the issue as well, many of which can be accessed online. Following the Master Teacher’s example, Adventist educators need to assume the responsibility of continually adapting their instructional methods and materials to meet the needs of all learners, including the culturally and linguistically diverse. Let us prepare ourselves to meet this challenge and to reap the rewards! ☩
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The Coordinator for this special issue on Teaching English as a Second Language, **Carol Campbell, Ph.D.**, is a Professor of Education at Southwestern Adventist University in Keene, Texas. Her areas of emphasis are reading, language arts, children’s literature, and early childhood education. The *JOURNAL* staff express their gratitude for her advice and assistance in the planning and production of the issue.
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**REFERENCES**
1. Not her real name.
2. Suzanne F. Peregoy and Owen F. Boyle, *Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, Fourth Edition* (Boston, Mass.: Pearson, 2008), p. 3.
3. Ibid, pp. 2, 3.
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Enter your professional information directly in the APN secure website, free:
http://apn.adventist.org
Encourage other degreed Adventists to join APN and enjoy its many benefits. For questions and comments on APN, contact us through firstname.lastname@example.org | db8182e8-2df8-406a-8a38-c31315df76e6 | CC-MAIN-2022-27 | http://circle.adventist.org/files/jae/JAE_v71n5.pdf | 2022-06-26T12:06:36+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103205617.12/warc/CC-MAIN-20220626101442-20220626131442-00317.warc.gz | 9,993,845 | 38,161 | eng_Latn | eng_Latn | 0.9701 | eng_Latn | 0.996714 | [
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CHILDREN WITH DISABILITIES AND COVID-19
Children and adults with disabilities are amongst the most marginalized and socio-economically deprived groups of people in the world. We know that marginalized people become even more vulnerable in emergencies – in some emergencies, the mortality rate among persons with disabilities has been 2-4 times higher than those without disabilities\(^1\). This emergency is no exception. This Tip Sheet provides practical recommendations to ensure Save the Children and our partners deliver CASH TRANSFER programmes during COVID-19 that are inclusive of children and families with disabilities. We recognize that these recommendations and their adoptability may vary between contexts and locations and that teams may need to adapt or prioritize what is possible in their respective programmes.
We strongly encourage all teams to Capacity Build their staff, including frontline workers on the rights of persons with disabilities to equal and appropriate compensation and support during the COVID-19 crisis. This can be done remotely and in collaboration with the Disability Inclusion Technical Working Group and Organizations of Persons with Disabilities.
**Fast facts**
- 15% of the world’s population have some form of disability and 80% of those live in low- or middle-income countries
- 93-150 million children live with a disability.\(^2\)
- Having a moderate disability increases the cost of living by about a third of average income, and having a severe disability increases the cost of living by more than 40 per cent of average income.\(^3\)
- A study conducted across 22 countries shows a multidimensional poverty gap between persons with and without disabilities is found in all countries and is the largest in Uganda with a headcount of 90 per cent for persons with disabilities and 57 per cent for persons without disabilities.\(^4\)
- Persons living with disabilities are more likely to be self-employed. In one study that looked at 19 countries, 62% of persons living with disabilities were self-employed versus 53% without disabilities\(^5\)
- In one study that looked across eight low-income countries, 32 percent of persons with disabilities reported that their workplace is hindering them from doing their job well or not accessible\(^6\)
---
\(^1\) Japan Disability Forum (2011)
\(^2\) UNICEF
\(^3\) UN Disability and Development Report, Realizing the Sustainable Development Goals by, for and with persons with disabilities, 2018
\(^4\) Ibid.
\(^5\) Ibid.
\(^6\) Ibid.
FINANCIAL RISKS FOR FAMILIES WITH DISABILITIES DURING COVID-19
Before setting out the programme recommendations organized by key topics, this page sets out three key financial risks for families with disabilities that we should be aware of.
1. **Decreased resilience to mitigate the economic and social impacts of COVID-19**
- Children with disabilities or children with parents with disabilities are more likely to live in poorer households which will reduce the resilience of these families to cope financially during the COVID-19 response. Many experience higher costs in their daily living expenses as a result of their disability which can be made worse by loss of income during the pandemic.
- Families who have a child with a disability staying home as opposed to going to school, will be more likely to provide day to day care for the child which will compromise their capacity to work, earn income, and buy food. This will be made more difficult if the cost of food rises if/when food security becomes an issue.
- Families who are caring for a child with disability may be less able to get out to markets to buy food, particularly when the local food supply chain is disrupted, and the location of markets changes or transportation is disrupted.
2. **Information on social protection programmes and cash transfers may not reach persons with disabilities**
- Many poor persons with disabilities living in remote areas may not be aware of cash transfer programmes or cannot access them because of environmental, attitudinal, institutional and communication barriers.
- Information about social protection schemes and cash transfers are not accessible in formats adapted to persons with disabilities and may not be shared in forums where persons with disabilities attend.
- For example, if information is shared through schools and health care clinics, these may not be commonly frequented by parents with disabilities, including those with mental health conditions and psychosocial disabilities, or parents of children with disabilities due to social stigma and discrimination or other barriers.
3. **Children with disabilities are more exposed and susceptible to the impact of COVID-19**
- Cash transfer pay points, where beneficiaries collect their payments, pose a significant risk of exposure to the virus, as these locations may be crowded and visited by many different people which can increase the spread of the virus. Since persons with disabilities may need to touch things and hold on to things for better movement, such as railings, walls, or a guide, or may not be able to regularly sanitize their assistive devices (which at times are also touched by others) they are more exposed to the virus themselves which can also impact their family members, carers, and children.
- Children with disabilities are more likely to have pre-existing health conditions that compromise immunity or impact on the respiratory system and are therefore more likely to become severely ill if contracting the virus. Parents may not be aware of these co-morbidities and therefore take unnecessary risks of exposure when collecting cash transfers.
PREPAREDNESS & RESPONSE
Partnership and Coordination
- **Identification** - Locate where children with disabilities live using existing data sources e.g.: Ministry of Health, Community Based Rehabilitation Services, Organizations of Persons with Disabilities (OPDs), Ministry of Education, Community Child Protection Committee. The purpose is to share information about our programmes to ensure these families can benefit from them.
- **Community Services** - In addition to Cash Transfer and Social Protection, children with disabilities may need additional support services to remain healthy, safe and continue to develop during the COVID-19 pandemic. Map which referral services that can support children with disabilities and refer children who our frontline workers come into contact with when necessary. Service include; Health Care including rehabilitation, assistive devices and other disability specific services, Food and Supermarket suppliers, Pharmacies, Mental Health and psychosocial support services, Nutrition focusing on Infant and Young Child Feeding (IYCF) and Child Protection case management and Gender Based Violence (GBV) services.
- **Government structures** - Work with government, including council of persons with disabilities to map decisions and impact of COVID-19 on care homes, institutions, residential schools (e.g. special, rehab, deaf and blind schools) and day centres, including those run by faith-based organizations and Non-Governmental Organizations (NGOs). A number of countries are reporting closure of institutions and residential schools with reunification efforts for children to rejoin their families. This will most likely incur increased expenses on the family which may change their eligibility for Cash Transfers.
- **Organizations of Persons with Disabilities (OPDs)** - Contact the local, provincial or national OPD to find out how Save the Children’s Cash Transfer programmes and services can better reach families with children with disabilities. Involve OPDs in planning, identification, distribution of messages about Cash Transfers and have them follow up with their members for feedback.
Disease Control and Awareness-raising
- **Integrate COVID-19 awareness messages** - As cash transfers directly target marginalized groups including persons with disabilities, Payment Service Providers (PSPs), cash transfer staff and community volunteers are well-positioned to distribute key health messages on COVID-19, its prevention, what to do if falling ill etc. as they come into contact with them during cash transfer distributions.
- **Provide accessible information & communication** - When providing information on cash transfers or social protection or COVID-19 prevention make sure it is accessible for all people. Accessible formats include – braille, audio, captions, easy read, large print, pictures and sign language.
If you offer information over the phone there need to be options for alternatives for hearing impaired participants, e.g. email or texting. Messages shared via websites should be screen-reader compliant. Here are some examples of accessible formats and what they look like.
- International Sign Language [here](#) and directory of national sign language messages [here](#)
- Audio explanation of handwashing [here](#)
- Large print standards [here](#)
- Easy read/Plain English description with pictures [here](#)
- Children with autism [here](#)
- Children with intellectual disabilities [here](#)
**Sign Language**- Budget for and provide a sign language interpreter (SLI) when providing information on cash transfer or COVID-19 key messages verbally and visually to other people, including via video calls and television. Recommendations on how to use SLI [here](#) and some listed SLI services [here](#). Keep in mind that persons with deafblindness may need tactile Sign Language which involves touching. Read more on deafblindness and COVID-19 [here](#). Sign language interpreters who work in emergency and health settings should be given the same health and safety protections as other frontline workers dealing with COVID-19 with considerations taken to the importance of facial impressions in Sign language.
**Sanitize commonly touched surfaces**- Entrance doors at pay points should be disinfected; handrails, handles, WASH facilities and any surfaces at the distribution point as persons with disabilities may depend on touching these to enter public spaces or move around where pay points are set up. Remember to not pass pens from hand to hand if used for signing upon receipt of cash.
**Continuity of Cash Transfers and distributions**
- **Priority**- Persons with disabilities and the elderly should be given first priority at pay points and focus should be on crowd control and information sharing. Keep in mind that adults and children with disabilities may not be able to stand in queues for a long time.
