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2020 $1 Million Winner
ΔI
Imaa, Like This
Children & Youth Expressing Themselves Through Music
The Arctic Inspiration Prize is the largest annual prize in Canada. It inspires, enables, and celebrates the achievements of the people of the North, recognizing diverse teams with innovative projects in the fields of education; health and wellbeing; culture, arts and language; science and traditional knowledge; climate change; food security; and the economy.
Nominator: Adam Arreak Lightstone
Member, Legislative Assembly of Nunavut
Team: Naiome Eegeesiak and Darlene Nuqingaq (Team Leaders), Alassua Hanson, Natasha Harwood, Valerie Kogvik, Connie Kwon, Nancy Mike, Amber Miners, Mary Piercey-Lewis, David Serkoak, Laakkuluk Williamson-Bathory
This report was compiled and created by the Qatalyst Research Group, with the help of Ilitaqsiniq, the project team, and AIP.
“Winning the AIP is a dream come true for us all!” said Naiome Eegeesiak and Darlene Nuqingaq, Imaa team co-leaders. “Many children, youth leaders, and parents have asked for more music education opportunities. Now, we can develop and offer a culturally relevant Sistema inspired after-school music program for young children, employ local music instructors, and provide mentorship to aspiring youth music leaders from across Nunavut to facilitate music programs in their home communities!”
Click here to read the full article.
https://www.uphere.ca/articles/over-3-million-arctic-inspiration-prize-winners
Music for Social Change
“Imaa, Like This”: Children & Youth Expressing Themselves Through Music teaches Inuit children music, mentors Inuit youth musicians to become community music leaders, and trains Inuit post-secondary students to be Inuit music educators. The program provides open access to culturally relevant education in a safe, nurturing environment through an intensive daily after-school music program. The teaching is rooted in Inuit Qaujimajatuqangit (IQ) principles such as:
Tunnganarniq (inclusion),
Piliriqatigiingniq (collaboration)
Pilimmaksarniq (developing skills from mentoring and effort.)
The program is intended to create positive social change that arises through children learning to play music together and helping each other to do so.
Accomplishments
With the help of AIP funding the project team was able to accomplish:
- An operational Sistema-inspired music centre at the Nakasuk School Library Iqaluit that is safe, nurturing, and inclusive. The program has been running since Fall 2021.
- Community concerts and events to showcase and celebrate children’s musical & social progress to the community.
- Teaching resources created by Imaa teachers include teaching videos (introduction to fiddle, accordion, throat singing, and drum dancing) with written PDFs that are available on the Iqaluit Music Society website.
- August 2022 - pre-Music Camp gathering with a youth music program from Gjoa Haven.
- August 2023 - provided mentorship to the local Iqaluit teaching team as part of the annual Music Camp.
Students share their musical talents with friends and family.
https://drive.google.com/file/d/1QWwQXuOKPoW7TBQH3B9_G2TMn2BnmSUJ/view?usp=sharing
Education and Employment for Youth Involved
On average, about 10 youth are hired annually to work with young children, teaching them about music, arts, crafts, and helping to run classes (e.g., learning planning and preparation – logistics, snack, attendance, organizing group activities). Youth work Monday to Friday for 2 hours after school, and are hired to help with summer camp. These youth are involved in weekly team meetings where they contribute to conversations and improve their communication and teamwork skills, further enhancing their professional development. Youth also receive training and mentorship from visiting instructors and through workshops.
“I enjoy working here, and I love spending my time with children. Kids really brighten my day. It is also a supportive and professional workspace because of my coworkers. My family is also proud that I’m gaining experience and gaining knowledge.”
Youth Leader
“Mia Maurice leading the Imaa drummers!”
Iqaluit Music Society Facebook Page
https://www.facebook.com/iqaluitmusicsociety/videos/400284049300501
Summer Camps
Each year, the Iqaluit Music Society hosts a week-long Summer Music Camp during the 3rd week of August. Imaa youth leaders are paired with professional music instructors and assist them in teaching. Throughout the week, youth learn by observing and also get the opportunity to teach mini lessons. There are approximately 8-10 youth leaders each year, and for the 2024 Summer Music Camp they will also be included in the planning, organizing, preparation, and logistics for the camp.
“We would like to wish a special farewell to our new music friends from the Gjoa Haven music program, as they return home today. Thank you for learning together, and sharing your music with us! We will miss you!”
Iqaluit Music Society Facebook Page – August 2022 pre-camp gathering
A Safe Space for Expression Through Music
By October 2019, there had been about 100 children and youth (60 children grades 1 through 4, and 40 youth) who had participated in the program.
Approximately 45-60 students between the ages of 6 and 8 years old attending programming in 2021-2023. 8-10 youth leaders, primarily high school students, participated in 2021-2024.
In 2024, Imaa began running a class exclusively for children in grades 3 and 4 due to the high demand for children in grades 1 and 2.
“Music is a good way to express feelings.”
Project Manager
“Being free to be able to express with no judgement, trying instruments and making noises, dancing, singing, using their own voice to like – a safe place, learning to trust our team and feel safe for them to feel more expressive and trying the new things.”
Project Director
Developing Inuit Youth Musicians to be Leaders and Role Models
The project has successfully involved Inuit teens in the program, providing them with training, mentorship, and paid employment opportunities. This not only empowers them but also positions them as role models for younger children in the community – including the students of Imaa Youth Teaching Team.
The teens are learning to work together, communicate effectively, and take on leadership roles within the program, which helps in building their confidence and social skills.
“It was only my first year, but it made a difference in my life working at Imaa.”
Brogan Savard, youth fiddle instructor
Increasing Access to Culturally Relevant Education
- The music program includes traditional Inuit music using a variety of instruments such as the fiddle, accordion, singing, and drumming, making it culturally relevant for the participants.
- By integrating Inuktitut songs and traditional music into the curriculum, the program ensures that the children are learning about their own culture and heritage.
- The involvement of Elders and community members in the program enriches the children's learning experience and fosters a deeper connection to their culture.
Participants learn Inuit throat singing songs like the Love Song, the Saw, Canada Geese, River, and Poor Little Puppy, contemporary songs in Inuktitut such as Tarralikitaakuluk by Looee Arreak, and drum dances for various animals in Nunavut.
“Beautiful drumming by Taiga and Molly.”
Iqaluit Music Society Facebook Page
Nurturing the Health of Inuit Children
- The program creates a physically and emotionally safe space for children to learn and interact.
- Participants are provided with healthy snacks during sessions, promoting better nutrition and overall health.
- Participants have reported feeling more expressive and confident in trying new things within a judgment-free zone.
- The project also emphasizes teamwork and positive social interactions, which contribute to the overall mental well-being of the children.
“Children are learning the music and songs, they have a safe and happy place, a healthy snack every day. They gain confidence and have positive interactions with the young adults and teens that are in our program.”
Connie Kwon, Program Coordinator
Creating Cultural Continuity
• Imaa, Like This has helped to improve cultural continuity by helping to develop Inuit music educators that are capable of providing Inuit music education.
• Through performances at community events like Christmas concerts and year-end concerts, the children are able to showcase their skills and share their cultural knowledge with their loved ones and community. Practicing and performing traditional music further strengthens Inuit cultural pride.
• Workshops and visits by Elders and community members provide additional cultural education, reinforcing the importance of traditional practices and knowledge.
• There are currently 11 individuals teaching at Imaa, with specialties including: fiddle, accordion, general music, throat singing, Inuit string games, beading, drum dancing, arts and crafts, group games, and guitar.
“Our very own Molly Ell is so resourceful—she made these teaching posters for her throat singing students at music camp.”
Iqaluit Music Society Facebook Page
Future
Imaa hopes to do outreach to more Nunavut communities, create a teen music outreach/music program, and increase fiddle and accordion programming.
Other Funders & Sponsors
LPPASBC Makigiaqta
Teaching videos and teaching resources.
MusicCounts
Instrument purchase (pianos, fiddles, ukuleles, accordions)
Annauma Community Foundation
Annauma Foundation - music leadership for teens | 8ed6c587-2966-4166-944e-e6217a82a4df | CC-MAIN-2024-51 | https://arcticinspirationprize.ca/wp-content/uploads/2024/11/Imaa-Like-This-2020-web.pdf | 2024-12-04T12:39:30+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066157793.53/warc/CC-MAIN-20241204110931-20241204140931-00089.warc.gz | 86,840,194 | 2,034 | eng_Latn | eng_Latn | 0.968605 | eng_Latn | 0.995432 | [
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BEAUTIFUL SNOW
for S.S.A. voices and piano*
Words and Music by
RUTH ELAINE SCHRAM
Gently (♩ = ca. 130)
PIANO
SOPRANO I
SOPRANO II
ALTO
Beautiful snow, glis-t'ning and bright,
Beautiful snow, glis-t'ning and bright,
* Also available for S.A.T.B., Level Four (18675) and 3-part mixed, Level Three (18676).
Copyright © MCMXCIX by Alfred Publishing Co., Inc.
All Rights Reserved. Printed in USA.
cover the world with a blanket of white; make radiant reflections
cover the world with a blanket of white; make radiant reflections
of the sun’s light, days filled with wonder and magical nights!
of the sun’s light, days filled with wonder and magical nights!
Snow, fall on us, snow, fall!
Snow, fall, snow, fall! What would winter* be without all the
* or “Christmas”
snowflakes, the snowflakes drifting down
snowflakes, the snowflakes drifting down
to the ground? Snow!
to the ground? Snow, beautiful snow!
Beautiful snow, fall from the gray, shimmer and shine in the
moon’s sil- ver rays. So rare-ly you come, so brief-ly you stay;
moon’s sil- ver rays. So rare-ly you come, so brief-ly you stay;
al-ways too soon you are melt-ed a-way! Snow fall on us,
al-ways too soon you are melt-ed a-way! Snow, fall,
snow, fall! What would win-ter* be with-out all the
snow, fall! What would win-ter* be with-out all the
*or “Christ-mas”
snowflakes, the snowflakes drifting down
Snow! to the ground? Snow, beautiful snow!
Sky, why are you blue? How can the snow fall from
you? Summon the clouds to chase the sun a-
you? Summon the clouds to chase the sun a-
snow to fall to day! Fall on us, snow, fall!
way! We want the snow to fall! Snow, fall, snow, fall!
way! We want the snow to fall! Snow, fall, snow, fall!
What would winter* be without all the snow-flakes, the
* or Christmas
snowflakes drifting down to the ground?
Snow!
Snow, beautiful snow!
Beautiful, beautiful snow!
Beautiful snow,
fall on beautiful snow! | b969f261-8dd0-4e09-9ecc-e4aef2858acf | CC-MAIN-2022-21 | https://content.alfred.com/catpages/00-18677.pdf | 2022-05-18T23:29:45+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662522556.18/warc/CC-MAIN-20220518215138-20220519005138-00326.warc.gz | 237,268,383 | 532 | eng_Latn | eng_Latn | 0.922185 | eng_Latn | 0.995147 | [
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The Sun Shines on Lebanese Public School Students
Lebanon schools are benefitting from a constant supply of electricity in their classrooms and offices due to the installation of photovoltaic (PV) systems implemented by CEDRO, providing an alternative and cleaner source of energy.
The inauguration of the PV systems took place at Kfour Governmental School, in the Qaza of Nabatieh, under the auspices of the Spanish Ambassador to Lebanon, Mr. Juan Carlos Gafo, the UNDP Country Director, Mr. Shomby Sharp, and Ms. Nashat Habhab, Regional Educational Manager, representing the Ministry of Education and Higher Education.
The event was open to all students in the South of Lebanon aged between six and 12 belonging to schools in which CEDRO has implemented a PV project. Three hundred students attended the event in each of the South, Akkar, and the Bekaa, totaling 900 students.
The inauguration also drew the attention of children and parents to the importance of energy conservation through a theatrical performance of a comedy by Bee Event. “The Little Engineer,” a company committed to providing an educational environment for young children and teens through entertainment, directed workshops and demonstrated the effectiveness of power houses, teaching the 900 students to build solar miniature powered houses. “Installing these systems must come with ingraining the necessary awareness of the relationship between climate change, energy efficiency, and renewable energy,” said Shombi Sharp. “We may think that the school children here cannot afford to purchase renewable energy systems, and therefore we should not really be building awareness on something that many cannot presently afford. However the children here are between six and 12 years old.
In 1980, the cost of PV panels was around USD 22,000 per KW. Today they are USD 4,000 per KW. I believe in 10-15 years, when these school children are working grown-ups, PV systems will be a competitive choice for these young kids,” he added.
The CEDRO project, which is funded by the government of Spain through the LRF, is part of a larger program being carried out by UNDP to assist in the country’s recovery from the 2006 conflict with Israel, which devastated the livelihoods of thousands of people, disrupted the education of all school-aged children, and destroyed a large part of the infrastructure in the south. Thirty-six more PV sites are being implemented by CEDRO across Lebanon, 17 of which are in schools.
These systems are providing energy autonomy for schools across Lebanon. Given that average blackouts in Lebanon amount to six hours per day but can last for much longer in some regions, the PV systems are providing schools with constant power supply. Many schools have told CEDRO that they no longer use back-up diesel for their electricity generation during blackouts, relying entirely on the PV system. The systems work best as schools they turn on their photocopying machines and other appliances when the sun is shining the brightest, as it does for at least 300 days per year in Lebanon.
For more information about LRF: www.un.org.lb/Joint Programmes or http://mdtf.undp.org/factsheet/fund/LRF00
Trading the bitter taste of tobacco farming for the freshness of oregano
Forty-one-year-old Hassan Bazzi has worked since the age of seven on the year-long cultivation of his family’s 8,000 square meter tobacco farm. He is one of 25,000 families in southern Lebanon – some 60 per cent of the region’s population – who rely on the state-subsidized tobacco sector for their livelihood. Much of the world’s tobacco is farmed by working children, and Lebanon is no exception. Tobacco cultivation is often a family affair, leading to children being pulled out of school and women being overworked. Over a third of Lebanon’s estimated 100,000 child labourers work on tobacco farms. Tobacco cultivation is both labour-intensive and exhausting. Men, women and children who work on tobacco farms endure long hours of stoop labour and suffer exposure to nicotine and pesticides. It also leads to environmental degradation: the use of wood for curing contributes to deforestation; pesticides pollute the soil and water supplies; and the great need for irrigation depletes water reserves. But despite its travails, tobacco has been the main cash crop in south Lebanon for centuries and it remains the only type of farming benefiting from state subsidies and a developed market infrastructure.
This renders farmers reluctant to transition to less hazardous, more profitable and environmentally sustainable alternatives. “I had long wanted to make a switch but wasn’t aware of any viable alternatives until our local cooperative was approached by the International Labour Organization about oregano production,” says Hassan. Oregano farming is part of a comprehensive support package launched by the ILO, and funded by the Lebanon Recovery Fund, in 2008 to assist socio-economic recovery in areas of south Lebanon affected by the 2006 July war. Through 12 partner cooperatives, ILO trained over 110 producers in 28 villages on how to prepare the soil, plant and cultivate oregano, and provided seeds and irrigation materials.
The oregano plants also served as aromatic flowers for the beehives being maintained by ILO-supported beekeepers nearby. “Our home had been badly damaged and our harvest burnt during the war, so we welcomed the ILO’s assistance. At first, we planted one dunum (1000 square meters) each, as a trial. I’m now in my third season and have dedicated half of my land – four dunums – entirely to oregano,” says Hassan. Hassan is making this transition because, compared with tobacco farming, oregano is low-cost, consumes less water and requires less effort. It can also be more profitable: harvesting oregano instead of tobacco can lead to an annual income increase of 850,000LL per family. However, despite the success of individual producers in marketing their oregano, particularly for use in the Lebanese staple zaatar – which consists of dried oregano and sumac, sesame seeds and salt – sustained support at the national level remains a challenge.
Opening Ceremony of three Milk Collection Centers in Baalbeck
The FAO Recovery and Rehabilitation of the Dairy Sector in Beqaa and Hermel Project – LRF 21, organized a large ceremony in Kayyal and Labwe villages in Akkar uplands, on November 5th, to inaugurate 3 centers for milk collection equipped by the project. The ceremony was sponsored by H.E. the Minister of Agriculture, Dr. Hussein el Haj Hassan and the FAO Representative in Lebanon, Dr. Ali Moumen, in the presence of a large number of milk farmers and milk production employees.
The 3 centers will be handed over to the farmers’ cooperative established previously by the project in the area. The centers are to serve as pilot facilities for milk collection and cooling for the small dairy holders and producers with a total capacity of 12 tons/day. The project equipped the centers with milk cooling tanks, milk reception tanks, weighing, filtering and pumping tools in addition to the necessary laboratory equipment for milk testing. Three electric generators were as well installed at the centers to ensure continuous circuit for milk conservation and hygiene.
Modern Olive Harvesters in Karkaf Village – Akkar
Karkaf is a village in Akkar rich with olive trees. The olive farmers are facing a shortage in the availability of skilled labor force to harvest their crops, in addition to the increase in the cost of harvesting that can reach a peak of 50,000 LBP per 100 KG of olives. In a step to contribute to the recovery of the region and to improve the livelihood of olive farmers and their families, UNDP, through the LRF project, had provided the agricultural development cooperative in Karkaf with power olive harvesters that resulted in cutting down the harvesting cost by half for the farmers and the cooperative.
At the beginning, the cooperative faced challenges to convince the olive farmers to use the powered harvesters as they were not accustomed to use automated harvesting technologies. However, as soon as some of Karkaf’s farmers started using the powered harvesters with satisfying results in terms of decrease in cost, time, and labor force, the remaining farmers were convinced and started requesting the cooperative’s services to rent out the powered harvesters. A total of 120 farmers benefited from the powered harvesters in 2011. The daily rental fees of the harvesters reached a maximum of 75,000 LBP with almost 50% cut down in the harvesting cost. The farmers’ cooperatives are planning to increase the number of the powered harvesters from their own resources.
News
A twelve minutes documentary has been designed and produced to present the major results achieved by the LRF in providing the people of Lebanon with direct and long-term socio-economic development after the 2006 war. The documentary has been finalized and will available on the LRF webpage before the end of 2011.
Upcoming Events
The Recovery and Rehabilitation of the Dairy Sector in Beqaa and Hermel Project – LRF 21, will organize a big ceremony 4th of February, to grant 135 smallholders women-headed households from six caza in Akkar area with 135 medium and mini dairies with their accessories for making home processing dairy products.
Women Capacity Building Cooperative in Bebnine is succeeding in expanding the fishing nets market to Tabarja, Batroun and Saida.
Funded by the LRF, UNDP implemented a project to improve the livelihood conditions of the communities surrounding Nahr el Bared Camp. The initiative taken in Bebnine village was the establishment of a cooperative for Bebnine's women who are known for mastering the art of producing fishing nets. The project intervened in providing the women with ergonomic tools to adjust their postures while stitching the nets in addition to creating the convenient working environment in terms of light and comfort. Bebnine's women has significantly increased.
In a step to promote and market their products, Bebnine's women expanded their market to other geographical areas through direct deals with the fishermen in North and South Lebanon. LBCI had an interview with the cooperative's Head and few members who acknowledged the positive impact achieved by the project intervention on their livelihood conditions. Bebnine's success project is to be replicated in similar potential villages in Lebanon. | <urn:uuid:d4d832e2-4542-4e0b-b807-833f6458830e> | CC-MAIN-2019-39 | http://pcm.gov.lb/Library/Files/LRF/LRF%20Newsletter%20December%202011.pdf | 2019-09-20T22:24:26Z | crawl-data/CC-MAIN-2019-39/segments/1568514574084.88/warc/CC-MAIN-20190920221241-20190921003241-00168.warc.gz | 143,457,196 | 2,113 | eng_Latn | eng_Latn | 0.998048 | eng_Latn | 0.998147 | [
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Carefully analyzing data collected by NASA’s Mars Curiosity rover, scientists discovered a sudden, unexpected spike in methane levels in the martian atmosphere over a two-month period one year ago, researchers announced Tuesday.
The roving science lab also has made the first definitive detection of organic molecules in surface rocks, adding additional support for the emerging picture of Mars as a once habitable planet.
“We now have full confidence that there is methane occasionally present in the atmosphere of Mars, and that there are organics preserved in ancient rocks on Mars in certain places,” said John Grotzinger, the Curiosity principal investigator. “This is important. Methane in the atmosphere and organics in ancient rocks are...
important because … they can both be consistent with the former presence of life or the existing presence of life.”
But simply detecting methane in the martian atmosphere “is not an argument that we have found evidence of life on Mars,” Grotzinger told reporters at the American Geophysical Union’s Fall meeting in San Francisco. “But it is one of the few hypotheses that we can propose that we must consider as we go forward in the future.”
Likewise, the definitive detection of organic molecules “is also not an argument that there was once life on ancient Mars,” Grotzinger said. “But it is the kind of material you would look for if life ever originated on Mars. So organics of any kind, even abiotically produced organics, are the kinds of things we need to look for if we are ever going to find evidence that microbes once existed on Mars.”
The average background level of methane in the martian atmosphere is about .7 parts per billion, a level that represents about 5,000 metric tons dispersed throughout the planet’s atmosphere. In contrast, methane levels in Earth’s atmosphere amount to some 500 million tons.
But during a two-month period at the end of 2013 and the beginning of this year, Curiosity measured a 10-fold
increase in martian methane levels, a sudden jump up to an average of 7.2 parts per billion. During a subsequent measurement six weeks later, the methane was back at background levels.
Sushil Atreya, a member of the Curiosity science team at the University of Michigan, said there were at least three potential sources of martian methane.
It could be the result of solar ultraviolet radiation acting on organic compounds deposited on the surface by cosmic dust or micrometeoroids, he said. Or, it might be the result of non-biological processes in the distant past involving water and certain minerals. The methane then could have been locked up in “clathrate” compounds that later made it to the surface and broke down, releasing the gas.
Curiosity detected organic molecules in a powder sample collected in May 2013 from a rock named Cumberland — the first definitive detection of organic chemicals on the martian surface. Credit: NASA/JPL-Caltech/MSSS
The third possibility is the methane was produced by some sort of microbial activity, either ancient or modern. If the former, the methane could have been stored in clathrate compounds in the same fashion as non-biological sources.
“The sudden spike in methane that we’re seeing over a two-month period, that represents a burp of methane from either a modern source or leakage of methane from (subsurface) storage,” Atreya said. “The fact that methane was at the background level, it suddenly went up, came back down to the background level as suddenly, indicates the source must be relatively localized and small.”
While the details remain to be worked out, “all these observations that we have over a two-year period, they are strongly suggestive that Mars is currently active,” he said.
Asked to speculate on which source — biology, geology or surface breakdown — might be the more likely explanation, Grotzinger said “there’s no way to quantify that.”
“We just have to respect it is a possibility, and it’s our responsibility to basically go through and falsify all the other abiologic hypotheses to result in one that is,” he said. “But what we feel this data is most valuable for is for encouraging the future. Because we are seeing signals here, it’s worth coming back and doing more work.” | a42dcadd-e32f-4686-b889-22a18499b18b | CC-MAIN-2024-33 | https://psl.engin.umich.edu/wp-content/uploads/sites/600/2022/10/AstronomyNow_MethaneSpike_17Dec2014.pdf | 2024-08-12T13:56:54+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722641039579.74/warc/CC-MAIN-20240812124217-20240812154217-00304.warc.gz | 355,168,628 | 867 | eng_Latn | eng_Latn | 0.992742 | eng_Latn | 0.998094 | [
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Explore the key developments and milestones in sports science and analytics across various sports. Witness the transformation from basic statistical measures to advanced technological integration and data-driven decision-making.
19 & 20th Century
- **1870s - 1910s**: Introduction of basic baseball statistics such as batting average, earned run average (ERA), and fielding percentage.
1950s
- **1950s**: The Hungarian national team begins using statistical analysis to refine their tactics, contributing to their success in international competitions.
- **1950s**: Charles Reep is considered the first sports analyst and the pioneer of sports analytics in professional football (soccer).
1960s
- **1964**: The publication of Earnshaw Cook’s “Percentage Baseball”, one of the first books to apply statistical analysis to baseball.
1970s
- **1970s**: The Dutch national team introduced “Total Football” under Rinus Michels and Johan Cruyff, emphasizing fluidity and position interchangeability, laying the groundwork for modern tactical analysis.
1980s
- **1984**: The Society for American Baseball Research (SABR) officially adopts the term “sabermetrics.”
- **1985**: Bill James begins publishing his annual “Baseball Abstracts,” which popularizes the Pythagorean wins formula known as sabermetrics, a new way of analyzing baseball statistics.
- **1989**: The rise of advanced stats in sports broadcasting marked a more analytical approach to NBA and other sports leagues.
1990s
- **1998**: The publication of “Total Hockey” introduces advanced statistics to ice hockey.
2000s
- **2002**: The introduction of the ‘Adjusted Plus Minus’ system in basketball.
- **2003**: Michael Lewis's book "Moneyball: The Art of Winning an Unfair Game" was published. It details how the Oakland Athletics used sabermetrics to build a competitive team on a limited budget.
- **2006**: Jens Lehmann used an “analytics note” to learn the penalty-taking habits of Argentina’s players, helping Germany secure victory.
- **2006**: Hawk-Eye technology was introduced in tennis at the 2006 US Open for line calls and later in cricket during the 2008/09 season for reviewing umpire decisions.
- **2008**: The British cycling team utilized marginal gains to secure Olympic gold medals.
2010s
- **2010**: Introduction of GPS tracking technology in soccer, allowing precise monitoring of player movements, workloads, and fitness levels.
- **2010**: The decline of the mid-range shot in the NBA started when teams began prioritizing three-point shooting and the efficiency of three-pointers, as highlighted by advanced analytics.
- **2010**: The concept of Expected Goals (xG) is introduced in football which quantifies the quality of goal-scoring chances, revolutionizing football analytics.
- **2014**: Goal-line technology was introduced at the FIFA World Cup to determine if the ball had crossed the goal line.
- **2015**: Major League Baseball (MLB) introduced Statcast, which provides advanced metrics such as exit velocity and launch angle.
2020s
- **2020**: Increased AI and machine learning use in sports analytics, including predictive modeling and injury prevention.
- **2021**: The adoption of biometric data to monitor athlete health and performance in real time.
- **2021**: Kevin De Bruyne used data analytics to negotiate his new contract with Manchester City in 2021.
- **2022**: Kitman Labs iP: Intelligence Platform was launched as the first centralized cloud-based platform designed to aggregate thousands of data points and integrate hundreds of data providers and vendors into a single, integrated and user-friendly platform replacing legacy AMS & EMR systems.
References:
Wikipedia | Soccer Blade | Built In | Analytics Vidhya | The STA Group | The Football History Boys | Analytics Vidhya | Catapult | BBC Sport | Sports Illustrated | Fandom | NacSport | Harvard Business Review | StatsBomb | Training Ground Guru | Inside FIFA | Hoops Habit | 24a2ec5f-53b4-409e-9906-06472217d4a9 | CC-MAIN-2025-05 | https://www.kitmanlabs.com/wp-content/uploads/2024/07/The-Evolution-of-Sports-Science-and-Analytics_V3.pdf | 2025-01-23T00:59:01+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703363479.62/warc/CC-MAIN-20250122231100-20250123021100-00656.warc.gz | 892,280,140 | 824 | eng_Latn | eng_Latn | 0.987619 | eng_Latn | 0.987619 | [
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INTRODUCTION AND OBJECTIVES Musk thistle, *Carduus nutans*, classified as a "noxious" weed in Tennessee, invades pastures, croplands, orchards, nurseries, highway and railroad right-of-ways, and urban landscapes. This noxious plant pest impacts land utilization over a broad geographical area. Farmers and other landowners manage thistle primarily by using chemical herbicides, mowers, and garden hoes. Chemical herbicides are effective in reducing thistle infestations; however, thistle grows in many areas that are inaccessible and impractical for herbicide use. Plant reduction may be only temporary as seeds from surrounding plants may reinfest these managed areas. Current concerns over environmental pollution and groundwater contamination, as well as increased cost of pesticides and development of pesticide resistance, have stimulated interest in the use of environmentally safe and compatible means of managing pest populations.
Because of these concerns, the management of musk thistle should be approached from a broad perspective. Thus, a multi-year, interagency integrated pest management (IPM) program, incorporating the use of chemical herbicides, mowing, and biological control agents (i.e., plant-feeding weevils), was initiated in 1989 for area-wide suppression of musk thistle. The long-term goal of this IPM program is to reduce thistle infestations to acceptable levels in Tennessee utilizing sustainable weed management. Cooperating agencies and institutions include the Federal Highway Administration, Tennessee Department of Transportation, University of Tennessee Agricultural Experiment Station, and University of Tennessee Agricultural Extension Service.
MATERIALS AND METHODS The initial phase concentrated on the release and establishment of two introduced (native to Europe) plant-feeding weevil species (the head weevil, *Rhinocyllus conicus*, and the rosette weevil, *Trichosirocalus horridus*) in eastern and middle Tennessee. Musk thistle populations are low to nonexistent in western Tennessee. Both species feed and develop specifically on thistle and have suppressed thistle in several states, including California, Maryland, Missouri, Montana, Nebraska, and Virginia. Their biology has been well documented in the U.S. Female head weevils lay eggs on the undersurface of the bracts; eggs are covered with masticated plant material and appear "wart-like". After hatching, larvae tunnel into the head where they feed for several weeks. Each non-infested seed head may produce as many as 1,000 seeds; thus, larval feeding within the seed head reduces the number of viable seeds. The rosette weevil attacks the rosette where it feeds on the crown and causes necrosis. Feeding by large numbers may kill the plant.
In 1989 and 1990, adult weevils were obtained from Dr. Loke Kok (Virginia Polytechnic Institute and State University) and released at 11 thistle-infested sites in 11 counties. These sites will be monitored twice monthly during the duration of this multi-year research program. Selected biological information (e.g., plant density, plant height, number of buds or flowers or seed heads/plant, number of eggs or adults/bud, /flower or /seed head) on insect and thistle populations will be collected and recorded at each site. In 1991 and 1992, adult head weevils were collected from field insectaries in eastern Tennessee and released ($n=75-100/\text{site}$) at ca. 60 sites in 13 additional counties each year; in 1993, 11,664 weevils were released at 85 sites in 27 counties in eastern and middle Tennessee; and in 1994, 19,750 weevils were redistributed at 46 sites in 27 counties. Weevils were collected from insectaries, placed in cardboard containers (9.5 cm x 9.0 cm) with a moistened filter paper and/or foliage of musk thistle, and placed in an ice chest until their release in the field. Release sites were located along selected highways and on private property (e.g., farms and nurseries). Since 1989, weevils have been released into most thistle-infested counties.
**RESULTS AND DISCUSSION** Adult head weevils have been released at about 220 selected sites along roadways and in pastures in 56 counties in eastern and middle Tennessee. Weevils survived and reproduced at most sites. Percent weevil infestation varied widely among sites as well as from year to year. Overwintering adults were first found on thistle during mid April; oviposition began in late April, and eggs were generally found on the plants from late April to early July. Eggs were commonly found on buds at most sites during 1994 (five years after the initial releases). The average number of eggs/plant varied among sites. At a few sites, 10 to 30 eggs/bud were observed in 1994. Since 1989, thistle densities have declined from 8.2 plants/sq m to 0.2 plants/sq m in 1994.
**SUMMARY** The goal of this cooperative program is to reduce and maintain thistle infestations across the state at acceptable levels using a combination of control tactics. The compatibility among chemical herbicides, mowing and these plant-feeding weevils provides an important advantage to the use of this strategy for management of thistle from a broad perspective. Because of the sustainable nature of biological control, this tactic provides a tremendous benefit for long-term management. These plant-feeding weevils should move into those thistle-infested areas that cannot be (or are not) treated with chemical herbicides or those areas where mowing is impractical.
Populations of these biological control agents are maintained at several field reservoir sites in Tennessee. Plant-feeding weevils will be transferred from these sites to other areas until weevils are released and established in all thistle-infested counties in Tennessee. This IPM program should reduce the density of musk thistle populations as well as reduce management costs. For example, both plant-feeding species have been released and established in several states, including Virginia, where they are estimated to save ca. one million dollars in management costs annually. As fewer seeds are available and fewer plants are present, farmers and highway maintenance personnel can utilize their time and budget for other demanding concerns. This IPM program should provide a long-term, area-wide, economical, and environmentally compatible method of suppressing thistle populations in Tennessee. | 62cf9342-2ce4-4e36-899e-718f8b1b9f40 | CC-MAIN-2021-39 | https://projects.sare.org/wp-content/uploads/1449AS93-008.002.pdf | 2021-09-26T17:58:32+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057913.34/warc/CC-MAIN-20210926175051-20210926205051-00218.warc.gz | 499,687,556 | 1,343 | eng_Latn | eng_Latn | 0.995269 | eng_Latn | 0.996756 | [
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Roadside verges in Cumbria are recognised as a valuable resource for wildlife and, as such, they need care and attention. As well as being a wildlife refuge, they are also greatly admired by locals and visitors, and are easily accessible to all.
Did you know?
Wildflowers don’t need compost or fertilisers to thrive – quite the opposite. They like to grow in poor soils, and this is one reason why they grow on roadside verges.
In soils that are very rich, a few plants such as hogweed and nettle grow so well that other wildflowers can’t compete with them.
Nearly 500 species of wildflower have been recorded on Cumbria’s roadside verges.
There are nearly 11,000km (nearly 7,000 miles) of roadside verges in Cumbria, ranging from sea level in the west to over 600m (2,000 feet) in the east.
Since 2001, volunteers have surveyed 230 verges around the county.
How can you help to conserve Cumbria’s roadside verges?
- Avoid driving on verges. This kills plants and damages the soil structure.
- Take an interest in your local verges, and talk to others about what you see.
- If you see someone damaging a verge near you and feel confident in approaching who is responsible, then have a word with him or her.
- If you don’t know who is damaging a verge, or don’t feel confident in approaching someone whom you know is responsible, then consider contacting one of the organisations listed overleaf.
- If you have a verge by your property, don’t waste time and energy turning it into a lawn. Just enjoy what grows on the verge if you don’t cut it regularly. The verge should be cut later in the year when wild flowers have seeded.
- Although it might seem like a public-spirited thing to do, please don’t plant bulbs or other cultivated plants on roadside verges. Save them for your garden.
Other wildlife on the verges
Insects, small mammals and birdlife also thrive on our roadside verges. All contribute to Cumbria’s biodiversity.
How can farmers help?
If you are a farmer then you can play a key role in the management of roadside verges by:
- Avoiding excessive cutting of verges
- Avoiding blanket spraying of verges
- Avoiding driving on verges
- Taking a late hay crop from wider verges (see the leaflet Farming and the public highway)
- Avoiding hedge cutting in wet conditions when machinery will rut the verge
Early-cut verges may look tidy, but provide a poor habitat for wildlife.
Why are roadside verges important?
Many verges in Cumbria are grasslands and provide strongholds for old hay meadow species of flowers that have largely been lost from our fields. Other verges include woodland, wetland and bank habitats, with their adjacent ditches, hedges and walls.
Insect life, especially bees and butterflies, is particularly abundant on flower-rich verges. Tall grassland verges also support a range of small mammals and birds. All verges are an important part of the landscape, forming wildlife corridors. They help to link areas of wildlife-rich habitat together.
It is also vital that roadside verges are maintained for safety so that road users and pedestrians can:
- see round bends and road junctions
- see traffic signs clearly
- step off the road when vehicles pass
Cumbria County Council first surveyed roadside verges in the mid-90s. Cumbria Wildlife Trust volunteers are now repeating these surveys. This survey work is an important way of understanding and conserving our county’s verges and wildlife heritage.
The information gained in the surveys helps the county council and others to respond more effectively to local concerns such as road works and other activities that might damage the verges.
The volunteers also help to monitor whether management is happening correctly.
Some stretches of verge that support a very good range of species or contain rare plants have been identified as special verges. Special care is given to protect and monitor their condition.
Who looks after Cumbria’s roadside verges?
Cumbria County Council
“We organise our verge cutting in a way that encourages the conservation of their natural beauty. Since the mid-1990s, we have set out to manage our work in an environmentally friendly way. Verge conservation forms part of Cumbria County Council’s contribution to the Cumbria Biodiversity Action Plan.”
Cumbria Wildlife Trust
“In 2002, the Trust, together with Cumbria County Council, developed a pilot roadside verge survey project. Over 50 volunteers from across the county ‘adopted’ stretches of ‘special verges’ and surveyed them for wildflowers. Such has been the enthusiasm for the county’s roadside verges that the number of volunteers has doubled to over 100. We have now formed the Roadside Verges Volunteer Network which helps with events and publicity.”
Farmers
“As custodians of the countryside, we play an important role in the management of field edges, of which roadside verges are an integral part. We can help by managing boundaries and adjacent land sensitively, and some of us are contracted to maintain their condition. Walls, banks and ditches are all wildlife habitats which we manage. Allowing thick hedges to flower and fruit helps birds with nest sites and winter food.”
Why are verges cut at different times?
Every verge managed by Cumbria County Council is maintained under a cutting programme. The timing of this cut is planned to help protect the wildflowers on the verge. Some verges are cut early in the year, some in July, August or September. This will allow the flowers to flower and set seed, whilst also maintaining safety.
- Flower-rich verges are generally cut later in the year.
- Other types of verge may need an earlier cut.
- Every four years, a full width cut is made late in the year to prevent woody weeds and saplings growing, as these would shade out more delicate flowers. The full width cut is mainly for scrub control to protect the fabric of the road, but also protects the flower-richness.
- Over 600 Special Verges have their cuttings removed to reduce fertility and prevent a build up of a mat of vegetation, and so encourage a greater diversity of wildflowers.
- In order to maintain a safe and wildlife-rich road network, contractors work from maps showing which verges to cut and when. The county council assesses the work, and revises cutting times if necessary. | 7bda444d-9bfb-434b-a1a2-65890b67c5f9 | CC-MAIN-2020-16 | http://westmorlandfells.com/index_htm_files/roadside_verges.pdf | 2020-04-06T23:20:54+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371662966.69/warc/CC-MAIN-20200406231617-20200407022117-00376.warc.gz | 195,799,056 | 1,341 | eng_Latn | eng_Latn | 0.998571 | eng_Latn | 0.998613 | [
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Northumberland Wildlife Trust is the largest independently funded organisation working to safeguard the future of all native wildlife in Newcastle, North Tyneside and Northumberland.
For over 40 years we have promoted nature conservation and helped to inform, educate and involve people of all ages in their environment.
Thanks to the support of our members, we manage critical habitats at 60 nature reserves across the region containing some of the richest variety of animal and plant species in the country. We also promote the development of local wildlife habitats in both urban and rural communities and actively encourage everyone to get involved through educational and community activities.
**What you can do to help**
By becoming a member you will be helping us to secure better protection for local wildlife and its many precious habitats and species. Your donations stay in the county - support for us is support for your neighbourhood. With more members, our lobbying campaigns have greater impact and success on critical issues.
**Community and Volunteer Involvement**
Whilst our primary aim is to protect and preserve wildlife, we believe that much of our work brings tangible long term benefits to our local communities in the form of economic regeneration, employment, social benefits and environmental tourism. In addition, we encourage everyone to get involved in volunteering activities in an enjoyable and constructive way.
If you would like to become a member of Northumberland Wildlife Trust then contact the Trust offices on 0191 284 6884 for more information. From as little as £3 per month your generosity helps us to continue this vital work.
**What you receive as a member**
- Full colour magazine - "Roebuck", Northumberland Wildlife Trust's own quarterly publication
- National wildlife magazine - "Natural World" containing articles and stunning photography
- Events schedule - over 100 interesting and varied events in our region each year
- 60 nature reserves to visit - from rural Whitlee Moor, to Dougie's Pond near Ashington
- Wildlife Watch and NEWTS - our own very active education and wildlife club for younger people
- Discounts on merchandise and gifts
- Educational services for all ages and abilities
- Volunteer opportunities
- Access to experts and information
- Best of all - the knowledge that you are helping to safeguard some of our finest countryside
---
**Living landscape**
Our gardens represent a vast living landscape; and with an estimated 16 million gardens in the UK, the way they are managed can made a big difference to wildlife.
Across gardens and beyond, The Wildlife Trusts vision to create A Living Landscape involves enlarging, improving and joining-up areas of wildlife-rich land in parts of the UK. There are many ways in which small Living Landscape schemes around the UK rich in opportunities for sustainability, learning, better health and wellbeing. What is good for wildlife is good for people too.
For more information go to [www.wildlifetrusts.org](http://www.wildlifetrusts.org)
---
**Ponds in the wild**
Ponds in the wild may be one of several different types. Brackish ponds form in coastal regions where they receive regular influxes of salt water. Temporary ponds form in winter and dry out completely in the summer each year. Freshwater ponds form inland, fed by a combination of ground water, rainwater or surface water. Each type of pond has very different conditions and supports different kinds of wildlife.
All ponds are temporary and over time will develop into marsh, bog, and eventually wet woodland. This occurs by natural processes of siltation, the growing up of pondside vegetation and consequent drying out of surrounding habitat.
Since 1950, over half of the UK’s ponds have been lost, due to large-scale drainage schemes, chemical pollution and neglect through disuse, along with all the wildlife that depended on them. Great Crested Newts have declined by 50% since 1960. Since 1970, 10% of breeding dragonfly species have become extinct.
---
**Ponds in the garden**
Of the different pond types, garden ponds are most similar to freshwater ponds and they can provide a refuge and home for many freshwater dwellings creatures. A wildlife pond is one of the single best features for attracting new wildlife to the garden and it is thought that wildlife is now more common in garden ponds than in the countryside. Many pond creatures will travel far and wide to find new ponds, discovering a potential new home in no time at all. So a well designed wildlife pond can play a big part in helping to preserve our natural biodiversity, as well as being an attractive garden feature.
Designing your wildlife pond
The siting, depth profile and pond surrounds are of great importance if the pond is to be successful at attracting a range of wildlife.
Siting the pond
Where? An ideal place for a pond is on level ground, in an open, sunny area; the sunnier the better, and well away from any trees. To achieve a range of conditions, it may be beneficial to choose a spot that receives a little shade at some point during the day. A location that is already damp or waterlogged is not really suitable, being at risk of constant flooding. An area that is too shady will inhibit the growth of essential oxygenating and other plants.
Pond profile
Depth. This is very important. To be attractive to wildlife, a pond should have sides with gentle slopes, not steep ones. If the pond is quite small, shallow sloping edges should be on one side at least. Extensive shallow areas 30cm wide and 4-20cm deep; especially to the south and west. A deeper zone at a minimum 60cm depth and ideally 100cm or more.
Around the pond edges
Providing extra habitats around the edge of the pond will be of great benefit to wildlife. These can be created by: Placing stones, logs and tall plants in spots all around the pond edges. Allowing some long grass of other vegetation to grow up on at least one side of the pond. Building scalloped pond edges rather than a straight ones - these will provide many different micro-conditions with variations in shade and depth and water texture. Best of all, creating an accompanying unmerged land area to the north-north east side of your pond. (Details are given below).
Wildlife implications?
| Problem | Origin | Solution | Wildlife implications? |
|---------|--------|----------|------------------------|
| Duckweed | Chemical or nutrient imbalance – can shade out other plants | Scrape off with a board or remove weekly with sieve or stock net | Duckweed attracts frogs in spring |
| Blanketweed | Algal bloom; if new pond, occurs naturally due to excess nutrients in tap water; may recur in spring because of increased light levels | Twist around a stick and leave out; leave on bank for a few days for pond creatures to escape back into pond | Blanketweed used by newts, tadpoles and invertebrates as hiding place |
| Green water | Increase in light levels in spring before other plants able to grow. Only problematical in small ponds | If new pond – leave for 1-2 weeks to stabilise, otherwise add barley straw in meshed bag or old lavender stems | On no account use a chemical control - this will prevent essential microscopic algae grazers from colonising the pond |
| Brown water | Low oxygen levels and high nutrients causing imbalance – especially if have Water Fern or ‘pinks’ which produce nitrogen | Add barley straw in hessian bag or old lavender stems; add pollution tolerant oxygenating plants (yellow and white water lily, broad leaved pondweed) | Low oxygen levels will limit variety of pond life |
| Rampant vegetation | Exotic plants uncontrolled by native fauna | Pull out by hand; if desperate contact the Centre for Aquatic Plant Management on: 0191 8506772 | Never introduce unwanted pond plants into the wild |
| Frogs disappearing | Frogs eaten by fish or others or moved onto land (finished breeding) | Provide habitats such as long grass, logs, stones, mossy rockeries for frogs | Do not remove – this will provoke arrival of more spawn or frogs; do not transfer to wild – this can spread diseases and invasive plants |
| Too much spawn or too many frogs | Frogs producing superabundance of spawn as natural survival method | Problem likely to be seasonal only; will not cause long term harm to pond | Be careful not to introduce diseases or unwanted plants into your pond |
| No newts or toads | Not found pond yet or pond inaccessible because of physical barriers | Wait patiently! Toads and newts are migratory and will try to migrate back to their original pond if moved | Draining and refilling causes huge disruption to wildlife |
| Dead frogs | Frogs exhausted after spawning; diseases such as red leg; male frogs overwintered in pond and frozen | Natural occurrence; for unusual frog deaths contact Northumberland Wildlife Trust | Neatling over pond may trap frogs and newts |
| Sharp stones, roots, dog’s feet or hard tool penetrated liner | Expose compounds and patches to fix pond liner available from pond suppliers. As a last resort, turn punctured pond into a bog area and build a new pond next to it | Cultivate fringe of tall grass or vegetation at pond edge to catch leaves and grass cuttings | |
| Grass and leaves blowing into the pond | Float a ball on the pond overnight to be removed in the morning; rest a pan of hot water on the ice (Not boiling) | | |
Choosing pond plants
Pond plants will oxygenate the water and keep it clear. Unfortunately many non-native aquatic plants readily obtainable from garden centres are invasive and will soon dominate the pond completely to the detriment of everything else. Carefully selected native species should remain in a healthy balanced state and will support more wildlife. Plants can be introduced to your pond approx. 1-2 weeks after the initial filling with water, when tap water nutrients such as chlorine and fluoride have evaporated. The best time to plant is in spring or summer when plants are actively growing. Plants can be planted into soil held in old string onion bags or baskets.
Four zones for plants
There are four ‘zones’ in which pond plants may be grown; try to have plants in each zone. The four zones are:
1. Totally submerged (in deeper water) - oxygenating plants
2. Submerged but with floating leaves (also in deep water) - oxygenating plants
3. Emergent (in shallower area) and
4. Marginal (growing in the pond edge and bog areas.)
A useful rule of thumb is to provide one oxygenating plant per 100cm² of open water.
The taller, marginal/emergent zone plants are better on the northern edge where they won’t cast shade over the rest of the pond. In the wild, the four zones are not really distinct at all but merge into each other. So while marginal and emergent plants therefore are interchangeable,
Plants suitable for each zone, and plants to avoid, are listed below:
Pond plant lists
Recommended Plants:
Submerged oxygenators
Spike Water Milfoil Myriophyllum spicatum
Horsetail Ceratophyllum demersum (pollution intolerant)
Shallow Pondweed Potamogeton lucens
Horset Pondweed Zannichellia palustris
Fennel Pondweed Potamogeton pectinatus (pollution tolerant)
Water Starwort Callitriche stagnalis (pollution intolerant)
Floating-leaved
Water Crowfoot/Buttercup Ranunculus aquatilis (pollution intolerant)
Bladderwort Utricularia spp
Frogbit Hydrocharis morsus-ranae
Broad-leaved Pondweed Potamogeton natans (pollution tolerant)
Curled Pondweed Potamogeton crispus (pollution tolerant)
Emergent
Branched Bur-reed Sparganium erectum (tall; can be invasive, but a good alternative to Typha)
Amphibious Bistort Persicaria amphibium
Arrowhead Sagittaria australis
Water Crowfoot Ranunculus aquatilis
Water mint Mentha aquatica (can be invasive: also strong scent deters some insects)
Flowering Rush Butomus umbellatus
Water Plantain Alisma plantago-aquatica (tall)
Water Forget-me-not Myosotis scorpioides
Slender Iris Iris foetidissima (tall)
Marsh Cinquefoil Potentilla palustris
Swamp grasses - good for pond invertebrates
Yellow flag Iris Pseudacorus (can be a little invasive)
Marginals
Flowering Rush Butomus umbellatus
Lady’s Smock Cardamine pratensis
Marsh marigold Caltha palustris
Purple Loosestrife Lythrum salicaria (tall; a wonderful bee plant)
Gipsywort Lycopus europaeus
Stagges large Thalictrum flavum
Meadow sweet Filipendula ulmaria (tallish; good for birds in autumn)
Brooklime Veronica beccabunga
Ragged Robin Lychnis flos-cuculi
Soft Rush Juncus effusus
Water Forget-me-not Myosotis scorpioides
Buttercups Ranunculus spp
Water Avens Geum rivale (spreading)
Marsh Woundwort Stachys palustris (tall)
Great Willowherb Epilobium hirsutum (tall)
Hemp Agrimony Eupatorium cannabinum (tall)
Flax Linum Pubescens (tall)
Rough grassland wills Creeping Bent Agrostis stolonifera,
Marsh foxtail Alopecurus geniculatus.
Fool’s watercress Apium nodiflorum
Common Spike-rush Eleocharis palustris
Water pepper Persicaria hydrocotyper
Shoreweed Potentilla anserina
Creeping Jenny Lysimachia nummularia (low growing ground cover)
Water Dock Rumex hydrolapathum (may be invasive)
Plants to AVOID at all costs:
1. Australian Swamp Stonecrop/New Zealand Pygmyweed Crassula helmsii aka Tillaea recurva
2. Water Fern Azolla Filiculoides
3. Parrot’s feather/Brazilian watermilfoil Myriophyllum aquaticum
4. Floating Pennywort Hydrocotyle ranunculoides
5. Himalayan Balsam Impatiens glandulifera
6. Canadian Pondweed Elodea canadensis
7. Curly (Canadian) Pondweed Lagarosiphon major or Elodea crispus
8. Nuttal’s pondweed Elodea nuttali
Native plants that tend to become invasive; only recommended for larger ponds:
1. Floating sweet-grass Glyceria fluitans
2. Reedmaces Typha latifolia and Typha angustifolia
3. White water lily Nymphaea alba (pollution tolerant); usually prefers deep water 2m deep (could be grown in submerged pots)
4. Yellow water lily Nuphar lutea (pollution tolerant) (could be grown in submerged pots)
5. Fringed water lily Nuphoides peltata (could be grown in submerged pots)
6. Lesser and Greater spearworts Ranunculus lingua and R. flammula (could be grown in submerged pots)
7. Bogbean Menyanthes trifoliata
Pond open for business: attracting wildlife
A wildlife pond may take over 5 years to become fully established. Certain animals can be encouraged to visit by providing particular features:
- A patch of unmown long grass, logs and stones bordering the pond - for froglets, newts also butterflies.
- Floating leaved plants - for dragonflies and damselflies to lay their eggs upon.
- Logs and stones on a sunny open bank - that some dragonflies like to perch upon.
- Tall emergent plants with hollow stems - for damselflies and dragonflies to lay their eggs upon.
These insects may take 3 years to mature, so need a relatively stable habitat with lots of other pond creatures to eat.
- Damp bare earth - which house martins and other birds will use to help build their nests.
- The plant Water Starwort - seems to be favoured by newts for egg laying.
- Shallow areas - for birds to bathe in; the sound of dripping water attracts some warblers.
- A nearby compost heap - may be used by grass snakes to lay their eggs in if you are lucky.
- Night-scented plants like honeysuckle and the provision of batboxes - may attract bats.
- A beach or chicken wire hedgehog ramp - so thirsty hedgehogs can have a drink (or a swim) without getting trapped.
- Meadowsweet - will be perched upon and the seedheads eaten by finches later in the year.
- Duckweed - attracts frogs by smell early in the year.
Important a wildlife pond should NOT have any fish, nor pumps, filters or fountains. Fish will eat all the other wildlife; pumps will suck in and destroy all the smaller creatures that other wildlife depends upon for food.
Maintaining your pond for wildlife
General rules
1. Avoid chemical treatments at all times.
2. Be careful when digging or raking near or in the pond - an impetuous spade can puncture a butyl rubber liner very easily; if using a rake, make sure the tines are pointing upwards!
3. Avoid disrupting the pond in spring and summer, try to carry out maintenance work in autumn and winter instead.
4. When introducing pond plants, native species are usually of more benefit to wildlife than exotics. For the wildlife pond purist, pond plants could be native not just to the UK but also specifically to Northumberland.
The secret to looking after a wildlife pond is to maintain a stable balance of plants and creatures, similar to what would be found in the wild. This can be achieved by ensuring that sufficient plants are present in each of the four depth zones and that there is a healthy population of pond creatures - both predators and prey. Tiny animals like Daphnia, the waterflea, will graze on plants and algae and be a source of food for all the other pond's inhabitants such as dragonflies, beetles, nymphs, frogs and newts. This is why it is important not to have fish or motorised pumps and filters in a wildlife pond - these will effectively remove whole sections of the pond ecology and make it very difficult to achieve a natural balance.
Practical maintenance of a wildlife pond
If the pond can be kept in this relatively balanced ecological state, it shouldn't need very much maintenance at all. Problems don't usually start until the pond is over 5 - 6 years old. The main things to watch for are:
Build up of dead organic matter such as fallen leaves and dead vegetation at the bottom of the pond. The water turns brown as all available oxygen is used up by the decay process.
Some dead organic matter is useful however as a substrate for other plants. Eventually, a layer of silt accumulates which makes the pond shallower. Again this silt layer can be a useful feature - for overwintering minibeasts and hibernating frogs. Providing there are no other problems, de-silting can be carried out approximately once every 5 years. The best time is in autumn before wildlife and minibeasts go into hibernation and after plants have finished flowering. Leave dredging on the edge of the pond for a few days so that minibeasts can escape back into the pond.
Encroaching vegetation. After a while, some pond plants may be growing too abundantly; these can be pulled out or divided once every year or once every two years, reducing their presence by about one fifth to one third/one half. Once again, this should be done in the autumn before minibeasts go into hibernation. Some plants can be grown in pots, which limits their spreading. Aim to make sure that at least 10%, but less than 30% of the pond surface is open. Once again leave vegetation on the banks of the pond for a few days so that minibeasts can escape back to the pond.
Winter and summer. It is important that the pond does not become completely frozen solid in the winter. Ponds that freeze approximately 60cm do not usually become frozen right to the very bottom and should be safe. However, it is still necessary to provide some open water so that oxygen can diffuse into the pond. An easy way is to float a ball on the pond that can be removed, leaving a hole in the ice. Or rest a hot pan on the surface (remove before the ice melts completely!) Using hammers and boiling water is not recommended, as this sets up shock waves or boils wildlife.
In summer the pond may need to be topped up in hot weather. Tap water is the most convenient source, but the high level of nutrients such as fluoride and chlorine may induce weed blooms, where the water turns a vivid greenish colour. This should fade after a few days as the pond recovers its balance. Rainwater is preferable if you have a water butt. It is better to refill little and often rather than in one go. If you have an adjacent bog area, this may also need to be watered in summer.
Caring for creatures.
Make sure there are sufficient areas of habitat such as logs, stones and rough vegetation at the pond edge, especially during winter when these will be used as hibernation sites by frogs, newts and others.
A note about bog habitat zones. In the wild, bogs are usually kept damp not only by inhibiting drainage from above but also by drawing up water from underneath. This is very unlikely to happen in the garden, which means that over time the bog may become progressively more acidic. One way to counter this is to bury a perforated hose under bog area. This can then by connected to a water supply so that the bog can be watered from below.
Building the pond
1. **Choosing a pond liner**. There are many different sorts of pond liner - plastic, fibre glass, clay and concrete, each with its own advantages and disadvantages. Overall, we would recommend a liner made of butyl rubber, which is durable, flexible, moderately cheap and easy to work with. The size of butyl liner you will need for your pond can be calculated as:
\[ \text{Width} + (2 \times \text{max depth}) \times \text{Length} + (2 \times \text{max depth}) \]
2. **Mark out** your pond on the ground with a rope or hosepipe first.
3. **Get digging!** Dig the hole, ensuring the sides are level with a spirit level on a plank spanning the pond. Dig an extra 20cm depth to accommodate the liner 'under-cushion' (see below) and height of the flagstones at the pond edge. Finally, dig a trench around the pond edge to accommodate for the over-hanging pond liner to drop into. If you are building an accompanying bog area, also dig out a saucer shaped depression 60cm deep on the appropriate side of the pond.
4. **Lining the pond**. Remove any sharp stones or other objects from the bottom of the hole and first put down a 5cm+ layer of sand, old carpet or newspapers (or try loft insulation material) as an 'under cushion' for the liner proper. Unroll the butyl liner over the top with the over hanging edges falling into the trench. Any extra excess liner can be snipped off with scissors.
You will need to add a substrate for plants and animals. Sand is excellent because it is sterile and will not harbour any undesirable seeds or microbes. Spread a thin layer over the bottom of the pond.
5. **Filling with water**. If possible, use collected rainwater to fill your pond; for most people however, filling from the tap with a hose is usually the most practical method. To stop the sand substrate dispersing, rest the nozzle on a plastic bag to absorb some of the energy. Filling may take much longer than you think so now is the time to put the kettle on for a well deserved cup of tea!
Back fill the trench with soil; as the pond fills up, the liner will stretch. As the pond is filling, place turf, soil or flagstones over the exposed liner at the pond edges. Butyl liner degrades in sunlight so try not to leave areas of uncovered liner exposed for too long.
6. **Waiting** ... If you used tap water to fill your pond, in the early stages the water may turn a vivid green colour. Do not worry - this is because tap water is full of nutrients. The colour will fade gradually as nutrients are used up and microscopic plant-eating animals start to colonise the pond. For this reason it is best to wait a week or two before planting any pond plants. In the meantime, place stones and logs around the edges to create some habitats for all those future pond visiting creatures.
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Interactive Homework Notebook
Kindergarten/Grade 1 Combo Pack
Created by Shelley Gray
Are you looking for a way to:
- reinforce reading, writing and math at home?
- provide some variety and predictability to your students' homework routine?
- support parents with tips and ideas for helping their child?
The Interactive Homework Notebook will do all of this and more!
I personally believe that kids should not have a lot of homework, especially in the younger grades. However, children DO need lots of home practice with reading, writing and math. I have always found that many parents simply don't know how or what to reinforce at home, and we as teachers are often quick to say, "Read for 15 minutes and practice your math facts," when assigning homework. When parents are provided with support, they will begin to feel more comfortable helping their children read, write and do math. That's where this resource comes in! The Interactive Homework Notebook is a notebook that children will create at home, with the assistance of their parents (the level of assistance needed will vary based on age and skill level). The activities are all hands-on and can be completed in about 10-15 minutes. Each activity will provide parents with specific learning goals, instructions, and ideas for how they can help and support their child. Because parents and children can work together on these activities, parents will become involved in their child's learning and gain a better understanding of how to provide assistance and support, and how to extend the learning past the assignment.
This resource includes all the printables you need to get started with Interactive Homework Notebooks:
- Detailed teacher implementation instructions
- Parent letters, FAQ pages, and instructions
- More than 200 engaging, interactive templates
- Learning goals, instructions and ideas for parental support on EVERY homework template
Additionally, any of the 200+ templates can be used by classroom teachers as supplements to any interactive notebook!
The Kindergarten version includes more than 100 exciting, interactive, curriculum-related homework activities...
...and the Grade 1 version includes more than 100 exciting, interactive, curriculum-related homework activities!
Counting On to Add
Counting On is an addition strategy.
12+ 4+ 2+
8+ 9+ 19+
Greater Than or Less Than
16 > 15
17 < 15
14 < 13
46 > 64
9 < 29
31 > 30
10 = 15
Coin Graphing
How many coins are there?
| | 5 | 10¢ | 5¢ |
|---|---|-----|----|
| 5 | | | |
| 4 | | 10¢ | 5¢ |
| 3 | | 10¢ | 5¢ |
| 2 | 25¢| 10¢ | 5¢ |
| 1 | 25¢| 10¢ | 5¢ |
There are 8 quarters.
There are 4 dimes.
There are 4 nickels.
Most of the blocks are dimes and nickels.
All About Me
I like to dance, make crafts and play soccer.
I always try my best to be kind.
I can do a cartwheel all by myself!
I am a 7-year old girl in Grade ___.
Solve the Addition Problem
Draw a picture to solve the problem.
Eva and Jake both have birthday cakes. There are 8 candles on Eva's cake and 6 candles on Jake's cake. How many candles are there altogether?
There are 14 candles altogether.
Beginning, Middle and End
Read a story. Write details beneath each flap.
At the beginning of the story...
In the middle of the story... At the end of the story...
Write the Number
Facts and Opinions About Pizza
Write 2 Facts and 2 Opinions about pizza.
Two Facts About Pizza
A fact is something that is always true.
Two Opinions About Pizza
An opinion is something that I think. It is not always true.
The Number 20
Cut and paste the gumballs that represent 20.
I can represent the number 20.
10+10
twenty
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Citizen scientists:
Volunteers partner with scientists to answer real-world questions
Our 2012 Annual Report focuses on citizen science, showcasing how our programs—restoration, monitoring, volunteer engagement, and outreach—relate to and support one another. Public participation that yields both scientific and educational outcomes also helps us reach many of the goals of our five-year strategic plan:
- Making sound science the basis of our work
- Integrating environmental education into all of our projects and programs
- Engaging people of all ages and walks of life in stewardship activities
- Expanding appreciation for and awareness of Johnson Creek’s value
Where and how far up Johnson Creek do coho salmon spawn?
For ten weekends this past fall, 50 citizen scientists trained by the Oregon Department of Fish and Wildlife (ODFW) and working in pairs surveyed four one-mile-long stream reaches. Their efforts resulted in official documentation of four adult wild coho in Johnson Creek. Two were female carcasses which had spawned; two were live fish swimming in Johnson Creek near Boring, Oregon. With funds from East Multnomah SWCD and ongoing assistance from ODFW, Watershed Council staff and volunteers will conduct three more years of surveys, which will help us locate and possibly enhance important spawning areas.
What freshwater mussel species live in Johnson Creek and where?
The past two summers, 70 citizen scientists trained by the Xerces Society surveyed six miles of Johnson Creek and tributaries. Despite the fact that native mussels are imperiled across North America, substantial numbers of native Western Pearlshell and Floater species were found. Unfortunately, surveyors also found invasive Asian clams, at low numbers in Johnson Creek, but abundant in Crystal Springs. Upper Johnson Creek has larger beds of native mussels, but urban reaches—like the huge beds of floaters found under I-205—have happily surprised us! Since native mussels can live over 100 years, we’re working with partners to protect their strongholds. This project was funded by the Oregon Watershed Enhancement Board (OWEB).
The mission of the Johnson Creek Watershed Council is to promote restoration and stewardship of a healthy Johnson Creek Watershed through sound science and community engagement.
Thanks to our many supporters who embrace and support our mission and programs
January 1-December 31, 2012
**Individual Donors**
Katya Averill
Barbara Amen
Michael and Jessica Anders
Zach and Thomas Armstrong
Bill Bakke
Tom and Judy Barnes
Quintin Bauer
Steve Bennett
Claire Benigni
Celeste Bergin
Steve Berliner
Jon Biemer and Willow Sage Dixon
Ruth Blackburn
Christopher Blattner and Cynthia McCann
Diane Boily
Rusty and Mary Lou Benham
Paul and Nancy Bragdon
Christy Brewer
Debra Bridges
Sam Brier
Marsha Buono
Matt Burke and Jill Fuglister
Michelle Bussard
Gracie Campbell
Jennifer Card
Donald and Billie Carlson
Ron and Patty Cascia
Joseph and Andrea Castillo
Julie Chapman
Nancy Chapman
James Chasse
Edward Chin
Tara Choute
Catalina Choi
Stephanie Cissna
Brinton Clark
Ed Clark and Janet Roberts
Matt Clark and Abby Sarmac
Robin and Donna Cody
Ralph Coleman
Marianne Colgrove
Carla Collette
Connie Collier
Bruce and Patricia Conrad
James Cooke
Tim and Leesa Cooper
Richard and Shirley Craddick
Kathy Crisp
Tom Christ
Rachel Daniels
Chris Davis and Lisa Cosgrove
John Davis
Lee Dayfield
Mrs. Kuniko de Weese and sons, Doug and Alex
Lola Dennis
Kristina Detjen
Richard and Tamra Dickinson
Frank and Annie Digregorio
Alyssa Dodd
Robin Dodd
Thomas and Laura Dufala
Kevin Duff
Forrest Farrington
Sarah Ferguson
Scott Fernandez
Douglas Fink and Hsiao-Teh Lo
Bonnie Garlan
Cathy Geiger
Greg and Kimberly Geist
Amy Goodwin
Robert Gootte
Sylvia Gray
David Green
David and Terry Griffiths
John and Kathy Hamil
Keri Handaly
Tom and Mary Kay Hansen
Henry Haselton
Trent Hatfield
Robert Hayden
Don Hagan
Diana Holland
Bob and Mary Holmstrom
Jason C. Howard
Stan and Diane Howard
Teresa Huntsinger
Marcy Jacobs
Kathryn Jacobson
Noah Jenkins
Drew Johnson and Jill Schwie
Gordon Joachim
Janet Johnson
Brad Jonasson
Nina Kanarek
Brett Kelver
Andrew Kerr
David Kibby and Ann Lemcke
Mark Kline
Michael Kirshner
Gary and Sharon Klein
Arden and Joyce Knepper
James Labbe
Ted Labbe and Kelly Rodgers
Edward Labinowicz
Dan Lafitte
Logan Lauvray
Andrew Leal
Charlotte Lehan
Joe Liebeziet and Christine Steele
Torrey and Angela Lindbo
Justin and Jalene Littlejohn
Virgil Llewellyn
Amy Lodholz
Peter and Kaitlin Lovell
Makoto Luzuki
Bruce and Kathleen MacGregor
Ryan Makie
Jeff Malmquist
Russ Mantifel
Steve March
Sionainn Marcoux
Dean and Deb Marriott
Cindy Martin
Tim Martin
Garth Massey and Sheila Nyhus
Celeste Mazzacano and Denise Seales
Melanie McCandless
Gregory and Soma McCandless
John and Nancy McCormick
Bill McCracken
Robert McDonald
Mark and Anne McMurchie
Yolanda Meny
Gary Michael
Irmgard Miller
Walt and Vicki Mintkeski
Nadine Morris
Richard Myers
John and Joyce Nagy
Jim Nelson
Martha Nelson
Priscilla Nelson
Noelwah Netusil
Robert Neyer
Rick Nickerson
Patrick Norton
Dan Olberding
Patricia O'Leary
Milo and Ber Ormseth
Kathy Parker
John Parr
Jema Patterson
Patricia Pearson
Don Pedersen
Ryan Pemberton
Sarah Peroutka
David Porter
Judith Potts
JoAnn Pullen
Jeff Reardon and Annette Mattson
Charles Redding
Bob and Beverly Reeves
Terry Rice
Perry Rikli and Marty Urman
Matt Rinker and Lisa Gunion-Rinker
Linda Robinson
Terry and Nancy Robrecht
Robert Robrecht
Sue Romala
Susan Sanford
Bob and Gail Sanders
Dan and Catherine Schaeffer
Craig Schaffer and Mary Clark
David Scharenberg
Robert and Mary Ann Schmidt
Patricia Scholz
John Schreiner and Maggie Skeelanderian
Robert Seamans and Georgia Silvera Seamans
Linda Setchfield
Gail Shaloum
Rosemary Shiolas
Ronald Sidis
Tom Skiles
Elizabeth Smith
Steve Smith
Curtis M. and Juliane T. Stevens
John Strawn
David Streight and Pamela Vohnson
George and Martha Taylor
Hui Tian
Jeff Tracy
George Tylniski and JoAnn Herrigell
Jeffrey and Lesli Uebel
Renee Ugrin
Gerard and Rita Van Deene
Jane Van Dyke
John Vann
Christopher and Amanda Veatch
Deanne Vegge
Ken (Buzz) Venzke
Dick and Alice Vetter
Nancy Walsh
Mickey Weaver
Michael Weiner
Paula Wight
Frank Wildenslee
Michael and Rebecca Wirth
Kelsey Wirtzfeld
Gary Wolf
Douglas and Rhea Wong
John Wrenn
Pamela Yates
Vanessa Yazicigil
John Zell
Vicki Zimmerman
**Contributors: Business, Foundation, Government**
4th Street Brewing Company
Albertsons
Alexander Gow, Inc.
American Society of Civil Engineers
Anonymous
Ardwenald-Johnson Creek Neighborhood Association
Art Heads Custom Framing
Bandon Dunes Golf Resort
Best Burger
Bob's Red Mill
Boring Bark & Landscape Materials
Bridgetown Kiwanis
Brown and Caldwell
Bruce MacGregor Photography
Children's Clean Water Festival
City of Gresham
City of Milwaukie
City of Portland; Bureau of Environmental Services and Portland Parks and Recreation
Clackamas County Soil and Water Conservation District
Clackamas County Water Environment Services
Clackamas Web Academy
Coffee's On
Columbia Distributing
Columbia Sportswear
Crystal Springs Partnership
Cub Scouts Pack 740
Dave's Killer Bread
Dig a Pony
Earthshare of Oregon
East Multnomah Soil and Water Conservation District
East Portland Action Plan
Ecological Society of America
Enterprise Rent-a-Car
EnviroLogic Resources, Inc.
Estelle Imports, LLC
FishAmerica Foundation/NOAA
Flannigan's Golf Tours
Fran's Bakery
Fred Meyer
Friends of Errol Heights
Friends of Tideman Johnson
Friends of Trees
Friends of Tsuru Island
Full Sail Brewing
Geeks-a-Knockin'
Glad Marketing Group
Grand Central Bakery
Greater Gresham Baptist Church
Green Lents
Gresham Chamber of Commerce
Gresham Toyota
Gresham VFW
Hawthorne Hostel
Hawthorne Ridge Neighborhood Association
Home Town Buffet
Hopworks Urban Brewery
Jameson Partners, LLC
dba Freeway Land II
Johnson Creek Rentals
Keen, Inc.
Kellogg, Inc.
Kerr Microwave Corp.
Key Bank
Kohl's
Landmark Tax and Investment Services
Leach Botanical Garden
Lents Springwater Corridor Habitat Restoration Project
Lewis Elementary School
Lovena Farm
Marsee Baking
Metro: Nature in Neighborhoods
Mezza Middle Eastern Cuisine
Merchant Matching Gifts Program
Minikahda Farm and Fields of the Oregon Community Foundation
Moda Health (formerly ODS Health)
Morgan Distributing
Mt. Hood Community College
Multnomah County Road Services
Multnomah Youth Cooperative
National Wholesale Printers
New Seasons Market
New Urban High School
Noah's Bagels
North Clackamas Parks and Recreation District
Oregon Department of Agriculture
Oregon Department of Fish and Wildlife
Oregon Department of Environmental Quality
Oregon Environmental Council
Oregon Episcopal School
Oregon Hunters Association
Oregon Watershed Enhancement Board
Oregon Worsted (formerly ODS)
Organically Grown Company
Overlook Park Coalition
PCC Structurals, Inc.