- **Information about adapted distribution**- Brief community leaders, including representatives of persons with disabilities and committees on payment arrangements while following social distancing guidelines.
- **Home delivery**- Where persons with disabilities cannot get to the cash points, payment agents should deliver the payment to their home while observing the Social Distancing guidelines. OPDs can support with this subject to relevant vetting.
- **Accessibility of Pay Points**- Each pay point should have plans on how to manage the payment and enforce social distancing whilst ensuring spaces meet basic accessibility standards as per the Reach, Entrance, Circulation and Utilities guidance which you can find [here](#). Ensure the same accessibility for hand
• **Adaptations and flexibility**- With a number of rules put in place on cash management and physical contact between payment agents, volunteers and cash recipients, it is crucial to adapt a flexible and supportive approach to persons with disabilities who may not be able to see cash on the table, or reach the cash where it has been placed or understand the instruction.
• **Respectful treatment and dignity**- Always ensure that persons with disabilities are treated in a respectful manner without any prejudice, unconscious bias or discrimination. Here are some tips;
- Do not touch the assistive devices of persons with disabilities unless asked to.
- Do not draw attention to the case that someone may need support by shouting or pointing etc.
- Do not ask a person with disability about their disability or the disability of their child.
- Do not talk about a child with disabilities in third person with the child present as this can cause psychological harm and poor self-esteem.
- Kindly ask if a person needs any support and be solution-focused and helpful to share information or provide requested support.
- Allow cash recipients with disabilities to bring a support person even when security measures of limited people are in place.
• **Safety during COVID-19**- Ensure that information about entry points and exit points, crowd limitations or any other rule of the pay point is shared with persons with disabilities in a way that they understand (see above) before they enter as to not put them at risk for being heckled or yelled at or even assaulted.
• **Evacuation**- Be sure to know which persons with disabilities that are members of a group or present at the pay point in case crowds become uncontrollable so that you can support them to evacuate quickly and safely. Ensure no physical barriers such as steps, stairs, ditches etc prevent persons with disabilities from exiting the premise safely and independently. | 1697a174-915b-4d9d-9e86-8f08956e7143 | CC-MAIN-2022-27 | https://resource-centre-uploads.s3.amazonaws.com/uploads/ext._cash_transfers_tip_sheet_for_disability_inclusion_during_covid-19_save_the_children_pdf_version.pdf | 2022-06-26T17:40:35+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103271763.15/warc/CC-MAIN-20220626161834-20220626191834-00098.warc.gz | 558,299,477 | 2,526 | eng_Latn | eng_Latn | 0.993219 | eng_Latn | 0.995342 | [
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Glamorous...Gorgeous...Gifted
Girls on Film
"teenaged, female and alive in Nelson"
the making of
GIRLS ON FILM
mutual
lovely
irresistible
funny
notorious
silly
likeable
reliable
intelligent
glamorous
ongoing
## Contents
| Page | Title |
|------|-------|
| 2 | Contents. Timeline |
| 3 | Recipe for a project |
| 4 | Interview with Mandy |
| 5 | The Great Beginning |
| 6 | Who’s your inner girl? |
| 7 | Interview with Sam and Mash |
| 8 | Girls on Film |
| 10 | Interview with Marie and Julie |
| 11 | Composite Girls on Film |
| 12 | The Calendar launch party |
| 13 | Girls view of a project |
| 14 | Dear Marie - Problem page |
| 15 | We’re Famous |
| 16 | Partners Info |
---
### Hi guys...
Pretty soon you’ll be wondering, why arts? Why writing? Why photography? Why bother making a calendar or a magazine or whatever?
Because it’s beautiful and useful.
Because if you’ve got something to say writing and photography or whatever can be the way to say it.
Why bring a group of girls together to be creative?
Because Nelson is more than a sum of its parts- because we have differences and we have similarities, because the girls are who they are and because what they have to say is worth hearing.
Because the arts gave this group a forum and a framework to make their mark. Because these girls, like all young people, have their own unique view of the world...
And because, in the end, they wanted to show you how they did it, and encourage you to have a go too....
Mandy
---
### Timeline
**March 2002**
Julie from The Prince’s Trust and Marie from the 5 Wards Arts and Cultural Project meet for the first time and discuss possibilities for partnership projects.
**April 2002**
Samina Kausar brings together a group of girls from Ghauis Girls High School for a consultation session about doing an arts project.
**May 2002**
Mandy Precious is brought in to work on project at Ghauis Girls High School.
**June – July 2002**
Drama project run in the high school by Mandy Precious supported by Marie, Julie and Samina.
**July 2002**
At the evaluation of the drama project it is decided to bring together another girls group from 2 other schools in Nelson to use the arts to explore themes about their lives. Walton High and Edge End are decided on and Mash is contacted to become a partner.
**August 2002**
The planning begins!
**25th September 2002**
The girls come together for the first time at Walton High School. The partners explain the outline of the project and ask the girls for their opinions and suggestions!
**25th October 2002**
Creative sessions begin with the artist. First Session (an all day one!) at Whitefield Community Centre with Mandy Precious. The group play ice breaker and writing games and begin to explore some of the issues. Girls talk about formulating photographs, images and how words might work in tandem with these. Editing process begins.
**Thursday 31st October – Thursday 12th December 2002**
The girls meet every Thursday evening after school either at Walton or Edge End and work on material for the calendar. They are given disposable cameras and asked to take a roll of film about their lives. They write poetry and creative writing to accompany their chosen photographs for the calendar.
**December 2002**
The group secure Pendle Community Network as a sponsor for the calendar.
**Thursday 16th January 2003**
Sessions begin again to prepare for the launch of the calendar.
**Thursday 23rd January 2003**
CALENDAR LAUNCH!
WHITEFIELD COMMUNITY CENTRE 6PM
The girls give a presentation about their work on the calendar, meet the Mayor of Pendle and the press! Over 100 people attend.
**February 2003**
The calendar is mailed out to over 500 people in Pendle. Articles about the project appear in the Lancashire Evening Telegraph, the Nelson Leader, the Citizen on 2BR and Radio Lancashire.
**Thursday 6th February 2003**
Girls are faced with a much more difficult task. Evaluating the process. They decide, in consultation with artist, to create a girls magazine. It proves more challenging. Sessions begin again on work for the magazine.
**Friday 28th February 2003**
The group attend a training day provided by the Millennium Volunteers at the University of Central Lancashire in Preston. They learn design and desktop publishing skills to help them design the magazine.
**April 2003**
Artistic process and evaluation complete. Sessions come to an end to allow the girls to revise for their exams. Aaarrrh!!!
**June 2003**
The design process for the magazine begins with meetings to look at various drafts.
**July 2003**
The magazine is distributed to high schools in Pendle for other young people to see the benefits of working on such a project.
**Thursday 10th July 2003**
END OF PROJECT PARTY! At the Civic Theatre in Nelson. A celebration with food and music. Guests will be asked to write a poem on the spot!
Recipe for a project ‘GIRLS ON FILM’
Get 10 girls and place them in a huge football ground size space, add 17 gallons of communication. Mix to a thick mixture and then sprinkle on 5 kilos of confidence and 100g of brain power, then mix. For the appearance use 5 litres of creativity and make-up this is optional. Pour in two tablespoons of brain powder.
Take a long holiday abroad in the sun, to create a nice golden brown exterior! (Dream on girls – Ed) Sneak in a few boys to spice it up. (Ditto – Ed) Ooze in 100g of confidence. Chuck in a litre of girl power and 15 cameras to snap you into the mood. Don’t forget to stir in the 50g of commitment. Decorate with confidence and sprinkle with plain old attitude. Use creativity as a base.
the girls
Have all been Year 11 from Edge End High School and Walton High School in Nelson. All of their work on this project took place outside of school time between October 2002 and July 2003.
the project
GIRLS ON FILM is about culture, environment, people and places. At its heart is the aim of discovering who the girls are and what they think of being teenaged, female and alive in Nelson in 2003. Using photography, creative writing, design and desk top publishing the group has explored issues around school, their social lives, drugs, boys, violence, culture, religion and a myriad of other subjects. The project has allowed the girls to have a voice and to express themselves creatively. They have learnt new skills and have gained greater confidence, motivation and understanding of one another’s lives and cultures. All the creative work in this magazine has been done by the group with the help of Mandy Precious.
the future
GIRLS ON FILM has been a 10 month project which started in October 2002. From September 2003, the network of partners is to come together again to create another project with another group of girls. This time the partners hope to work with an additional high school in the area, making it a three-way school’s project, with the support of the 5 Wards Arts and Cultural Project, The Prince’s Trust and Millennium Volunteers. The partners hope to bring together a group of 12 girls, 4 from each school and with various artforms to create something new for 2004! So, watch this space!
the team
GIRLS ON FILM has been a partnership project and a number of workers have come together to make it possible.
Marie Davies
Julie Bateman
Samina Kauser
Mashuq Hussain
Mandy Precious
Christy Evans
The 5 Wards Arts and Cultural Project
The Prince’s Trust
Walton High School
Edge End High School
Writer
Millennium Volunteers
thankyous
GIRLS ON FILM would like to thank Mid Pennine Arts, in particular Brenda Weller, Mr Burgess and teachers from Edge End High School, Mr Walker and teachers from Walton High School, Pendle Community Network, University of Central Lancashire and Source Creative.
Magazine artwork by Source Creative
tel: 01254 729063 email: firstname.lastname@example.org
Interview with Mandy Precious, Artist.
What was your role in this?