Persimmon Country Club
Pleasant Valley Neighborhood Association
Pleasant Valley Grange
Pleasant Valley Wildside Crew Plywer
Portland Audubon Society
Portland Community College
Portland General Electric
Portland State University
Portland Waldorf School
Powellhurst-Gilbert Neighborhood Association
QFC
Recology
Reed College
REI
River Network
Sellwood UPS Store
SMILE
SOLVE
Sokol-Blosser
Spinwave Photography
Springdale Job Corp
Starbucks
SunCard Team PDX
Taco del Mar
The Standard
The Stevens Family Charitable Foundation
Tide Didee Diaper Service and Natural Baby Boutique
Tranquility
TriMet
Tualatin River Watershed Council
Umpqua Bank
Union-Active.com
Unions-America.com Inc.
U.S. Geological Survey
Vigil Agricola, Inc.
West Multnomah Soil and Water Conservation District
WHH Foundation
William M. Brod Fund of the Oregon Community Foundation
World Affairs Council
Xerces Society for Invertebrate Conservation
Volunteers:
Making a difference in the health of the watershed
Our volunteers are pillars that make JCWC the strong, dynamic organization we are. They magnify and extend our impact, helping us achieve our goal of a healthy Johnson Creek Watershed. The numbers show the power of our volunteers.
1,100 volunteers participated with JCWC in 2012. 35 volunteers gave over 25 hours of time to the Council and seven earned Presidential Service Honors by giving over 100 hours of service.
45,000 native plants were installed in the Watershed. JCWC projects planted over 25,000 plants and a group of eleven Americorps National Civilian Community Corp (NCCC) members installed 20,000 more plants.
More Highlights of 2012
Winter
Produced Martin Luther King Jr. event with 90 volunteers in Gresham
Hired Conservation Registry interns
Completed Johnson Creek Land Acquisition Strategy
Planted 5,000 trees for CreekCare in upper Watershed
Spring
Hosted 14th Annual Watershed Wide Event
Launched new JCWC website
Published State of the Watershed Report 2012
Summer
Surveyed for freshwater mussels
Installed twelve temperature logging devices
Hosted Johnson Creek Paint-Outs and Photo Clinic
Teed up for the Inaugural Johnson Creek Charity Golf Classic
Coordinated bacteria source tracking study
Conducted macroinvertebrate sampling
Organized Johnson Creek Clean-Up
Fall
Launched Johnson Creek Science Talk series
Celebrated third annual Johnson Creek Art Show
Hired Americorps Riparian Technician
Installed 11,000 plants for CreekCare sites
Streamside Reforestation Strategy
We continued to work throughout the watershed, planting over 30 sites. In fall, 2012, our riparian reforestation program expanded to include full-time AmeriCorps member Jill Bonanno, who helped develop the strategy and write grant proposals to fund its implementation. Her work has paid off with secured funds for outreach, project design, and planting of 15 acres of new riparian forests in 2013-2015, as well as follow-up weed control for 20 past projects.
MAX Station Salmon Habitat and Interpretive Boardwalk
In 2012, we completed the design of salmon habitat enhancements and an interpretive boardwalk at the Tacoma Street/Johnson Creek MAX station, opening in 2015. In December, our project received a big boost, winning $10,000, and garnering a great deal of positive attention through a “Go Wild for Oregon Wildlife” contest. The salmon habitat structures and side-channel are now set for construction in summer 2013. For more information about the project, visit http://jcwc.org/jcwc-wins-a-10000-grant-from-oregon-wildlife-to-improve-salmon-habitat
Photo credits: brucemacgregorphotography.com, Eric Griswold, Amy Lodholz, Marty Urman, Gary Wolff
## Financial Position
**July 1, 2011-June 31, 2012**
### Revenues
$596,010
- Foundations: 62%
- Contracts: 21%
- Contributions: 10%
- Other: 7%
### Expenses
$592,053
- Programs: 83%
- Administration: 15%
- Fundraising: 2%
---
### Statement of Financial Position
| Assets | 2012 | 2011 |
|-----------------------------|--------|--------|
| Cash | 54,179 | 30,153 |
| Prepaid expenses | 2,503 | 642 |
| Contracts receivable | 49,934 | 74,295 |
| Furniture and equipment | 579 | 2,234 |
*net of accumulated depreciation of $22,669 and $20,814 respectively*
| Total assets | $106,995 | $107,324 |
| Liabilities and net assets | | |
|-----------------------------|--------|--------|
| Accounts payable | 5,161 | 11,080 |
| Accrued payroll and related taxes | 6,854 | 5,372 |
| Accrued vacation | 4,915 | 4,034 |
| Deferred revenue | 12,253 | 12,983 |
| Total liabilities | $29,183 | $33,469 |
| Net asset | | |
|-----------------------------|--------|--------|
| Unrestricted | 42,468 | 25,980 |
| Temporarily restricted | 25,644 | 47,875 |
| Permanently restricted | 9,700 | -- |
| Total net assets | $77,812 | $73,855 |
| Total liabilities and net assets | $106,995 | $107,324 |
---
### Statement of Activities
| Revenues and other support | Unrestricted | Temporarily Restricted | Permanently Restricted | Total 2012 | Total 2011 |
|----------------------------|--------------|------------------------|------------------------|------------|------------|
| Contract revenue | 126,410 | -- | -- | 126,410 | 112,497 |
| Foundations | 345,925 | 26,000 | -- | 371,952 | 207,875 |
| Contributions | 36,899 | 14,888 | 9,700 | 61,487 | 31,610 |
| In-kind contributions | 36,000 | -- | -- | 36,000 | 36,000 |
| Interest income | 11 | -- | -- | 11 | 27 |
| Miscellaneous | 150 | -- | -- | 150 | 275 |
| | 545,422 | 40,888 | 9,700 | 596,010 | 388,284 |
| Net assets released from restriction | 63,119 | (63,119) | 9,700 | -- | -- |
| Total revenues/other support | $608,541 | $(22,231) | $9,700 | $596,010 | $388,284 |
| Expenses | | | | | |
|-----------------------------|------------|------------|--------|--------|--------|
| Program services | | | | | |
| Restoration | 345,509 | -- | -- | 345,509 | 195,412 |
| Outreach | 128,284 | -- | -- | 128,284 | 43,391 |
| Monitoring | 15,939 | -- | -- | 15,939 | 40,316 |
| Total Program services | 489,732 | -- | -- | 489,732 | 279,119 |
| Supporting services | | | | | |
| Administration | 93,334 | -- | -- | 93,334 | 57,322 |
| Fundraising | 8,987 | -- | -- | 8,987 | 40,582 |
| Total expenses | $592,053 | -- | -- | $592,053 | $377,023 |
| Change in net assets | 16,488 | (22,231) | 9,700 | 3,957 | 11,261 |
| Net assets July 1, 2011 | 29,980 | 73,855 | -- | 73,855 | 62,594 |
| Net assets June 30, 2012 | $42,468 | $25,644 | $9,700 | $77,812 | $73,855 |
---
### Board of Directors
- Eli Callison, City of Portland
- Tim Cooper, Criterion Brock
- JoAnn Herrigel, City of Milwaukie
- Tracy Hokanson, PGE
- Jason C. Howard, EnviroLogic Resources, Inc.
- Roy Iwai, Multnomah County Road Services
- Michael Jones, Mt. Hood Community College
- Torrey Lindbo, City of Gresham
- Russ Mantifel, Bonneville Power Administration
- Celeste Mazzacano, Xerces Society
- John Nagy, Clackamas Co. Water Environment Services
- Perry Rikli, Mt. Hood Community College
- Bob Sanders, Wood Tatum
- David Scharfenberg, Pleasant Valley School
- Candace Stoughton, East Multnomah Soil and Water Conservation District
### Advisory Circle
- Bill Bakke, Native Fish Society
- Earl Blumenauer, U.S. House of Representatives
- Diane Boly, Boly Welch
- Carlotta Collette, Metro Councilor, District 2
- David James Duncan, Author
- Robert Gootee, Moda Health, formerly ODS Health
- Mike Houck, Urban GreenSpaces Institute
- Teresa Huntsinger, Oregon Environmental Council
- Steve Johnson, Portland State University
- Gary Klein, Wells Fargo
- Walt Mintkeski, Energy Trust of Oregon
- Jonathan Nicholas, Moda Health, formerly ODS Health
- Gary Rydout, Education Consultant
- John Wrenn, UBS
### JCWC Staff
- Matt Clark, Executive Director
- Jill Bonanno, Americorps Riparian Technician
- Cathy Geiger, Operations and Finance Coordinator
- Noah Jenkins, Education and Research Associate
- Robin Jenkinson, Restoration Coordinator
- Amy Lodholz, Volunteer and Outreach Coordinator
- Erin O'Shaughnessy, Finance Coordinator (former)
- Marty Urman, Outreach Associate | cb622135-f4bb-4d47-808e-9741a1b5dbc4 | CC-MAIN-2023-23 | https://www.jcwc.org/wp-content/uploads/2017/07/Annual-Report-2012-FNL.pdf | 2023-06-03T15:50:05+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649293.44/warc/CC-MAIN-20230603133129-20230603163129-00028.warc.gz | 923,761,913 | 4,578 | eng_Latn | eng_Latn | 0.763964 | eng_Latn | 0.909446 | [
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Páramos around the world
Páramos in Colombia
Large scale plan
Large scale section
Restoration
The Project aims to regenerate the landscape through active restoration strategies, attracting people from the local communities to work on the production of vegetation. Also attract researchers, as it will be the largest curated exhibition of vegetation above 3,000 masl.
Plan
Section
Core Strategy
Nurseries
The restorative project aims to raise awareness of the importance of protecting these fragile landscapes. One can observe how they grow, harvest and clean water, and learn about the ecological restoration process from seed collection and nursery production.
Plan
Section
Facades
Shelters
The development of infrastructures that supports restoration activities such as nurseries and dormitories for tourism, is presented as a social strategy to support the communities that will lose their jobs after the closure of the mines, an alternative to unsustainable gold extraction.
Plan
Section dormitories
Section fountain
In Santurban’s Páramo, the dispute over the territory started from the exploitation of gold in páramo areas where gold has traditionally been exploited for around 400 years on a small scale. Now, the mines will be redrawn as a space for tourism and to strengthen the natural ecosystem.
Mine axonometric
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Introducing our 2016 Keynote Speaker: Dr. Sonia Nieto
The ConnTESOL is proud to announce our 2016 Annual Conference keynote speaker: Dr. Sonia Nieto.
Dr. Nieto is the author of several books, including her 2003 publication, "What Keeps Teachers Going?", her 1992 book, "Affirming Diversity: The Sociopolitical Context of Multicultural Education," and up to her most recent 2015 addition, "Brooklyn Dreams: My Life in Public Education." Dr. Nieto's books are often employed to address common public educational inequities which have been cause of concern for educators for decades: systemic racism, inequality, and other factors which restrict the success of students.
Many education institutions throughout the country utilize her work, "Affirming Diversity," in their pre-service teacher programs. Dr. Nieto has authored or edited a total of eleven books in her impressive career.
In addition to her authorship, Dr. Nieto is University of Massachusetts Amherst School of Education Professor Emerita. Through the College of Education, she teaches classes aimed towards Language, Literacy, and Culture (LLC).
Dr. Nieto has received various awards for her academic research and work in the field of education such as the Wits-Claude Distinguished Scholar through the University of Witwatersrand located in Johannesburg, South Africa. With such an accomplished resume, the ConnTESOL is delighted to host Dr. Sonia Nieto at our 46th Annual Conference!
- Joshua Giannone
Editor
For more information on Dr. Sonia Nieto, please visit her personal website, www.sonianieto.com.
How can ELs cite text evidence if they can’t read or write in English? How can I be expected to teach my content if a student does not speak English? Since the adoption of the Common Core Standards, educators have been struggling with questions such as these. They wonder how their ELs can meet the demands of those rigorous standards. The Connecticut State Department of Education has released new English language standards to address these very questions.
The CELP (Connecticut English Language Proficiency) standards provide a valuable resource for TESOL and content teachers alike. CELP is comprised of 10 standards, which are closely aligned to the CCS (Connecticut Core Standards). It then provides research-based guiding principles for the standards. The bulk of the document provides the reader with learning progressions and proficiency descriptors by grade level and by standard.
Let’s look at an example:
**CELP.4-5.4. An EL can construct grade-appropriate oral and written claims and support them with reasoning and evidence . . .**
| Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|
| with prompting and supports, | with prompting and supports, | with guidance and supports, | • express an opinion about a variety of topics, texts, or events | • express an opinion about a variety of topics, texts, or events |
| • verbally or nonverbally express an opinion about a familiar topic | • express an opinion about a familiar topic or event | • express an opinion about familiar topics, texts or events | • introduce the topic | • introduce the topic |
| using a limited number of words and phrases acquired in conversations,| • give a reason to support the opinion | • introduce the topic | • provide several reasons or facts to support the opinion | • provide logically ordered reasons or facts to support the opinion |
| reading, and being read to | • use academic and domain specific vocabulary | • provide a few reasons or facts to support the opinion | • provide a concluding statement | • provide a concluding statement or section |
| | | • use academic and domain specific vocabulary | • use academic and domain specific vocabulary | • use academic and domain specific vocabulary |
A teacher can easily see what an EL can do, depending on their proficiency level, and determine how much support and/or prompting they will need.
Additionally, the K-12 Practice Matrix shows the correspondences between the CELP standards and various content area practices (math, science, social studies, and English language arts). The Linguistic Supports section provides an enormous amount of hyperlinks, which take the reader to resources and strategies that can be used in the classroom. The inclusion of a glossary and acronym key makes this document accessible to all educators and administrators, even those not familiar with TESOL.
For the complete CELP Standards, click here or scan the QR code to the right.
**CONNTESOL BOARD MEMBER SPOTLIGHT: MEGAN ALUBICKI FLICK**
Megan Alubicki Flick is the ESL/Bilingual Consultant at the Connecticut State Department of Education. In this role, she manages the Title III and state bilingual grants, provides guidance and technical assistance regarding English learners and helps to plan and carry out professional development related to English learners. Prior to this position, she served as an ESL teacher for Hartford Public Schools. She has taught in Finland as an American-Scandinavian Foundation fellow and carried out language policy and educational research in Belgium and Sweden as a Fulbright Fellow. She holds a M.S. and certification in TESOL/Applied Linguistics, and a Sixth Year Diploma and certification in Educational Administration.
Teacher-led small groups are one of the most effective methods of differentiated instruction, allowing a teacher to meet with a handful of students to address a misconception, fill in an academic gap, or provide enrichment for high-flyers. All grade levels and types of students benefit from small group instruction; this includes our language learners. Teachers can rely on their instincts to recognize student learning needs and pull a small group on-the-spot. While these “impromptu” small groups are often an effective way to redirect student learning, making time to thoughtfully plan the content of small group instruction holds even more potential for high-volume student learning.
Pre-plan Small Group Instruction:
Reflect on formative assessments such as exit tickets, homework, classwork, and anecdotal observations of student learning to knowledgeably organize students into groups of five or less based on their instructional needs. All students in the same small group should have similar struggles, misunderstandings, or need for enrichment.
With this need in mind, generate an objective for what your small group will accomplish in the 10-17 minutes that you meet with them. Design a short warm-up activity (three minutes or less) to prime students to tackle this objective. This warm-up activity can be independent or collaborative, depending on the objective and student learning styles. Next, prepare the direct instruction for your small group. This is the real meat of your mini-lesson wherein you provide lots of guided practice, and perhaps, examples and non-examples of the skill students are working on. As you plan, be sure to intentionally insert opportunities for you to provide immediate and specific feedback to each student in your group; this is where small group instruction really draws its instructional impact. Finally, brainstorm and list questions and/or tasks that you will use to evaluate whether the individuals in the small group mastered the objective. This will help you determine any necessary future support.
A succinct way to remember the sequence of small group instruction activities is:
1. Share your objective with the small group: Keep student learning focused!
2. Quick Warm-Up Activity: Prime students for impactful learning.
3. Direct Instruction/Guided Practice: Design multiple opportunities for students to practice and receive individual feedback.
4. Leave students with esteem and an expectation: Explicitly identify student successes that you observed during the small group. Leave students with a specific action step or goal, clarifying when you will check in with students about their progress towards that goal/action.
Small group instruction has the power to elevate student learning at an accelerated rate by providing students with exactly what they need in order to progress. As you teach, continue to address student needs “in the moment” but also take steps to supercharge your small group instruction with data-based grouping and pre-planned mini-lessons with the tips described above!
CONTESOL BOARD MEMBER SPOTLIGHT: BRADLEY MANWARING
Bradley Manwaring started his career in TESOL 10 years ago on a chance to go abroad. He taught EFL in South Korea for two years before coming back to Connecticut to pursue an MA in TESOL. After becoming a Connecticut certified TESOL teacher, Bradley began working in the Hartford Public School District. Bradley is actively involved in helping others learn English. He works at Kennelly School and teaches an ESL class for international deaf students from the U.A.E. at Central Connecticut State University. He also participates in immersion programs for Korean students. Bradley Manwaring is dedicated to his professional development and advocacy for ESL student success.
Our ConnTESOL Conference is a forum for exchanging information to help our students acquire English Language Proficiency. We welcome innovative presentations from teachers, program administrators, facilitators, and any others who are involved with immigrant, refugee, bilingual or English Learner student populations. Please email us with any questions at firstname.lastname@example.org
ConnTESOL Values:
- professionalism in language education
- individual language rights
- accessible, high-quality education
- collaboration in a global community
- interaction of research and reflective practice for educational improvement
- respect for diversity and multiculturalism
The 46th Annual ConnTESOL Conference:
Lifelong Learning for Linguistically and Culturally Diverse Populations
Keynote Speaker: Sonia Nieto
Find out more about her work http://www.sonianieto.com/
***** Deadline for applications is June 30, 2016 *****
***** We will only be accepting proposals via the link at the end of this document. *****
Each presentation proposal includes one organizer. Each presentation proposal includes one organizer and one additional presenter. The roles and responsibilities are as follows:
- Organizer/presenter teams must register for the convention. (ConnTESOL does not reimburse expenses, e.g., registration, travel, hotel, meals, and additional audiovisual equipment, etc.). Presenters (up to 2 per session) are eligible for a discount on ConnTESOL Conference admission.
(Continued on page 5)
• Organizer/presenter and any co-presenters are expected to engage the session audience, rather than simply reading a scripted presentation or slides.
• Refrain from changing the conceptual content of the session as described in the proposal abstract and description after the proposal has been accepted, unless you have contacted the conference chairs.
• Audiovisual (AV) Equipment- ConnTESOL provides an LCD projector, speakers, and screen free of charge in each session room. Presenters must provide a dongle/adapter, if needed, for your specific computer.
• The organizer/presenter will communicate in a timely manner with their co-presenter, the status of the proposal and other information sent by ConnTESOL. The organizer must also inform ConnTESOL Conference Chairs when a presenter’s contact information or status changes. A presenter will present a one-hour session at the ConnTESOL Conference. The presenter’s name and institution will appear in the program. ConnTESOL will communicate with organizers about the status of proposals and session details. Presenters should remain in contact with organizers and vice versa.
**Suggested areas of topics may include:**
- Academic Vocabulary
- Accessibility to Standards-Based Instruction
- Adult Literacy
- Advocating for ELs and their teachers
- Assessment (formative and summative)
- Bilingual education methodology
- Bilingual education programs
- Biliteracy
- Blended Learning
- Career and College readiness
- Citizenship preparedness
- Collaboration with general educators
- CT English Language Proficiency (CELP) Standards
- Culturally Responsive Instruction
- Developing technological skills to empower ELs
- Elementary education
- ELs in the 21st Century
- ELs with Special Education needs
- Grammar, innovative approaches to Higher Education
- Immigrant issues and needs
- Inquiry-Based Instruction and ELs
- Intercultural communication
- Interventions and EL/SRBI
- L2 writing
- Life Skills
- Long-term ELs
- Multiculturalism
- Oral and written academic discourse
- Parent engagement
- Program administration
- Pronunciation
- Reading and Literacy
- Secondary education
- SIOP/Sheltered Instruction
- SLIFE students
- Speaking and listening
- Teacher preparation
- Workplace and the EL
Please complete the GoogleForm to submit your proposal for consideration here by June 30, 2016: [http://goo.gl/forms/BS5Hs14sU0](http://goo.gl/forms/BS5Hs14sU0)
Executive Committee
First Year Co-Chair: Pam Loh
Second Year Co-Chair: Maggie Stevens Lopez
Recording Secretary: Bradley Manwaring
Treasurer: William Thomas
Membership Secretary: Maria Zampano
Past Chair: Jocelyn Tamborello-Noble
Representatives
Adult Ed. Representative: Aileen Halloran
Vocational Education Representative: Laura Vega
Bilingual Education Representative: Pedro Mendia-Landa
IEP Representative: Meg Cooney
Community College Representative: Vacant
Eastern Teacher Ed. Representative: Vacant
Elementary Ed. Co-Representative: Violeta Kovaci & Susan Miller
Higher Ed. Representative: Vacant
Secondary Education Representative: Mary Parady
Members-at-Large: David Bruno, Miriam Yeung, Elizabeth Tavares, Marie Salazar Glowski, Mitch Grayson, Glorianne Rusate, Katherine Feltes
Appointed Positions
CT Council of Language Teachers Liaison: Dorothy Mulford
CT State Department of Education Representative: Megan Alubicki Flick
CT Administrators of Programs for ELLs Liaison: Sally Vernaglia
Student Representative: Vacant
Newsletter Co-Editors: Joshua Giannone & Mitch Peterson
Webmaster: Jennie Farnell
Advocacy Representative: Violeta Kovaci
2016 CONNTESOL AWARD OF PROFESSIONAL EXCELLENCE
Starting this year, ConnTESOL will be awarding one qualified TESOL Professional our newly designed "ConnTESOL Award of Professional Excellence." This honor is to be chosen, based on YOUR opinions. To nominate someone, the following criteria must be met:
**Criteria**
Applicants are evaluated on their ability to:
- Inspire students of all backgrounds and abilities to learn
- Participate in continuing professional development.
- Create a supportive and encouraging learning environment by providing quality language instruction based on well-articulated theory, philosophy, educational research, and best practice.
- Have a positive impact on students and colleagues.
- Play an active role in the school/community.
- Demonstrate involvement in the field of TESOL through membership in a professional organization.
If you're interested in advertising in The ConnTESOL Quarterly, please contact email@example.com, subject line: advertising.
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AP 3D Art
Summer Work: Art Journaling to Jumpstart Your AP Investigation
Contact: Tiffany Gonzalez
email@example.com
Art by Michael Scott Burgstiner
Presentation created by Mrs. Gonzalez and Mrs. Kuonen
SUMMER JOURNAL WORK
Next school year, you will create a portfolio containing 15 images of 13-15 artworks that are related to one central topic. This topic is known as your SI, Sustained Investigation. Through journaling, you will brainstorm, explore, ideate, research and plan your SI. Week one, when school starts, you will share your proposed SI statement(s), the essential questions that drive your inquiry and the ideas/plans you have made in your journal for at least 5 new works of sculpture.
Watch this link posted by a former AP art student
https://www.youtube.com/watch?v=zBFN5bmZ3Zc
*Look at the AP course skills listed below. Your summer assignment is to start investigating. Have fun figuring out what you like and what you want to be a part of your artistic practice. Create at least 15 to 20 pages in your journal to show evidence of your IDEAS, investigations and research.* You can keep a digital journal too, to collect links, but a physical journal is required. Make sure you investigate ideas, materials, and processes, asking yourself why am I drawn to these ideas and what is my authentic connection to the content I like.
| Course Skill 1 | Course Skill 2 | Course Skill 3 |
|----------------|----------------|----------------|
| **Inquiry and Investigation**<br>Investigate materials, processes, and ideas. | **Making Through Practice, Experimentation, and Revision**<br>Make works of art and design by practicing, experimenting, and revising. | **Communication and Reflection**<br>Communicate ideas about art and design. |
The AP Art and Design course is designed to help you become more inquisitive and thoughtful as an artist/designer.
Summer work helps you get started dreaming and planning artworks.
Art Journals document where your ideas are coming from, and in time, show where your ideas are leading to.
With regular journaling time, you will be able to articulate the formal concerns and conceptual connections that may become central to your practice.
Put thought into supporting your ideas with research + materials + design time+ process development+ experiments and REFLECTION. Art Journal entries can be anything that helps you ponder and plan. Text, cut and paste images, drawings, info on artists, photos you take of sculptures, of experiments... all can go in art Journal.
It’s your Journal.
https://www.studentartguide.com/articles/sculpture-3d-design-sketchbooks
Think about what you want to make, why you want to make it, how it relates to what has been made before and what you want your AP artwork to look like. Then... show us, by putting those ideas in a journal that you will share in class when school starts again.
**Practice writing** Essential Question(s) (EQs) that relate to possible Sustained Investigation (SI) statements. See link for examples.
Research for art production should be fun. It can include visiting museums and sculpture gardens online, reading blogs/articles and reflecting on them, researching art and artists, watching movies, using materials or techniques, scrapbooking, fact finding on social, political or scientific concepts that inform your artwork.
Your summer work should be genuine. So use the journal, like a sharable diary, documenting why you care about the topics that inspire you to create. Sketch and make plans.
Take time to enjoy the process of discovering your interests. Journals are not supposed to be perfect because they are how you make progress. Really great Journal pages can even be used as AP images.
If you experiment with materials, take pictures. Put them in your journal and explain what you wanted to do and how it worked. Have fun researching the ideas, materials and processes that interest you.
3D Design Portfolio Examples
If you can imagine it and plan for it, you can do it.
- Figurative or non figurative sculpture
- Architectural models
- Metal work
- Ceramics
- Glasswork
- Installation
- Performance
- Assemblage
- 3-D fabric/fiber arts
What is an essential question?
Essential Questions (EQs) are questions that are not able to be answered with finality. Instead, they provoke more questions and deeper inquiry to engage with critical thinking.
Examples:
- How can I capture the gelatinous qualities of aquatic creatures?
- Why do people like horror films?
- Why are repetitive textures so visually satisfying to me?
Seven Characteristics of EQs:
1. Open-ended (typically an EQ will not have a single or final correct answer)
2. Thought-provoking, intellectually engaging, and sparks discussion or debate
3. Calls for higher-order thinking such as analysis, inference, evaluation, and prediction (this means an EQ can’t be answered by recall or stated facts)
4. Alludes to important, transferrable ideas within and sometimes across disciplines
5. Raises more questions (sparks further inquiry)
6. Requires support and justification (not just an answer) - support may also require research and historical or contemporary context
7. Recurs over time (the question can and should be revisited over and over again)
Developed from McTighe, Jay, and Grant P. Wiggins. *Essential Questions: Opening Doors to Student Understanding*. Alexandria: ASCD, 2013. Print
Writing and Developing EQs
1. Avoid simple questions such as “Who is Pablo Picasso?”
2. Plan Backwards (What understanding do you want to gain through the inquiry process/portfolio development process? Develop questions around big ideas/topics)
3. Look to multiple places or disciplines for influence and inspiration.
4. Consider your personal interests or future plans (beyond just art) – Can this lead to inspiration and inquiry?
5. Determine if a particular art material, technique, or process is important to include in the EQ (this is a choice to evaluate, you don’t have to include these)
1. Summer Work Assignment:
- Brainstorm and develop your personal Essential Question (EQ).
- Your EQ leads to related inquiry. For your AP Portfolio, this becomes your “Sustained Investigation” or SI. (SI is an inquiry based, in-depth study of materials, processes, and ideas over time. It will make up the majority of your AP Portfolio.)
- Make mind maps, write lists and show your thought process
Summer Work Assignment:
Search websites, museum websites and/or visit a museum. Look for key words related to your art style, technique, subject matter, process, materials, etc.
Learn about contemporary artists, art theories and genres connected to your possible EQs and Sustained Investigation.
For example, if your thinking of using recycled materials you might share the work of El Anatsui and look for exhibitions of his work near you. If you go to a Museum this summer, take pictures of works and artists statements that inspire you.
Inspiration must be chased and uncovered.
It does not strike like lightning rather it ignites when you feed it your energy and wonderment.
3 Summer Work Assignment
• Source and use a sketchbook to journal, draw, write, and think visually about your Essential Question and Sustained Investigation. This sketchbook can be physical (Ideally at least 8.5 x 11” but whatever you prefer) or it can be digital (One Note, Sketchpad, or other digital journaling options) or both.
• Use your sketchbook to take research notes on artists from the previous websites.
• In your sketchbook, plan at least (3) future AP Portfolio artworks. This may be done in the form of thumbnail sketches, material experiments, color swatches, mind maps, notes, mockups, shot lists, scrap models, or other compositional planning.
• The AP Portfolio requires documentation of your process, including visual journaling and sketching, start using this resource over the summer. Be prepared to share your sketchbook in the fall.
Complete 15-20+ Journal pages. Try to include some materials experiments. If you have time and interest, make a work of art that demonstrates your SI idea.
Think…. by making sketches, photographed 3D mock-ups, do interviews, document materials, colors and combinations of materials that inspire. Do concept/theme-based research to better understand your subjects and themes. If you are not inspired by meaning, think about the formal qualities that you love.
Tips
• Try to relate to your Essential Question to materials and processes.
• Write at least 5 different EQ’s that relate to a single Sustained Investigation statement/topic.
• Use the journal to compare several “possible” Sustained Investigation Topics and EQ’s
• Draw examples of the art you plan to make. Evaluate the ideas over time, modify and move forward.
• Plan at least 5 artworks. Make sure your journal speaks for itself. If explanations are needed, include them.
Enjoy your journey!
AP 3D Art Questions?
Contact: firstname.lastname@example.org
FOLLOW THE LINK and explore the 3D artworks, statements and process images
https://apartanddesign.collegeboard.org/2021-ap-art-and-design-digital-exhibit
Get Started Now
To help you get started I have given you 4 prompts.
I suggest you do the activities listed on the next two slides.
Then start working on your self-directed Journal pages.
#1
Watch this video, ponder and take notes.
What are formal concerns in art? They are the parts that we can see.
https://www.youtube.com/watch?v=sM2MOvonDsY
Journal:
Which **formal concepts** have I explored?
Which would I like to explore? Draw 3 quick, small sketches to capture your thoughts.
Print and paste a page of artworks that show formal ideas you are interested in.
#2
What are conceptual concerns in art?
-The things we can sense or comprehend.
https://youtu.be/4DO451y9tw
Page 3 Make a list of ideas that interest you.
What processes interest you?
What materials interest you?
Look back at what you have written and find connections between processes, materials and Ideas.... Sketch it out.
Journal Task 3 and 4
- What do you like about sculpture?
- Draw examples of the 4 kinds of sculpture described in the video.
- Make each drawing in your own style.
- Are there more kinds of sculpture?
What have you already made that you like? Print 1-3 images of sculptures that you have made that you liked.
Reflect on your work: what does your art remind you of? Research a new artist that has created something similar. Make a sketch of new artwork that relates to this discussion.
Write an EQ for that work. Is there an SI that you might be interested in than relates to some of your past artworks? Journal about that.
Artistic Integrity Agreement
When you submit your digital portfolio through the digital submission web application, you must agree to the following Artistic Integrity Agreement:
The works of art that you submit in your Portfolio must be your original creations. They should reflect your own experiences, knowledge, interests, and unique vision. Collaborative work or group projects may not be included in your Portfolio.
If you incorporate artwork, photographs, images, or other content created by someone else ("pre-existing work"), you must show substantial and significant development beyond duplication. Your creation should substantially transform the pre-existing work. Additionally, you must identify all pre-existing work(s) in the Written Evidence portion of your Portfolio.
The work you submit must entirely be your original creation and reflect your own unique vision. Any submission that makes use of pre-existing photographs, images, or works of any kind must:
1. Provide proper attribution and/or citation of all pre-existing material in the sustained investigation written prompt responses and the written evidence accompanying visual images.
2. Extend beyond mere duplication. Along with your developed images and works, you must provide and cite the pre-existing visual images to demonstrate your substantial, significant, and transformative development through materials, processes, and ideas.
For the sake of clarity, the use of Artificial Intelligence tools is categorically prohibited at any stage of the creative process.
It is unethical, constitutes plagiarism, and often violates copyright law simply to copy another work or image (even in another medium) and represent it as one's own. If College Board determines in its sole discretion that you have violated any part of this plagiarism policy, such as by failing to properly attribute preexisting works, using Artificial Intelligence tools, or attempting to pass off another’s work as your own, College Board may decline to score your submission or cancel your score.
Please Note: All artwork created for your AP Portfolio must uphold the Artistic Integrity Statement issued by the College Board. Please read through these statements to ensure your work is original, does not use AI tools, and will not violate copyright law. A reminder that plagiarism is also a violation of the Bolles Honor Code. | f1394bd8-1334-4146-ad29-24dc2299dafd | CC-MAIN-2022-40 | https://resources.finalsite.net/images/v1655385409/bolles/vjkzwmb4pxpzoigwscjo/AP3DSummerWork-final.pdf | 2022-10-06T08:03:29+00:00 | crawl-data/CC-MAIN-2022-40/segments/1664030337731.82/warc/CC-MAIN-20221006061224-20221006091224-00270.warc.gz | 514,277,815 | 2,694 | eng_Latn | eng_Latn | 0.979731 | eng_Latn | 0.998046 | [
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A Student’s Guide to Blood Donation
Why Should I Give Blood?
Because You Can Make a Difference!
Almost everyone during their life will know someone who needs a blood transfusion. They may be car accident and trauma victims, cancer or transplant patients, and people with sickle cell disease or other blood disorders. There is no substitute and still only one source of blood for transfusion – volunteer blood donors.
This guide will provide you with information about measures you can take before, during, and after donation for a good experience.
Learning more about blood donation and knowing what to expect should improve your donation experience.
What Happens During the Blood Donation Process?
1. Registration
- Remember to bring your photo ID and, if required, the signed parental consent form.
- Bring the names of medications that you are taking.
- Bring a list of the places you have traveled outside the US and Canada in the last 12 months.
- Read the educational materials about donating whole blood or apheresis.
- Ask Red Cross staff if you have questions.
2. Health History & Mini Physical
- You should feel healthy and well, and meet other criteria.
- We will take your temperature, check your blood count, and measure your blood pressure and pulse.
- We will ask you questions during a private and confidential interview. This protects your health and the safety of patients who receive blood transfusions.
3. Donation
- We will cleanse an area of your arm and insert a needle to draw whole blood.
- You can relax, listen to music, talk to other donors or read while the blood is collected.
- After the collection, a staff member will remove the needle and place a bandage on your arm.
4. Refreshments
- You should spend 15 minutes or more enjoying refreshments in the recovery area.
- If you become dizzy or light-headed, stay in the recovery area and tell a staff member immediately.
What Should I Do To Prepare?
Before Donation
Sleep: Get at least eight hours of sleep the night before your donation.
Eat: Eat a healthy breakfast or lunch - or both if your appointment is later in the day.
- Don’t skip meals on the day of a donation.
- Make healthy food choices. Eat proteins (lean meat, cheese, and yogurt) or complex carbohydrates (bread, cereal, and fruit).
- Include iron-rich foods in your regular diet (red meat, fish, poultry, beans, iron-fortified cereals, and raisins).
Drink: Drink a few extra glasses of water or fluids in the days before you donate. Start the day with a bottle of water or a glass of orange juice.
If you drink water within 10-30 minutes before donation, you may be less likely to experience dizziness and light-headedness.
During Donation
Most people relax during donation and feel fine afterwards. Sometimes it helps to think about something else to distract your attention from the blood being drawn.
You may also be told to try a simple technique to tense and relax the muscles in your legs:
- Lift your legs (one at a time) off the donor bed.
- Hold for a few seconds, then repeat.
- Breathe normally.
If you practice this technique to tense and relax the muscles in your legs during the donation, you may be less likely to have a reaction.
Tell Red Cross staff immediately what you are experiencing and they will take care of you. There are ways to help prevent or limit discomfort with donation.
After Donation
Be sure to sit and relax in the refreshment area for 15 minutes or more and have a drink and a snack. Afterward, drink a few glasses of fluids to stay well-hydrated.
Most donors have uneventful donations and feel good about donating. Some people may experience light-headedness, dizziness, or an upset stomach that resolves soon after donation. Less commonly, a donor may faint after blood donation. If you feel faint, stop what you are doing and sit or lie down until you feel better.