The artist. I also took a lot of photos and came up with the frameworks for the creative side of the project...the calendar and the magazine.
Did you enjoy working with the girls?
No! I hated them! Just joking. They were lovely although sometimes there were times when I got frustrated...it was a tough slot at the end of the school day.
What did you think of the girls?
I was surprised they were as young as they were. The group has changed a lot in the process...they've grown emotionally.
What did you think about the end result?
The calendar was fab. Excellent quality.
What did you think of the process?
It was an excellent process...well thought out. It doesn't always follow that excellent process leads to excellent products but in this case it did.
What would you change if you did the project again?
Nothing! I thought it was great.
What else have you done?
Hundreds of projects, probably 500 plus. I also write plays and have written about a dozen. I usually devise plays...
What did you think of the photos?
Great.
Fact File 1
ABOUT SAADIA:
1. I love chocolate
2. I am a Taurus.
3. I like R n B, hip hop.
4. Michael Jackson should be left alone.
5. I am a Paki! (That, by the way is an abbreviation for Pakistani – Ed)
6. My birthday 8th May (hint hint)
Best moment:
“Having a gossip with Sarah!”
Fact File 2
ABOUT RIMSHA
1. Aquarian.
2. I haven’t got big googo lips.
3. Fave music: R ‘n’ B.
4. Big family and love them to bits.
5. Love pasta
6. Fave shops: New Look and Harvey Nics
7. Fave accessory: black sparkly belt.
8. I couldn’t live without my mobile phone…(yes, we know Rishma – Ed)
Embarrassing moment:
“When I had to pose for the camera in a dancing position and then it was published on the calendar.”
Fact File 3
ABOUT REBECCA:
I have nice eyes. I’ve got a small bum. I have many friends. I like r n b, I love boys, I’m always shopping and won’t spend less than £60 on jeans, I’m a star and you just don’t know it yet!
Embarrassing moment:
Falling over.
Getting all the compliments and praise for the success of the project.
The Great Beginning...
from 'arms folded'...
Who the hell is she?
What a name?
Urgh! What the heck is she wearing!!!
I want chocolate.
What a bunch of chillerz.
first meeting...
I can't wait to get out of here.
What have I let myself in for.
Mandy explains the project outline
Oh No!
I came late!
Drink anyone?
Got any chocolate?
About time
Finally...a tea break
I'm the best!
This is boring.
Why does she always win?
I accuse No.5!
Another team building game
Time for some hard work...
Hard working...
Portraits for the calendar
Pause! Wonderful
I'll hit you with my chappal!!
Drama games and writing exercises led to us demonstrating different feelings.
Hmmm...change of sex...now I'm a man!
I feel like a complete pillock!
Why are they making me hide my beauty!
Pretending to pose for a happy occasion; Asian wedding.
He's alright.
I don't know why we're swimming in our clothes!
Sarah & Stephanie pretend to live it up on holiday.
...to enthusiasm!
Who’s your inner girl...on film
“Follow the lines to find out who you’re most like.”
START
TRUE FALSE
When it comes to skirts - less is more!
You’d never catch me in a bikini top, even on the beach
I don’t want to look like anyone else!
I’m sex on a stick
Smiling is the new frowning
I’m pretty funky!
Frowning is the new smiling!
Pass the St Tropez
Pass the script
Pass the mic
Pass the guitar!
Lads looking at me?
Dance routines are me
I’ve got more than one string to my bow
I can hold my own with the guys
Where’s the band?
Give me space!
Take my picture
Real music is
My family are performers or show offs!
I’m restricted by those around me
I tell it like I see it
I love a good sulk
Stephanie
You’re a one-woman man magnet and you adore attention from the guys. When it comes to fashion you’re image conscious and love trying out the latest trends (especially the sexier ones).
Uzma
You’re down to earth girl who loves a cosy evening in with your family as much as a big night out. Beneath your good natured exterior lies a strong determination and total belief in your talents.
Raheela
You’re a sassy stylish lady who knows how to look after herself. Your mates come to you for advice because they know you’ll be honest, realistic and you’ll always find a silver lining!
Sharon
Becky Jenna
Sarah Shahzadi
You don’t take any nonsense from anyone. When you get an idea in your head there’s no stopping you. You know what you want and go for it.
Wordsearch...
GIRLS ON FILM ZSAM
ESMAH VOLUNTEERS
DTAE EWUG FWECCVM
GLNNRIMSHAAOAGA
ENDTWGAASLMOLLRE
EYHOJURKTBPEHI
NWXUOMCASOHENAE
DSUSDELHANHRDNG
ULHI OIAUFWAANO
RENADANLRGOTREB
OTOSHQIISTRIWJY
GTSMUZMAESKOZTU
AELBCEAFRUNNHIG
EREHDOGDTBUMASH
TONYACDHITSTEPH
Words to find:
GIRLS ON FILM
SHERWOOD
RIMSHA
SARAH
SHAHZADI
STEPH
JENNA
UZMA
RAHEELA
MASH
SAM
TONY
EDGE END
WALTON
NELSON
VOLUNTEERS
COOPERATION
MARIE
TRUST
NEWSLETTER
TEAM WORK
ENTHUSIASM
CALENDAR
UCLAN
Interview with Sam
1. What was your role in the project?
I thought of the idea with Marie and Julie. Then I thought about how it would be done. I helped choose the girls ensuring they were from different cultures.
2. What did you contribute in meetings?
Time, ideas, sorting out meeting times, picking up and dropping off the girls. Ensuring parents and school knew about everything. Child protection issues. Insurance.
3. Were you pleased with the outcome?
Definitely. Four organisations worked together. It was a partnership and nobody took the glory. It was great watching the girls develop.
4. How much have you contributed?
The maximum I could. Sometimes it was just being there. I have a busy schedule but it was important.
5. Have you got annoyed with the girls?
Yes, when they’ve been late.
Interview with Mash
What was your role in the project?
As Youth Worker for Edge End High School, it was my responsibility to find the right five girls for this project (I think I succeeded!). I supported the group throughout the process of making the calendar and the magazine and worked with the other partners to make sure the project ran smoothly. I also took the girls to the University of Central Lancashire for a day where they did a workshop on desk top publishing and began to look at ideas for the magazine.
What has been the best thing about this project?
The best thing has been that the girls have had an opportunity to express their views and create something positive for the community.
Do you feel your time and effort put into the project was worth it?
Definitely. The smiles on the girls faces at the sessions with Mandy and at the launch of the calendar was worth all the hard work. Also I think that the relationships the girls made with one another were really strong and that made it worth it as well.
What do you think about having worked with another school?
It was really good. For the first time two schools in the area came together to do something positive for young people and create something together. Although this project was held outside of school time, myself and Samina were able to support the group inside and outside of school and the project has really reflected well on both schools.
Glamorous...Gorgeous...Gifted
We are independent, the voice, unstoppable, mixed races, community and the future. We are the girls of Nelson. We believe that there are many different attitudes in Nelson...
I thought it was very good and we achieved the fame we deserved!
I feel more confident talking to different people and talking about my opinions openly.
The girls responded well to Mandy, she was able to engage them, even when they became distracted.
It helped me develop ideas on the spot and has helped develop the key skills communication, working with others etc.
I enjoyed communicating with different people and listening to their opinions.
I've learnt to be patient as I thought that the process of writing was rubbish, but they have come out really good.
I was very impressed with how the girls gelled as a group.
Over 100 people came to the launch of the Girls on Film Calendar.
I can brainstorm my ideas easier.
I chose a variety of abilities and personalities from school. They all in their individual ways brought something special to the group.
Mandy guided us through this project.
This boosted our confidence, so if I get another opportunity to do something similar, I will definitely go for it.
It was as good as it could get.
RECIPE:
To make 'Girls on Film' get the best (diced is best), add an excellent enthusiastic bunch of ten girls. Help them find a way that works. An artistic process must start.
Throw into frying pan: saucepans formats for poems. 8 gallons hundred weight of dreams. Simmer over a low temperature until take shape. Cut away excess whole over to a designer plate. "Serve as it looks fantastic". Good luck.
Refine: distilling all flavours.
Take excellent product with much fanfare as possible.
AND THIS IS THE RESULT!
Interview with Marie
What was your part in the project?
I was involved in shaping the idea and Julie and I worked hard on raising the funding to make it happen. Because my project focussed on the arts it was my responsibility to find the right artist (in this case Mandy Precious) and then have contact with her throughout and make sure everything was OK.
What other projects have you been involved in?
Over the last few years I’ve been involved with a number of projects, probably the most recognisable is the Peace Garden in Brierfield which I worked on very closely with Mash. I also help organise two events over the summer, Brindle Festival (previously known as Nelson Meia) and Brierfield Live! I recently was involved in a project with SureStart in Whitefield and Bradley Park where some of the parents made a beautiful banner and a mosaic piece. I’m also working closely with a residents group in Waterside on projects with the community and am working on ideas for community work in Vivary Bridge.
Would you consider this project successful?
Extremely successful! For me this project has been exactly what my work is about. It has created a brilliant partnership that has meant real team work. It has brought together a group of young women from different cultures but with things in common such as age and being female. It has allowed the group to bond, to develop a better understanding of one and of issues to do with culture, religion, social interaction and family. It has given the girls an opportunity to learn new skills as such as photography and creative writing as well learn from each other, one another. It has raised their achievement levels, confidence and motivation. For the partners it has been a learning experience too so next time around we know what to do and what not to do.
Did you get along with the girls?