Call the American Red Cross toll-free number provided to you after your donation if you have questions or concerns.
A Student’s Guide to Blood Donation
Student Athletes
Student athletes should wait about 12 hours or more to resume strenuous exercise after blood donation, depending on how they feel. You temporarily lose fluid after donation which your body replaces within 24 hours or sooner if you drink extra fluids. As a precaution, do not donate blood on the same day of a competition or strenuous practice.
After a whole blood donation, your body replaces the red blood cells (the cells that deliver oxygen to muscles and tissues) within about 5 weeks, depending on nutrition and iron status. High-performance competitive athletes may notice a marginal decrease in exercise tolerance for about 1 week after a whole blood donation.
Plan ahead to best schedule your donation with sports and other activities.
Information for Parents
Parental permission is required for all 16-year-olds to donate blood. It may or may not be required for 17-year-olds depending on state laws and school requirements.
When we are required to obtain parental consent, your son or daughter will need to turn in a signed consent form to the donation site each time he or she plans to donate.
Most donors have uneventful donations and do fine afterwards. Some donors may become light-headed or dizzy during or after the donation or may faint or experience other injury requiring additional medical care. Young, first-time, and/or low weight donors are more likely to experience reactions than other donors.
Every donation is tested for HIV (the virus that causes AIDS), hepatitis B and hepatitis C viruses, and other infectious diseases. If any test result or response to the questions suggests that your son or daughter is disqualified from donating blood in the future or may have an infectious disease, their name will be added to a confidential list of people who have similar test results or risk factors. When required, we report donor information, including test results, to health departments and regulatory agencies.
The infectious disease tests are very sensitive and specific but it is possible that donors who are not infected will have falsely positive results. We are required to notify and disqualify donors even when subsequent test results indicate that the donor is not infected.
We will communicate test results directly with your son/daughter. We maintain the confidentiality of information we obtain about a donor, and we will release a donor's confidential information to his or her parents only with the donor's consent.
We may use information or residual blood samples we collect from donors confidentially and anonymously for medical research. Examples of this type of research include studies to increase the safety of the blood supply.
If you have questions about blood donation, please contact the American Red Cross.
American Red Cross
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| Monday | Tuesday | Wednesday | Thursday | Friday |
|--------|---------|-----------|----------|--------|
| | | 1 ELA- pgs. 201, 113, 114, Reading- Speeding in Space Math- R89 Parent Initial ____ | 2 ELA- pgs. 203, 204, 205, 206 Math- R90 Parent Initial ____ | 3 ELA- pgs. 207, 208 Reading- Land of the Midnight Sun Math-R91 Parent Initial ____ |
| 6 ELA- pgs. 209, 210, 101, 102 Math-R92 Parent Initial ____ | 7 ELA- pgs. 103, 104, 105 Math-R93 Parent Initial ____ | 8 ELA- pgs. 211, 212 Reading- Science Math-R94 Parent Initial ____ | 9 ELA- pgs. 213, 214, 215 Math-R95 Parent Initial ____ | 10 Good Friday |
| 13 Spring Break | 14 Spring Break | 15 Spring Break | 16 Spring Break | 17 Spring Break |
| 20 ELA- pgs. 217, 218 Math-R96 Parent Initial ____ | 21 ELA- pgs. 219, 220 Math-R97 Parent Initial ____ | 22 ELA- pgs. 106, 107 Math-R98 Parent Initial ____ | 23 ELA- pgs. 108, 109 Math-R99 Parent Initial ____ | 24 ELA- pgs. 110, Math-R100 Parent Initial ____ |
| 27 ELA- pgs. 221, 222 Math-R101 Parent Initial ____ | 28 Reading- California’s Water Shortage Math-R102 Parent Initial ____ | 29 ELA- pgs. 223, 224, 225, 226 Math-R103 Parent Initial ____ | 30 ELA- 227, 228, 229 Math-R104 Parent Initial ____ | Extra sheets: 111, 112, 115 |
**Important Information:**
Please follow the calendar to ensure students are working at a reasonable pace. In addition to these resources, students should be login in to Lexia Core 5 for at least 20 minutes a day.
Use each pair of vocabulary words in a single sentence.
1. audacity, deception
2. desolate, somber
3. valiant, steadfast
4. oblivious, exploits
• Compound words can be written as one word (homework), as two words (paper clip), or with a hyphen (all-American).
• Hyphens are often used in compound numbers and fractions, with prefixes such as ex- or self- or the suffix -elect, and with prefixes before proper nouns and adjectives.
• A compound adjective that precedes the word it modifies should be hyphenated: up-to-date maps.
Read each sentence. Decide whether the words in parentheses ( ) should be one word, two words, or a hyphenated word. Write the word correctly on the line. If the word is correct, write C on the line. Use a dictionary if necessary.
1. We are having (left overs) for dinner.
2. Roberto finished (twenty five) problems before recess.
3. My brother is a (self taught) tennis player.
4. We watch his tennis matches from the (fourth floor) window.
5. The (exState University) tennis coach came to his last match.
6. My brother will graduate from (high school) next year.
7. The actor stood in the (spot light) and read his script.
8. The (president elect) received a warm welcome from the theater club members.
9. Our band is playing in the (pregame) show Saturday.
10. Angelina will bring along her (seven year old) sister.
Comparative adjectives compare two people, places, or things.
Superlative adjectives compare more than two people, places, or things.
Compound words can be written as one word (homework), as two words (paper clip), or with a hyphen (all-American).
Proofread each sentence. Watch for errors in comparative and superlative adjectives and in compound words. Also correct errors in capitalization and the use of hyphens and other punctuation. Use a dictionary if necessary.
1. Florence Griffith Joyner made history in the 1980s when she became the world’s faster woman
2. She won three-gold medals at the 1988 Olympic games?
3. Her colorful outfits and six inch finger nails made her a standout on the track,
4. last night? I stayed up latest than I will tonight.
5. Tonight will be the early bedtime of all for me this week.
6. The weather reports, say that Tonight will be the cold night of the year,”
Speeding in Space
The solar system is composed of many things. It includes our star, the Sun, the planets and their moons, comets, and asteroids. All of these objects are in motion. Let’s see how fast one type of object—the planets—move.
First, let’s examine our planet, Earth. You know that Earth orbits around the Sun. Its revolution, or the time it takes Earth to travel around the Sun, is just over 365 days, or one year. But do you know how fast Earth moves? Earth moves at a speed of 107,206 kilometers (66,615 miles) per hour. To put this into perspective, think about a car traveling 97 kilometers (60 miles) per hour. Earth is moving around the Sun more than 1,100 times faster than that car!
Now, let’s examine the three other inner planets. Mercury is the planet closest to the Sun, and Venus is just behind it. Mercury is the fastest-moving planet in our solar system. It travels around the Sun at a speed almost twice as fast as Earth—172,332 kilometers (107,082 miles) per hour. Because Mercury’s orbital path is smaller than Earth’s, at this speed, Mercury makes a trip around the Sun every 88 Earth days. Venus moves at a speed between that of Mercury and Earth at 126,071 kilometers (78,337 miles) per hour. In the time it takes Earth to complete one revolution, Venus has already completed one revolution and started a second! Mars is the inner planet farthest from the Sun. It takes almost two Earth years for Mars to complete one trip around its orbital path, even though it travels at 86,676 kilometers (53,858 miles) per hour.
Jupiter, Saturn, Uranus, and Neptune are the outer planets. They are the planets in our solar system that are the farthest from the Sun. Jupiter travels at a speed of 47,051 kilometers (29,236 miles) per hour—about half the speed of Earth. It takes Jupiter almost 12 Earth years to make one trip around the Sun. Saturn is next, and it travels at a speed of 34,883 kilometers (21,675 miles) per hour, while Uranus moves at 24,515 kilometers (15,233 miles) per hour. That translates to about 29.5 Earth years for Saturn and 84 Earth years for Uranus to orbit the Sun. If you live to be 84 years old, Uranus will just be completing the revolution around the Sun it started when you were born. The slowest planet in our solar system is Neptune. This planet travels at a mere 19,547 kilometers (12,146 miles) per hour. At this pace, it takes Neptune almost 165 Earth-years to travel around the Sun.
Questions:
1. Describe the pattern of the speed of a planet’s revolution as you get farther from the Sun.
2. Jaime says that Mercury travels at a speed that is five times faster than Neptune. Do you agree? Why?
3. What are two factors that cause the length of a planet’s year to get longer the farther it is from the Sun?
Recognize Statistical Questions
A statistical question is a question about a set of data that can vary. To answer a statistical question, you need to collect or look at a set of data.
Identify the statistical questions about Jack’s homework time.
A. How many times did Jack spend longer than an hour on homework this week?
**Statistical question.** Jack is unlikely to do homework for the same amount of time each day, so the question asks about a set of data that can vary. You could answer it with data about Jack’s homework time for a week.
B. How long did Jack do homework today?
**Not a statistical question.** It asks about Jack’s homework time on one day. It does not refer to a set of data that varies.
Write a statistical question about your school’s cafeteria.
Think of what kind of data could vary in the situation. In this situation, it might be menu items, students, or activities.
These are both statistical questions:
A. How many students were in the cafeteria during fourth period each day for the past two weeks?
B. What was the greatest number of entrees served in one day in the cafeteria last month?
Identify the statistical question. Circle the letter of the question.
1. A. How many people flew from New York to San Francisco yesterday?
B. How many people flew from New York to San Francisco each day this month?
2. A. How many siblings does each of your classmates have?
B. How many siblings does your best friend have?
Write a statistical question you could ask in the situation.
3. Hannah recorded the temperature in her yard every day for a week.
4. Ian knows his scores for each time he has bowled this year.
Athena and Arachne
Long ago when Greek gods and goddesses roamed the Earth, there lived a young maiden by the name of Arachne who was known far and wide for her skillful weaving. She could pull beautiful threads from fluffy wool and twirl a spindle until it appeared to be dancing. The cloths she wove had such magnificent patterns and images that women came from all over to gaze upon them with wonder.
Those who saw her work said that surely she had been tutored by Athena, the goddess of weaving. When Arachne heard this, she scoffed and said she had taught herself. She even went so far as to claim that her skills were superior to those of Athena, disrespectfully mocking the goddess by declaring, “Let the goddess try to match her skills against mine.”
Now, it is a foolish thing to both mock and challenge the gods, especially the Greek gods, but that did not stop Arachne, who was as vain as she was talented. “I have confidence I will best her, and if not, I will accept the penalty of losing.”
Athena was greatly displeased when she heard of Arachne’s claims, and she decided to pay the maiden a visit. To give Arachne a chance to apologize for her boasting, Athena disguised herself as an old lady. She wore her hair gray and thinning, lined her face with the wisdom of years, and used a stick to walk.
Athena approached Arachne and spoke to her. “Your skill as a weaver is renowned, and I can see that you do your craft well. However, it would serve you to be more humble and not set yourself above the gods and goddesses. You should yield the goddess Athena’s place to her and take back your boastful words. I’m sure Athena would pardon you if you made amends to her.”
Arachne stared at the old woman and said disdainfully, "I don't need anyone's advice but my own. Athena is welcome to come here and try and match my skills, unless of course she is afraid of losing."
At those bold and foolish words, the old woman cast off her disguise and said, "It is I, Athena, and since it is a contest you want, it is a contest you shall get."
Arachne blushed when she realized to whom she was speaking, but she did not change her resolve. The contest began at once.
The goddess and mortal took their places at looms. They wove thread in and out at a furious pace, and it didn't take long for images to begin appearing on the cloth, such was the skill of the weavers.
Athena's images portrayed the power of the gods against various mortals who had displeased them. Her images were meant as a warning to Arachne that her pride was both unwise and dangerous.
Arachne ignored the warning, and the images she wove were scenes of the gods and goddesses doing foolish things. The gods were shown as feeble and reckless. Arachne's work was flawless and beautiful but full of scorn for the gods and goddesses.
Incensed at Arachne's disrespect, Athena ripped up Arachne's cloth. Arachne cried out at seeing her work destroyed. In response, Athena said to her, "You are foolish and vain, but I can see you love your craft, so I will take pity on you and not kill you. Instead, I will let you spin forever." With those words, she sprinkled a magic juice upon Arachne. Arachne's body shrank, her limbs changed, and her fingers turned into legs. Her belly grew round, and from it came a fine thread. Athena had turned Arachne into a spider to pursue her skill as a weaver by making and remaking spider webs.
A. Reread the passage and answer the questions.
1. How does Arachne create a problem for herself?
2. How does Arachne try to prove that her weaving is better than Athena’s?
3. Even though Athena is displeased with Arachne, she wants to give Arachne a chance to apologize. Does this solution work? Explain.
4. At the end of the story, Athena’s problem is that she wants to punish Arachne for making fun of the gods. Yet she appreciates Arachne’s love of weaving. How does Athena solve this problem?
B. Work with a partner. Read the passage aloud. Pay attention to intonation and phrasing. Stop after one minute. Fill out the chart.
| | Words Read | - | Number of Errors | = | Words Correct Score |
|----------------|------------|---|------------------|---|---------------------|
| First Read | | | | | |
| Second Read | | | | | |
The Wings of Icarus
“What are you making, Dad?” Icarus asked his father, Daedalus. He was constructing something from wax and feathers. The two had been imprisoned in the labyrinth his father had created for King Minos—an irony that was getting the best of Daedalus’s temper.
“You’ll see, Icarus. We will show that crazy king who’s smarter,” Daedalus declared. “Here, Son, try these on.” Daedalus handed him a pair of wings made from wax and feathers.
“You’re kidding, right, Dad?” Icarus replied.
“Not at all. Use these wings to escape,” Daedalus ordered, fastening the wings to his son’s body. “Now go, but don’t fly too close to the sun.”
As he soared, Icarus felt invigorated and powerful. Forgetting his father’s warning, he flew higher—almost touching the sun. Suddenly, Icarus felt his wings getting heavy, and before he knew it, he dropped to the sea below. Sadly, Icarus drowned. The Icarian Sea was named in his honor.
Answer the questions about the text.
1. What element found in most myths does the text contain?
2. In your opinion, what lesson does this text teach?
3. Describe the series of events that contribute to the text’s larger-than-life quality.
Describe Data Collection
To describe a set of data, describe these features:
Attribute: the characteristic being recorded or measured
Unit: the unit of measurement, such as inches or grams
Means: the tool used for the observations or measurements
Observations: the number of observations or measurements
Describe the data set shown in the chart.
**Step 1** What attribute is measured?
The attribute is *length of time* spent walking a dog.
**Step 2** What unit of measurement is used?
The time is shown in *minutes*.
**Step 3** What means was likely used to obtain the measurements?
To measure time, you use a *clock*, *timer*, or *stopwatch*.
**Step 4** How many observations were made?
Count the number of observations: 8
Describe the data set by listing the attribute measured, the unit of measure, the likely means of measurement, and the number of observations.
1. **Attribute:** ____________________________
- Unit of measurement: _________________
- Means: _______________________________
- Number of observations: _____________
2. **Attribute:** ____________________________
- Unit of measurement: _________________
- Means: _______________________________
- Number of observations: _____________
In your own words, write a definition of the word in bold in each sentence below. Use the context of the sentence and the information about the word’s origin to help you.
1. The cloths she wove had such magnificent patterns and images that women came from all over to gaze upon them with wonder.
**Origin:** Latin *magnificus* meaning “noble in character”
**Definition:**
2. She even went so far as to claim that her skills were superior to those of Athena, disrespectfully mocking the goddess by declaring, “Let the goddess try to match her skills against mine.”
**Origin:** Latin *superiorem* meaning “higher”
**Definition:**
3. At those bold and foolish words, the old woman cast off her disguise and said, “It is I, Athena, and since it is a contest you want, it is a contest you shall get.”
**Origin:** Ancient French, *deguiser*, meaning “a change from the usual dress or appearance”
**Definition:**
4. Athena’s images portrayed the power of the gods against various mortals who had displeased them.
**Origin:** Latin, *protrahere*, meaning “to reveal”
**Definition:**
A. Find the homophone pairs in the box. Write each pair on a line.
1.
2.
3.
4.
5.
B. Draw a line from each word in the left column to its homophone in the right column. Then choose one homophone pair and use both words in a sentence.
6. principle vain
7. aisle idle
8. lesson principal
9. idol isle
10. vein lessen
11.
__________________________________________________________
__________________________________________________________
__________________________________________________________
Dot Plots and Frequency Tables
A dot plot displays data by placing dots above a number line. Each dot represents one data value.
Paloma sells produce at the farmers’ market. The chart shows the number of pounds she sells each day. What was the most common number of pounds that Paloma sold?
Step 1 Draw a number line with an appropriate scale. The chart contains numbers from 11 to 20, so use a scale from 10 to 20.
Step 2 For each data value in the chart, plot a dot above the number on the number line. The first data value in the chart is 15, so the dot is placed above 15 on the number line.
Complete the dot plot for the other values in the table. Since there are 16 data values, there should be 16 dots in all.
Step 3 The number of pounds Paloma sells most often is the value with the most dots. The stack with the most dots is at 15 pounds. So, Paloma most often sells 15 pounds of produce.
Use the data in the chart at right.
1. Complete the dot plot.
2. What is the most common number of cars sold per month?
Land of the Midnight Sun
Have you ever heard of the midnight Sun? If you live near the Arctic Circle, it’s an annual occurrence. The Arctic Circle is an imaginary line that circles the globe at about 66° N latitude and defines the Arctic region. Within the arctic are parts of Greenland, Canada, Russia, Norway, and the United States. Once a year, on the summer solstice, the Sun does not set, even at midnight—thus the name, midnight Sun. This happens each year on or around June 21.
Much of Alaska lies within the Arctic Circle. Barrow is the northernmost town in Alaska. In Barrow, from about May 10 until August 2, the Sun doesn’t set. But winter is a different story for the people of Barrow. From November 18 to January 24, the Sun doesn’t rise. Could you imagine going to school and coming home when it is dark? What about sleeping when the Sun is still shining? Places south of Barrow also experience extremely long summer days and extremely short winter ones. Take Anchorage, Alaska, for example. On July 1, the Sun rises at 4:28 in the morning. It doesn’t set until 11:35 at night. That’s 19 hours of daylight! In contrast, on January 1, the Sun rises at 10:10 the morning and sets at 3:54 p.m. That’s less than six hours of daylight.
Why such differences in the number of daylight hours? It has to do with Alaska’s location on Earth and Earth’s tilt as it revolves around the Sun. Earth is tilted on its axis at approximately 23°. On the day of the summer solstice, the area inside the Arctic Circle is pointed most directly at the Sun. Everywhere inside the circle experiences 24 hours of sunlight. As summer changes to fall, Earth moves farther along in its orbit. The Arctic Circle points less and less directly at the Sun. The hours of daylight decrease. Finally, on the winter solstice, the Sun no longer shines directly on the Arctic Circle. On this day, the Sun doesn’t rise above the horizon anywhere above the Arctic Circle.
Questions:
1. Why doesn’t a state such as Wyoming experience the midnight Sun?
2. How do Earth’s revolution and the tilt of its axis affect how sunlight falls on the planet?
3. Does everyone on Earth see the Sun appear to move across the sky in the same way? Explain.
A. Read the draft model. Use the questions that follow the draft to help you think about what transitions you can add to indicate shifts in time or setting and to connect plot events.
**Draft Model**
Jacob heard Dragon was threatening the kingdom. He decided to visit Dragon. He left for the journey to Dragon’s cave. Jacob arrived at the cave.
1. What transitional words and phrases would help show readers when it was that Jacob heard about Dragon threatening the kingdom? What transitions would show when Jacob decided to visit Dragon?
2. What transitions would help show the connections between the events in the first and second sentences?
3. What transitions would help indicate shifts in setting?
B. Now revise the draft by adding transitions to help clarify shifts in time and setting and to help connect plot events.
The student who wrote the paragraphs below used details from two different sources to respond to the prompt: *Rewrite the story of Icarus’s escape as a parody, as if it were included in “The A-MAZE-ing Tale of Theseus and the Minotaur.”*
When Icarus saw Adriadne running toward the boat, he moaned. She was leaving without him—and with Theseus. “He thinks he is soooo great,” Icarus muttered. “But I’ll prove that I’m more worthy of Adriadne’s breakfast sandwiches than Theseus ever could be,” he told himself. But how? Icarus needed his dad’s help.
“Uh, Dad?” he said that night in their musty cell tower.
“What is it, Son?” replied Daedalus.
“So there’s this girl, and …”
“Say no more,” interrupted his dad. “I’m on it!”
Daedalus had been planning their escape. He built two amazing sets of human-size wings from feathers and wax. “One for you and one for me,” he said. “But listen, Son. Don’t fly too high, because the hot sun will melt the wax, and the wings will fall apart. And don’t fly too low, because the sea will ruin the feathers.”
“Got it,” said Icarus. But he was already imagining soaring high above Adriadne and Theseus. Despite his dad’s warnings, that’s exactly what Icarus did. He flew too high to the sun.
“Noooooo! Yo Adriadne!”
Reread the passage. Follow the directions below.
1. What did Daedalus warn Icarus not to do? Circle a sentence that shows descriptive details from the story.
2. Why did Icarus fly too close to the sun? Draw a box around a sentence that shows how Icarus’s character is developed.
3. Underline a transition word that shows how one event led to another.
4. Write one of the adjectives on the line.
• An adjective describes a person, place, thing, or idea. Adjectives modify nouns or pronouns.
• An adjective may tell what kind, which one, or how many.
• A predicate adjective follows a linking verb and tells about the subject of a sentence.
• A proper adjective is formed from a proper noun.
A. Write the adjectives in the following sentences. (Some sentences have more than one adjective.)
1. Anja and her mother visit the animal shelter every Saturday.
2. They bring pet supplies and dog treats when they visit.
3. Anja walks the small dogs, and her mom walks the big ones.
4. Anja likes to play with the cute cats.
5. She especially likes the Siamese kittens.
B. Write the predicate adjectives in the following sentences. (Some sentences have more than one predicate adjective.)
6. Most of the animals at the shelter are friendly, but some are shy.
7. The bulldog barks at visitors, but he is nice.
8. The terrier seems sweet and playful.
9. The kittens are frisky too.
10. All the animals seem happy to have visitors.
When more than one adjective is used to describe something, the adjectives follow a particular order.
- Opinion adjectives come before size adjectives.
- Size adjectives come before age adjectives.
- Age adjectives come before color adjectives.
- Color adjectives come before material adjectives.
Write a sentence using each group of adjectives. Make sure to put the adjectives in the proper order.
1. red, new
2. young, tiny
3. pretty, yellow
4. big, cardboard, brown
5. marble, interesting, white, old
Histograms
A histogram looks like a bar graph without spaces between bars. When you have data to organize, it is helpful to group the data into intervals and let each bar show the frequency, or number of data, in that interval.
Complete the frequency table below, using the data to the right. Then make a histogram.
**Step 1** Sort the data into each interval.
Only the 4 (1 item) is in the interval 1–4.
8 and 5 (2 items) are in 5–9.
10 and 14 (2 items) are in 10–14.
17, 15, 19, 18, 19 (5 items) are in 15–19.
24, 21, 21, 20, 23, 22, 24, 20, 22, 24 (10 items) are in 20–24.
| Hours of TV/week | 1–4 | 5–9 | 10–14 | 15–19 | 20–24 |
|------------------|-----|-----|-------|-------|-------|
| Frequency | 1 | 2 | 2 | 5 | 10 |
**Step 2** Check that all 20 items in the table are in the frequency table by adding.
\[1 + 2 + 2 + 5 + 10 = 20\]
**Step 3** Make the histogram of the data.
Use a vertical scale from 0 to 12.
Title and label the histogram.
Draw a bar for each interval.
Draw bars the same width.
Draw the bar as high as the frequency.
For 1–2, use the table shown.
| Minutes on Treadmill Each Day |
|-------------------------------|
| 28 | 28 | 24 | 52 | 35 |
| 43 | 29 | 34 | 55 | 21 |
| 38 | 60 | 71 | 59 | 62 |
| 19 | 64 | 39 | 70 | 55 |
1. Complete the frequency table of the data.
| Number of Minutes | 0–19 | 20–39 | 40–59 | 60–79 |
|-------------------|------|-------|-------|-------|
| Frequency | | | | |
2. Make a histogram of the data.
• A **proper noun** names a specific person, place, or thing, and it always should be capitalized.
• **Proper adjectives** always should be capitalized, too. Many proper adjectives describe where someone or something is from. They may refer to languages, races, or nationalities.
• Some proper adjectives describe a time period or holiday.
Rewrite each sentence, using capital letters for any proper nouns.
1. Many people in Japan study the English language.
2. Japanese students sometimes learn English from American teachers.
3. Cities like Tokyo and Osaka are modern and busy but still observe traditional customs.
4. Many Japanese traditions have been influenced by Chinese and European cultures.
5. It might surprise you to know that Beethoven’s music is traditionally performed during the Japanese New Year celebration.
An adjective describes a person, place, thing, or idea. Adjectives modify nouns or pronouns and tell what kind, how many, or which one.
A predicate adjective follows a linking verb and describes the subject.
A proper adjective is formed from a proper noun.
When more than one adjective is used to describe something, the adjectives follow a particular order: opinion, size, age, color, material.
Proper nouns and proper adjectives always should be capitalized.
Proofread the paragraph. Then rewrite it, correcting any errors in the capitalization of proper nouns and proper adjectives. When more than one adjective is used to describe something, make sure the adjectives are in the correct order.
Hernando de Soto was a Spanish explorer who led the first European expedition into the area that became the southern part of the United States. In 1539, he sailed from Cuba to Florida in search of gold and other riches. Two years later, the expedition crossed the Mississippi River into what is now the state of Arkansas. De Soto and his army met many obstacles. It was a long hard winter, and many died. The army found none of the splendid riches they had imagined. De Soto became ill and died before the expedition returned to Mexico in 1543.
A. Underline the adjectives in each sentence.
1. Ginger is my favorite dog at the animal shelter.
2. She is a beautiful miniature dachshund.
3. Ginger has long red hair with black tips.
4. She has a loud bark and thinks she is a big dog.
5. Everyone loves Ginger because she is funny and playful.
B. Write the proper adjective in each sentence. Circle any two adjectives whose order needs to be switched.
6. The food festival offers a taste of many Asian dishes.
7. You should sample the Thai noodles with brown delicious sauce.
8. One booth features fresh Vietnamese spring rolls.
9. My brother always tries the steamed Chinese dumplings.
10. I like the spicy Korean dish called bibimbap.
Mean as Fair Share and Balance Point
Five students brought 3, 4, 5, 3, and 5 cups of flour to the cooking club. They divided it evenly so that each student got the same amount for cooking. Use counters to show how many cups each student got.
Step 1 Make 5 stacks of counters: one stack for each student. Use one counter for each cup of flour.
Step 2 Take counters from taller stacks and put them on shorter stacks. Move counters until all the stacks are the same height.
Step 3 Count the counters in each stack. There are 4 counters in each stack.
So, 4 is the mean of the data. When you divide the flour equally, each student gets 4 cups.
Use counters to find the mean of the data set.
1. 3, 5, 7, 5
Draw 4 stacks to show the data set.
Make the stacks the same height.
_____ counters in each stack.
Mean: _____
2. 5, 7, 4, 3, 4, 1
Draw 6 stacks to show the data set.
Make the stacks the same height.
_____ counters in each stack.
Mean: _____
Finish each sentence using the vocabulary word provided.
1. (eavesdropping) The little boy learned ________________________________.
2. (disposed) If you enjoy volunteering at an animal shelter, ______________________.
3. (fortitude) It takes a lot of ___________________________________________.
4. (retaliation) He thought his teammates were being unfair, ______________________.
5. (rigors) The travelers were worried ______________________________________.
6. (stoop) The sisters ___________________________________________________.
7. (undaunted) The girl knew the class would be difficult, ______________________.
8. (infinite) There seems to be ____________________________________________.
Comprehension: Cause and Effect Graphic Organizer
Name ____________________________________________
Read the selection. Complete the cause and effect graphic organizer.
Setting
Event
Character’s Reaction
Event
Character’s Reaction
Event
Character’s Reaction
Measures of Center
A measure of center is a single value that describes the middle of a data set.
The mean is the sum of all items in a set of data divided by the number of items in the set.
The median is the middle number or the mean of the middle two numbers when the items in the data set are listed in order.
The mode is the data value that is repeated more than other values. A data set can have more than one mode, or no mode.
Find the mean, median, and mode for the set of data.
80, 74, 82, 77, 86, 75
Find the mean.
Step 1 Find the sum of the data.
\[ 80 + 74 + 82 + 77 + 86 + 75 = 474 \]
Step 2 Count the number of data items.
There are 6 items.
Step 3 Divide.
\[
\frac{\text{sum}}{\text{number of items}} = \frac{474}{6} = 79
\]
So, the mean is 79.
Find the median.
Step 1 Order the data.
74, 75, 77, 80, 82, 86
Step 2 Find the middle number.
There are two middle numbers: 77 and 80.
Step 3 Find their mean.
\[
\frac{77 + 80}{2} = 78.5
\]
So, the median is 78.5.
Find the mode.
Use the ordered list and look for numbers that repeat.
No numbers repeat. So, there is no mode.
Find the mean, median, and mode.
1. 31, 3, 14, 31, 11
mean: _________
median: _________
mode: _________
2. 95, 18, 51, 1, 22, 5
mean: _________
median: _________
mode: _________
3. 14, 22, 15, 7, 14, 0, 12
mean: _________
median: _________
mode: _________
4. 67, 103, 94, 65, 18, 114, 94, 63, 94, 27
mean: _________
median: _________
mode: _________
Observing Patterns of Day and Night
Sky Watching
Location: Outside where you live.
Challenge: Gather data and record observations about sunrise, sunset, and Moon phases.
Who: You and other sky watchers in your household who will help
1. What to look for: Observe the sunrise, sunset, and Moon phase in the sky over your home every other day for 14 days.
2. How to prepare:
- Use a compass or an Internet resource such as Google Maps to determine which direction outside your home is which.
- Draw a simple sketch of the east horizon as you see it from your home. Include buildings, trees, and utility poles. (Note: Trees and buildings may make it difficult to see the actual horizon where Earth and sky meet. You should draw the landmarks that make up the skyline as you see it.) Trace the same horizon line in all the “Morning” boxes on the Sky Watching Recording Sheet that starts on the next page. Repeat for the west horizon and the “Evening” boxes.
- Every other day for 14 days, record where the Sun crosses each horizon. At sunrise, mark the point where the Sun first peeks above the horizon. At sunset, mark the point where the Sun is last visible when it dips out of sight. Record the date and time of each observation.
⚠️ Do not look directly at the Sun.
NOTE: If it is already daylight by the time you typically wake up, arrange for an adult to wake you earlier on the days you will make observations.
3. What to record:
- The time, and where on your horizon, that the Sun first becomes visible in the morning.
- The time, and where on your horizon, that the Sun is last visible in the evening.
- Whether the Moon is visible during your morning and evening observations. If so, draw its phase.
4. What to report: Bring your completed recording sheet to class. Be ready to share your results and compare them with the observations of others.
Science Words
Horizon: The line at which Earth’s surface and the sky seem to meet.
Moon phase: The apparent shape of the illuminated part of the Moon as it is observed from Earth.
Daytime: The period of time between sunrise and sunset.
Nighttime: The period of time between sunset and sunrise.
Sky Watching Recording Sheet
⚠️ Do not look directly at the Sun.
| Morning (East) | Evening (West) | Moon Phase |
|---------------|---------------|-----------|
| Date: ______ | Date: ______ | Date: ______ |
| Time: ______ | Time: ______ | Time: ______ |
| Date: ______ | Date: ______ | Date: ______ |
| Time: ______ | Time: ______ | Time: ______ |
| Date: ______ | Date: ______ | Date: ______ |
| Time: ______ | Time: ______ | Time: ______ |
| Date: ______ | Date: ______ | Date: ______ |
| Time: ______ | Time: ______ | Time: ______ |
Read the passage. Use the make, confirm, and revise predictions strategy to check your understanding as you read.
Following a Star
Henry walked carefully through the dark woods. He wished he could progress faster, but he recalled his mother’s words, haste makes waste. It would be dangerous to draw attention to himself. The woods were not a safe place for a runaway slave. Nowhere was. His only hope was to travel safely on the Underground Railroad to Canada and freedom. Each home on the line would provide protection from those who would whip or imprison him—or worse—if they caught him.
Suddenly, a twig snapped nearby, and Henry jumped. “Oh, no!” he thought, his heart pounding within his chest. He squeezed his eyes shut tight and told himself, “A coward dies a thousand deaths; a brave man dies but once.” He turned around, anticipating an angry slave catcher, but instead he saw the worried but friendly face of a boy not much older than himself. “I thought…”
“Shh!” the boy hushed Henry, then led him to a large oak.
Next to the tree was a woman who stood just a little taller than Henry. He didn’t need to see her clearly to know that this figure was the renowned Harriet Tubman, the former slave who had guided so many other slaves to freedom. She was holding a folded sheet of paper in her hand.
“I was told that this letter is a warning to folks that you are an escaped slave,” Harriet told Henry quietly. “I will tell you how to make your way along the Underground Railroad.”
Then in a calm voice, Tubman explained how to get to the first station. “Look for a lit lantern hanging outside a home.” She reminded Henry that along with those who would help him, there were also those who could destroy him—wild animals and people.
“Mrs. Tubman, please take me with you!” Henry blurted out.
"Hush up! I'm sorry, Henry," Harriet Tubman said quietly, glancing at the letter in her hand. Harriet knew that escorting Henry along with the other boy, Timothy, would only put him—and them—in even more danger. "You've got to find it in you to be brave."
"But how will I know which direction to go in?" Henry asked.
"Follow the North Star, and always be remembering, stay alert, and understand that your very life depends on your actions. Didn't your mama ever tell you danger foreseen is half avoided?"
Henry thanked Harriet Tubman and began his journey. He knew he couldn't stay in the woods much longer. He needed a clear view of the sky so he could see the North Star.
As Henry moved closer to the edge of the woods, the moonlight came down on the trees. It created shadows that turned the trees into snarling dogs and men with sticks and ropes. The images filled Henry with a twisting fear. Thinking about the punishments he would face if he were captured terrified him. He began to wonder if he should turn back and return to the plantation. He might still receive a beating, but it would be nothing like what would happen if he were captured.
Still, life at the plantation was very hard. Although he was just a teenager, Henry worked six long days a week, picking cotton under the boiling sun. There he belonged to the master and could be sold at any time.
Unsure of what to do, Henry hung his head, and with a heavy sigh he thought of something else his mama used to say, nothing ventured, nothing gained. Henry had the experience of being a slave his whole life, and he knew that he just HAD to be free!
Henry looked up at the sky and searched until he found the North Star shining down on him like a ray of promise. Fortune favors the bold, thought Henry, and he took off to follow the North Star to freedom.
A. Reread the passage and answer the questions.
1. Early in the story, what happens when Henry hears a twig snap? Why?
2. What causes Harriet Tubman to refuse to take Henry with her?
3. In the text in the middle of the second page, how do the shadows in the woods affect Henry after he leaves Harriet Tubman? What does he start to think he should do?
4. In the last two paragraphs, what does Henry remember? What effect do these memories have on him?
B. Work with a partner. Read the passage aloud. Pay attention to expression. Stop after one minute. Fill out the chart.
| | Words Read | - | Number of Errors | = | Words Correct Score |
|----------------|------------|---|------------------|---|---------------------|
| First Read | | | | | |
| Second Read | | | | | |
The Strength to Speak Out
“Rebecca’s been gone for what feels like ten years, Pa, but it is still 1838,” Mrs. Miller told her husband.
Mr. Miller responded, “Be strong, dear. She has an important mission. Here, a letter came for you today. Read it aloud.”
Mrs. Miller excitedly began reading: “My Dear Mama, I miss you and Papa so. Please, don’t fret, for I am safe and well. I have listened to powerful speakers at the abolitionist meeting in Pennsylvania Hall. Angelina Grimké Weld spoke with fervor about the evils of slavery. She urged us all to join together against the shame of our nation. Mama, would you believe that even I took the stage and spoke to our fellow abolitionists? It is true, Mama. Mrs. Weld took my hands, looked in my eyes, and said, ‘Rebecca Miller, stand up and speak your mind, for yours is a keen mind and your voice is one of courage.’ Be proud of me, Mama. I have become the strong woman you had hoped me to be. With love and devotion to you and Papa, Rebecca.”
Answer the questions about the text.
1. What text features of historical fiction does the text contain?
List two.
2. What important information about the main character and the plot does the letter reveal?
3. How does the use of dialect help you understand the time period?
Effects of Outliers
Sometimes a data set contains a number that is much less or much greater than the rest. This number is called an outlier. Taking note of outliers can help you understand a data set.
Use a dot plot to find the outlier for the quiz scores. Then tell how the outlier affects the mean and median.
**Step 1** Plot the data on the number line.
**Step 2** Find the outlier.
Most of the points are between 12 and 18. 5 is much less than the rest, so it is an outlier.
**Step 3** Find the median and mean without the outlier.
Median: Make an ordered list and find the middle value.
\[12, 13, 14, 14, \text{ (15)}, 16, 16, 17, 18\]
The new median is 15.
Mean: One value has been removed. Add the new list of values and divide by 9.
\[\frac{12 + 13 + 14 + 14 + 15 + 16 + 16 + 17 + 18}{9} = 15\]
The new mean is 15.
**Step 4** Describe the effect of the outlier.
Without the outlier, the mean went up from 14 to 15. The median went up from 14.5 to 15.
Use the table for Problems 1–3.
1. Find the outlier by drawing a dot plot of the data.
Outlier: _______
2. Find the mean and median without the outlier.
Median: $_______ Mean: $_______
3. Without the outlier, the mean _____________________________. The median ____________________________.
Read each passage below. Using context clues to help you, write a definition of each adage or proverb in bold.
1. Henry walked carefully through the dark woods. He wished he could progress faster, but he recalled his mother’s words, haste makes waste. It would be dangerous to draw attention to himself.
2. Suddenly, a twig snapped nearby, and Henry jumped. “Oh, no!” he thought, his heart pounding within his chest. He squeezed his eyes shut tight and told himself, “A coward dies a thousand deaths; a brave man dies but once.” He turned around, anticipating an angry slave catcher, but instead he saw the worried but friendly face of a boy not much older than himself.
3. “Follow the North Star, and always be remembering, stay alert, and understand that your very life depends on your actions. Didn’t your mama ever tell you danger foreseen is half avoided?”
4. Unsure of what to do, Henry hung his head, and with a heavy sigh he thought of something else his mama used to say, nothing ventured, nothing gained. Henry had the experience of being a slave his whole life, and he knew that he just HAD to be free!
5. Henry looked up at the sky and searched until he found the North Star shining down on him like a ray of promise. Fortune favors the bold, thought Henry, and he took off to follow the North Star to freedom.
Read each sentence. The word in bold has an origin in a language other than English. Find the related word in the box and write the word and its meaning on the line.
1. The igloo kept the family warm even in extremely cold weather.
2. Our family took a cruise down the river during spring break.
3. We bought several gifts at the winter bazaar.
4. My poodle loves to play at the dog park.
5. After climbing the steep hills, we were glad to reach a plateau that extended for miles.
Problem Solving • Data Displays
The table shows the highest state populations in 2007, rounded to the nearest million. What percent of the states had at least 15 million residents?
| 18 | 10 | 6 | 9 | 6 | 9 |
|----|----|---|---|---|---|
| 6 | 37 | 13| 12| 6 | 11|
| 24 | 8 | 6 | 6 | 19| 6 |
| 10 | 6 | | | | |
Read the Problem
What do I need to find?
I need to find the __________________________ that had at least _____ million people.
What information do I need to use?
I will use the ________________________________.
How will I use the information?
I will pick _______________ for the data, find the ______________ for each interval and use the frequencies to make a _______________. I will use the information from the histogram to find a _______________.
Solve the Problem
Make a frequency table.
| Millions | 5–9 | 10–14 | 15–19 | 20–24 | 25–29 | 30–34 | 35–40 |
|----------|-----|-------|-------|-------|-------|-------|-------|
| Frequency| | | 2 | | | 0 | |
Use the frequency table to make a ________________.
States with at least 15 million: 2 + ___ + ___ = ____
Total states: 20
Percent with at least 15 million: \(\frac{___}{20} = ____ = ____\%\)
So, _____ of the states have populations over 15 million.
Use the data in the histogram above.
1. What percent of the states had between 5 million and 14 million residents?
States with 5–14 million: _______
Percent with 5–14 million: _______ %
2. What percent of the states had less than 10 million residents?
States with less than 10 million: _______
Percent with less than 10 million: _______ %
A. Read the draft model. Use the questions that follow the draft to help you think about how you can add strong, vivid words to help readers visualize the setting and the characters.
**Draft Model**
Song desperately looked for her sister, but the forest hid her well. Song called out her sister’s name. The only answer was the sound of an owl. Song walked carefully through the trees.
1. What strong verbs could you use to describe how Song looks and sounds as she searches and calls out?
2. What vivid words could you use to help readers visualize the forest and understand what Song feels?
3. How do you want the sound of the owl to affect readers? What specific words could help you describe the owl’s sound to get that effect?
B. Now revise the draft by adding strong, vivid words that will help readers better visualize the setting and the action and to understand how Song is feeling.
The student who wrote the paragraphs below used details from two different sources to respond to the prompt: *Imagine that the letter Elijah carried was from a slave to Mrs. Holton. In the letter, explain that Mrs. Holton’s husband had been whipped badly but then flew to freedom as in the folktale.*
Dear Emeline,
I must tell you some bad news about John. He was whipped hard. So hard. And for what? Mr. Tillman thought he stole his gold, and everybody knows John didn’t steal that gold. Your John is a good man. He wouldn’t steal anything. But Tillman whipped him so hard he dropped straight to the ground like he was a puppet and his strings got cut. I went over to help him, but he was out cold—not breathing. I was worried he wasn’t gonna make it.
But Emeline, I have good news, too. Because just when we all thought John wasn’t gonna make it, up came a man. A magic man named Toby. And this Toby raised his arms above John and spoke magic words. He said, “Kum ...yali, kum buba tambe.” Then John rose up and soared to freedom. To freedom, Emeline! So don’t you worry about John. He is with the ones who fly. He is strong and free.
Hope his story finds you safe.
Esther
Reread the passage. Follow the directions below.
1. What happened to Mrs. Holton’s husband? Circle a sentence that shows the development of events.
2. Draw a box around a sentence that shows an example of strong, descriptive word choice.
3. Underline a transitional phrase that shows how one event led to another.
4. Write an example of a demonstrative adjective and an article on the line.
Patterns in Data
The histogram shows the number of minutes a caller had to be placed on hold before talking to a representative.
According to the graph, there were 10 people who were on hold for 0 to 4 minutes.
Does the graph contain any clusters or gaps? If so, where? Does the graph have symmetry?
**Step 1** Look for a group of data points that lie within a small interval. These are clusters.
The bars for 0–4, 5–9, and 10–14 are in a group. This is a cluster of data.
**Step 2** Look for an interval that contains no data. These are gaps.
There is no bar above the interval 15–19. This is a gap in the data. This means there were no people who were on hold for 15 to 19 minutes.
**Step 3** Look for symmetry. If you draw a vertical line in the graph, the bars on the left and right sides will match if the graph has symmetry.
A line cannot be drawn anywhere on the graph and have the bars on either side match. There is no symmetry.
Use the dot plot to answer the questions.
1. Are there any clusters? If so, where?
2. Are there any gaps? If so, where?
3. Is there symmetry? If so, where can the line of symmetry be drawn?
• An article is a kind of adjective. There are three articles: *a*, *an*, and *the*.
• *A* and *an* are indefinite articles because they refer to a noun in general. Use *a* before a noun that begins with a consonant. Use *an* before a noun that begins with a vowel.
• *The* is a definite article because it refers to a specific noun.
Read the sentences. Circle the article that correctly completes the sentence.
1. (The, A) sun is the center of our solar system.
2. (The, An) earth and seven other planets orbit the sun in circular paths.
3. Pluto also orbits the sun, but it is no longer called (a, an) planet.
4. Pluto is classified as (a, an) dwarf planet.
5. Pluto’s orbit is shaped like (a, an) oval.
6. The solar system has other dwarf planets and (a, an) number of smaller bodies.
7. (A, An) asteroid is a small rocky body that travels through space.
8. Most asteroids are found in a region between Mars and Jupiter called (a, the) asteroid belt.
9. (A, An) comet is a small body made of ice, gas, and dust.
10. Comets orbit (an, the) sun in oval-shaped paths.
• *That, this, these,* and *those* are **demonstrative adjectives**. They point out people, places, things, or ideas.
• Demonstrative adjectives can also take the place of nouns. When they do, they become **demonstrative pronouns**.
A. Choose the demonstrative adjective that correctly completes each sentence. Write it on the line provided.
1. The school principal keeps lost items in _________________ box. (this, these)
2. __________________ gloves might belong to Matthew. (That, Those)
3. Samantha lost a hat just like _________________ one. (this, these)
4. Ask William if __________________ sweater is his. (that, those)
5. __________________ clothes have been in the box for a long time. (This, These)
B. Complete each sentence with an appropriate demonstrative pronoun in parentheses ( ).
6. ____________________ is Jessica’s lunch bag, which I am bringing to the cafeteria for her. (This, That)
7. Lee said ____________________ are his baseball cards in the lost and found box in the office. (these, those)
8. A water bottle was left on the bus. ____________________ might be mine. (That, This)
9. I have a ball with me. Could ____________________ be the ball missing from the gym? (that, this)
10. The books on the table over there go back to the library. ____________________ on this table are for the students. (These, Those)
Box Plots
The weights in ounces of 12 kittens are 20, 18, 22, 15, 17, 25, 25, 23, 13, 18, 16, and 22.
A box plot for the data would show how the values are spread out.
Make a box plot for the data.
**Step 1** Write the numbers in order from least to greatest. Find the median and the least and greatest values.
Since there is an even number of values, the median is the mean of the two middle values. The median is 19. The least value is 13, and the greatest value is 25.
**Step 2** Find the lower and upper quartiles.
The lower quartile is the median of the lower half of the data.
The upper quartile is the median of the upper half of the data.
Draw a line where the median should be. Now the data set has been split into halves. (If there were an odd number of values in the data set, the median would be one of the data values, but you would not include it in the upper or lower half.) The lower quartile is 16.5, and the upper quartile is 22.5.
**Step 3** Plot the five points on a number line, and construct the box and whiskers. Use an appropriate scale.
The numbers of laps completed on a track are 4, 5, 2, 7, 6, 8, 9, 8, and 6.
Use the data for 1–4.
1. What is the median? _______
2. What is the lower quartile? _______
3. What is the upper quartile? _______
4. Make a box plot for the data.
Read the letter. Correct errors with colons and semicolons.
3100 Olive Street
Pico Rivera, CA 90060
February 15, 2012
Dear Ms. Newman,
I am sending the additional information you need for the choir program. The event begins at 7:00 P.M. The girls' chorus will perform first; the mixed choir will perform last. Please add the following names to the list of choir members: Abby Stein, Hannah Wilbanks, Windom Merrill, and Paul Stanley.
If you need any other information, please let me know.
Sincerely yours,
Lachandra Newman
• An article is a kind of adjective. There are three articles: *a*, *an*, and *the*. *A* and *an* are indefinite articles. *The* is a definite article.
• *That, this, these,* and *those* are demonstrative adjectives. They point out people, places, things, or ideas. When demonstrative adjectives take the place of nouns, they become demonstrative pronouns.
• Use a colon after the salutation in a business letter and to introduce a list of items.
• Use a semicolon to join together two independent clauses.
Proofread the announcement. Watch for errors in articles, in demonstrative adjectives and demonstrative pronouns, and in punctuation. Rewrite the passage correctly.
To all students
The school assembly will take place these afternoon at 2:00 P.M. in a school gymnasium. All students must be seated in a gym no later than 1:50.
Principal Davis will recognize the following students for their top achievements in an state science fair Cody Massenelli, Sheree Jones, and Nikki Tagupa. This students should sit with Mrs. Pringle by a stage.
A principal will also recognize students who won honorable mention at a fair. That students should remain with their class they should stand when their names are called.
Mean Absolute Deviation
The mean absolute deviation tells how far away the data values are from the mean. A small mean absolute deviation means that most values are close to the mean. A large mean absolute deviation means that the data values are more spread out.
The prices of 8 lunches are $10, $8, $3, $5, $9, $6, $7, and $8. The mean is $7. Find the mean absolute deviation.
**Step 1** Determine how far each data value is from the mean. You can use a number line.
Plot a value on the number line. Then count how many spaces you must move to reach the mean, 7.
**Step 2** Make a list of all of the distances.
Data values: 10 8 3 5 9 6 7 8
Distance from mean: 3 1 4 2 2 1 0 1
**Step 3** Find the mean of the distances by finding the sum and dividing by 8. The quotient is the mean absolute deviation.
\[
\frac{3 + 1 + 4 + 2 + 2 + 1 + 0 + 1}{8} = \frac{14}{8} = 1.75
\]
So, on average, each data value is 1.75 away from the mean.
Use counters or a number line to find the mean absolute deviation.
1. ages of people on a team in years:
9, 12, 10, 8, 11
mean = 10 years
distances from mean = ___________
mean absolute deviation = ______
2. Sam’s test scores:
86, 71, 92, 84, 76, 95
mean = 84
mean absolute deviation = ______
3. prices of dinner menu items:
$15, $10, $13, $19, $20, $12, $9, $14
mean = $14
mean absolute deviation = ______
4. daily low temperatures, °F, in a city:
45, 39, 40, 52, 44
mean = 44°F
mean absolute deviation = ______
A. Rewrite each sentence on the line, changing the article in parentheses so that it correctly completes the sentence.
1. Meteorologists are scientists who study and predict (a) weather.
2. They use (an) variety of tools to help them give accurate forecasts.
3. (An) thermometer is (a) instrument that measures air temperature.
4. (An) barometer measures (a) air pressure.
5. Meteorologists use (a) anemometer to measure wind speed.
B. Read each sentence. Underline the demonstrative adjective that correctly completes the sentence.
6. (This, These) wind vane shows the wind is blowing in an easterly direction.
7. Judging by (this, these) weather maps, a storm is on the way.
8. Heavy rains should move through our area (this, these) afternoon.
9. We can measure the amount of rain with (that, those) rain gauge.
10. (That, Those) weather predictions were very accurate.
Measures of Variability
A measure of variability is a single number that describes how far apart the numbers are in a data set. Range, interquartile range, and mean absolute deviation are all measures of variability.
The box plot shows the cost of various concert tickets. Find the range and interquartile range of the data in the box plot.
Step 1 To find the range, subtract the least value from the greatest value.
\[ \text{range} = 60 - 5 = 55 \]
Step 2 To find the interquartile range, subtract the lower quartile from the upper quartile.
\[ \text{interquartile range} = 45 - 15 = 30 \]
Make a box plot for the data. Then find the range and interquartile range.
1. number of free throws made:
8, 13, 9, 4, 1, 6, 2, 2, 14, 6, 9, 11
range = ______
interquartile range = ______
2. minutes spent cooking dinner:
45, 38, 52, 29, 28, 31, 44, 40, 25
range = ______
interquartile range = ______
Write a complete sentence to answer each question below. In your answer, use the vocabulary word in bold.
1. What might be sparse on a dark winter day?
2. Why do living creatures need nutrients?
3. What is an inefficient way to clear a lawn of fallen leaves?
4. What might be different about a flower that has mutated genes?
5. What is something that is made by using industrial technology?
6. In which of your school subjects do you use manipulation of numbers?
7. What would you do if you had a surplus of money?
8. Why might you make a modification to a jacket?
Read the selection. Complete the cause and effect graphic organizer.
| Cause | Effect |
|-------|--------|
| | |
| | |
| | |
| | |
Choose Appropriate Measures of Center and Variability
Sometimes one measure of center or variability represents the data better than another measure of variability. For example, the median might be a better representation than the mean.
Cheeseburger prices at several different restaurants are $5, $3, $2, $6, $4, and $14. Should the mean, median, or mode be used to describe the data? Should the range or interquartile range be used?
| Measure of Center | Measure of Variability |
|-------------------|-----------------------|
| **Step 1** Find the mean, median, and mode. | **Step 1** Find the range and interquartile range. |
| Mean: $\frac{5 + 3 + 2 + 6 + 4 + 14}{6} \approx \$5.67$ | Range: $14 - 2 = \$12$ |
| Median: $2 \quad 3 \quad 4 \mid 5 \quad 6 \quad 14 \quad \frac{4 + 5}{2} = \$4.50$ | Interquartile range: $6 - 3 = \$3$ |
| Mode = none | $2 \quad (3) \quad 4 \mid 5 \quad (6) \quad 14$ |
**Step 2** Compare. There are six data values, and the mean is greater than four of them. The outlier of $14 is causing this. So, the median is a better measure of center.
**Step 2** Compare. All of the data values except one are between $2 and $6. The interquartile range is a better measure.
1. The times, in minutes, spent cleaning a room are 60, 50, 33, 28, and 44. Decide which measure(s) of center best describes the data set. Explain your reasoning.
2. The amounts of snowfall, in inches, are 4, 3, 20, 6, 8, and 2. Decide which measure(s) of variability best describes the data set. Explain your reasoning.
California’s Water Shortage
Did you know that Earth is sometimes called the water planet? Water doesn’t stay in just one place, though. The water cycle is the constant movement of water among the land, ocean, and atmosphere. The key processes in the water cycle are evaporation, condensation, and precipitation. The ocean is the greatest source of water for evaporation. When ocean water evaporates, the salts in the water are left behind. As water vapor in the air cools, it condenses into liquid water. The water drops grow and form clouds. When the drops become large enough, they fall as precipitation, and the cycle continues.
Although water is continually cycling, not all areas of the planet receive the same amount of precipitation. Parts of California sometimes are at risk of experiencing water shortages. For some communities, that means mandatory water restrictions. These restrictions limit the consumption of water to certain days, times, and uses.
What causes water shortages? Like much of the western U.S., California greatly depends on melting snow to resupply rivers, lakes, and streams. Recently, winter storms have not dropped the usual amount of snow. Record temperatures have increased evaporation. The combination of these factors leaves the land parched. With surface resources low, some areas, especially those that are heavily farmed, have drilled for groundwater. This water is used for growing crops or watering livestock. Groundwater resources take many years to recharge. The shortage of water could have negative impacts on the agriculture industry.
Scientists and engineers are looking at ways to help California and other places on Earth that experience droughts. Some of the technology they are investigating includes turning salt water into freshwater, harvesting water with fog catchers, and recycling wastewater.
Questions:
1. You drop your water bottle on the sidewalk. Describe how the water cycle will change the spilled water.
2. Northern California has many forests. How might droughts affect these environments?
3. California produces almost half of all the fruits, nuts, and vegetables grown in the United States. How might a long-term drought in California affect all parts of the country?
Apply Measures of Center and Variability
You can use measures of center and variability to compare sets of data.
Two math groups were given the same test.
| Test Scores | Mean | Interquartile range |
|-------------|-------|---------------------|
| Group A | 76.9 | 30 |
| Group B | 81.1 | 8 |
Compare the data.
Step 1 Compare the means. Group B's scores are higher on average than Group A's scores because it has a greater mean.
Step 2 Compare the interquartile ranges. Group B has a smaller interquartile range, which means their scores do not vary as much as Group A's scores.
Compare the data.
1. Bowling Scores
| | Median | Range |
|-------|--------|-------|
| Team X| 66 | 11 |
| Team Y| 70 | 19 |
2. Cantaloupe Weights in Pounds
| Farm | Mean | Range |
|--------|------|-------|
| Farm 1 | 4 | 1.5 |
| Farm 2 | 7 | 3 |
Something to Write On, Please
Paper is so common today that it is hard to think of living without it. Yet for thousands of years before paper was invented, that is just what people did. In spite of this hardship, people managed over the centuries to come up with a great variety of materials upon which to record their ideas.
The earliest writing material used by humans was the wall of a cave. While not much is known about prehistoric writing, one thing is sure. Writing on the wall of a cave could not be moved. To read it, a person would have had to come to it. In a time when the only way to get from one place to another was to walk, cave writers did not have a wide audience.
Stone and Papyrus
Much of the early writing of the Egyptians was hieroglyphics, which means picture symbols. The ancient Egyptians carved their writing into the stone of temples or monuments. Because of where the writing was done, the words were made to be as permanent as the buildings themselves.
Later the Egyptians made an early paper-like material called papyrus. This is the word from which paper gets its name. Papyrus was named after a kind of marsh grass growing around the Nile River called papyrus. To make papyrus paper, the Egyptians cut thin strips of grass and soaked them in water. Soaking the strips softened them. To make a flat surface, they laid the strips at right angles to each other and pounded them into a thin sheet. The heat of the sun dried and stiffened the sheets. Dried papyrus was a much lighter substance than stone. It could easily be carried from place to place in rolled sheets called scrolls.
Clay Tablets
Near Egypt and about the same time, the ancient Mesopotamians made a form of writing called *cuneiform*, or wedge-shaped writing. Like the Egyptians, the Mesopotamians used materials from their rivers to make writing materials. The end of a reed made a wedge-shaped impression in the wet clay. The drying of the clay made the writing harden and become permanent. But it could still be carried from one place to another.
In fact, some historians think that one of the earliest uses of writing in Mesopotamia was to note lists of goods. These lists were sent along with the goods when they were shipped. Because the writing on the dry clay could not be changed, if something was missing from the shipment, the person receiving it would know!
Ts’ai Lun’s Secret Formula
The first person we know of to make something like the paper we use today was a person named Ts’ai Lun. He worked in the Chinese Imperial Court and lived over 1,900 years ago. At that time, books in China were made of bamboo, tortoise shell, and other things that were quite heavy. Silk was also used to make books, but it made them costly. Unhappy with these materials, Lun set out to find something more convenient to write on.
He started by soaking pieces of bark and other plant parts in water. Once the water helped to soften the fibers, Lun pounded them with a wooden tool. After the soaking and pounding, the fibers became thin and threadlike. Using a sieve, Lun carefully separated the threads from the mixture. When the threads were pressed and dried together, they formed thin sheets that one could write on.
Going Paperless?
The amount of paper we use today adds up to a lot of chopped down trees. One paper innovation in recent years has been the use of renewable plant fibers such as bamboo. Bamboo grows fast, while trees take a long time to grow. Now that we use computers to write with, one day, we may not require paper at all!
A. Reread the passage and answer the questions.
1. What did Egyptians do to cause papyrus to become a flat surface that could be used for writing?
2. What was an effect of the Egyptians carving their writing into the stone of temples and monuments?
3. Look at paragraph 2 on the second page of the passage. What was the effect of having lists of goods that were permanently written on dry clay? What signal word helps you understand this cause and effect relationship?
4. What caused the plant fibers that Ts’ai Lun worked with to become thin and threadlike?
B. Work with a partner. Read the passage aloud. Pay attention to rate and accuracy. Stop after one minute. Fill out the chart.
| | Words Read | - | Number of Errors | = | Words Correct Score |
|----------------|------------|---|------------------|---|---------------------|
| First Read | | | | | |
| Second Read | | | | | |
The Abacus: Oldest Counting Machine
For thousands of years, the abacus has been used as a counting machine. In many cultures, merchants who traded goods used the wooden beads of the abacus to count goods they bought and sold. They also used the abacus to figure out how much the multiples of their goods would cost. Historians believe that the simplest abacuses probably involved drawing lines in the sand to represent units, such as 100s and 1000s. Small pebbles were used to represent numbers within those units. With the development of number notation, the abacus lost popularity in Europe. However, people in many parts of the world use it to this day.
Wooden beads on an abacus were used to count units. Their value depended on the column and position (up or down).
Answer the questions about the text.
1. List two features of expository text that this text contains.
2. Besides providing the topic, what does the heading tell you?
3. What information in the text is supported by the diagram and caption?
Describe Distributions
When interpreting data, it helps to make a graph and then analyze the distribution of data.
Mr. Chen asked all of his students how long it takes them to clean their rooms. He displayed the information in a histogram. Describe the data distribution.
**Minutes Spent Cleaning Rooms**
| Number of Minutes | Frequency |
|-------------------|-----------|
| 1–20 | 2 |
| 21–40 | 12 |
| 41–60 | 14 |
| 61–80 | 10 |
| 81–100 | 4 |
**Step 1**
Look for clusters.
There are no groups of data that are separated from the rest, so there are no clusters of data.
**Step 2**
Look for gaps.
There are no intervals that contain no data, so there are no gaps in the data.
**Step 3**
Look for peaks.
There is one peak, at the interval 41–60.
**Step 4**
Look for symmetry.
Imagine folding the graph in half vertically, along the interval 41–60. The halves are not identical, but they are close. The graph has symmetry.
1. Sally has a restaurant. She recorded the cost of each person’s dinner on Friday. Describe the distribution.
Cost (in dollars) of Dinners Ordered Friday
- There are no clusters of data.
- There are no gaps in the data.
- There is one peak, at the interval 10–11.
- Imagine folding the graph in half vertically, along the interval 10–11. The halves are not identical, but they are close. The graph has symmetry.
Read each passage below. Determine the cause-and-effect relationship described in each. Write the missing cause or effect on the line provided. Then, thinking about the cause and effect, define the word in bold in each passage.
1. To make papyrus paper, the Egyptians cut thin strips of grass and soaked them in water. Soaking the strips softened them. To make a flat surface, they laid the strips at right angles to each other and **pounded** them into a thin sheet.
cause:
effect: making papyrus paper with a flat surface
definition of **pounded**:
2. The end of a reed made a wedge-shaped **impression** in the wet clay.
cause: end of reed pushed into clay
effect:
definition of **impression**:
3. The drying of the clay made the writing harden and become permanent.
cause: drying of the clay
effect:
definition of **permanent**:
4. Silk was also used to make books, but it made them **costly**.
cause: using silk, an expensive material, to make books
effect:
definition of **costly**:
A. Read the words in the box above. Sort them based on their Latin roots. Write each word in the correct column.
| aud | bene | flect/flex | port | struct | fac/fact |
|-----|------|------------|------|--------|----------|
| | | | | | |
Latin Roots and their Meanings
- *aud* means “hear”
- *bene* and *bon* mean “good”
- *flect* and *flex* mean “bend”
- *port* means “carry”
- *struct* means “build”
- *fac* and *fact* mean “make” or “do”
B. Circle the word with the Latin root in each sentence. Use the root meanings above and your knowledge of word parts to determine the meaning of the word. Then write the meaning on the line.
1. Cars were sent around the construction site. ____________________________
2. People filled the auditorium before the show. ____________________________
3. At the meet, the gymnasts showed how flexible they are. ____________________
4. This rug was imported from India. ________________________________
A. Read the draft model. Use the questions that follow the draft to help you think about how to best organize the text so that ideas are logically connected.
**Draft Model**
The washing machine was a very important invention. It made life easier for many people. Before, clothes were washed by hand. This took hours. Now washing machines could do most of the work.
1. What signal words can you insert to highlight cause-and-effect relationships?
2. How could sentences be revised or rearranged to clearly link causes and effects?
3. What words or phrases can you use to signal the order of events?
B. Now revise the draft by adding signal words that will help the reader understand the order of events and the relationships between ideas.
The student who wrote the paragraphs below used details from two different sources to answer the question: *What innovations have people made in working with plants to meet their needs?*
For thousands of years, people have come up with innovative ways to work with plants to meet their needs. For example, the Indians of Mesoamerica began growing food crops when the animals they hunted grew scarce. First, they planted squash, gourds, and peppers. Then they created a nutritious new food source called maize. To grow maize, they created a better farming system in which different crops are planted in a field at the same time. Not only was the variety of plants good for the soil, it was good for a person’s diet.
People have also used plants to treat illnesses. For example, honey could be put on cuts, and the spice coriander could ease upset stomachs. In fact, many medicines today come from plants. But when the plant sources became too rare or expensive, researchers had to get creative. They modified the natural compounds in plants to make a synthetic version. For example, aspirin comes from compounds in the bark of a willow tree.
Innovations that Mesoamericans and medical researchers made have affected people all over the world.
Reread the passage. Follow the directions below.
1. What is the topic of this writing sample? Circle a sentence that shows the thesis statement.
2. In what innovative ways did researchers work with plants? Draw a box around a sentence that shows details to support the topic.
3. When did Mesoamericans create maize? Underline words that show the order in which the details and facts happened.
4. Write a comparative adjective on the line.
Zaire wants to move to a town where the annual snowfall is no more than 5 inches. A real estate agent tells her that the mean annual snowfall in a certain town is 4.5 inches. Other statistics about the town are given in the table. Does this location match what Zaire wants? Why or why not?
| Town Statistics for Annual Snowfall (in.) |
|------------------------------------------|
| Minimum | 0.5 |
| Maximum | 12 |
| Median | 8 |
| Mean | 4.5 |
**Read the Problem**
- **What do I need to find?**
- I need to decide if the annual snowfall in the town is ____________.
- **What information do I need to use?**
- I need the ____________ in the table.
- **How will I use the information?**
- I will work backward from the statistics to draw conclusions about the ____________.
**Solve the Problem**
- The minimum annual snowfall is ____________
- The maximum annual snowfall is ____________
- The median annual snowfall is ____________
- The mean annual snowfall is ____________
Think: The median is ____________, which means that half of the data is equal to or greater than ____________.
So, the annual snowfall is usually ____________ than 5 inches because at least half of the annual snowfall values are ____________ than 5 inches. This location does not match what Zaire wants.
1. Mack says he typically spends 4 hours per week practicing his piano. For the past 6 weeks, he has practiced for 1, 1, 1, 2, 10, and 9 hours. Do you agree with Mack? Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
• Comparative adjectives compare two people, places, or things.
• Form comparative adjectives by adding -er to most one-syllable and some two-syllable words.
• If an adjective ends in -e, drop the e before adding -er. If it ends in a consonant preceded by a single vowel, double the consonant. If it ends in -y, change the y to i.
Read each sentence. On the lines provided, write the correct comparative form of the adjective in parentheses ( ).
1. Anthony's house is close to mine, and David's house is even _________________________. (close)
2. Jackson Street is busy, but Jefferson Street is __________________________. (busy)
3. Julie's scooter is fast, but her bike is ______________________________. (fast)
4. The weather is hot today, but it will be even __________________________ tomorrow. (hot)
5. That is a nice spot for a picnic, but this spot is __________________________. (nice)
B. Rewrite the sentence using the correct comparative form of the adjective in parentheses ( ).
6. We took the (long) route through the park.
7. My dog was (big) than Jung's dog.
8. The leaves are (pretty) today than they were last week.
• Superlative adjectives compare more than two people, places, or things.
• Form superlative adjectives by adding -est to most one-syllable and some two-syllable adjectives.
• If an adjective ends in -e, drop the e before adding -est. If it ends in a consonant preceded by a single vowel, double the consonant. If it ends in -y, change the y to i.
Complete each sentence with the correct superlative form of the adjective in parentheses ( ). Write the correct form on the line.
1. John is the (young) ________________ member of our large family.
2. Brianna is the (old) ________________ girl.
3. Even though James is only twelve, he is the (tall) ________________ boy.
4. I am the (short) ________________ girl in the family.
5. Mom says John was the (large) ________________ baby of all.
6. Now that John is talking, he is the (noisy) ________________ member of the family.
7. James is the (big) ________________ child.
8. Brianna and James are the (close) ________________ in age.
9. The mornings at our house are (busy) ________________ around 8:00.
10. That is the (lively) ________________ time of our day.
A Choose the correct replacement for the adjective in parentheses ( ). Circle the letter of your answer.
1. This trail is (steep) than the one we climbed yesterday.
a. steeper
b. steepest
c. steeper
d. steepest
2. However, that trail was (rocky) than this one.
a. rockiest
b. rockier
c. rockyer
d. rockyest
3. Which is the (fast) route of the three ways back to camp?
a. fasteer
b. faesteest
c. faster
d. fastest
4. We should have (nice) weather tomorrow than we had today.
a. nicer
b. nicier
c. nicest
d. niciest
5. This has been the (great) camping trip of all.
a. greater
b. greatier
c. greatest
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Name____________________________________
600 - Reading Tracker
Color an owl for every book you read!
Earn a prize for every 100 books read!
For prizes, call the library or email email@example.com
Staff initials ___________ Albany Public Library
Here are other great ways to help grow YOUR reader: “Sharing and Kindness”
Baby (0-12 months): Give your baby lots of hugs and kisses, and smile often. Stimulate their sense of touch by cuddling, stroking, holding, and gently massaging feet, hands, ears, and back. Play peek-a-boo and laugh together!
Toddler (1-3 years): Talk about everyday routines with your toddler and ask them questions: “What do you say after someone gives you something?” “Thank you!” Work together on simple tasks, such as sorting laundry or putting away toys. Make cleaning up fun by singing a song:
Clean Up Song
Clean-up, clean-up, everybody get some toys.
Clean-up, clean-up, all the little girls and boys.
Clean-up, clean-up, everybody do your share.
Clean-up, clean-up, everybody, everywhere.
Preschooler (3-5 years): Share a personal story with your child about: how they were named, what you were like at their age, what the plans are for the day. Show consideration and respect for others and encourage your child to do the same.
Books about Sharing and Kindness
Baby:
No No Yes Yes by Leslie Patricelli
Toddler:
Llama Llama Time to Share
by Anna Dewdney
Preschooler:
How to Share with a Bear by Eric Pinder
Read Aloud Tip!
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The Different Lenses of Perspective
Lesson Length: Approximately 1 ½ hours
| Alignment with Unit Goals | GOAL 1 | GOAL 2 | GOAL 3 | GOAL 4 | GOAL 5 |
|---------------------------|--------|--------|--------|--------|--------|
| | | | | x | x |
**Instructional Purpose**
- To explore the concept of perspective.
- To identify examples of perspective in students’ everyday lives.
- To make generalizations about perspective.
**Assignment Overview**
- Use the Taba Model of Concept Development to explore the concept of perspective.
- Make and discuss generalizations about perspective.
- Complete a Perspectives Model.
**Materials**
- Common optical illusions from books or websites
- *Amazing Optical Illusions* by Al Seckel, 2004, Illusionworks, **ISBN-10:** 1552979628
**ISBN-13:** 978-1552979624
- *How to Understand, Enjoy, and Draw Optical Illusions* by Robert Ausbourne, 2007, Pomegranate Communications,
**ISBN-10:** 0764941941
**ISBN-13:** 978-0764941948
- **Student Activity Page 2A**
- **Teacher Resource Page 2A**, Examples of Perspective
- **Teacher Resource Page 2B**, Optical Illusions
- Chart paper or paper strips and markers
- “The Ransom of Red Chief” by O. Henry (Appendix B)
**Background/Context**
Throughout this unit, students will return to and reflect on a set of generalizations about perspectives: Perspective is developed based upon interaction with a person, place, thing or idea; perspective may be linked to time, place, location, or culture; perspective may be a cognitive choice or an unconscious one; and perspective may be self-discovered or developed. Before discovering this set of generalizations, however, students will generate their own examples of and about perspective, engaging in critical thinking about experiences already familiar to them. This critical thinking process involves both deductive reasoning, as students generate examples and non-examples of perspective, and inductive reasoning, as students categorize their examples and develop generalizations about perspective. This concept development model is explained in greater detail in *The Taba Model of Concept Development* in Section 2.
Note: Although the Taba model is suggested for this lesson, the teacher should be aware that the model asks for non-examples of the concept of perspective. For this unit, we suggest that the concept of perspective may not lend itself to generating a list of non-examples.