NO THEY WERE A COMPLETE NIGHTMARE!! Just kidding! The girls were fantastic (most of the time). Apart from when we had to get them out of the toilets ten minutes into each session. This group of girls were great: friendly, willing, enthusiastic. Couldn’t have asked for more.
Are you thinking about a residential for the girls?
Give me a break, ladies! You know we are hoping to take the girls on a residential this summer. They really deserve it. However, it all depends on money and we’re looking for the finance to support it. Hopefully we’ll find it from somewhere! So, watch out; Girls on Film could be coming to venue near you!
Fact File 4
ABOUT RAHEELA:
“I don’t really want to grow up just yet. I don’t like stressing over my exams and worrying about my future. The time is near for my exams and I don’t want to leave school. I feel that even when I’m older, I’ll still be a child inside of myself!”
Best moment:
Meeting the girls.
Interview with Julie
What was your role in the project?
I have been involved with the project from the very beginning, when me, Samina, Mash and Marie were thinking about possible ideas for the project. I have supported the sessions with the girls and have been involved in writing bids for further funding to support the project. The Prince’s Trust has also funded some of the initial costs.
Do you feel your time and effort put into the project was worth it?
Most definitely. The project has taken an enormous amount of planning but the end result has been worth the hard work. I also feel that we have raised the profile of The Prince’s Trust with the young people and with the other partners who have worked on the project.
Would you consider this project successful?
I think that this project has been very successful and shows what a good partnership approach can achieve. As a result of this project we have managed to bring together 10 young women from two different schools and from different backgrounds and cultures. We have all been able to share our experiences and learn from each other. We have also managed to produce two very good pieces of work that raises awareness about young people in the community.
Would you fund similar projects?
One of The Prince’s Trust’s main aims is to see young people succeed. We work across the region to help those young people who are disadvantaged and face barriers in their life. The Prince’s Trust is always open to looking at new ideas and projects that work for the benefit of young people.
What will you take away with you from this project?
I have made some really great friends both with other partners and with the girls. I have learnt so much about developing and running a project and also about the funding that needs to be in place. I have learnt a lot about the world of girls and how it must feel to be young and living in Nelson. I have learnt that even a small project needs a great deal of planning and preparation for it to be successful. Most importantly I now understand the need for good partnership working in order to achieve and make a project successful.
Fact File 5
ABOUT SHARON:
Unfortunately Sharon’s input into this part of the project has been reduced due to illness and she was greatly missed.
Her interesting facts are:
She is the loudest member of the group.
She is “coca-cola girl”
She’s got a fantastic smile.
COMPOSITE GIRLS ON FILM GIRL
Get up early at 8:00 or before...
Face: Sherwood:
Tone, Cleanse,
Moisturise...
Conceal.
Foundation. Max factor. Nicely Natural. Bronze.
Blusher. Liquid Eye shadow sea shell.
Mascara. Eye line lip gloss.
Face: Raheela:
Wash face,
moisturise,
conceal, lip liner,
eye pencil water proof mascara.
Hair: Sherwood...
Wash, shampoo and condition.
Blow dry... hair protection,
straighten, little bit of wax.
Raheela: Hair...
wash, blow dry tie up and scrape up on top... Scarf from Asian shop....
Fact File 6
ABOUT SHAHZADI:
I'm 16, I'm a libran, My name means princess, I hate Indian music as it's just about love, my birthday is in October.
Embarrassing moment:
When I was at Preston I thought I was going to faint.
Best moment:
Chilling with Becky
Fact File 7
ABOUT UZMA:
Taurus, Most fanciable lad Romeo from So Solid Crew. Best singer: Michael Jackson, Favourite shop: Harvey Nicholls, Eye colour; brown. Favourite food: Fries. Family: big...
Fact File : The Artist
ABOUT MANDY:
(aged 18 3/4)
I like the Smiths, I like wearing black, I like chips and bacon butties, I am a leo, I can't stop buying records. I live in Yorkshire, I want to be a writer. I don't like my brother. My birthday is on 22nd August (hint, hint)
Embarrassing moment:
saying collateral while referring to a cream cake when I meant cholesterol (Hey, it was new then, Ed)
The Calendar launch party...
In the wannabe dressing room...
What do we say after this... I don't want to stand up in front of everyone.
"Say cheese!" 'We're famous'. Not only did the newspaper come but...
I hope everyone can hear me!
the presentation
We worked so hard! The girls have been brilliant. We're so proud.
Sarah would not let the interviewer have a word in!
Here are some of the workers behind this wonderful project.
As Raheela starts the presentation, Steph is very nervous...
My back is killing! Yay! It's over! Are my cheeks red?
All the girls bowing and receiving the applause.
The Mayor is impressed with girls outstanding performance. She congratulates the girls.
Look at the size of her necklace! Look at me shaking the Mayor's hand!
At last we can eat! I'm so thirsty after all that talking. A good job well done!
The food has gone! But time for a drink... End of the day and what a great day it was! And there wasn't a bit left. Cheers!
It's all over... until the magazine launch.
Girls view of the project:
Overall we found we really enjoyed the project. (I was really shy at first and didn’t mix in but then later after being introduced and playing games, I felt better).
We could have spent more time together at first to get to know each other. But we had a good time doing creative writing (after a while I thought I’d known the girls for ages.)
I think we have learnt many different skills: team building, and how to work with mixed cultures and with many different personalities. (I have achieved self-confidence, team building and publicity skills.)
We’ve learnt to develop our idea through creative writing. The ten girls are now like my family...when you consider we didn’t know each other...they’ve become my best friends...awww! I would recommend this project to anyone interested in expressing their ideas.
Do’s + Don’ts of a project
DO
- work in a team.
- contribute equally.
- be nice to everyone.
- gossip excessively.
- take as many photos as you can
- eat as much as you can since it is free.
- make sure you’re heard.
- make everyone welcome.
- think before you speak.
- eat loads of chocolate.
- concentrate on task
- show enthusiasm (but only if you mean it)
- laugh at artists’ jokes (even if they’re not funny)
- come up with your own ideas.
- be brave enough to have a go, make ‘mistakes’, feel silly.
- not let me stop you if you’ve got something to say (except boys, boys, boys and she who cannot not: be named)
- write all you can, and all you have to say (it’s there for a long time in print.)
- edit.
- take excellent photographs.
- do do (da dah dah dah) (Mandy)
DON’T
- invite slugs.
- be serious.
- take as many photos as Mandy.
- bitch within the group.
- come to the launch event, not having written your presentation, then write it 5 minutes before and be brilliant because your project workers will be jealous about how gifted you are.
- leave your mobile switched on.
- spend the first hour of a 1½ hour session in the toilets doing your hair. (Marie)
Fact File 8
SEVEN FACTS ABOUT JENNA...
Age 16. Birthday 04/04/87 (so don’t forget a pressie), Aries, blue eyes, I love L L Cool J, I have a 8310 (want my number?) ha ha, I love boys.
Dear Marie, I cannot get home after the project, shouldn’t you provide transport? Anon.
Marie answers: The walk will do you good. Think of the exercise. Well, we try to give the girls a lift back but we do actually have lives. We’re happy to lend the girls money for the bus.
Seriously though, we know you have to be safe, so if you can’t get a lift we will help out and make sure you get home.
Dear Marie, You only got us food to break the fast during Ramadan. Everyone is always hungry and this affects how hard we work. When I bring flap jack the rest of the group steal it.
Marie answers: There isn’t funding for food. This project is about creativity for goodness sake not eating. Go on a cooking course if you want food.
Actually, if you think back, I think you’ll find you were provided with refreshments. As if we’d let you starve.
Dear Marie, We keep falling out in the group because we haven’t had a residential to get to know each other better.
Marie answers: we’ve tried our best to get a residential, including matching you up with a group of girls in Burnley. You know you want to go with them. You know you do.
We have applied for funding to support a residential, but it is all about money.
Dear Marie, I have P.E. before the writing/photography session and we’re too tired and we’re drowsy when we get in… Anon.
Marie answers: Tough. It’s the only day Mandy can do.
Physical exercise, it has been proven, actually should make you more alert! So, are you sure you’ve been attending your P.E. lessons?
Dear Marie, I do not know what to write about myself what can I do?
Marie says: You’re world famous in Nelson for your skills as a writer. Have some confidence in yourself.
Fact File 9
TEN FACTS ABOUT STEPHANIE:
I’m 16, I had braces, I have blue eyes, My birthday is in October, I love Usher, I have a Nokia 3330, I go to Edge End, I’m a foxy lady, I live in a big house.
Fact File 10
TEN FACTS ABOUT SARAH:
I am free, sexy and single, I have friends, I like r n b, I have a crush, I am a princess, Me and Becky are the same, I’m gorgeous (Becky says), I am loud.
Embarrassing moment: walking into the boys toilet.
Best moment: when the food arrived.
Walton High School
I have been at Walton High for over two years as a Pastoral Support Worker working with students on informal educational issues. This involves generic youth work as well as working with voluntary and education agencies to develop projects about issues such as bullying, peer pressure, racism and drugs. I have organised residential, day trips and was involved with organising a youth conference to allow young people in Pendle to express their views.
Sessions for GIRLS ON FILM were held at both schools which has helped develop a stronger bond. Waltons has benefited from this project not only by the end product but also by the development of new partnerships. The project has raised the girls’ aspirations about career choices and helped them develop new friendships. It has been a great way for the girls to find out about each other’s cultures, faiths, foods and different lifestyles. This project highlighted differences, which the girls celebrated.
Its success is due to a number of factors. Firstly, the partnership allowed both the students and I flexibility use of school resources and has been extremely supportive. Secondly the girls have been committed and put in the time and effort, regardless of how tedious it may have been at times. Lastly the partnership between agencies has been excellent.
The school will benefit in future years from these partners and more projects will be developed. It has been an exciting adventure for all included.
Thank you to Mr Walker; Mrs. Garrets, Mr. Stead, Mrs. Robert, Mr. Iqbal for their help, support and encouragement. Thank you to the parents of the girls for allowing them to be part of something different, thank you to the girls for making the project a success and the partners for involving the school.
SAMINA KAUSER
PASTORAL SUPPORT WORKER
Edge End High School
I have been the Youth Worker for Edge End High School for almost three years.
I work with young people exploring issues in their lives. Through the positive work with a range of partners, the school has been successful in securing funding for a youth centre at the school.
Being involved in ‘Girls On Film’ has been great for the school, the girls and for me. It has allowed the girls to develop skills that traditional education does not always include. The school now has stronger links with the partnership agencies. For me it has been beneficial as I am the only male involved in the project. I therefore have been able to gain a better understanding of the issues and barriers that young women face.
This project has enabled the girls to work in a team and use their own initiative. They have felt it belonged to them from the onset and this is evident from the calendar. It has allowed them to be part of something that is unique, allowed them to meet new friends and learn to work with different people. I feel it is important to ensure that projects like this keep running in the future to give young people the opportunity to develop. All the girls involved in GIRLS ON FILM were Year 11 and therefore, the project has helped with skills relating to leaving school and making decisions about their futures.
Thank you to all the partners for their support, thank you to the girls and the school and I look forward to future projects.
MASHUQ HUSSAIN
YOUTH WORKER
Millennium Volunteers
Millennium Volunteers is a government-funded initiative working with 16-24 yr olds to encourage volunteering. We provide opportunities for people to build up their skills by volunteering in local community organisations. We also set up and manage projects with young people, such as video making, fashion shows, environmental arts and celebration events.
The volunteers work towards an Award of Excellence for 200 hours of volunteering. They can claim expenses along the way, and we will also provide training at their request.
We run several residencials each year, which focus on improving skills such as leadership, team-work and outdoor pursuits.
We really believe in giving people the chance to unlock their potential, and work towards achieving their goals.
For more information contact Christy Evans on 01282 831644
THE PRINCE’S TRUST MENTORING PROJECT
The Prince’s Trust Mentoring Project began in June 2001, and since then has managed to work with over 400 young people. The projects aims are to:
- Reduce offending behaviour by young people and divert them from engaging in criminal activity
- Develop a range of activities and encourage access to positive leisure and educational opportunities
- Develop individual skills and self esteem in young people
- Engage local communities and raise awareness about young people and their needs
- To provide and significantly enhance the personal development of all of our volunteers.
The project has a two-fold approach: we provide mentoring for young people who need help, support and guidance, and we also offer a range of community activities. Through our activities we want to work with all young people from different backgrounds and cultures, but also from different areas throughout the town.
Some of the activities we have delivered include:
- Football sessions / coaching / tournaments
- Drama Sessions
- D and music workshops
- Photography and arts based projects
- Residential
The volunteers we recruit for the project must be over 18 and have a genuine interest in the welfare of young people. The project puts a lot of time and effort into the development of its volunteers, and helps them to gain valuable experience.
All volunteers are provided with training and ongoing support.
The Prince’s Trust can also provide support for young people in other areas such as setting up their own business, developing confidence, skills and job chances, and by providing small cash grants that will help young people overcome barriers and move them forward in their lives.
For further information about the Mentoring Project or other Prince’s Trust opportunities please contact:
JULIE BATEMAN
Northbridge House,
Edenfield Business Park, Burnley
BB10 1PD
Tel: 01282 714160
Marie
Aged 18
Five Wards Arts & Cultural Project
The Five Wards Arts and Cultural Project is working to provide high quality community arts experiences in Brierfield, Bradley, Whitefield, Vivary Bridge and Waterside wards in Pendle.
The project, funded by the European Community Economic Development (CED) programme, aims to unlock individual and collective creativity. By engaging the community in artistic expression, the project will help to tackle social exclusion, provide opportunities for learning and contribute to increasing the quality of life for the community.
The project seeks to help local communities to express their identity, find a platform for expression and increase their regeneration capacity.
Community arts and artistic expression can also help local people to access learning and employment opportunities.
If you require further information about the project please contact: MARIE DAVIES
Mid Pennine Arts, Yorke Street, Burnley, BB11 1HD or on (01282) 421986 or 0788 4187655.
Email: email@example.com.
Aged 18
Christy
Aged 18
Julie
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Finding time for leisure has become more and more challenging especially in this career-driven modern time. Nowadays, an increasing number of people are forsaking their personal life in favor of their career. A few workaholics probably don’t know what leisure time is all about. Which begs the question; what is leisure?
In many dictionaries, leisure is defined as time spent away from work or doing something unrelated to work. Its definition is not only based on lexical terms but also on activities you engage for leisure. After all, one’s ultimate aim of doing leisurely activities is to relieve oneself of worldly woes. For others, leisure can mean recreations such as doing sports, trekking mountains, or a simple stroll around the neighborhood. Few people think of leisure as an escape from any strenuous activity, both physical and mental; an exact opposite of the aforementioned. Some others spend hours on end facing their computer or mobile gadgets, playing games.
Regardless of what leisure is to you, it is undeniable that knowing and experiencing its true essence can be both invigorating and rejuvenating. Perhaps it’s considered by some as the fountain of youth; another dandy reason to allocate time for it.
Whenever you feel you’re losing your magic touch at work and with people you hold dear, pulling the plug on whatever you’re busy with and spending leisure time with said people might just be the job you need to rectify the situation. Just remember, balance is the key. You don’t want your boss to fire you, do you?
What’s the Meaning …
1. leisure
2. lexical
3. engage
4. woes
5. strenuous
6. rectify
Questions Related to the Topic
1. How is the word leisure defined by the writer?
2. What are the two types of leisure?
3. How do the two types of leisure differ from each other?
Tongue Twister!
“A big black bug bit a big black bear and the big black bear bled blood.”
People are innately social. We all gravitate towards one another for omnifarious reasons. If we don’t have an actual reason, we’re quite creative in making one. Take for example parties, galas, and other events that encourage us to congregate.
One more proof that we never grow tired of being gregarious is the development of online social networking sites and messenger apps. I wouldn’t be surprised if Mark Zuckerberg reveals that the reason behind the creation of Facebook is the trusted and proven fact that business propagates at a rate which is directly proportional to the number of people. So why not provide a site that’ll allow everybody to demonstrate how crazy we are about everybody else? Such a clever guy.
Messenger apps and online social networking sites afford us the ability to make friends with people from as far as halfway across the world. Isn’t it amazing? Intercultural exchange and assimilation of different customs and traditions are now happening ubiquitously. On top of that, incipient advancements in technology may enable us to detect other life forms in our solar system, and eventually, our galaxy. In the future, we’d not only be taking pleasure in making conversations with fellow earthlings, but also with Jedis, Na’vis, or Kryptonians. Before you know it, you’re already sharing your hobbies and interests with a Jedi! Taking things up a notch, by the time all these speculations have become a reality, physical teleportation of things might already be one of the features on your messenger app! Internet friends will have been able to send and receive gifts from halfway across the galaxy. What interesting gifts it would be! The future of internet friendship is indeed something to look forward to.
Internet affords us a future of boundless opportunities for interaction and contact. It transcended our expectations with the emergence of many social networking sites that now serves as venues for us to stay in touch with our friends and be updated on their whereabouts and current preoccupation.
**What’s the Meaning …**
1. omnifarious
2. congregate
3. gregarious
4. propagates
5. ubiquitously
6. intercultural
7. assimilation
8. speculation
**Questions Related to the Topic**
1. What is internet friendship?
2. What do some people think of internet friendship?
3. What do supporters of online relationship say about internet friendship?
**Tongue Twister!**
“I slit the sheet and the sheet slit me. The slit in the sheet was slit by me.”
What guarantees happiness?
All people feel a different range of emotions. Some of these emotions are pleasant and are always wanted to be felt while other emotions we try to avoid as much as possible due to the pain it may cause us. What is perhaps the most popular and desired of these emotions is “Happiness”. While all people are naturally inclined to seek to be happy, one might consider what actually would make him or her happy. Is happiness the same for everyone? What actually defines happiness?
Happiness can be considered a fuzzy concept and could mean many different things to many people. Some closely related concepts to happiness are well-being, quality of life, flourishing, and contentment. According to a research study, humans seem happiest when they have: pleasure (tasty food, warm baths, etc.), engagements (or flow, the absorption of an enjoyed yet challenging activity), relationships (social ties have turned out to be an extremely reliable indicator of happiness), meaning (a perceived quest or belonging to something bigger), and accomplishments (having realized tangible goals).
Happiness has also been closely linked to religion. Such an association may be attributed to the social connections of organized religion, and by the neuropsychological benefits of prayer and belief. To elaborate further, the benefits that make people happier from religion include social contact and support that result from religious pursuits, the mental activity that comes with optimism and volunteering, learned coping strategies that enhance one’s ability to deal with stress, and psychological factors such as “reason for being.”
What’s the Meaning …
1. linked
2. attributed
3. optimism
4. contentment
5. fuzzy
6. flourishing
7. neuropsychological
Questions Related to the Topic
1. What is the most popular and desired of all emotions?
2. How is happiness defined in the article?
3. In what occasions do humans seem happiest according to a research study?
4. How has happiness been closely linked to religion? Explain briefly.
Tongue Twister!