1. Generate Examples of Perspective
- Display the common optical illusion assigned for Lesson 1 Homework. Invite students to share their paragraphs about the illusion.
- Next, display/share the following to begin a class discussion: “An optical illusion is an image that deceives you into thinking it is something completely different from what it really is. It happens because of the way your eyes work, or the way your brain interprets what your eyes see, or even because of the nature of light itself. Sometimes even scientists do not know why an illusion works.”
- Display other optical illusions for students, such as those on Teacher Resource 2B or from books about optical illusions.
**Discussion Questions**
- What do you think of when you look at an optical illusion? What is your perspective when you look at this optical illusion? Does using the word “perspective” continue to help develop your understanding of this term?
- How do your perspectives help you to interpret the optical illusion?
- Ask students to share with someone at their table something that surprised them about the optical illusion when they first looked at it. Thinking about your perspective, what does that have to do with what you see in an optical illusion? (TR: You may have only looked at it one way until someone else told you what they saw.)
- Explain that students will be considering the concept of perspective as they study the short stories in this unit. In this lesson they will do a four-part activity in groups to explore perspective. The four parts of the activity are listing examples of perspective, categorizing examples of perspective, listing non-examples of perspective (optional: see Teacher Notes), and making generalizations about perspective.
- Divide the class into groups of four or five students. Distribute four sheets of chart paper and markers to each group.
**Perspective Questions**
- What words or ideas come to mind when you think of perspectives?
- How do you know when you have a perspective?
- How do your examples of perspective from everyday show perspective?
- What kinds of things have perspective?
- Circulate around the room as groups brainstorm and discuss. Use the discussion questions to trigger further discussion or to help a group that is struggling.
- After groups finish brainstorming, encourage students to share their ideas with the rest of the class. Allow groups to add ideas and examples to their lists based on the class discussion.
2. Categorize Examples of Perspective
- Explain that a category is a group of items or ideas that are similar in one or more ways. Tell students to think of categories for their ideas about perspective by putting their ideas and examples into groups and giving each group a title. Have them write the groups and their titles on a new sheet of chart paper. Use the following questions to begin a discussion and then have groups continue the discussion as they categorize their ideas.
**Discussion Questions**
Circulate around the room as groups discuss their categories. Use the discussion questions to trigger further discussion or to help a group that is struggling.
- Review the ideas you’ve written on your paper. What is similar about some of the ideas? Should these ideas be grouped together based on this similarity? Why or why not?
- Do all of your ideas fall into a group? Might some of them belong in more than one group?
- Is there a different way to group some or all of your ideas? What other categories might you use?
After groups finish categorizing their ideas, have them share their categories with the rest of the class.
3. Generate Non-examples of Perspective
Note: Although the Taba model is suggested for this lesson, the teacher should be aware that the model asks for non-examples of the concept of perspective. For this unit, we suggest that the concept of perspective may not lend itself to generating a list of non-examples.
- When asking students to list examples of ideas that do not show perspective, it might be important to help students understand why it is not possible for a non-living thing, like a rock or tree, to show perspective. Gifted children enjoy a good debate but this does not further the understanding of the concept of perspective.
- Tell students to brainstorm a list of events or ideas that are not perspectives. Have them record their responses on a new sheet of chart paper. Use the following questions to begin a discussion and then have groups continue the discussion as they list examples that do not show perspective.
4. Develop Generalizations about Perspectives
- Explain that a generalization is a statement that is always or almost always true. Tell students to consider their examples and categories of perspective and develop several generalizations on a new sheet of paper. Tell groups to use the following questions to guide their discussion.
**Discussion Questions**
- What are some characteristics of perspective?
- What can you say about the concept of perspective that is usually true?
Circulate around the room as groups discuss their generalizations. Use the discussion questions to trigger further discussion or to help a group that is struggling.
5. Consider the Unit Generalizations
- After students share their own generalizations about perspective, have them turn to **Student Activity Page 2A**. Read the generalizations on this page together. Explain that the class will be reflecting on these generalizations throughout the unit. Tell students to keep this page available throughout the unit.
- Discuss the generalizations. Have students compare their own generalizations with the ones on Student Activity Page 2A. Then use the following prompts to continue the discussion about each generalization.
Unit Generalizations
- Perspective is developed based upon interaction with a person, place, thing or idea.
- Perspective may be linked to time, place, location, or culture.
- A perspective may be a cognitive choice or an unconscious one.
- Perspective may be self-discovered or developed.
6. Relate Perspective Generalizations to “The Princess and the Pea”
- Discuss the generalizations about perspective in relation to the story, “The Princess and the Pea.” Use the following questions as a guide.
Discussion Questions
- Are there any characters who clearly show their perspective?
- Is a group perspective shown anywhere in the story?
- Give specific examples from the story showing that everyone has perspective.
Have students work in groups to complete Student Activity Page 2A. Tell students to write two or three examples that illustrate each generalization. Provide time for groups to share responses with the class. Consider using samples provided on Teacher Resource 2A to add to the discussion.
Display completed Perspectives Models in the classroom, and tell students to keep their copies readily available for reference and additions throughout the unit.
Homework
- Have students read “The Ransom of Red Chief” by O. Henry and prepare for a discussion during the next class. Tell students to place Post-It® notes in places where they think a character might be showing perspective. This assignment will be discussed in Lesson 3.
Extensions
- Have students write a paragraph about a memorable event in their life from their personal lens of perspective. Then have them write about the same event from the lens of a different age (as if they were younger or older).
Notes to Teacher
Post the generalizations about perspective in the classroom for reference throughout the unit. If necessary for student understanding, provide additional scaffolding for the concept development model employed in this lesson. For example, you could brainstorm ideas about perspective as a whole-class activity. Be sure, however, to retain each of the stages in sequence, having students determine examples, categorize the examples, determine non-examples, and then develop generalizations.
Examples of Perspective
A perspective is developed based upon interaction with a person, place, thing, or idea.
- Jack thought that going to the mountains was his favorite, but changed his mind when he vacationed at the ocean.
- People may like flowers until they realize they are allergic to them.
A perspective may be linked to time.
- Many people in the early 1900’s disagreed with a woman’s right to vote.
- I like fireworks at night, but not during the day.
A perspective may be a cognitive choice.
- I stay far away from pickled beets, but my grandfather loves them!
- Many criminals know what they are doing is wrong from society’s perspective, but they may feel they deserve to steal.
Perspective can be self-discovered or developed.
- Kari discovered she loves broccoli but hates cauliflower.
- Mike changed his mind about not liking poetry when he realized that musical lyrics, like rap, are forms of poetry set to music.
Optical Illusions
This is the optical illusion called “Rabbit or Duck.” Do you see the rabbit facing right or the duck facing left?
This is called “A Face or a Word?” Do you see the face of a man outlined in white or do you see the word, “Liar?”
http://kids.niehs.nih.gov/games/illusions/illusion_07.htm
http://kids.niehs.nih.gov/games/illusions/illusion_14.htm
The Ransom of Red Chief
by O. Henry
It looked like a good thing: but wait till I tell you. We were down South, in Alabama—Bill Driscoll and myself—when this kidnapping idea struck us. It was, as Bill afterward expressed it, ‘during a moment of temporary mental apparition’; but we didn’t find that out till later.
There was a town down there, as flat as a flannel-cake, and called Summit, of course. It contained inhabitants of as undeletorious and self-satisfied a class of peasantry as ever clustered around a Maypole.
Bill and me had a joint capital of about six hundred dollars, and we needed just two thousand dollars more to pull off a fraudulent town-lot scheme in Western Illinois with. We talked it over on the front steps of the hotel. Philoprogenitiveness, says we, is strong in semi-rural communities therefore, and for other reasons, a kidnapping project ought to do better there than in the radius of newspapers that send reporters out in plain clothes to stir up talk about such things. We knew that Summit couldn’t get after us with anything stronger than constables and, maybe, some lackadaisical bloodhounds and a diatribe or two in the Weekly Farmers’ Budget. So, it looked good.
We selected for our victim the only child of a prominent citizen named Ebenezer Dorset. The father was respectable and tight, a mortgage fancier and a stern, upright collection-plate passer and forecloser. The kid was a boy of ten, with bas-relief freckles, and hair the colour of the cover of the magazine you buy at the newsstand when you want to catch a train. Bill and me figured that Ebenezer would melt down for a ransom of two thousand dollars to a cent. But wait till I tell you.
About two miles from Summit was a little mountain, covered with a dense cedar brake. On the rear elevation of this mountain was a cave. There we stored provisions.
From: Henry, O. (1910). “The Ransom of Red Chief.” In Whirligigs. (pp. unknown). New York, NY: Doubleday, Page. Retrieved from: http://www.online-literature.com/donne/1041/
One evening after sundown, we drove in a buggy past old Dorset’s house. The kid was in the street, throwing rocks at a kitten on the opposite fence.
‘Hey, little boy!’ says Bill, ‘would you like to have a bag of candy and a nice ride?’
The boy catches Bill neatly in the eye with a piece of brick.
‘That will cost the old man an extra five hundred dollars,’ says Bill, climbing over the wheel.
That boy put up a fight like a welter-weight cinnamon bear; but, at last, we got him down in the bottom of the buggy and drove away. We took him up to the cave, and I hitched the horse in the cedar brake. After dark I drove the buggy to the little village, three miles away, where we had hired it, and walked back to the mountain.
Bill was pasting court-plaster over the scratches and bruises on his features. There was a fire burning behind the big rock at the entrance of the cave, and the boy was watching a pot of boiling coffee, with two buzzard tailfeathers stuck in his red hair. He points a stick at me when I come up, and says:
‘Ha! Cursed paleface, do you dare to enter the camp of Red Chief, the terror of the plains?’
‘He’s all right now,’ says Bill, rolling up his trousers and examining some bruises on his shins. ‘We’re playing Indian. We’re making Buffalo Bill’s show look like magic-lantern views of Palestine in the town hall. I’m Old Hank, the Trapper, Red Chief’s captive, and I’m to be scalped at daybreak. By Geronimo! That kid can kick hard.’
Yes, sir, that boy seemed to be having the time of his life. The fun of camping out in a cave had made him forget that he was a captive himself. He immediately christened me Snake-eye, the Spy, and announced that, when his braves returned from the warpath, I was to be broiled at the stake at the rising of the sun.
Then we had supper; and he filled his mouth full of bacon and bread and gravy, and began to talk. He made a during-dinner speech something like this:
‘I like this fine. I never camped out before; but I had a pet ‘possum once, and I was nine last birthday. I hate to go to school. Rats ate up sixteen of Jimmy Talbot’s aunt’s speckled hen’s eggs. Are there any real Indians in these woods? I want some more gravy. Does the trees moving make the wind blow? We had five puppies. What makes your nose so red, Hank? My father has lots of money. Are the stars hot? I whipped Ed Walker twice,
Saturday. I don’t like girls. You dassent catch toads unless with a string. Do oxen make any noise? Why are oranges round? Have you got beds to sleep on in this cave? Amos Murray has got six toes. A parrot can talk, but a monkey or a fish can’t. How many does it take to make twelve?
Every few minutes he would remember that he was a pesky redskin, and pick up his stick rifle and tiptoe to the mouth of the cave to rubber for the scouts of the hated paleface. Now and then he would let out a warwhoop that made Old Hank the Trapper, shiver. That boy had Bill terrorized from the start.
‘Red Chief,’ says I to the kid, ‘would you like to go home?’
‘Aw, what for?’ says he. ‘I don’t have any fun at home. I hate to go to school. I like to camp out. You won’t take me back home again, Snake-eye, will you?’
‘Not right away,’ says I. ‘We’ll stay here in the cave a while.’
‘All right!’ says he. ‘That’ll be fine. I never had such fun in all my life.’
We went to bed about eleven o’clock. We spread down some wide blankets and quilts and put Red Chief between us. We weren’t afraid he’d run away. He kept us awake for three hours, jumping up and reaching for his rifle and screeching: ‘Hist! pard,’ in mine and Bill’s ears, as the fancied crackle of a twig or the rustle of a leaf revealed to his young imagination the stealthy approach of the outlaw band. At last, I fell into a troubled sleep, and dreamed that I had been kidnapped and chained to a tree by a ferocious pirate with red hair.
Just at daybreak, I was awakened by a series of awful screams from Bill. They weren’t yells, or howls, or shouts, or whoops, or yawps, such as you’d expect from a manly set of vocal organs—they were simply indecent, terrifying, humiliating screams, such as women emit when they see ghosts or caterpillars. It’s an awful thing to hear a strong, desperate, fat man scream incontinently in a cave at daybreak.
I jumped up to see what the matter was. Red Chief was sitting on Bill’s chest, with one hand twined in Bill’s hair. In the other he had the sharp case-knife we used for slicing bacon; and he was industriously and realistically trying to take Bill’s scalp, according to the sentence that had been pronounced upon him the evening before.
I got the knife away from the kid and made him lie down again. But, from that moment, Bill’s spirit was broken. He laid down on
his side of the bed, but he never closed an eye again in sleep as long as that boy was with us. I dozed off for a while, but along toward sun-up I remembered that Red Chief had said I was to be burned at the stake at the rising of the sun. I wasn’t nervous or afraid; but I sat up and lit my pipe and leaned against a rock.
‘What you getting up so soon for, Sam?’ asked Bill.
‘Me?’ says I. ‘Oh, I got a kind of a pain in my shoulder. I thought sitting up would rest it.’
‘You’re a liar!’ says Bill. ‘You’re afraid. You was to be burned at sunrise, and you was afraid he’d do it. And he would, too, if he could find a match. Ain’t it awful, Sam? Do you think anybody will pay out money to get a little imp like that back home?’
‘Sure,’ said I. ‘A rowdy kid like that is just the kind that parents dote on. Now, you and the Chief get up and cook breakfast, while I go up on the top of this mountain and reconnoitre.’ I went up on the peak of the little mountain and ran my eye over the contiguous vicinity. Over toward Summit I expected to see the sturdy yeomanry of the village armed with scythes and pitchforks beating the countryside for the dastardly kidnappers. But what I saw was a peaceful landscape dotted with one man ploughing with a dun mule. Nobody was dragging the creek; no couriers dashed hither and yon, bringing tidings of no news to the distracted parents. There was a sylvan attitude of somnolent sleepiness pervading that section of the external outward surface of Alabama that lay exposed to my view. ‘Perhaps,’ says I to myself, ‘it has not yet been discovered that the wolves have borne away the tender lambkin from the fold. Heaven help the wolves!’ says I, and I went down the mountain to breakfast.
When I got to the cave I found Bill backed up against the side of it, breathing hard, and the boy threatening to smash him with a rock half as big as a cocoanut.
‘He put a red-hot boiled potato down my back,’ explained Bill, ‘and then mashed it with his foot; and I boxed his ears. Have you got a gun about you, Sam?’
I took the rock away from the boy and kind of patched up the argument. ‘I’ll fix you,’ says the kid to Bill. ‘No man ever yet struck the Red Chief but what he got paid for it. You better beware!’
After breakfast the kid takes a piece of leather with strings wrapped around it out of his pocket and goes outside the cave unwinding it.
‘What’s he up to now?’ says Bill, anxiously. ‘You don’t think he’ll run away, do you, Sam?’
‘No fear of it,’ says I. ‘He don’t seem to be much of a home body. But we’ve got to fix up some plan about the ransom. There don’t seem to be much excitement around Summit on account of his disappearance; but maybe they haven’t realized yet that he’s gone. His folks may think he’s spending the night with Aunt Jane or one of the neighbours. Anyhow, he’ll be missed to-day. To-night we must get a message to his father demanding the two thousand dollars for his return.’
Just then we heard a kind of war-whoop, such as David might have emitted when he knocked out the champion Goliath. It was a sling that Red Chief had pulled out of his pocket, and he was whirling it around his head.
I dodged, and heard a heavy thud and a kind of a sigh from Bill, like a horse gives out when you take his saddle off. A rock the size of an egg had caught Bill just behind his left ear. He loosened himself all over and fell in the fire across the frying pan of hot water for washing the dishes. I dragged him out and poured cold water on his head for half an hour.
By and by, Bill sits up and feels behind his ear and says: ‘Sam, do you know who my favourite Biblical character is?’
‘Take it easy,’ says I. ‘You’ll come to your senses presently.’
‘King Herod,’ says he. ‘You won’t go away and leave me here alone, will you, Sam?’
I went out and caught that boy and shook him until his freckles rattled.
‘If you don’t behave,’ says I, ‘I’ll take you straight home. Now, are you going to be good, or not?’
‘I was only funning,’ says he sullenly. ‘I didn’t mean to hurt Old Hank. But what did he hit me for? I’ll behave, Snake-eye, if you won’t send me home, and if you’ll let me play the Black Scout to-day.’
‘I don’t know the game,’ says I. ‘That’s for you and Mr. Bill to decide. He’s your playmate for the day. I’m going away for a while, on business. Now, you come in and make friends with him and say you are sorry for hurting him, or home you go, at once.’
I made him and Bill shake hands, and then I took Bill aside and told him I was going to Poplar Cove, a little village three miles from the cave, and find out what I could about how the kidnapping had been regarded in Summit. Also, I thought it best to send a peremptory letter to old man Dorset that day, demanding
the ransom and dictating how it should be paid.
‘You know, Sam,’ says Bill, ‘I’ve stood by you without batting an eye in earthquakes, fire and flood—in poker games, dynamite outrages, police raids, train robberies and cyclones. I never lost my nerve yet till we kidnapped that two-legged skyrocket of a kid. He’s got me going. You won’t leave me long with him, will you, Sam?’
‘I’ll be back some time this afternoon,’ says I. ‘You must keep the boy amused and quiet till I return. And now we’ll write the letter to old Dorset.’
Bill and I got paper and pencil and worked on the letter while Red Chief, with a blanket wrapped around him, strutted up and down, guarding the mouth of the cave. Bill begged me tearfully to make the ransom fifteen hundred dollars instead of two thousand. ‘I ain’t attempting,’ says he, ‘to decry the celebrated moral aspect of parental affection, but we’re dealing with humans, and it ain’t human for anybody to give up two thousand dollars for that forty-pound chunk of freckled wildcat. I’m willing to take a chance at fifteen hundred dollars. You can charge the difference up to me.’
So, to relieve Bill, I acceded, and we collaborated a letter that ran this way:
Ebenezer Dorset, Esq.:
We have your boy concealed in a place far from Summit. It is useless for you or the most skillful detectives to attempt to find him. Absolutely, the only terms on which you can have him restored to you are these: We demand fifteen hundred dollars in large bills for his return; the money to be left at midnight tonight at the same spot and in the same box as your reply—as hereinafter described. If you agree to these terms, send your answer in writing by a solitary messenger tonight at half-past eight o’clock. After crossing Owl Creek, on the road to Poplar Cove, there are three large trees about a hundred yards apart, close to the fence of the wheat field on the right-hand side. At the bottom of the fence-post, opposite the third tree, will be found a small pasteboard box.
The messenger will place the answer in this box and return immediately to Summit.
If you attempt any treachery or fail to comply with our demand as stated, you will never see your boy again.
If you pay the money as demanded, he will be returned to you safe and well within three hours. These terms are final, and if you do not accede to them no further communication will be attempted.
TWO DESPERATE MEN.
I addressed this letter to Dorset, and put it in my pocket. As I was about to start, the kid comes up to me and says:
‘Aw, Snake-eye, you said I could play the Black Scout while you was gone.’
‘Play it, of course,’ says I. ‘Mr. Bill will play with you. What kind of a game is it?’
‘I’m the Black Scout,’ says Red Chief, ‘and I have to ride to the stockade to warn the settlers that the Indians are coming. I’m tired of playing Indian myself. I want to be the Black Scout.’
‘All right,’ says I. ‘It sounds harmless to me. I guess Mr. Bill will help you foil the pesky savages.’
‘What am I to do?’ asks Bill, looking at the kid suspiciously.
‘You are the hoss,’ says Black Scout. ‘Get down on your hands and knees. How can I ride to the stockade without a hoss?’
‘You’d better keep him interested,’ said I, ‘till we get the scheme going. Loosen up.’
Bill gets down on his all fours, and a look comes in his eye like a rabbit’s when you catch it in a trap.
‘How far is it to the stockade, kid?’ he asks, in a husky manner of voice.
‘Ninety miles,’ says the Black Scout. ‘And you have to hump yourself to get there on time. Whoa, now!’
The Black Scout jumps on Bill’s back and digs his heels in his side.
‘For Heaven’s sake,’ says Bill, ‘hurry back, Sam, as soon as you can. I wish we hadn’t made the ransom more than a thousand. Say, you quit kicking me or I’ll get up and warm you good.’
I walked over to Poplar Cove and sat around the post office and store, talking with the chawbacons that came in to trade. One whiskerand says that he hears Summit is all upset on account of Elder Ebenezer Dorset’s boy having been lost or stolen. That was all I wanted to know. I bought some smoking tobacco, referred casually to the price of black-eyed peas, posted my letter surreptitiously and came away. The postmaster said the mail-carrier would come by in an hour to take the mail on to Summit.
When I got back to the cave Bill and the boy were not to be found. I explored the vicinity of the cave, and risked a yodel or two, but there was no response.
So I lighted my pipe and sat down on a mossy bank to await developments.
In about half an hour I heard the bushes rustle, and Bill wabbled out into the little glade in front of the cave. Behind him was the
kid, stepping softly like a scout, with a broad grin on his face. Bill stopped, took off his hat and wiped his face with a red handkerchief. The kid stopped about eight feet behind him.
‘Sam,’ says Bill, ‘I suppose you’ll think I’m a renegade, but I couldn’t help it. I’m a grown person with masculine proclivities and habits of self-defence, but there is a time when all systems of egotism and predominance fail. The boy is gone. I have sent him home. All is off. There was martyrs in old times,’ goes on Bill, ‘that suffered death rather than give up the particular graft they enjoyed. None of ‘em ever was subjugated to such supernatural tortures as I have been. I tried to be faithful to our articles of depredation; but there came a limit.’
‘What’s the trouble, Bill?’ I asks him.
‘I was rode,’ says Bill, ‘the ninety miles to the stockade, not barring an inch. Then, when the settlers was rescued, I was given oats. Sand ain’t a palatable substitute. And then, for an hour I had to try to explain to him why there was nothin’ in holes, how a road can run both ways and what makes the grass green. I tell you, Sam, a human can only stand so much. I takes him by the neck of his clothes and drags him down the mountain. On the way he kicks my legs black-and-blue from the knees down; and I’ve got two or three bites on my thumb and hand cauterized.
‘But he’s gone’—continues Bill—‘gone home. I showed him the road to Summit and kicked him about eight feet nearer there at one kick. I’m sorry we lose the ransom; but it was either that or Bill Driscoll to the madhouse.’
Bill is puffing and blowing, but there is a look of ineffable peace and growing content on his rose-pink features.
‘Bill,’ says I, ‘there isn’t any heart disease in your family, is there?’
‘No,’ says Bill, ‘nothing chronic except malaria and accidents. Why?’
‘Then you might turn around,’ says I, ‘and have a look behind you.’
Bill turns and sees the boy, and loses his complexion and sits down plump on the ground and begins to pluck aimlessly at grass and little sticks. For an hour I was afraid for his mind. And then I told him that my scheme was to put the whole job through immediately and that we would get the ransom and be off with it by midnight if old Dorset fell in with our proposition. So Bill braced up enough to give the kid a weak sort of a smile and a promise to play the Russian in a
Japanese war with him as soon as he felt a little better.
I had a scheme for collecting that ransom without danger of being caught by counterplots that ought to commend itself to professional kidnappers. The tree under which the answer was to be left—and the money later on—was close to the road fence with big, bare fields on all sides. If a gang of constables should be watching for any one to come for the note they could see him a long way off crossing the fields or in the road. But no, sirree! At half-past eight I was up in that tree as well hidden as a tree toad, waiting for the messenger to arrive.
Exactly on time, a half-grown boy rides up the road on a bicycle, locates the pasteboard box at the foot of the fencepost, slips a folded piece of paper into it and pedals away again back toward Summit.
I waited an hour and then concluded the thing was square. I slid down the tree, got the note, slipped along the fence till I struck the woods, and was back at the cave in another half an hour. I opened the note, got near the lantern and read it to Bill. It was written with a pen in a crabbed hand, and the sum and substance of it was this:
Two Desperate Men.
Gentlemen: I received your letter to-day by post, in regard to the ransom you ask for the return of my son. I think you are a little high in your demands, and I hereby make you a counter-proposition, which I am inclined to believe you will accept. You bring Johnny home and pay me two hundred and fifty dollars in cash, and I agree to take him off your hands. You had better come at night, for the neighbours believe he is lost, and I couldn’t be responsible for what they would do to anybody they saw bringing him back.
Very respectfully,
EBENEZER DORSET.
‘Great pirates of Penzance!’ says I; ‘of all the impudent—’
But I glanced at Bill, and hesitated. He had the most appealing look in his eyes I ever saw on the face of a dumb or a talking brute.
‘Sam,’ says he, ‘what’s two hundred and fifty dollars, after all? We’ve got the money. One more night of this kid will send me to a bed in Bedlam. Besides being a thorough gentleman, I think Mr. Dorset is a spendthrift for making us such a liberal offer. You ain’t going to let the chance go, are you?’
‘Tell you the truth, Bill,’ says I, ‘this little he ewe lamb has somewhat got on my nerves too. We’ll take him home, pay the ransom and make our get-away.’
We took him home that night. We got him to go by telling him that his father had bought a silver-mounted rifle and a pair of moccasins for him, and we were going to hunt bears the next day.
It was just twelve o’clock when we knocked at Ebenezer’s front door. Just at the moment when I should have been abstracting the fifteen hundred dollars from the box under the tree, according to the original proposition, Bill was counting out two hundred and fifty dollars into Dorset’s hand.
When the kid found out we were going to leave him at home he started up a howl like a calliope and fastened himself as tight as a leech to Bill’s leg. His father peeled him away gradually, like a porous plaster.
‘How long can you hold him?’ asks Bill.
‘I’m not as strong as I used to be,’ says old Dorset, ‘but I think I can promise you ten minutes.’
‘Enough,’ says Bill. ‘In ten minutes I shall cross the Central, Southern and Middle Western States, and be legging it trippingly for the Canadian border.’
And, as dark as it was, and as fat as Bill was, and as good a runner as I am, he was a good mile and a half out of Summit before I could catch up with him.
Directions: Develop a list of three to five examples for each of the following statements (generalizations) about perspective.
**Perspective is developed based upon interaction with a person, place, thing or idea**
---
**Perspective may be linked to time, place, location, or culture**
---
**A perspective may be a cognitive choice or an unconscious one**
---
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HISTORIC DURANGO
A publication of the La Plata County Historical Society
May 8, 2005, Vol. XI
NATURAL RESOURCES
Inviting & Impacting Development
The Animas Museum
www.animasmuseum.org
It was a land of milk and honey. With its abundant natural resources, southwest Colorado beckoned to the masses in the East and Midwest. Young men and women looking to start new lives, adventurers seeking to escape humdrum lives in civilized towns, entrepreneurs looking for investment opportunities – all were drawn to this untamed land full of promise.
The richness of this land has attracted and sustained people for centuries. Lush forests, abundant game, fertile soil and adequate water supported a large Native population long before miners and farmers migrated to this area. Vagaries of climate and a tendency to over-exploit available resources, however, challenged their ability to sustain life here. Future residents would learn these difficult lessons themselves.
The lure of gold and silver brought the first white settlers to the San Juan Mountains in the early 1870s. Farmers and ranchers, attracted to the fertile river valleys of the San Juan River system, followed closely on their heels. Local outcrops of low-sulphur coal provided fuel for industries, homes and businesses.
Mining and agriculture, then, became the backbone of the local economy and remained so for decades. Water was an essential ingredient to both. Industrial plants like Durango’s smelters were located next to the Animas River both to tap the water supply and to flush away wastes. Farms depended on irrigation to grow crops in the semiarid climate. Falling water made hydroelectric generation possible – the Tacoma Power Plant, for example, went on line in 1905. Water, in short, made all things possible.
Lush forests of Ponderosa pine and Douglas fir provided the lumber to extend rail lines and construct homes and businesses in the burgeoning towns. Over-zealous lumber barons clear-cut vast expanses of these forests to supply both local and distant markets. The Forest Service was created in 1905 partly to better manage the nation’s forest reserves and the San Juan National Forest was designated that same year.
The twentieth century witnessed an inevitable decline in the mining and agricultural industries. Other natural resources picked up the slack. The incredible scenic beauty of this corner of Colorado had attracted tourists since the 1880s, but the trickle turned into a flood after World War II. By the end of the century, recreational uses had come to dominate the public lands. Scores of new residents continue to fuel a growth boom, impacting our economy and changing our communities.
Development of energy resources may ultimately have the greatest economic impact on southwest Colorado. The San Juan Basin’s natural gas field is second only in size to the Hugoton Field of Oklahoma, Kansas and Texas in the lower 48 states. Since the first commercial gas well was drilled in 1921, more than 25,000 wells have been drilled to tap this huge reservoir.
The Basin also has the world’s largest area of coal-bed methane production. This relatively new source of clean natural gas is mostly focused on the Fruitland Formation just south of Durango, and its potential is truly enormous. Other energy resources in the San Juan Basin include relatively small oil reserves and uranium deposits.
Having an abundance of natural resources has been a blessing and a curse. Precious metal mines spurred initial settlement and drove the economy, but mining’s boom and bust cycles rocked the towns that depended on it. Farming and ranching provided more stability, but agriculture found itself at the mercy of a short growing season and periodic droughts.
Energy resource development pours money into our economy and contributes heavily to our tax base, but conflicts between producers and landowners result in community tensions. A landscape that offers inspirational views and endless recreational opportunities has lured thousands of new residents who, because of their sheer numbers, threaten the very quality of life that brought them here.
Preserving our quality of life may be the greatest challenge of the twenty-first century. Doing so will require inspired leadership, balanced and informed decision-making, and wise use of our natural resources.
Robert McDaniel is the Director of the Animas Museum and a fourth-generation native of Southwest Colorado. His ancestors were miners and farmers in the San Juan Basin, and his father played a pivotal role in the development of water and other resources in the Durango area.
President’s Message
By Mary Jane Hood
Replacing the roof on the Animas Museum is a very ambitious undertaking for a relatively small organization with few staff and limited financial resources. Our challenges over the past two years have been many: completing a lengthy and complex planning process; conducting a capital campaign to raise more than $650,000 while also trying to keep operating revenues flowing; maintaining “normal” museum operations during the planning, fundraising and construction phases of the project; losing a key long-time employee in the midst of this process; being buffeted by a weak economy, drought, and a corresponding softness in the local tourism industry.
In the midst of so many challenges, we can take pride in the accomplishments of La Plata County Historical Society and Animas Museum:
- We have successfully completed the planning phase of the roof project and our capital campaign has raised more than $630,000 to date. It’s not quite what will be needed, so we are continuing to raise funds for any possible cost overruns.
- We made the transition from one long-time major fundraiser (the Wine Tasting) to our new fundraiser, the Antiques Fair, with great community response and a sizeable group of volunteers helping to make it successful.
- We have been able to grow our endowment to more than $40,000.
- We hired a great new employee, Jennifer Leithauser, who has played a key role in maintaining day-to-day operations, improved our Web site, and much more.
- Added several hard-working, committed members to our Board of Directors.
This year will bring several new events, a new exhibit, and continued outreach to schools and community groups, all at the same time that we watch the new roof take shape. The Historical Society and Animas Museum will emerge from this major restoration project – which should take about a year – with a new image and renewed energy to achieve our mission. None of this would be possible without devoted volunteers, generous donors and dedicated members.
Come visit us, take in some – or all – of our special events, and join us as LPCHS members in this exciting journey.
What is a Resource? You are...
This issue of Historic Durango features the impact of resources on our area’s history. But what is a resource? We all know about water, energy, oil, gas, coal, timber – our remarkable storehouse of natural resources. There are other resources as well: the minds, hands, and efforts of those who have developed our area are also part of our resources. So, too, is the vision of those who helped to create a place where people could live well.
The La Plata County Historical Society seeks to understand, preserve, and communicate our history, culture and heritage for today’s inhabitants and those who will live here in the future. Every one of us with ties to this region is a resource for keeping and passing on our common heritage.
You can be a resource by becoming a member of the La Plata County Historical Society. Your membership does more than drive our activities. It engages you as an active participant in preserving your own heritage, as well as that of all the resources that our area enjoys.
In the near future, the Animas Museum and the LPCHS will be reshaping our membership structure and there will be some increases in membership fees, along with new levels and new benefits. For now – from the May 2005 publication of this year’s Historic Durango until the new membership program is announced, you can join with us in this adventure under our current, modestly priced membership structure. Simply complete the form in this issue and return it to the Animas Museum. We will look forward to your partnership with us in preserving the legacy of this unique place.
Bruce Spining
Bruce Spining is a member of the La Plata County Historical Society board of directors.
Durango streets blazed with light from the town's early days. The first streetlights were lit with "manufactured" gas that came from the abundant coal in the region. Coal was baked in "beehive" ovens to create coke, which supplied Durango's smelters. Manufactured gas is a byproduct of heated coal and was captured and used for fuel.
Manufactured gas lit the first streetlights in the United States in Baltimore in 1815. A precious commodity that was expensive to extract and transport, gas was only available in wealthy urbanized areas. In Colorado, gas plants were established in Denver in 1869, followed 10 years later in Leadville and Colorado Springs. Gunnison and Pueblo had plants by 1881.
A quick review of the earliest business directories and maps in Durango did not reveal a gas plant in the city, but such a plant likely existed to fuel the gas streetlights and the gas lights in affluent neighborhoods. The coke ovens at the San Juan and New York Smelter were possible sources for the manufactured gas. The smelter, located at the base of Smelter Mountain, began manufacturing coke in 1881. By 1892 it had 28 beehive ovens. With close proximity to Durango, the San Juan and New York Smelter was a very likely source of manufactured gas.
A few gas companies were incorporated in Durango in the very early 1900s, but none seem to have actually developed a gas manufacturing facility. These companies included the Durango Gas and Coke Company, incorporated with $100,000 in capital on May 5, 1900, and The San Juan Coke and Gas Company established in 1902.
Manufactured gas was almost pure methane. It had about half the heating power of natural gas and required an expensive process for extraction. Consumer enthusiasm waned for the expensive coal gas with the introduction of electricity. Durangoans led the national surge from manufactured gas to electricity when entrepreneurs built an electric plant in 1887 on 7th Street, east of the railroad tracks. This first plant offered direct current (DC) service to a small but growing clientele.
The Durango facility could generate enough electricity for street lights and light bulbs. Electrically powered "arc" lights soon replaced the gas street lights. In the first years of electrical service, customers paid by the bulb for power that was only available after 7 p.m. and only for a few hours.
Durango and other communities basked in the glow of DC lighting at the same time as Thomas Edison and George Westinghouse were battling for dominance of the electricity market. Westinghouse championed AC power, but Edison based his fortune on the development of small DC plants. Westinghouse had the ultimate winning card with AC power. While AC and DC are both quite functional forms of electricity, AC has two advantages. Alternating current can be transmitted over long distances at high voltage with correspondingly low amperage using small conductors. The heavy and expensive conducting wires required to transmit DC power can not match the thinner and substantially less expensive wire used for AC transmittal. AC is also versatile, using transformers to step voltages up for mechanical power and down for domestic use.
Lucien Lucius Nunn, manager of the Gold King Mine near Telluride, scored a decisive victory in the battle of the currents. Nunn built a small alternating current hydropower station to transmit electricity to the Gold King Mill in 1891. The Telluride connection demonstrated a successful application of AC power for industrial use and substantially lowered the cost of processing ore.
In the year following Nunn's triumph, the Durango Electric Company decided to install two of the new AC generators to supplement the DC service. Later that year the company announced plans for a new facility. The new plant, still standing at present day 14th Street and Camino Del Rio, was completed in 1893. Unlike Nunn's hydropower plant, this facility was fueled by coal that heated water to create steam power.