“I saw Susie sitting in a shoe shine shop. Where she sits she shines, and where she shines she sits.”
Can you imagine someone winning a Nobel Peace Prize at the age of 18?
Known mainly for her human rights advocacy, Malala Yousafzai is a young Pakistani girl who stood against the Taliban, an Islamic militant group, and fought for education and women’s right in her native land.
Malala received the Nobel Peace Prize exactly two years and a day after a Taliban gunman shot her in the head on her way home. Despite the growing threat and danger, she continued fighting for every young girl’s right to education and became an inspiration to them. She believes that education is a basic human right and a powerful weapon in promoting global peace and progress.
She once told reporters that going to school, “is like walking through a magic door to your dreams”. Malala became an international icon for Peace and a role model to the youth. She is the youngest ever recipient to scoop the Nobel Prize.
What’s the Meaning …
1. advocacy
2. stood against
3. militant
4. threat
5. powerful weapon
6. icon
7. recipient
8. scoop
Questions Related to the Topic
1. At what age did Malala Yousafzai win the Nobel Prize?
2. What is Malala Yousafzai’s advocacy?
3. What happened to Malala two years after she was shot in the head?
Tongue Twister!
“She sees cheese.” (x4)
What is a superhero?
The definition of superhero, quoted from Wikipedia is “a type of heroic character possessing extraordinary talents, supernatural phenomena, or superhuman powers and is dedicated to a moral goal or protecting the public”. Superheroes and super heroines are non-existent. They are made up characters for fictional stories. Their purpose is sheer entertainment for readers and sometimes stands as an inspiration to people to do better on what they can do or drag them out from a feculent life.
The word “superhero” dates back to at least 1917 according to Wikipedia. Based on the genealogy of superheroes such folkloric heroes like Robin Hood, who adventured in idiosyncratic clothing are the first of the superheroes. Then came Scarlet Pimpernel in the year 1936 which inspired masked avengers and a superhero trope of a secret identity. Zorro who is a masked and costumed character came out in 1919. The first comic strip hero is named Phantom which came out in 1936. These early superheroes were the inspirations of the superhero characters of today and to avid fans of fiction stories.
Being a superhero or super heroine is possible in real life and some even live amongst us. ‘What does it take to be a super hero?’, you ask. It is simply being kind towards society. Protect your world by being friendly to the environment. Defend your citizens by helping them with what you can and be generous to people when the need arises. These are simple gestures for being recognized as a superhero in real life.
Questions Related to the Topic
1. What are superheroes and super heroines?
2. What’s the purpose of these fictional characters?
3. State the origin of ‘superhero’. How did it exist?
4. How can you be a superhero or a super heroine in real life?
Tongue Twister!
“Can you can a can as a canner can can a can?”
Angkor (in Cambodia) is the ancient capital of Khmer Empire. A temple built for King Suryavarman II in the early 12th century as his state temple and capital city is called Angkor Wat (or Angkor Vat) which is dedicated to Vishnu (Hindu). In Khmer language, “Angkor wat” means “temple city”. It is located about six kilometers north of Seam Reap, south of Angkor Thom. The estimated construction time of the temple is 30 years.
Angkor Wat is a miniature replica of the universe in stone and represents an earthly model of the cosmic world. The central tower rises from the center of the monument symbolizing the mythical mountain, Mount Meru, home of the gods in Hindu mythology. The surrounding moat represents the sea. The four sides face the cardinal compass points.
If you want to visit Cambodia and witness this world’s largest religious monument, it’s best if you get some guidebooks to read. In the guidebook, it is stated that a traveler or a visitor may walk through the temples in the morning to avoid afternoon heat but this would take a minimum of five days. Temple veterans were quick to dismiss this strategy and advised to rent a bicycle in Siem Reap. Another option is a bus tour, which is offered at most area hotels. The easiest way if you are with a two to four other visitors is to hire a car and a driver.
Traveling increases our knowledge and widens our perspective. It can help us change some of our habits or even create new ones. When traveling with friends or family it creates memories for a lifetime.
**What’s the Meaning …**
1. replica
2. mythical
3. compass
4. cardinal
5. perspective
**Questions Related to the Topic**
1. Where is Angkor Wat located?
2. Why was Angkor Wat built?
3. What travel advice was mentioned in the article if you want to visit Cambodia?
**Tongue Twister!**
“The best suit for one is a suit that best suits one.”
Sixteen years have passed since the convicted child rapist, accused of raping his ten-year-old daughter, took his last breath by means of the death penalty.
The death penalty, as a capital punishment, is a sanction given to a criminal who is proven guilty of committing a heinous crime. This punishment is practiced in several countries like China and the USA hoping to alleviate crime.
Is the death penalty a deterrent to criminals?
The debate continues among those who are concerned. The pro-death penalty believers say that a life must be paid with a life, citing the famous saying, “an eye for an eye, a tooth for a tooth, a bruise for a bruise.” On the contrary, those who are against the death penalty believe that it is absolutely inhumane and deprives the criminal of the fundamental human right; the right to live.
They also argue that mistakes could lead to the death of someone innocent.
Should the death penalty continue to exist or should it be abolished? Do we have time to ponder?
What’s the Meaning …
1. death penalty
2. convicted
3. rapist
4. took his last breath
5. capital punishment
6. sanction
7. heinous
8. alleviate
9. deterrent
10. debate
11. an eye for an eye, a tooth for a tooth, a bruise for a bruise
12. inhumane
13. deprive
14. abolished
15. ponder
Questions Related to the Topic
1. What was the crime committed by the man who was sentenced to death penalty?
2. What is death penalty?
3. How do people view death penalty?
Tongue Twister!
“I slit the sheet, the sheet I slit, and on the slitted sheet I sit.”
Euthanasia: Murder or Not?
Mike, aged four, is the only child of Amanda. He is a premature child who is unable to walk, unable to see and can barely breathe due to a respiratory disease. Despite Mike’s tragic condition, he means the whole world to Amanda.
Amanda spends most of her wealth for her son’s treatment and medication hoping for the recovery of his bedridden son but has seen no improvement at all. Decades have passed, Euthanasia was passed to law in her country. *Euthanasia or mercy killing is a self-imposed death in a relatively painless and merciful way.*
Amanda was at sixes and sevens weighing the affirmations and negations whether she will let go of her son’s life and start a new life or continue to fulfil her duty as a loving mother while seeing her son living in misery. Morally confused, her mind was tickled by the question: “Will I be a murderer if euthanasia is imposed to my son?”
What’s the Meaning …
1. premature
2. tragic
3. mean the whole world
4. bedridden
5. decades
6. self-imposed
7. at sixes and sevens
8. affirmations
9. negations
10. misery
11. tickled
12. imposed
Questions Related to the Topic
1. Describe Mike’s condition.
2. What is Amanda’s dilemma?
3. What is ‘Euthanasia’ as defined in the article?
Tongue Twister!
“The thirty-three thieves thought that they thrilled the throne throughout Thursday.”
In today’s world, a vast diversity of animal and plant species populate different regions of the planet. Millions of species of various organisms constitute a biodiversity that encompasses a number of ecosystems. Each of these species plays integral roles in maintaining the balance of the ecosystem. The absence of any of these species may bring about unpleasant consequences and disrupt the ecological balance.
Despite the millions of species that exist, an alarming number of them are under the threat of facing extinction. In fact, it can be said that a number of them have already ceased to exist. Perhaps the best known examples would be the dinosaurs and the dodo birds. Other species such as the American bald eagle, the giant panda, and the Siberian tiger are already at risk. A number of factors come into play that resulted in the slow decline in population of certain species. First of these would be over-hunting which involves mankind hunting down animals for the reasons of food consumption or mere sport. Another factor would be the introduction of invasive species in certain areas that could result to a number of outcomes such as competition for food or prey or even the transmission of unavoidable diseases.
Due to these dangerous developments, various measures have likewise been enacted to preserve these endangered species and spare them from extinction. Governments have implemented laws that outlawed the hunting down of such species. Despite these laws, illegal poachers have still sought to hunt down these endangered species. Captive breeding is another measure being undertaken that involves the process of breeding endangered species in human controlled environments such as wildlife preserves and zoos. Only time will tell if these measures will prove effective and successful in the preservation of these species.
**What’s the Meaning …**
1. endangered species
2. diversity
3. biodiversity
4. ecosystems
5. implement
6. outlawed
**Questions Related to the Topic**
1. How may the absence of the animal and plant species affect the ecological balance?
2. Enumerate the factors that resulted in the slow decline of population among certain species.
3. What are some various measures taken to preserve the endangered species and spare them from extinction?
**Tongue Twister!**
“I wish to wash my Irish wristwatch.”
In traditional and modern cultures around the world, it has been the role of adults to undergo labor and employment in order to provide income for their respective families. Children, on the other hand, are traditionally obliged to pursue education. Unfortunately, in some instances, children would be forced to undergo labor, thus being deprived of a proper childhood and education. To make matters worse, such forms of labor may prove to be detrimental and harmful to the children’s mental, physical, social, and moral well-being. As such, the issue of child labor has been one of the most prevalent and controversial ones being faced by various countries in the world today.