On June 13, 1893, AC and DC machinery from the old plant was moved to the new plant during the day and service resumed without interruption. With the expanded power capacity of the new plant, Durango entrepreneurs (most of whom were board members of the electric company) formed the Durango Railway and Realty Company, purchased the horse-drawn street car and replaced the four-legged equipment with an electric trolley. The plant provided power to the street railway in Durango as well as to the lights of town. Regular streetcar service was sometimes interrupted at night when electricity demands exceeded the plant's capacity.
The 1893 plant operated continuously in various capacities for more than 80 years into the 1970s. Most of the plant's contemporaneous AC steam-powered plants in the United States were expanded or torn down to accommodate changing technologies and power demands. The Durango plant is the sole known surviving intact plant of its kind in the United States. Other older AC plants exist, but they are hydropower or direct current (DC) plants that converted to AC power.
Jill Seyfarth is a Durango-based planning consultant who specializes in historic and archaeological resources.
Natural Gas Comes to Durango
Poses serious economic threat to coal industry
BY NIK KENDZIORSKI
It may be difficult for people living in the San Juan Basin region today to imagine the area without pump jacks and drilling equipment. This basin which spans from Northwest New Mexico into Southwest Colorado is a key area for addressing the nation's energy needs. In the early 1900s, however, the San Juan Basin was just beginning to discover the natural resources locked underground.
The first drilling activity in the San Juan Basin occurred between 1890 and 1900 in the Durango area. A group of Durango businessmen and Arthur Lake, a professor from the Colorado School of Mines, teamed up to do a geological study and drill a well. The well was located near Durango and some oil and gas deposits were discovered. Unfortunately, the drillers lost their tools in the hole, and ran out of money and enthusiasm. For the next 20 or 30 years, the Basin saw sporadic exploration with continued evidence of oil and gas reserves.
The first commercial gas well in the Basin was located near Aztec, New Mexico, in 1921. That same year, large amounts of gas were discovered at Ute Dome near the New Mexico-Colorado state line. It is Ute Dome that is important to the early history of natural gas in Durango and La Plata County. In 1929 natural gas was first piped into Durango from the Ute Dome through a 6-inch pipe along a 34-mile route. By the fall of that year customers in Durango were connected to the system and residents and industries like the smelter began to switch to natural gas from coal.
Natural gas posed a serious economic threat to the coal industry and local workers. The gas was being piped in from out of state, taking money out of La Plata County workers' pockets. Large users of coal also began to switch to natural gas. Fort Lewis Agricultural School switched to natural gas in May 1930 when a three-mile extension from the main pipeline was constructed to the school, which was south of Hesperus then.
Durango's high school and junior high had converted to gas by 1930. The coal producers met with school board members that year to persuade them to return to coal. They argued that with the depression, unemployment was high. By returning to coal, they would help coal workers by creating jobs and boosting the local economy.
In 1932, the Durango Natural Gas Company first approached the power plant in Durango to switch over to natural gas. It was not until a number of years later, however, that the power plant made the conversion.
The coal producers had a point at this difficult time during the Depression. Local coal mines provided jobs and money that remained in the community, and there were very few, if any, conventional gas wells drilled in La Plata County during the 1930s and 1940s. There simply
Hello Hawaii! How Are You?
The introduction of natural gas to Durango provided stiff competition to the dominant coal industry in La Plata County. Soon, a propaganda war was being waged in the newspapers during the early 1930s. The Great Depression was setting in, and the economy and jobs were at stake.
The Durango Natural Gas Company and the San Juan Basin Coal Producers Association were at odds with each other and began to place ads regarding the relative safety and superiority of their products.
One of the Durango Natural Gas Company's ads stated, "Hello Hawaii!
How Are You? Sunny Skies, Soft Tropical Breezes – Beaches and all the rest. No Heating Worries. The same here in Durango in your modern GAS heated home."
The coal producers tried to appeal to the loyalty of the community, as an industry that helped to feed many local families. One ad stated, "The Coal Industry up to about two years ago was one of the GREATEST sources of DIRECT CASH income to the CITY OF DURANGO. STAY WITH COAL and bring back, THE FULL DINNER PAIL, and prosperity to DURANGO. Think twice before you change from coal. REMEMBER a ton of COAL used adds a day's pay to our PAYROLL – the life of any COMMUNITY."
In addition, each group proclaimed that its product was cleaner, safer, and cheaper than the other's. The coal producers even went so far as to send out what looked like the front page of a newspaper. A close look at the paper, however, shows all the front-page stories are about natural gas explosions or carbon monoxide poisoning.
– Nik Kendziorski
Durango wore its title “Smelter City” with pride. That incurable booster, Richard McCloud, wrote in 1892 that ores came to its smelters as “naturally as the river seeks the ocean.” He even went so far as to subtitle his 1892 book, *Durango As It Is: The Smelter City*. Nor did it end there. Durango “is the ‘Gateway of the San Juan Country,’ the ‘Smelter City of the Gold and Silver San Juan,’” sang Durango’s *Morning Democrat* (December 15, 1897).
Durangoans were proud of their smelter and the benefits it provided to the community and had been since it opened. Praise arrived with its opening. The *Durango Herald* promised its readers the success of the San Juan & New York Smelter in its August 5, 1881 issue, “and the future growth and prosperity of Durango are assured beyond a peradventure.” Why? The company owned a large bank of fine coking coal, an “inexhaustible” supply of superior iron ore, and silver mines at Silverton. All this would “inevitably make Durango the main smelting city of the San Juans.”
An explanation may be in order for those in 2005 who have no idea why the smelter was so important. It offered a process to reduce raw ore to gold and silver profitably. Without it, mining would not be remunerative. John Porter, metallurgist and mining man, who was also involved with the oncoming Denver & Rio Grande Railroad, saw the advantages of building a smelter in Durango, rather than near the mines at Silverton. Porter had the dream; the railroad made that dream reality, aided by the nearby coal deposits.
It proved easier to haul ore downhill than coal uphill: there were more outlets at Durango to tap other mining districts; the climate was milder; and a larger mixture of ores was available to make the smelting process work successfully. Thus, Durango became a regional smelting center, and Porter actually purchased Silverton’s smelter and hauled it to its down-mountain rival. Some Silvertonians never forgave him.
Meanwhile, Durangoans did not care what they thought. The smelter was “blown in,” as the saying went, in the late spring of 1881. By August, the railroad arrived and their cup overflowed. Durango raced on its way. Eventually ore would arrive from Silverton’s mines, the Red Mountain district, La Plata Canyon, Rico, and, occasionally, from as far away as Telluride.
Production grew steadily, smelting more than a million dollars’ worth of silver, lead, gold and copper by 1887. The largest smelter in the San Juans, it ranked as the ninth largest in the state. Porter and others continually worked on improvements and “modernization” to keep their plant on the cutting edge of the day’s technology.
Located at the base of Smelter Mountain, Porter’s smelter, with modifications, would be active into 1963 with the post-World War II years as a uranium mill. That last era left behind a “hot” tailings pile that the EPA finally cleaned up in the late 1980s.
The smelter was Durango’s largest employer until 1930 (at its peak, employing some 350 men) when the depression shut it down for the next dozen years. It would reopen under secrecy during the war to produce some of the uranium ore used in the atomic bombs that ended the conflict.
Certainly today, Durangoans would object to the smoke that hovered over the town, a smoke that smelled like rotten eggs, joined by the crescendo of noise from the stamps crushing the ore. A hundred years ago all that was put up with for the sake of the jobs and money that poured into the community. Indeed, if one did not hear the noise or smell the hydrogen sulfide, it meant that the smelter had shut down, a bad omen for Durango.
There must have been some objections about the smoke, however. Author John Canfield in his 1895 *Mines and Mining Men* made a point of assuring his readers that the smelters “are at the extreme southern end of the city.” The air currents, “formed by canons and the river, carry the smoke away from the business and residence portion of the city.
As Canfield pointed out, more than one smelter operated south of Durango. The Standard Smelter opened in 1892 about a half mile down river from its older rival. It lasted a year before the 1893 depression and crash in silver mining, due to the collapse of the metals price, ended its independent existence. It merged with the now-named San Juan Smelter. Briefly, too, there had been a smelter in Animas City, Durango’s rival two miles north.
Work at the smelter was hard, long, and sometimes dangerous. A 10-hour day for $1.50 in the 1890s might not have been accepted except for the hard times of the depression which hung on until nearly the turn of the century.
Like Durango, the smelter was not immune to what was transpiring in the larger world. The depression of the 1890s closed operations in 1894 and nearly bankrupted the company before it reopened. The San Juan Smelter did not weather the storm, however, and in 1895 Denver’s Omaha and Grant Smelting Company purchased it. They in turn were swallowed up by the gigantic, monopolistic American Smelting and Refining Company.
Durango’s home smelter was now just a small fish in a corporation that spread throughout the western United States and into Mexico. Production continued high until World War I when the gradual decline of the San Juan mining district became a growing concern. The 1920s saw operations slow before the depression set in after the 1929 stock market crash.
Durango’s smelter had lived up to the early expectations of its boosters. It had helped make the town become southwestern Colorado’s largest and most significant. Today only the site remains with a statue across the river in Santa Rita Park commemorating what once had been.
Mineral Riches Aided War
Uranium in Durango
By Duane Smith
S
hhh, Durangoans were not supposed to talk about it. Something was going on at the old smelter across the river, but it was all hush-hush. There was activity over there for the first time since the smelter had closed in November 1930. That closing, more than any other event, had brought the depression home to Main Street and Third Avenue.
Now it was 1942, and Durangoans and other Americans were just coming out of the trauma of the December 7 attack on Pearl Harbor. Unknown to them, or supposedly unknown to all, the smelter was being reactivated to process pitchblende, vanadium, and carnotite ores into uranium. For what purpose, no one seemed to know, but it being wartime, there might be spies lurking in Durango. As improbable as that seemed, it was wartime and loose talk caused problems and even battle deaths.
That conversion, wartime demands, and the need to mine and refine those ores changed Durango and southwestern Colorado. Already, these events heralded the change that would come after the war.
The need to produce uranium had become a pressingly urgent crisis, although fortunately few Americans knew about it. German scientists had succeeded in splitting the uranium atom in 1938 and held a clear lead in nuclear physics. Rumors hinted that they worked toward developing a bomb. Warned of this by scientists fleeing Nazism, President Franklin Roosevelt, in 1940, created a government agency, along with the Army, to coordinate efforts to mine and smelt ore, and produce an atomic bomb. Out of this grew the Manhattan Project, which did just that.
Southwestern Colorado and the other Four Corners states had the needed deposits. In fact, carnotite ore had been found in southwestern Colorado in the late nineteenth century. When the Curies unlocked the secret of radium, a use had been found. Right up until World War I, ores had been mined and refined to use for medical purposes. So, the ore existed here.
Out of this grew Durango’s role in solving a national and local need. The community desperately looked for something to help pull it out of the depression. People were leaving to go to defense jobs on the west coast and elsewhere. The president of the Chamber of Commerce wrote, “some time ago we saw the necessity here in Durango of doing something that would maintain our present population.”
How desperate? There was even talk of promoting the Fort Lewis campus as a location for a relocation camp for Japanese removed from the west coast. After all, simply because of the draft, only 50 or so students remained at the college. Reopening the smelter provided at least a glimmer of hope.
The *Durango Herald* (April 30, 1942) observed that while “still in the embryonic stage,” the United States Vanadium Corporation “is considering building a vanadium smelter” here. The Colorado Bureau of Mines, in its 1942-43 report, noted that the tailings of the old smelter were being reworked (to recover carnotite) and vanadium deposits were being developed northwest of Durango. Ore was also being brought in from elsewhere in the Four Corners.
The government, meanwhile, controlled everything, from mine to smelter to the uranium being shipped to a refining plant in Grand Junction. From there, it was shipped back east. Uncle Sam also encouraged prospecting for strategic metals and helped improve roads to get the ore to the smelter.
Locals knew that the plant was producing vanadium, a key ingredient for producing a rust-resistant, strong grade of steel. That filled a wartime need. But what else might be going on there, they did not know.
After the testing of the first bomb at White Sands, New Mexico, and dropping of two atomic bombs on Japan in August 1945, which ended the war, Durangoans finally received some hints at what had been transpiring across the Animas River from town.
The *Herald* (September 6, 1945) reported that the plant’s milling of vanadium “ceased operations” several days ago. Most of the ore had come from the Dove Creek area, with a little from local mines. Only 50 men had been employed, a far cry from
Please turn to page 9
A generation ago, Violet Smith was one of the best known people in La Plata County. This outspoken, and somewhat rough-edged, coal mine operator took on one and all if she thought they, in some way, threatened her livelihood. Federal and state coal mine inspectors particularly received her scorn and occasionally her wrath.
Despite that persona, she was a kind, knowledgeable, and generous person beyond her public image. This author had the pleasure of interviewing Violet on several occasions in the 1970s, including enjoying one of her delicious home-cooked meals, during which she freely talked about herself. Violet and her husband owned and operated the King Coal Mine, but it was Violet who was boss of the operation.
The following, excerpts from those interviews, say much about the woman who worked in a man’s world. She would have been the perfect wife to come west a century and a half before, because nothing daunted her. The interview segments provide a glimpse of a remarkable woman.
INTERVIEW EXCERPTS
My husband’s people were here [1924], and we used to come visit and it was in 1927 when we brought the cows up and leased a place out on Red Mesa. And that’s when he later took the mine. There was no mine here at that time. Our first son, Floyd, was just 17 days old when we moved up here.
We started in here the first day of October in 1935; we had some partners then, bought them out in 1948. We worked the ranch during the day and mined at night. I used a coal car for Floyd’s bed while we mined, parked it in a side drift. We thought we could handle the cattle and a garden and hogs and chickens and the mine, but it was too much for us. So we had our sale and got rid of farm life and moved down to the coal mine.
We really loved coal mining, and I always felt a thousand percent safer there than out on the highway. I can go up there now and just enjoy it. A lot of people wouldn’t have anything to do with a coal mine, especially a woman.
[Discussing coal mining] Well, we just had to get down on our hands and knees and take a pick and take a four-inch dirt out. Have to go back the length of the pick handle then bore holes with a hand drill, and then load them with power and shoot it out. It would come down in big chunks, but you had to do this to get it. Then we’d just load ‘er up and take it out. In those days, we didn’t grade the coal. People just bought it mill run or else. Then we finally got to the cutting machines; you had to hold your knees on it and keep it cutting. We used a mule or donkey for years to move the hoist to take the cars in and back. Then we finally got away from that and got to the electric motors.
It was not very often that him [her husband] and I ever had anyone in with us because I had to work the odd hours with him and we’d work until late at night. Eventually he got some men to work.
[She also delivered coal] I would pull in up there at Mesa Verde with the truck all loaded, and you know they just couldn’t get over that. The old Knife Edge road was pretty scary. That was the time that I had pretty much of an experience. I dumped the coal off there and turned the truck around and was coming back down and right there was the cutest little cub bear right in the road, not much bigger than that cat. I thought, I’m going to get that little bear and take him with me. So I jumped out of the truck and was trying to catch it when that old mama bear went “Rrrrr.” I want you to know I just damn well made it to that truck.
[Violet did not get along well with federal coal inspectors and recounted what happened one time when she ran them off with a gun.] They went in town and had me arrested, see, because I had a gun – I did – dadgum I told ‘em to stay off this land. There were six of them. When I got to court the judge said, “Do you mean to tell me that
Violet Smith
Continued from page 8
you six big men have went out there and tried to manhandle this poor little old woman? [Violet was not particularly little.] No wonder she got her gun after you. She should have shot every one of you right through the rear, and, listen, I never as long as I live want to see one of you back in court again. Anybody that’ll do like you’ve did to this little woman ought to git.” [Or, at least, that was how Violet recalled it.]
On another occasion, an inspector we past Violet’s “keep out” sign which specifically referred to such individuals in no uncertain words. She met him with a gun and so scared the man, she laughed, “he p____d in his pants and ran for the gate.”
Mineral Riches
Continued from page 7
the Herculean days of the American Smelting and Refining Company, and most of them had now been transferred by the Vanadium Corporation.
Then the newspaper let the locals in on a little secret. A second plant had been built and opened in 1943. That they knew. It operated under an Army contract. The nature of the work there, “presumably connected with the production of uranium is still a military secret.” The nature of that work had been to produce uranium some of which was eventually used in those first three atomic bombs.
The city and regional economic impact, at the moment, had not been that great. It would be when the mill was reactivated in 1948-49 during the cold war. Durangoans, like many others, were not sure what this new uranium era meant. One local lady, though, had her ideas. She blamed the bomb for a fascinating development: “I was born and raised here and things aren’t like they used to be at all. We didn’t have fogs. Now we have fogs.”
Duane Smith has been a Professor of History and Southwest Studies at Fort Lewis College since 1964. He focuses his research and writing on Colorado, mining, Civil War, urban and baseball history. Smith is a member of the La Plata County Historical Society board of directors.
Check Closets and Attics Again
Bigger, Better Antiques Fair Set for September
By Kathy Szelag
Get ready for a weekend of old-fashioned fun when the La Plata County Historical Society holds its second annual Antiques Fair September 25-26 at the La Plata County Fairgrounds. The two-day fair featuring antiques appraisals, vendors, a live auction and more will serve as the primary fund-raising event for the Historical Society this year, helping to preserve and showcase our community’s past.
The highlight of our premier Antiques Fair was the appraisals. Most of the dozen or so appraisers came from the Four Corners area, with expertise in Southwest art and artifacts, coins, books, comics, jewelry, china and other dishes, dolls, paintings and other artwork, and furniture. Judging from the size of the lines, the most popular items were jewelry and china. Armed with extensive reference materials as well as years of experience, appraisers examined people’s treasures and gave verbal estimates on their value. The morning started with some great surprises. One appraiser saw a rare and valuable set of sterling silver. Another was amazed to see a valuable Indian necklace given to the owner as a small child by her grandfather. One of the event volunteers was delighted to learn that the cameo she had recently inherited was 18K gold and worth several hundred dollars.
There were gaps, though, which wasn’t surprising for a first-year event. We learned what else is needed and this year plans to have even more appraisers covering additional specialties.
Throughout the day, antique vendors sold a wide array of items in the center of the exhibit hall, including antiques, collectibles, furniture, antique Christmas ornaments, coins, Southwestern art or jewelry, vintage textiles, reproduction clothing and more.
A modest entry fee allowed patrons to spend the day at their leisure, shopping at vendor booths and having two items appraised. The charge for additional appraisals was so modest that several people spent hours at the fair, going from appraiser to appraiser with armloads of treasures and fistfuls of coupons. What’s more, the price of admission included an old-fashioned soda and ice cream cone.
The excitement heightened in the afternoon with a live auction complete with fast-talking auctioneer. It’s hard to beat the excitement of a live auction, especially when the items include things like a rare railroad lantern, a doctor’s examination table from the early 1900s, silver coins, antique dressers and desks and china collectibles.
This year’s Antiques Fair promises to be even better than the first – more fun, more dealers, more appraisers, and a larger section. Appraisals and antique sales will be held throughout the day on Saturday. This year, the live auction will be conducted all day, and we’ll be creating even more of an old-time, old-fashioned atmosphere. Decorations will be set up to recreate an 1890s “town social.” Many Vintage Car Aid Society members will be in period attire, and we’ll offer a range of good old-fashioned treats such as ice cream, root beer, pies, and such. So mark your calendars – September 24th and 25th at the La Plata County Fairgrounds.
For information on acquiring a booth, donating an item for auction, being an appraiser or otherwise volunteering to help, call Kathy Szelag at 970-375-0432.
Kathy Szelag and her family moved to Durango in 2004; Kathy is on the board of the La Plata County Historical Society. She and her family lived in New Jersey for 25 years before coming to Durango, but vacationed here every summer since 1990. She and her husband Russ live in Horse Gulch and their son, Tom, is a sophomore at the University of Colorado in Boulder.
A Window to the Past
Without electricity, how would the dentist drill your tooth, a seamstress sew seven dresses, or a harness maker stitch leather? Without power equipment, how would a miner drill holes in solid rock for dynamite?
The Animas Museum basement is full of stories waiting to be told. If a picture is worth a thousand words, think of the value of having the “real thing” – the object that survived from the past.
Volunteer contractors from the Home Builders Association of Southwest Colorado have built a viewable storage room in the Animas Museum basement where staff and volunteers have assembled many artifacts that have never been displayed to the public. A large window into the room gives museum visitors a peek into the past, and a chance to unravel mysteries of history. The Center for Southwest Studies donated dozens of individual shelving units, which were moved and installed by volunteers Henry Ninde and Richard Bird. While dismantled exhibits from upstairs are packed away during roof construction, a varied assortment of stored items will be cycled through the viewable storage space downstairs.
Imagine having 35,000 artifacts and archives to care for, with approximately 1,000 on exhibit to the public at any one time. Where would you keep all those treasures? How would you find the tiniest collar stud amid hundreds of square feet of storage? Where would you store the square grand piano?
Museums rarely exhibit all of their artifacts all of the time. Changing exhibits tell new and different stories while protecting fragile artifacts that need to rest in the dark periodically. Animas Museum volunteers have been busily cataloguing more than 12,000 items for the past nine years. Henry Ninde, who created the collections database and volunteers about a thousand hours each year, has entered those searchable records into the computer. Carrie Föisel dates and identifies period clothing, while Heather Lundquist shares her expertise on quilts. Holly Schlattman is cataloguing hundreds of Ancestral Puebloan pots, and JoAnne Bruton has documented the subjects of hundreds of photographs. Bill Morrow identified and catalogued electric radios and related equipment. Marilyn Barnhart specializes in dolls, Navajo weavings, genealogy and archival papers. Twelve thousand down – 23,000 to go. Want to help?
Come look through *A Window to the Past* and view some of the weird and wacky objects in the museum’s permanent collections. Help us unlock exciting secrets in the museum storage rooms. You just might get hooked on history.
– Jan Postler
Take a Look at Our New Website
The Animas Museum has entered the 21st century! Our new website www.animasmuseum.org, launched at the end of March, sports a new design and many exciting new features. We’re adding new content on a regular basis, so be sure and check back often. Here are just some of the new features on our website:
RESEARCH PAGE – An entire section is dedicated to providing the best possible resources for those interested in local history. Currently a section lists files available for viewing at the Animas Museum and another features articles on La Plata County history. There are also links to our photo archive and resources available at other institutions.
UPCOMING EVENTS – This section is devoted to keeping visitors up to date on the fabulous special events hosted by the La Plata County Historical Society. Check back often, as new events are added regularly.
THE MUSEUM GIFT SHOP – Currently under construction, our Animas Museum Gift Shop online will enable visitors to browse our exciting merchandise and even make purchases from the comfort of home.
WALKING TOURS – Do you ever wonder, as you stroll down Main Avenue, what the stories are of those fantastic buildings? Well, wonder no more! Simply visit our website, print out our walking tours, and you will have the answers in the palm of your hand. Currently available are tours of Main Avenue and Third Avenue, but check back soon for a tour of Animas City.
HISTORIC DURANGO – This year’s edition of Historic Durango will be available for viewing on our website.
KID’S PAGE – Coming soon! This page will include fun and exciting activities designed to get children interested in local history.
EXHIBITS – For those unable to visit the museum in person we have added pages for many of our exhibits, including those that have been taken down in preparation for the roof restoration. Some of the featured exhibits include:
- Trails, Roads, and Rails
- Controlling The Fire Fiend
- Durango on Glass
Visit our web site www.animasmuseum.org
FOR STORIES ABOUT THE THE Animas City Cemetery AND INFORMATION ABOUT ITS PRESERVATION.
Museum to Remain Open During Construction
At long last the construction phase of our roof restoration project has begun. Work on this major reconstruction effort is expected to take at least a year, and museum operations will change significantly. Many people have wondered whether the museum will remain open during the construction period, and if so, what exhibits and programs will be offered?
The Museum will remain open during the construction period, and we’re making plans for new exhibits and programs during that time. While we have dismantled the exhibits in the upstairs galleries to accommodate construction activities, we are planning new exhibits in our newly remodeled basement area.
Contractors from the Home Builders Association of Southwest Colorado volunteered to construct both a temporary storage room for artifacts displaced by the roof project and a new handicap accessible restroom. In addition to our new Window to the Past exhibit, we are currently planning a new exhibit, which opens May 26, to commemorate the centennial of the San Juan National Forest.
The museum will also be offering some new programs. For example, we have developed a new History Mystery Trunk for school classes and other children’s groups. Designed for hands-on, interactive activities, the trunk employs real “artifacts” to engage kids in learning about major themes in our history.
Also in the works is a new bicycle tour of Animas City. Initially we will offer this as a guided tour, but we eventually plan to develop it into a self-guided tour.
Besides these and other new programs, the museum’s permanent exhibits (including the Joy Cabin), research library and gift shop will remain open. Revenue from admissions and gift shop sales will be critical in keeping the Animas Museum afloat during the construction period, so come and see our new offerings and encourage visitors to put the museum on their list of must-see attractions.
– Robert McDaniel
Memory is sometimes the most valid record of human experience. In retrospect, momentary hardship is lost in the glow of lasting achievement. Rising from the mire of an inclement season during its construction, the Purgatory ski area was dedicated with a bottle of champagne. More than 40 years later, the mud is largely forgotten, but the savor of champagne lingers on.
Everyone involved in Purgatory’s first days makes casual mention of continuous snow and rain, mud and running water. They smile or laugh while remembering the frustrating, maddening yet magical summer and fall of 1965. They recall the moment when each member of the now legendary crew arrived on the scene, and they salute him or her with a smile warmed by sentiment. Despite considerable differences in background and temperament, they share the unbreakable bond of having been present at the creation of a daring enterprise.
During the opening season, the Day Lodge was the center of all Purgatory’s amenities and most of its daily operations. Maintenance and the ski patrol were housed in the small building still standing 50 yards south. Everything else was in the lodge.
All the much-desired atmosphere, all the rich promise of companions sitting around the fire or swapping stories at the bar were fulfilled as snow began falling during Thanksgiving week. The first ski boots thundered on the floor, and the first beers crossed the bar accompanied by a witty remark from lodge manager Dick Elder.
Activity rose as the snow fell. High on all lists of necessary tasks was snow-packing. Keith Blackburn was packing with a snowmobile, while Marvin Dunagan, Bernie Hedges and Bennie Basham were doing the same with the snowcats. Ski School Director Bob Jacobson and his instructors packed between teaching clinics.
Paul Folwell, head of the professional ski patrol was also busy foot-packing the steeper slopes, assisted by volunteers from the National Ski Patrol. “It was an efficient group,” Folwell recalled. “Fritz Fourz, the Forest Service
When you are young, hard-working and confident, you are – most likely – prepared for anything. That was the ardent hope of Purgatory founder Ray Duncan and ski area manager Chet Anderson, on Saturday, December 4, when hundreds of local skiers, led by Purgatory’s first season ticket holders, Mickey and Maureen Hogan and family arrived at the area to try out the slopes. Basham guided skiers onto the chairlift, determined that on this day, at least, no one would be injured or maimed. Blackburn, checking tickets and watching, was convinced that he could never master this dangerous occupation. He would soon become the area’s resident wizard of every phase of lift operations.
Neither Folwell, nor Jacobson particularly remembers opening day. Folwell was cruising the slopes on the lookout for the first twisted knee. Jacobson, Jim Morton and Reidun Steinnes were conducting their first classes. All were professionals. Opening day quickly became just another day’s work.
However, Saturday, January 8, 1966 was more than just another day of superb skiing at Purgatory. There was six feet of snow on the slopes, the sky was cloudless and a large crowd was on hand to ski and also witness the ceremonies officially opening the new resort. Eight people spoke, but the festivities – which included a skiing demonstration – lasted less than an hour.
Duncan was host and master of ceremonies. Monsignor Patrick Stoddard of St. Columba Church offered a benediction. Mel Flock spoke for the San Juan Development Company; Bill Watts represented the Durango Ski Club; San Juan National Forest Supervisor Rod Blacker said a few words on behalf of the federal government. Ski Country USA Director Steve Knowlton shared his wit and humor with the crowd, and Lacey Wilkinson offered congratulations from the Small Business Administration. The Honorable John Love, the skiing governor of Ski Country USA, was the guest of honor and principal speaker.
Please turn to page 19
Officers Alleged to Have Fraudulently Secured Claims on Timber Land Worth Nearly $100,000" read the headline of the Durango Democrat on May 10, 1907. The charge was just one of many brought against two giants of the local lumber industry.
Edgar M. Biggs, with his New Mexico Lumber Co., and Alexander T. Sullenberger of the Pagosa Lumber Co., were two of the most influential and controversial figures in the lumber business. For years these men twisted the political situation to suit their own needs, sidestepping federal regulations to profit from the lush forests around them. At the same time, though, they also ultimately transformed the economy of Archuleta County, incorporating new towns, employing hundreds of workers, and providing lumber for building and expansion.
Being shrewd businessmen, each recognized the monetary potential of the vast timber resources in the Pagosa Springs area. The two moved into the area and set up sawmills, incorporating their own mill towns and railroads – key components to successful logging businesses. Opportunities for both prestige and profit inspired each man to incorporate railroads separate from their logging companies. There was money to be made from more than hauling lumber, and being a railroad official brought with it a special status in the community.
Their railroads brought civilization into an area that had been bypassed by the Denver and Rio Grande Railroad. In October 1900 Sullenberger's Rio Grande, Pagosa and Northern Railroad provided Pagosa Springs with a long-anticipated connection to the outside world. Of Sullenberger the Pagosa Springs News wrote, "To him the people of Archuleta will be forever grateful for taking them out of the wilderness and into civilization." The people of the county, however, would not always hold such a high opinion of the lumber barons, including the once-glorified Sullenberger.
Along with their business activities, Biggs and Sullenberger became involved in politics. In the controversial election of 1899, Biggs was elected county commissioner, and from that point on, the sawmill interests kept a firm hold on political decisions. For years the lumbermen manipulated the system in order to avoid high taxes on their businesses. Biggs, convicted in 1899 of cutting timber without a permit, was even able to use his influence to obtain a pardon from President McKinley.
That conviction would not be the last time Biggs would end up in court. He and Sullenberger both were charged with defrauding the government. They were accused of hiring people to file claims for land under the Homestead Act, then turn the land over to the lumber companies. The two also were involved in some shady dealings with the D&RG Railroad, whose government charter allowed them to cut timber for ties and other building needs up to three miles from their right-of-way. However, D & RG officials interpreted this loosely and, along with the lumbermen, cleared vast amounts of government timber from land far beyond the reaches of its right-of-way. The cases would spend years in court, one in particular eventually making its way to a grand jury. But in the end, Biggs and Sullenberger were acquitted on a technicality.
Biggs' and Sullenberger's influence stretched throughout Archuleta County, just as their logging railroads had done.
Saving the Forest from Being Skinned
By Jennifer Leithauser
Picture, if you will, the landscape of today’s San Juan National Forest. Now imagine that same landscape covered with stumps, the soil cracked and devoid of vegetation, the once sparkling water contaminated and discolored from mud. This bleak and barren landscape could easily have been a reality had it not been for the establishment of the Forest Service and the creation of the San Juan National Forest.
As settlers moved into this area they required vast amounts of timber to support growth and development. Miners required timber to stabilize their mines, farmers used it to build barns and fences, while the railroad required millions of board feet for track and trestles. The 245 miles of track between Alamosa and Silverton used more than 14 million board feet for ties alone, enough lumber to build more than 1,000 houses today. And ties had to be replaced every few years. In addition to industry uses, vast forests were clear-cut to provide lumber to build towns. Many cut trees with total disregard for what would happen to their income once the trees were gone.
Few, if any, people stopped to consider the consequences of their actions. In 1891 the federal government, recognizing that something must be done to protect the resources upon which the economy was dependent, began to set aside forest reserves. However, the reserves simply locked up the resources; they did not ensure proper management of the forests. In fact, at that time, few people had any concept of forest management.
It would be years before Gifford Pinchot would emerge as the leading voice for conservation and forest management. Recognizing the effect settlers were having on the landscape, Pinchot warned, “The man who skims the land and moves on does the country more harm than good. He may enrich himself and a few others for a very brief time, but he kills the land.”
However, Pinchot also realized that the prosperity of the U.S. depended upon the use of these resources. He knew that, “Without enough wood, water, and forage it would be a very poor kind of a country. If these great resources should become scarce or hard to get, future growth and prosperity would be severely handicapped.” Pinchot, aware of the need to train people to manage forest resources, helped to establish the first school of forestry in the U.S. In 1905 Gifford Pinchot was named head of the newly created National Forest Service. The policy of this new branch of government was to ensure “The greatest good of the greatest number in the long run.”
Not long after the creation of the National Forest Service, the government established the San Juan National Forest. At the time of its establishment miners, farmers, railroaders, ranchers, and others all laid claim to the area’s timber resources. Under the new management policies set up by Pinchot, miners on a patented claim could cut and dispose of timber in any way they desired. Farmers were encouraged to occupy only land suitable for agriculture, with no valuable timber resources. The ranchers, lumbermen, railroaders, and others who cut timber, grazed livestock or used the resources for other commercial purposes, were required to obtain a permit. Many of the area ranchers were unhappy with this situation and organized groups such as the “Montezuma and Dolores Cattlemen’s Association” and “The Mancos Cattlemen’s Association” in opposition to the policies of the Forest Service. They believed that the government was locking up the resources and interfering with development. However, as Pinchot pointed out, the “National Forests are for use by all the people. Their resources are now used in such a common-sense way that instead of being used up they keep coming. They are for present use, for use a few years ahead, and for use a long time ahead.”
Though use of the natural resources is still at the heart of forest policy today, there has been a shift toward preserving the National Forests, as more people have begun to recognize the value of the natural beauty and recreational opportunities they offer. Automobiles and the completion of roads such as Wolf Creek Pass, brought more people into the San Juan National Forest to hunt, fish, camp, hike, and even film major motion pictures. A 1974 Forest Service Publication claimed, “With such a wide range of recreational opportunities, the San Juan National Forest truly is distinctive as one of America’s Playgrounds.”
Today, 100 years after its creation, the San Juan National Forest still issues permits for the use of its resources. However, the growth of recreation within the National Forest system has led to a shift in policy where tourism, wildlife management, and cultural resource protection play an important role in shaping how the natural resources are managed.
So the next time you go backpacking or fishing in the San Juan National Forest, or purchase a permit to graze your cattle or cut a Christmas tree, take a moment to reflect on the way things could have ended up, had it not been for the forward thinking of men like Gifford Pinchot and their management of our forest resources.
Generating power to the people in the San Juan Mountains a hundred years ago was a huge undertaking. Early years of electrical power development were marked by uncertainty, insufficiency, under-funding and high drama. But when the Tacoma Power Plant arrived, things began to change.
Merely five years after Thomas A. Edison first operated New York’s Pearl Street Station by electricity, a steam plant delivered Durango’s first electric service in 1887. Over the next 20 years, nearly a dozen power companies functioned between here and Montrose.
At first there were many small, isolated operations, designed to serve single mines in remote locations. As the mines’ fortunes rose and fell, so did capitalization and support for the electric companies. Service to a town was usually a by-product of service to a mine. The narrow vision of mine operators and electrical suppliers didn’t foster an integrated system with consolidated operations and cost savings.
Engineers and builders of electric power plants underestimated the challenges of topography and climate in the San Juans. Most builders were from the East and had no experience with the terrain and attendant difficulties. Constructing facilities at 13,000 feet always challenged and sometimes defeated them. Destructive avalanches, torrential rains, flash floods and intense thunderstorms wreaked havoc with every aspect of electrical plant operation and maintenance. Small coal-operated steam plants constantly struggled to survive.
But a civil engineer from Tennessee considered another option for supplying power to mines in Silverton. H.T. Henderson envisioned converting water to power using gravity, as the Ames plant in Ophir had done in 1891. Believing this could be accomplished locally, he incorporated the idea into his plans for a hydroelectric plant in the San Juans.