A number of causes have been attributed to the existence of child labor. What has been cited as its greatest single cause is poverty. For impoverished households, a child’s work income is usually crucial for his or her own survival or for that of the household. Income of working children, even a small amount, may be between 25 to 40% of the household income. The lack of meaningful alternatives such as the lack of affordable schools or quality education is another primary factor and concern. Many communities, particularly rural areas where child labor is prevalent, do not possess adequate school facilities. Other circumstances would include the distance of some available schools and the difficulty of reaching them. Such conditions would entail that children would have nothing better to do. On the other hand, certain cultural beliefs have rationalized child labor and thereby encouraged it. Some view that work is good for character building and skill development of children. In many cultures, particularly where the informal economy and small household businesses thrive, the cultural tradition is that children follow in their parents’ footsteps; child labor then is a means to learn and practice that trade from a very early age.
What’s the Meaning …
1. obliged
2. impoverished
3. crucial
4. adequate
5. poverty
6. prevalent
Questions Related to the Topic
1. How is child labor viewed in today’s world?
2. What has been cited as the greatest single cause of child labor?
3. Where is child labor prevalent?
4. What is your opinion on this: “Work is good for character building and skill development of children”?
Tongue Twister!
“The baggage and the luggage, the cabbage in the storage were thrown to the garbage by the hostage in the voyage.”
Aloft the canopies of the concrete jungle hang the most prolific of all marketing devices, the billboard. They have sprung up along every major highways, as well as any highly traveled roads. For the denizens of the urban landscape it is a fixture of daily life. It is as imposing as it is ubiquitous. These colorful depictions of commercialized living is where one finds the constant promises of the enhancement of one’s life through the consumption of their offers.
Sleazy and slick salesmen exploit the fears and basic instincts of the vulnerable populace, all in an effort to extract more revenues, with billboards being one of their main tactics in their campaign to be bought by the public. Among those who fight back against the oppressive tutelage of modern marketing is an anonymous street artist who goes by the name of Banksy. He’s internationally known for provocative art that challenges the status quo of crass commercialism and champions causes drowned out by the noise of advertising. He brings humanity back to a dehumanized society. He is a hero of our time.
Billboards are attention grabbers. You can’t help but notice a sign that is as wide as your house. Because of their size, they are highly successful at catching people’s attention but billboards can be distracting. It attracts too much attention then it can potentially increase the likelihood of drivers crashing into each other because they were too mesmerized by what is on the billboard.
What’s the Meaning …
1. prolific
2. ubiquitous
3. provocative
4. sleazy
5. slick
6. oppressive
7. tutelage
8. dehumanized
Questions Related to the Topic
1. What sprung up along every major highways as well as highly traveled roads?
2. What’s the name of the street artist mentioned in the article? What is he known for?
3. How can billboards catch people’s attention and in what way can they be distracting?
Tongue Twister!
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Learning English outside your lessons
How are you going to practise English this week?
Watching TV
Writing a journal
Tomorrow I’m helping at my daughter’s school. We’re going to make Pan de Yuca.
Learning vocabulary
asparagus...
Reading
Bridget Jones’s Diary by Helen Fielding
Following instructions – yoga class
Stretch your arms out wide, fingers pointed, chest open, eyes looking towards your left hand.
Listening to the news
Coming Law Changes to Control Petrol Prices
At the supermarket
Hello. How’s your day going?
Good thanks. Lovely day out there!
At playgroup
How’s Raquel? Is she enjoying school?
She’s great! She started last week, and she’s loving it. How about Ahmed?
Reading to children
On Monday he ate through one apple... but he was still hungry.
Parent helper
www.englishlanguage.org.nz TEACH ENGLISH – TUTOR RESOURCES
©ENGLISH LANGUAGE PARTNERS NEW ZEALAND
Learning English outside your lessons – ideas for using the sequence story
Note for Tutors: Activities referred to in Ideas for using the sequence story are related to the suggested Vocabulary and text which you can find on page 10 of this document.
Warm up
Before using this sequence story, have a discussion about times your learner practises or uses English outside the lessons. Write down ‘Practising English’ and brainstorm vocabulary around the topic.
Focus on key vocabulary (See page 10 for suggested vocabulary)
Either provide the learner with a list of target vocabulary and ask her to match the words to what she can see in the picture (lower level), or brainstorm words with the learner (higher level).
Question stories (See page 11 for suggested questions)
Ask a series of questions relating to the sequence. The learner’s answers can guide them to retell or write the story of sequence. You could then compare the learner’s version with the original text.
Alternatively encourage the learner to ask you some questions about the story. Learners often get more practice answering than asking questions.
Jumbled pictures (speaking)
Cut the pictures up and jumble them up. Tutor and learner look at them one by one, and discuss what is happening in each picture. When you have discussed each picture put them in order and tell the story (use the text on page 2 decide on the right order). This allows for good recycling of vocabulary.
Sort the pictures
Cut up the pictures and ask your learner to sort them into three categories:
- Things I do
- Things I don’t do
- Things I would like to do
You can also ask your learner to make sentences using adverbs of frequency:
- I often study vocabulary
- I write a journal every day
- I go to playgroup twice a week
Jumbled sentences – reading (see page 13 for photocopiable sentences)
Cut up the text into strips. Each strip relates to one of the pictures. Jumble up the strips. Look at the picture story and ask the learner(s) to match the appropriate sentence to the right picture.
Adapt the story: to extend more advanced learners
After working with the basic version of the text on page 2, brainstorm some more advanced words that could also be incorporated into the story. Use these words to enrich the story by adapting the existing text. You can also change the story to the past, add some details, and use more complicated sentence structures:
Last Thursday Catalina had her weekly lesson with her home tutor. They started off by looking at a brochure and learning some new vocabulary. Then they read through Catalina’s journal entries and worked on improving sentence structure. Her home tutor asked how she was going to practise English outside her English lessons, so Catalina explained her plans for using English in the coming week.
Point of view:
Rewrite the text from one person’s point of view (for Catalina or her tutor). Writing it from the tutor’s point of view is good for practising reported speech: “She told me that she was going to watch TV.”
Gapped text (use the text on page 10)
Gap out some words in the text after reading it with your learner. The learner completes the text by referring to the pictures.
Depending on your learner’s needs, you can focus on particular words: e.g.
- **content words** from the target vocabulary in the picture (this helps with revision)
At home, she ______ television while she has a _______. She listens to the people on the TV show carefully and tries to ______ what they say. She writes about what she is going to do the ______ day in her ______. On the bus, she looks at _______ and learns new vocabulary. She reads a book in English. It is a ______ reader so it is easy for her to read.
- “grammar” words: e.g. prepositions and conjunctions
At home, she watches television _____ she has a snack. She listens _____ the people _____ the TV show carefully and tries _____ understand what they say. She writes _____ what she is going to do the following day _____ her journal. _____ the bus, she looks _____ flashcards and learns new vocabulary. She reads a book in English. It is a graded reader _____ it is easy _____ her _____ read.
- **articles**
At home, she watches television while she has ___ snack. She listens to ___ people on ___ TV show carefully and tries to understand what they say. She writes about what she is going to do ___ following day in her journal. On ____ bus, she looks at flashcards and learns new vocabulary. She reads ___ book in English. It is ___ graded reader so it is easy for her to read.
Kim’s game (speaking or writing class game)
The learners look at the pictures for a set period of time. In pairs they discuss what they can see. The pair turns over the picture and collaboratively try and recall the pictures in the sequence and what was happening (they can do this orally or in writing). They then turn the picture back over and discuss what they left out.
Listening practice: True/false
Say some sentences about the pictures, some true, some false: e.g.
Catalina’s daughter is reading a book. (False)
Catalina is having a snack (True)
There are three possible activities here:
- The learner simply says true for the true ones and false for the false ones.
- The learner repeats the true sentences and stays silent for the false ones (So it’s a kind of drill, but the learner has to process the meaning as well as repeat)
- The learner says true for the true ones and corrects the false ones: e.g. No, she isn’t reading a book, she’s playing with a toy plane.
In a higher level class the learners can work in pairs. One learner can say a true/false sentence and the other responds. Then they swap roles.
Dialogues
- Imagine the conversation next week between the tutor and Catalina. Write a short dialogue about the learning activities that Catalina did during the week.
Extension activities
Following are ideas that you can suggest to your learner to do outside the lessons. The more a learner interacts and studies, the quicker they will learn.
Interacting in the real world
- Talk to the neighbour – talk about the weather, ask about the weekend or a holiday, compliment their garden.
- Make small talk at the bus stop or the supermarket checkout – open the conversation by complimenting someone on what they are wearing. “I like your scarf”.
- Go to a conversation class and make friends with someone who speaks a different language from you. Have conversations in English after class. Churches and community centres often have conversation classes.
- Ask for something in a shop, or ask where something is at the supermarket.
- Go out to a coffee, a walk or a picnic with your tutor. Join another tutor/learner pair and go out together.
- Phone the tutor and confirm the next lesson, or talk about their day.
- Join a playgroup, Playcentre or go to Wriggle and Rhyme or another children’s activity at the library.
- Find where you can do your hobby – join a club, group, Meetup or a class.
- Coach a sport.
- Interact with your children or grandchildren – ask them how their day has gone; or play games in English – I spy, twenty questions or Guess who.
- Help your children with homework – either at home or go to a homework club at the library.
- As well as helping in your child’s class, you can volunteer with the school’s fundraising arm – PTA. There are lots of fundraising activities in most schools and they always need helpers. Working alongside someone is a great way to improve your English.
- Volunteer with a charity – eg in a charity shop.
Improving speaking and listening
- Watch TV – eg Shortland Street (also available on TVNZ on Demand). Shortland street writers have a good ear for natural dialogue and informal Kiwi language. You can use the captions if necessary. Identify fixed and semi-fixed phrases, short responses and practise them. Fixed phrases usually contain between three and seven words and include items like: *to be honest - in a moment - on the other hand – game over.*
- Watch YouTube. Choose short clips and really pay attention. Pause and repeat what you hear. Make notes of any words or expressions that you don’t understand. Check these in a dictionary or with a tutor. Many YouTube videos have captions – listen to the difference between written and spoken language.
- Read out loud – eg from a graded reader. If the text has a corresponding audio recording, try reading along with the audio, copying as closely as possible. Listen carefully to yourself. Which sounds are you finding difficult to say? Ask your tutor to help you with these.
- Join a class where instructions are given in English (local libraries and community centres often have adult education classes). Alternatively find a YouTube tutorial on something you want to learn in English.
- Watch TED talks or podcasts. Many of these have transcripts and some may have translations into the learner’s native language. Watch the talk, read the English transcript, read the translation, watch again. Find some vocabulary that you would like to learn.
- ‘Soliloquize’, i.e. comment in English in your mind silently:
- as you are doing things (as if you were speaking to an imaginary friend by your side)
- as you watch people doing something
- as you see any object around
Practice new expressions or vocabulary out loud in the shower (it’s a good time to do this because you are alone and no one is listening!)
- Sing along to English songs at home, or while you’re driving. The lyrics to pop songs are often conversational, so you can learn lots of common expressions by listening to them. It’s often easier remember words when used together with music. Here are [some songs specifically composed for learners](#) to get started with. Don’t forget that your centre will have a copy of ELP’s Song Talk for you to borrow.
Improving your reading and writing
• Keep a daily journal. Write for 5 minutes every day. Write about your daily life, something interesting that you saw that day, a film that you watched, what your children said after school, your goals, your English learning - anything. If you want, you can show your tutor. (Tutors - respond first to the content before correcting/improving. It’s important to respect the act of communicating)
• Join the library and borrow a graded reader (found under adult literacy). More ideas for using graded readers in the Library sequence story on the ELP website.
• Find some literacy readers online – there are some great ones here from Bow Valley College in Canada. They come in seven different levels, are aimed at migrants and cover adult themes and vocabulary. You can read and listen at the same time by clicking on the Audio Book button.
• Read the news in English – you can start with the free local paper, as the language is often simpler than national newspapers.
• Read through a brochure for a shop you are interested in. Find some new words to learn
• Set your phone, Facebook, Instagram to English.
• If you have children, get them to read their school readers to you. Practice reading library books to them. Ask your tutor to help you prepare.
• Write emails and texts to your tutor in English. Confirm arrangements, describe what you have been doing that day, ask a question.
• Find an online forum in English on something you are interested in (eg soccer; knitting and crochet). Read other contributions. Contribute to the forum.
• Find a short text online (eg from Breaking News English). Read it. Gap out some words you might have trouble with (eg articles, prepositions, content words). Fill in the gaps (better if you do it next day). Check how you did against the original.
• Spelling: Put words you have trouble spelling on slips of paper into a box. Pick five out every day. Use the Look Say Cover Write Check method to learn each word. Look for patterns --ation, -able, ee.
Learning and practising vocabulary
• Have a good general attitude towards vocabulary. Notice and note down new words and expressions. ‘Fish for language’ by going through life with an open eye and attentive ear. Show them to your tutor every week.
• Make your own word box or flip cards. Use one slip of paper per word, with the English (preferably in a sentence) on one side and a translation on the other. Test yourself with the cards, sort them into categories, play games with them, make up crazy stories using them.
• Find a good basic vocabulary word list, which are sorted according to subject areas. Here is an example from ESL Lab. Learn/revise five – seven words per day regularly. In your mind, try to lock the particular word onto the image of an object (e.g. a cold - think of a person sneezing in winter).
• Try some self-correcting quizzes on the internet for example here.
Online self-study resources
• In the sequence story Catalina is shown looking at ESL News, a local NZ resource.
• Breaking news English – a fantastic database of news articles available at 7 different levels and read at 5 speeds. Accompanying activities include many worksheets that could be done for self-study; answers are provided at the end.
• Ello English has listening activities in natural English, with scripts.
• BBC Learn English – Self access courses at levels from Lower intermediate to Advanced, news, English in a Minute (short explanations), English my Way (aimed at migrants), English at Work (an animated series) and much more.
• VOA Learn English – videos and other resources at various levels from Voice of America.
• English Club Learn English – self-access on all the subskills of English, as well as more specialised content such as English for work, English for business, quizzes, games. There is also a chat room
• Some more ideas from these sequence stories on the ELP website
o Joining in
o The Library
o Volunteering Charity Shop
o Volunteering street collector
o Volunteer parent helper
Recipes
There is [a recipe (with no voiceover) for Pan de Yuca](#) on Youtube.
- Show a picture of the finished rolls. Predict the ingredients.
![Image of Pan de Yuca rolls]
- Watch the video with your learner. Pause at the ingredients (0.05). Try to name them, then play the written list to check.
- Predict what will happen next – how will she make the pan de yuca?
- Watch the rest of the video to check your predictions
- Pause at various steps and describe the recipe eg *add the eggs, combine the ingredients, mix with your hands, take pieces of dough and roll into balls.*
- Compare your recipe with the written one and check for any tips or extra instructions that were not clear from the video.
An alternative is to start with [the written recipe](#). Cut it into strips. The learner arranges the strips in a logical order, and then checks with the video
Then try making the recipe in your lessons. Pan de Yuca rolls are very easy and very delicious eaten straight out of the oven (they don’t keep).
Learning English outside your lessons – Suggested vocabulary and text
Note for Tutors: For ideas about how to use this suggested vocabulary and text, refer to Ideas for using the sequence story on page 2 of this document.
Key Vocabulary (See page 2 for instructions)
home tutor, practise, situation, brochure, on sale, TV show, write, journal, recipe, flashcards, learn, vocabulary, read, title, author, graded reader, follow instructions, yoga class, website, listen, news, chat, groceries, checkout operator, supermarket, playgroup, story, parent helper.
NOTE: pan de yuca is an Ecuadorian/Colombian bread roll made with cassava or tapioca flour and cheese.
Basic Story for Lower Levels
Catalina is having a lesson with her home tutor. They are talking about a brochure. They are then going to look at Catalina’s journal. Her home tutor asks: “How are you going to practise English this week?” Catalina talks about the different situations where she can practise English outside her English lessons.
At home, she watches television while she has a snack. She listens to the people on the TV show carefully and tries to understand what they say. She writes about what she is going to do the following day in her journal. On the bus, she looks at flashcards and learns new vocabulary. She reads a book in English. It is a graded reader so it is easy for her to read. When she goes to her yoga class, she follows the teacher’s instructions. She visits the ESL news website, and reads and listens to the news. When she buys her groceries at the supermarket, she chats with the checkout operator. At playgroup, she chats with another mother. She reads stories to her children at the library and at home. She helps out at her daughter’s school. She teaches the school children how to make Pan de Yuca.
Catalina has practised English in a lot of situations this week. There are so many ways to practise English outside of lessons!
Questions for “Question stories” (See page 2 for instructions)
Pic 1 How many people are in the picture?
What are they doing?
What is Catalina holding?
What do you think they are talking about?
What do you talk about with your home tutor?
Pic 2 How is Catalina practising English in this picture?
What is her daughter doing?
Do you think Catalina understands everything she hears on the TV?
Do you watch television?
Do you think it helps you learn English?
Pic 3 How is Catalina practising English in this picture?
What is she going to do tomorrow?
How does she know how to make Pan de Yuca?
Do you write a journal?
Pic 4 Who is in the picture?
Where are they?
How is Catalina practising English in this picture?
What is her son doing?
Where do you think they are going?
How do you learn vocabulary?
Pic 5 How is Catalina practising English in this picture?
What is the title of the book?
Who is the author?
Have you heard of this book?
Do you ever read graded readers?
Pic 6 Where is Catalina?
What is she doing?
How is Catalina practising English in this picture?
Do you go to a class like this?
Do you have to follow instructions in your everyday life?
Pic 7 What is Catalina doing?
What is the website she is looking at?
What is the news story about?
How do you think looking at this website helps her English?
Have you ever looked at this website?
| Pic 8 | Where is Catalina?
What is she doing?
Who is she talking to?
What are they talking about?
Do you ever talk to people at the supermarket? |
|---|---|
| Pic 9 | Where is Catalina?
Who else is in the picture?
What are the children doing?
How is Catalina practising English in this picture?
Who do you chat with? |
| Pic 10 | Who is in the picture?
What is Catalina doing?
How do you think this helps her English?
Do you read stories to your children? |
| Pic 11 | Where is Catalina?
Who else is in the picture?
What are they doing?
How do they feel?
How is Catalina practising English in this picture?
Have you ever been a parent helper at your children’s school? If so, what did you do? |
Descriptions for “Jumbled sentences” (See page 2 for instructions)
Photocopy and cut up
| Catalina’s home tutor asks her how she is going to practice English this week. |
| Catalina is watching a show on TV. |
| Catalina is writing in her journal. |
| Catalina is using flashcards to learn vocabulary. |
| Catalina is reading a book. |
| Catalina is following instructions while she does yoga. |
| Catalina is reading and listening to the news. |
| Catalina is chatting to the checkout operator at the supermarket. |
| Catalina is chatting to another mum at playgroup. |
| Catalina is reading her son a story. |
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