**Electra Sporting Club**
Beautifully nestled in the San Juans, within view of Engineer Mountain, the Hermosa Cliffs and Needle Mountains, Electra Lake couldn’t avoid notice by local residents. “A small group of foresighted, nature-loving, sports-minded outdoorsmen of Durango and Silverton recognized the possibilities of the new four-mile lake created by the 400 foot dam,” and the Electra Lake Sporting Club Articles of Incorporation were signed in 1910.
There were two ways to access this pristine setting: easy and hard. The easy route involved taking the train to Tacoma, then being pulled up 1,000 feet of cliff in a cable-drawn bucket to Forebay Lake. From here, travelers walked atop the covered wooden flume 8,800 feet to the dam at Electra Lake. The more difficult route saw passengers riding a horse-drawn buckboard 25 miles north of Durango over questionable “roads.”
Early cabins often were built from leftover construction materials from the flume and power plant. In 1921 the clubhouse was built. Later, icehouses were installed to store ice for summertime use. A 20-passenger launch named the *Silverton* plied the lake’s waters.
Today members remain committed to the beauty and serenity of the 22,000-acre-foot lake. Cabins dot the shore, regulated by strict construction and décor codes. A few year-round residents relish winter’s serenity. Fishermen, canoers and visitors on foot continue to revel in the beauty of this mountain gem. And the narrow, winding road off Highway 550 certainly surpasses access by bucket or buckboard.
– Holli Pfau
---
**Tacoma Today**
After 99 years of operation, the Tacoma plant remains a modest part of the larger power grid, contributing eight megawatts of power per hour. It’s a “simple, pure concept, using a renewable resource,” according to plant supervisor Alfred Hughes. Much of the original equipment still functions, with the addition of newer, digital items that allow remote monitoring around the clock.
While only a small portion of the original flume remains, it is one of only two wooden flumes still operating. Access to the plant is limited to rail service. One employee, Bill Billingsley, and his family live at the site and remain loyal to this grandam of hydroelectric production in La Plata County.
Tacoma capacity is always on standby in case of an emergency such as an ice storm, and would provide power to essential services in Durango including the hospital and evacuation centers. The biggest challenge for the future may be the process of securing re-licensing for the next 30 to 50 years of service.
– Holli Pfau
rated the Animas Canal, Reservoir, Water, Power and Investment Company in 1902, capitalized at three million dollars.
His plan was ambitious: to divert water from Cascade Creek 32 miles north of Durango through a series of flumes, water courses and reservoirs and a final 1,000-foot drop through a pressure pipe or penstock to the power plant on the bank of the Animas River. From the plant, the water would be discharged into the river only a few miles downstream from the creek's juncture with the Animas.
In the spring of 1903 construction began at Cascade Creek on the 3 ½-mile wooden box flume measuring six feet by eight feet. So did the difficulties. Timber for the flume was cut two miles northeast of its upper end and sent down a 1 ½-mile skidway to a small sawmill that had been relocated from Bayfield.
Getting supplies to the construction site was the hardest part of the job. Roads were mere clearings, and mule-drawn wagons were the only transport. Weather was a constant issue. One source described conditions as "nine months winter, three months late in the fall." Rain fell steadily for 60 days. Workers wore double oilskin coats to defend against the elements.
The flume carried water to a small lake, then through a two-mile natural water course. There a second flume was built at that point in 1905, in an even more inaccessible location that required supply wagons to be "snubbed to trees and lowered by block and tackle." The flume emptied into the north end of a 1,000-acre storage reservoir, later named Electra Lake. From the reservoir dam, a two-mile wooden flume carried the water to a fourth lake, Forebay, from which the pipeline carried it down the hillside to the plant.
Financial ruin stalked everyone involved. Workers were going unpaid, and a four-day standoff ensued. Men brandishing six-shooters held their ground until wages were paid.
Once the water diversions were complete, construction of the power plant began in 1905. The train was the only transport available to the site, and hauled everything to build the 70-foot by 113-foot by 46-foot high concrete, brick and steel structure. Two 2250-kilowatt alternating current generators were put in place. The six primary transformers had originally been built in 1902 for use in Washington State, but were deemed too small. They were diverted to the Animas project but retained their original shipping designation as "Tacoma" and the name stuck.
From this point a 44 KV transmission line was built to Silverton. However, it was denied passage through town and was forced to detour around the town to reach the Silverton substation two miles northeast. Power was finally produced in May 1906 for the first customer, Gold King Consolidated Mine Company at Gladstone, and was greeted by quite a celebration.
But problems remained. Severe summer lightning caused numerous shutdowns. A second transmission line plus step-down lines radiating into smaller canyons didn't resolve the issue. Lines had to be relocated to avoid avalanches. Maintenance challenged the hardiest linemen, and small cabins were built, secured to weather-swept perches with guy wires, to provide workers safe haven in emergencies.
In the plant's heyday, there were 22 houses at the site. Most of the 75 workers were carpenters, employed to maintain the wooden box flume, which was replaced in 1928. A transmission line was built to Durango in 1909. In 1949 a third turbine generator was added. Challenges continued, but the power plant survived flooding and outages and has continued to operate with few interruptions to this day.
Hollis Pfau writes non-fiction, rides Icelandic horses, revels in wilderness and was first intrigued by a tour of the Tacoma plant when she moved here in 1999.
We take for granted today that the water flowing in the Animas River is clean and safe for drinking and recreating. But has the river water always been this way? And where did Durango’s water come from when the Animas was far from pristine?
Forest fires and erosion will always play havoc with water quality. Metals leaching from naturally mineralized rock assure that Animas River water will never be as “pure as the driven snow.” But we can surmise that the water quality of the Animas River in its undeveloped state was probably better than it is today.
The first prospectors in significant numbers made their way into the San Juan Mountains in 1860. The first mining and support encampments were built in the 1860s and 1870s. Animas City, Durango’s predecessor and rival, was platted in 1876. The senior irrigation ditches in the Animas Valley were constructed from 1878 to 1880. To these first few hundred farmers, townspeople, and miners the Animas River was their water supply, raw and untreated, often hauled by bucket to home.
Mining, farming, and the city of Durango took off in the 1880s and 1890s. The Animas River was the water source for all. Better water and sewer service were early demands of Durango residents. Peter Fassbinder was an early water entrepreneur who piped water in 1881 from springs on his property north of town into Durango, where he barreled and sold it. In 1883, the city constructed a steam-powered pump along the Animas and pumped water up to a reservoir located on the present day College Mesa. The rudiments of a water distribution pipeline system were installed. Early water treatment consisted of a screen. The adage “dilution is the solution to pollution” was the technology to be used for many decades to come for limiting wastes going into the Animas River.
Serious problems with Animas River water quality cropped up from the late 1880s into the early 1900s. There were more people, more uses and little technology or knowledge to alleviate the problems. The Animas became the sewer. Many people believed that the source of all water problems was the mines around Silverton. To a degree they were right. Mine tailings, mine waters and all the wastes of Silverton were sluiced into the river. But Durango and environs also did their share of damage to the river. Farmers upstream of Durango disposed of dead and spoiled cattle into the river, leaving the bodies to be washed away downstream. Early Durango councilors passed ordinances (with little success) to stop citizens from casting their trash into the river. All the city sewer pipes discharged directly to the river with no treatment. The major city industries all discharged their wastewater directly into the Animas. All the while, the steam-powered pump along the river chugged water up to Reservoir Hill for distribution to city residents. The people were not happy.
From 1901 to 1903 the water quality problem came to a head. Town meetings were held to discuss legal action against the Silverton mines. But, Durango decided to seek other water sources at considerable expense. Practicality and business overruled environmental virtue. Something about biting the hand that feeds you… The city secured water rights on the Florida River and a 9-mile wooden city pipeline was constructed in 1904-1905 (the wood pipe was replaced with cast iron pipe in 1929; the system is still in use today). This pipe brought clean Florida River water to the city’s Terminal Reservoir. Pumping from the Animas River ceased and the old steam pump plant was destroyed in the 1911 flood. The waste disposal practices of the time would not change for many years to come.
In the mid-1930s the State began requiring mines to put tailings on hillsides rather than dumping them into streams. Piling tailings on hillsides would still result in some groundwater leaching into surface water, but the move substantially reduced deposition of metals and sediment into rivers. This helped the mine waste problem.
At the same time, city residents now had landfills where they could take their trash. Tanks were installed on the sewage system to help settle out solids prior to discharge into the river. The operations of the smelters, railroads and coal mines were slackening off dramatically from the early days. By the mid-1950s the quality of Animas River water had improved to the point where Durango constructed a pumping plant at 29th Street to send water up to a new Terminal Reservoir northeast of the old one. Durango also constructed its first water and sewage treatment plants that were more than just screens and settling tanks. These “modern” facilities were completed in 1958.
Over the last few decades many additional improve-
Please turn to page 19
Natural Gas
Continued from page 5
was not the market or the pipelines to distribute natural gas in the region.
The Durango power plant switched to natural gas in 1946 and quickly became a large consumer. This put a strain on the gas supply for Durango and concerns arose with keeping the power plant operating and keeping residents warm in the winter. With discoveries of natural gas in the 1940s at Barker Dome, also in New Mexico, the supply of natural gas from Ute Dome and Barker Dome wells kept the lights on and residents warm through the early 1950s.
The 1950s brought widespread natural gas exploration and development in both Colorado and New Mexico. Thousands of wells were drilled throughout the Basin, and pipelines were constructed to ship the gas to growing populations in California and other parts of the Southwest. There was now a large-scale market for natural gas, and the San Juan Basin saw an explosion of gas drilling activity.
For La Plata County, however, the real boom in exploration and drilling would come in the mid-1980s with the development of coalbed methane wells. Historically, local miners knew methane gas was present in the coal seams. Local coal miners encountered methane in several mines, one being in the former Tendrick Mine 10 miles northeast of Bayfield in 1924.
It was not until 1948, however, that several wells were drilled into coal-bearing formations to produce methane. But it was still uneconomical to produce methane from these wells. Passage of the Crude Oil Windfall Profits Tax Act of 1980 made it desirable to drill wells to produce “unconventional” coalbed methane gas.
Since this legislation, the focus of natural gas development in the San Juan Basin and La Plata County has been on coalbed methane gas. The issues of gas wells and drilling in La Plata County are fairly recent when compared to gas development as a whole throughout the Basin. For the first 50 years, Durango and La Plata County had to rely on natural gas from the New Mexico side of the Basin. Large-scale development of natural gas in La Plata County is fairly recent, but it will be a dominant economic and environmental issue for many years to come.
Nik Kendziorski received his B.A. degree in history from Kalamazoo College in Michigan and his M.A. degree in American Studies from the University of Wyoming. A Western historian who consults on properties for the National Register of Historic Places, Nik has supervised three historic properties for the San Diego Historical Society, and in Hawaii he supervised high school students on special visits to the sacred island Kauolowai. An avid skier, hiker, and historical interpreter, Nik is thoroughly familiar with the San Juan Mountains of southwest Colorado, Mesa Verde National Park, Chaco Culture National Historical Park and the newly designated Canyons of the Ancients National Monument. He lives near Durango with his wife Amy, an assistant principal, and his son Andrew.
Skiing
Continued from page 14
What was said that memorable day was essentially a brief chronology of the events leading to the creation of Purgatory. There was, however, something new. Duncan explained it to the crowd. “We’re always looking for something new here in Durango,” he began. “We may or may not have been the first to get a ski area off the ground in one year, but at least we’re going to claim the title of being the first to ever christen a chairlift. We have a bottle of champagne ready, and Mrs. Love has consented to launch our Purgatory Number One Lift.”
Ann Love’s christening of the lift marked the conclusion of Puratory’s pioneering era. The creation of a major ski resort in less than a year was – as Duncan intimated – probably unprecedented in the history of American skiing.
There was more to come – seasons rich in achievement and set-back, trial and triumph, characters rich in ability, humor, endurance and, yes, courage.
Purgatory today, renamed Durango Mountain Resort, remains gracious, smiling, caring and comfortable, as hearty as a winter morning and lovely as lamplight on midnight paths. It reflects the qualities of its many creators.
Every ending is a beginning.
*Charlie Langdon is a columnist and senior critic for the Durango Herald. This brief look at Purgatory’s opening season was taken – with modifications – from his 1989 history, Durango Ski: People and Seasons at Purgatory.*
Animas River
Continued from page 17
ments to Animas River water quality have taken place. Water and sewage treatment technology and infrastructure have improved steadily in Durango and the upper Animas Valley (Hermosa Sanitation District). Methods for storing and disposing of hazardous waste improved during the 1970s and 1980s. The old smelter site was cleaned and reclaimed in the 1980s. Work to improve the quality of urban storm water and abandoned mine runoff was undertaken in the 1990s.
Today the Animas River is an excellent fishery again, good enough to receive Gold Medal designation. Today your water is just as likely to come from the Animas River as it is the Florida River. ◊
Mike Matheson, a Principal at Plateau Environmental Services, Inc. and La Plata County’s Oil & Gas Technical Advisor, also completed a four-year term on the Colorado Oil & Gas Conservation Commission. Mike has 20 years of experience in environmental consulting, is a Registered Professional Geologist (Arizona), a Certified Environmental Scientist (Colorado), and has a Bachelor of Science in Geology from Northern Arizona University (1984). He specializes in hydrogeology, contaminant investigation and remediation, permitting and compliance, and natural resources planning.
CELEBRATING 40 YEARS OF TRADITION
Join us in celebrating 40 years of fun on the slopes.
Durango Mountain Resort, Colorado
A Durango family tradition since 1965.
247-9000 • www.DurangoMountainResort.com
Yesterday. Today. Tomorrow.
We pay attention!
Main Office: 259 W. 9th St. 247-3020
www.fnbdurango.com
Wal-Mart Office • Albertsons Office • Bayfield Office
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Oatmeal Raisin Muffin Mix
(Store jar in refrigerator and use within 1 month)
1 jar Oatmeal Raisin Muffin Mix
1 egg
2/3 cup water
Cooking spray
Preheat oven to 425°F. Mix egg and water in large bowl. Add contents of jar, except raisins. Stir slightly; batter should be lumpy. Add raisins to batter. Line muffin tins with baking cups and spray lightly with cooking spray. Fill muffin cups 2/3 full. Bake at 425°F for 18 to 20 minutes or until golden brown.
## Nutrition Facts
12 servings per container
Serving size 1 muffin (33g)
| Amount per serving | Calories 70 |
|--------------------|-------------|
| % Daily Value* | |
| Total Fat 2.5g | 3% |
| Saturated Fat 0g | 0% |
| Trans Fat 0g | |
| Cholesterol 15mg | 5% |
| Sodium 15mg | 1% |
| Total Carbohydrate 10g | 4% |
| Dietary Fiber 0g | 0% |
| Total Sugars 1g | |
| Includes 0g Added Sugars | 0% |
| Protein 2g | |
| Vitamin D 0mcg | 0% |
| Calcium 49mg | 4% |
| Iron 1mg | 6% |
| Potassium 106mg | 2% |
*The % Daily Value tells you how much a nutrient in a serving of food contributes to a daily diet. 2,000 calories a day is used for general nutrition advice.* | d5d86bea-cad6-4002-a1d7-aea1148f8ad6 | CC-MAIN-2023-50 | https://extension.umaine.edu/food-health/wp-content/uploads/sites/9/2021/10/Oatmeal-Raisin-Muffin-Mix-Gift-Tag.pdf | 2023-12-09T19:00:38+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100942.92/warc/CC-MAIN-20231209170619-20231209200619-00760.warc.gz | 279,971,797 | 386 | eng_Latn | eng_Latn | 0.990001 | eng_Latn | 0.990508 | [
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Printed by CPI books GmbH, Leck
ISSN 2364-7558
ISBN 978-3-631-67515-1 (Print)
E-ISBN 978-3-653-06863-4 (E-PDF)
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DOI 10.3726/978-3-653-06863-4
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Riddles as Language Experiences
Abstract: Riddles are texts with certain features in common, but with an extraordinary diversity regarding linguistic characteristics. The riddles in the article hail from literature, oral tradition and an educational context. They all demonstrate the versatility, flexibility and utility of language. Linguistic phenomena, ranging from phonetics and morphology to speech acts and adjacency pairs, find their counterparts in riddles, showing how language experiences through riddles are ideal for language sensitivity training.
Keywords: riddles, language acquisition, linguistic competence, communicative competence.
1. Introduction
Riddles appear in unexpected places, and their abundance of shapes and uses demonstrates the versatility, flexibility and utility of language. They depend on linguistic subtleties or on surprising uses of common knowledge. The American folklorist Roger Abrams describes them as one of many “traditional forms of licensed aggression,” since the aim of the riddler is to confuse the listener by giving hints that point to the right answer only in hindsight (Abrams 2005: 30). The riddle often contains hints that only serve to confound the audience and obscure the solution.
This article aims to sum up the plethora of opportunities riddles provide for language experiences and language stimulation, whether in the context of the first language acquisition or the second/foreign language learning. They represent a language play that often flourishes in the absence of adults, and thereby represents an authentic and natural use of language that cannot be replaced by any pedagogical activities initiated by adults (Opie and Opie 1959). Children also get acquainted with riddles through stories like *The Hobbit* and *Harry Potter*. The abundance of online teachers’ manuals about riddles shows that educators
acknowledge the value of these texts and seek to inspire the play, develop material and introduce new traditions and genres.
It is our conviction that riddles offer excellent opportunities for the development of language skills on every level. From the focus on individual speech sounds and letters, through the complexities of syntactic structures to the subtleties of discourse-related strategies, we attempt to demonstrate how riddles can be instrumental in highlighting intricate workings of language at its various sub-systems. Schools that promote a culture for riddles, can build on children’s affinity for this type of texts and recognize this type of play for what it is: language sensitivity training on a high level.
2. Theory and method
This article represents a new approach in three regards. Firstly, we include all riddle-like texts in our study. Whether a given riddle-like text conforms to a typical riddle format or is a parody or an innovation, it presupposes the existence of traditional riddles, and all of these texts occur in the language environment of children. The text-types that include a question, an answer and some kind of trickery all apply, since language experiences can be made regardless of the origin of the texts. Secondly, we want to demonstrate the versatility of riddles as regards language. We aim to give a bird’s view of this world of possibilities. The challenge is to present this totality in a paper of limited extent, so as to give a convincing account of the relevance of riddles to most, if not all, aspects of language. Last, we include pragmatics in our survey. This field is largely ignored in the literature about riddles.
The logic behind this paper follows an inductive pattern. Our a priori suppositions are firstly that children in general engage in riddle activities. The numerous historical accounts support this notion (Opie and Opie 1959). In addition, countless riddle collections are ceaselessly being published, off- and online, often with a pedagogical marketing implying that they will serve both as entertainment and edification. It is more difficult to find recent studies of modern-day children’s folklore that document the uses of riddles. Nevertheless, we can safely assume that children encounter riddles in kindergarten and in school, and that teachers find the activities rewarding because they see the enthusiasm children show.
Secondly, we assume that the language specific elements in the texts of riddles are available to children as a material for the development of language skills. Dienhart (1999) shows that conundrum riddles depend on a semantic linking that serves as a trigger without which the riddle game would soon lose its appeal. Children must be able to make this connection if they want to enjoy the riddles, remember them well enough to retell them and to create new riddles using the same patterns. Riddles that involve rhyming will certainly represent language meta-consciousness, and rhyming is widely used in the efforts in Anglophone education to overcome children’s spelling challenges. The link between rhyming and phonemic skills may depend on the teacher’s instruction (Macmillan 2002), but there is no discussion that also informal rhyming play offers an opportunity to discover phonetic elements in words.
Thirdly, we base our paper on the assumption that some experiences are transferable, so that text and language patterns that children discover in riddles can be used in new contexts and with new texts. We do not think that a child that shows enjoyment over a riddle always grasps the full linguistic implications of the pun or point, but we believe that the mere engagement in riddle games is still of value. The elements of tradition (pattern, repetition, audience support, local situating, etc.) serve as a scaffolding for the child, making it possible to perform tasks beyond its mental maturity. We will focus on the language specific elements linked to such performances as riddle play truly is.
Our material consists of written texts, with all the limitations that words on paper are encumbered with. Riddles are an activity that requires people and context, body and soul, and should perhaps be observed and documented accordingly, yet we are convinced that the reader will be able to infer the body language involved, by studying the text. Our research question is: To what extent do riddle activities represent language stimulation? We answer by sharing the variety of language elements present in different riddles. Our material is in many ways the result of desultory excavations, but the selection we present is intended to give a hint of the diversity of riddles and a systematic overview of language skills, and to suggest to the reader that the list could go on. It seems that there is no area in language competencies that cannot in some way be stimulated through riddle activities.
3. Riddles and phonology
It goes without saying that riddles constitute a perfect medium for raising children’s phonological awareness, a prerequisite for literacy acquisition. In a nutshell, phonological awareness refers to capability to notice and manipulate phonological units consciously (e.g. Lieberman et al. 1989). Let us consider in more detail what phonological constituents and phenomena are skilfully juggled in riddles, and thus, through children’s engagement in riddling activities, can be brought to their attention. Onomatopoeia is a good place to start. What goes cluck-cluck bang? (A chicken in a minefield). Since the focus is specifically on sounds, such riddles prepare the ground for a more sophisticated play with various phonological phenomena.
3.1. Rhyme, onset and syllable
Among one of the most obvious examples of phonological concepts that riddles can sensitize children to is that of the rhyme. The use of rhymes in riddles is omnipresent: sometimes rhyming serves the role of an adornment or has a mnemonic function, on other occasions, it may be utilised to trigger the solution to the riddle:
(1) *I'm smaller than a horse, bigger than a frog.*
*I jump and I bark. I'm a ____* (Dog)
In fact, there is also a category of riddles in which rhyming is a required feature of the solution, as is the case in so-called *hink-pinks*, i.e. riddles to which the answer must always contain a pair of rhyming words:
(2) *What do you call an obese feline?* (A fat cat)
Though *rhyme* in common parlance may be associated only with a poetic device, the rhyme in its more technical sense refers to one of the two basic constituents of the syllable, and the activities which are supposed to help in singling out the rhyme, automatically bring to focus the existence of the syllable onset. The manipulation of this syllabic unit constitutes the gist of the following simple riddle, specifically designed for the purpose of teaching early literacy skills:
(3) *What rhymes with man but begins with /pl/?* (Plan)
Moreover, extraction and exchange of syllable onsets are the basis for the humour in riddles concerned with spoonerisms (i.e. long distance inter-word metathesis).
(4) *Why did a butterfly flutter by?* (Because it saw a dragonfly drink a flagon dry)
An even greater number of riddles merely focus on syllables or parts of words, thus drawing attention to the phonological structure of words in general, like the ‘my first’-riddles do:
(5) *My first syllable is a farm animal, my second is the end of it, and my whole is something girls wear; what am I?* (Pigtail)
3.2. Phoneme
Phonemic awareness constitutes a more specific subcomponent of phonological awareness which is particularly crucial for successful literacy acquisition (e.g. Morais 1991). It refers to the ability to segment speech and recognize the discrete sounds that are pertinent to the meaning of a word in a language, i.e. phonemes. Early education teachers are often advised to facilitate children’s ability to divide words into phonemes by means of various activities, among which riddles figure predominantly. Here is a small sample of amusing riddles involving various phoneme manipulations (exchanges, additions, alliterations, etc.):
(6) *What is the difference between a fisherman and an angry school child?*
(One baits his hooks, the other one hates his books)
(7) *What do cows put on their Christmas trees?* (Hornaments)
(8) *What colour is a burp?* (Burple)
3.3. Homophones
Another phenomenon lavishly exploited in riddles is homophony. In fact, it is the crux of the construction of all riddles (and jokes) resting on linguistic ambiguity. The simplest examples of such riddles involve cases of homophony between words of the same grammatical category and the same morphological composition (i.e. the same number and type of morphemes). In the following example, the pun rests on the two meanings of *mouth*, and in each instance the word must be analysed as a mono-morphemic noun.
(9) *What has a mouth but does not eat?* (River)
Moreover, some riddles vividly illustrate the fact that homophony may likewise arise at the phrase level:
(10) *How can one survive in a desert?* (By eating the sand which is /sandwiches there)
A riddle that aims to confuse on many levels can also stimulate awareness of other supra-segmental phonological phenomena, as in this case:
(11) *What annoys an oyster?* (A noisy noise annoys an oyster)
The meaning of the answer requires the ability to find the borders between words, whereas the humoristic point rests on the ability to spot the repeated homophonous sequence of sounds. Additionally, we have a sequence of trochees in the question that is echoed in the answer, so that the rhythm figure (foot) is also of pertinence.
3.4. Cross-accent distinctions
Furthermore, homophone riddles may be employed to highlight cross-accent distinctions between different varieties of the same language (e.g. various English accents). What constitutes perfect homophony in one accent of a language may only be pseudo-homophonous in another. The following riddles illustrate this point:
(12) *What animal can you never trust?* (Cheetah)
(13) *What kind of insect does your uncle like best?* (Ant)
In a non-rhotic accent of English (e.g. Received Pronunciation) the pair *cheetah–cheater* is pronounced identically. However, due to r-colouring of the preceding vowel in General American English, for instance, only partial (though still substantial) phonetic similarity will be observed between these two words. Likewise, only in some English accents (e.g. General American) the pair *ant–aunt* is homophonous.
4. Riddles and morphology
Numerous riddles bring into focus the fact that individual words are often composed of smaller meaningful parts (i.e. morphemes) and this aspect of languages may be tampered with to achieve humorous results. The following two examples are what Pepicello and Green (1984: 37) define as morphological riddles, that is these in which homophony is observed between two words of different morphological structure.
(14) *What is black and white and /red/ all over?* (Newspaper)
In the above example, there is a play on the mono-morphemic adjective *red* and the morphemically more complex word form of the verb *read*, which, in fact, consists of two morphemes, namely one carrying the core meaning of the verb and the other one the meaning of ‘irregular past participle’, though the latter morpheme lacks any overt form.
The wit in morphological riddles may also stem from pseudo-morphological analysis, i.e. situations where a sequence of phonemes is homophonous with a certain real morpheme and thus, for the sake of creating a riddle, can be playfully treated as a (pseudo-)morpheme:
(15) *What kind of ears does a train have?* (Engineers)
Some other riddles may be instrumental in raising children’s awareness of a distinction between compounds and parallel syntactic phrases:
(16) *When is a black dog not a black dog?* (When it is a greyhound)
5. Riddles and syntax
The pun of numerous riddles stems from syntactic ambiguity and thus riddles of such a type provide ample opportunity to expose young learners to this interesting facet of language. What is more, research has shown (e.g. Cairns et al. 2004; Wankoff and Cairns 2009) that the ability to detect structural (and semantic) ambiguity is correlated with reading comprehension and that the genre of riddles may be an invaluable medium for the development of such skills, which in turn directly translates into better reading comprehension results (e.g. Yuill 1998; Zipke 2007, 2008).
Obviously, many of the riddles based on structural ambiguity contain homophonous words which may belong to different syntactic categories and as a result a given utterance may be assigned two different syntactic structures. For instance, the pun in the following riddles rests on homophony of *down* (Adv) vs. *down* (Noun) and *hoarse* (Adj) vs. *horse* (Noun), respectively:
(17) *Why is a goose like an icicle?* (Both grow down)
(18) *When is a boy like a pony?* (When he is a little hoarse/horse)
Syntactic riddles can also demand from the riddle detection of syntactic ambiguity that may arise due to ellipsis (a transformation consisting of deletion of a predictable, repeated structure):
(19) *Would you rather have an elephant kill you or a gorilla?* (I’d rather the elephant kill the gorilla)
In the above example, the question part of the riddle can be assigned two competing structures, namely *Would you rather have an elephant kill you or a gorilla (kill you)?* and *Would you rather have an elephant kill you or (an elephant kill) a gorilla?* On occasion, a certain linguistic shrewdness can make a big difference!
6. Riddles and semantics
Undoubtedly, riddles are also an effective medium for demonstration of various semantic relations such as polysemy, homonymy, synonymy, etc. In fact, some of the already presented riddles, apart from exploiting other linguistic phenomena simultaneously make use of polysemy, cf. (10), homonymy, cf. (18) and synonymy, cf. (3). Let us then only signal some other aspects of semantics that riddles can employ.
One of such areas is idioms. A frequent strategy utilized in such riddles is the unexpected demetaphorization of an idiom which is then treated as if it were an ordinary syntactic constituent of a phrase rather than an unbreakable unit.
(20) *What weather do mice most dislike?* (When it is raining cats and dogs)
(21) *When is an actor happy to become a thief?* (When he steals the show)
7. Riddles and orthography
This is a category exploiting spelling, homographs and homophony of letter names with certain morphemes or lexemes. Moreover, such riddles make use of the shapes of letters and the visual similarity between Arabic or Roman numerals and
certain letters. Often the reference to orthography is not explicit, constituting the surprise (conundrum) element as is the case in the following instances:
(22) *What occurs twice in a moment, once in a minute but never in a thousand years?*
(The letter M)
(23) *The beginning of every end*
*The end of every place*
*The beginning of eternity*
*The end of time and space*
*What is it?* (The letter E)
Apart from riddles with the focus on letters appearing in the graphic representation of certain words, there also exist orthographic riddles, solutions to which require some sort of manipulation of letters (e.g. letter addition, subtraction, exchange, reversals and rearrangements).
(24) *What changes a lad into a lady?* (The addition of letter Y)
(25) *What did the dyslexic Satanist do on Christmas Eve?* (He sold his soul to Santa)
The reference to the orthographic system may be either implicit, as is the case in (23)-(26), or explicit, when the wordings of riddles already contain such clues as *letter*, *spell/spelling*, *written with*, etc:
(26) *What starts with the letter T, is filled with T and ends in T?* (Teapot)
(27) *What five-letter word becomes shorter when you add two letters?* (Short)
(28) *What are the cleverest letters?* (Y’s)
Riddles with palindromes and anagrams are particularly interesting:
(29) *What palindrome expression did Adam use in Paradise to introduce himself to Eve?*
(Madam in Eden, I’m Adam)
Finally, since the names of consonants include vowel sounds, acronym riddles like the one below may also be included in the repertoire of various orthographic puzzles:
(30) *Is it possible to spell enemy in 3 letters?* (Yes, N-M-E)
8. Riddles and communicative competences
The riddle places us face to face with another human being. Short, poignant and close to life, it gives us something to laugh about or ponder about. The experience of tricking another person by means of language — in the safety of an established text genre — can be enjoyed by anyone anywhere.
As the riddle is based on language and on dialogue, it provides opportunities of fine-tuning of communicative competences. In language studies, *communicative competence* is a term introduced by Dell Hymes in 1966 in reaction to Noam Chomsky’s (1965) *linguistic competence*. Communicative competence is the intuitive functional command of the principles of language usage. According to Hymes, a child “acquires knowledge of sentences not only as grammatical, but also as appropriate. He or she acquires competence as to when to speak, when not, and as to what to talk about with whom, when, where, in what manner” (1972: 277).
Knowledge of the linguistic system is not enough. One needs to know the codes of language conduct and interpretation. These codes (as with linguistic competence) depend on conventions developed in a language community, and they are specific to each language culture. It is common for ESL programmes to emphasize that their goal is communicative competence (Bardovi-Harlig 2013; Savignon 1997; Richards 2006).
8.1. Turn-taking
Taking turns in communication is what children learn from the moment they are born, when they engage in proto-dialogue with adults. Riddles are based on dialogue, and to have a dialogue, one needs two persons. Riddles highlight the presence of the participants in several ways, for example by using the word *you*:
(31) *The more you take, the more you leave behind.* (Footsteps)
This *you* is quite literal, so that the riddle is in fact a text about the listener, here and now. When riddles use the daily life or general knowledge as their motive, they represent an easy access type of literature. Still, the *you* here is also a general you, as in the poetry of proverbs. Thus, riddles can be a first step towards language that is not here and now. Sometimes the play between the literal and the textual is a point:
(32) -*What is the difference between a mailbox and a crow’s nest?*
- *I don’t know.*
- *How unfortunate, I was about to ask you to post a letter for me!*
This is a joke in the shape of a riddle, and here the *you* is not the general one of oral culture, but the particular dialogue partner. He is caught in the rhythm of the genre, loyally contributing with the mandatory *I don’t know*, only to be ambushed by a change of context.
For small children, turn-taking can be challenging: “‘Taking turns is one of the hardest lessons for children under five years to learn’ (…) the young child cannot without much experience believe that ‘his turn’ really will come in due time. All
that he knows is that the others ‘have got it’ and he hasn’t” (Isaacs 1933: 222). Riddles is one way of practising this. Instead of the child competing with others for the adult’s attention, riddles ensure that the turn-taking goes swiftly and merrily. Sacks et al. (1974) describe so-called turn-constructional components and turn-allocating components. They follow quite complex rules in natural communication, involving the status of the participants, the conventions the group follows, the crucial points in the conversation (transition relevance place) and so on. The riddle provides a pattern where the turns distribute themselves, and where it becomes clear what behaviour benefits the good conversation.
8.2. Adjacency pairs
Some acts of language have only one or a few possible responses. When one utterance is determined by the former in a dialogue, the two are called an adjacency pair (Schegloff and Sacks 1973). When a person says *Congratulations!*, the correct answer is *Thank you*.
A riddle is an adjacency pair. The first part of the pair needs to contain a hint that it is a riddle. The second needs to acknowledge that fact. There are several ways to determine whether it is a riddle or not. *Would you like to hear a riddle?* – Yes is one prelude to riddles that also is an adjacency pair. But it is possible to skip the prelude. If there is a reason to assume that the audience will know it is a riddle, one may pose the riddle without further ado. The audience have some clues to help them:
The context may be of help. Let us imagine the evening fire of a scout camp. Someone addresses the crowd, saying:
(33) *A room full of wool, but you cannot grab a fistful!* (Smoke)
And maybe someone will add this one:
(34) *If I drink, I die. If I eat, I grow.* (Fire)
Now a game is on, and anyone may participate. Sometimes we know more texts than we realize, and what is actually happening, is an extensive display of adjacency pairs.
The structure of the riddle is also a hint. A short query with a triumphant air is a fair warning. The *I am* structure or the *my first* is structure is also readily recognizable. Often the riddle will have a nominal as the answer, so that the question starts with *what is* or *who is*.
(35) *What is harder to catch, the faster you run?* (Breath)
The content of the riddle is also a giveaway. If someone asks a question of no relevance, or a question that seems to have no meaningful answer, or utters a sentence in the form of a paradox, a riddle is afoot:
(36) *What is black when it is clean and white when it is dirty?* (A blackboard)
Some riddlers like to make sudden attacks. In the middle of the workday, to friends and family at the party, even to the stranger in the shop he may lean over and smile and ask:
(37) *What is long, brown and sticky?* (A long, brown stick)
More often than not, people do expect an adjacency pair, and are able to laugh when the answer comes. The following joke in the shape of a riddle is the start of a simple adjacency pair:
(38) *Why did the duck cross the road?* (To prove he wasn’t a chicken)
The appropriate answer to the question is *I don’t know*, there is no actual call for a guess. Instead, the audience enter a game where they willingly accept the fools’ part. The point is not the answer of the riddle, but the multitude of ways the riddler can vary the structure of a joke. In riddle jokes like these, adjacency pairs of many forms and contexts become the focus of attention.
8.3. Speech acts and context
Austin (1962) and Searle (1969) provide descriptions of what they call *speech acts*. We do things in the act of saying things, *in* saying things and *by* saying things. These are the locutionary, illocutionary and perlocutionary speech acts. If someone says *I am cold*, he, or perhaps she, performs three things: Saying that it is cold is the first (a locutionary act). The second is referring to the actual situation, where it may be chilly (an illocutionary act). The third is guiding someone’s attention to the door, that may need to be shut (perlocutionary). The context helps us determine which one is the intended speech act.
The *textual context* refers to the preceding and succeeding utterances. One may regard a conversation as a text that we initiate, expand and terminate together. If closing doors has been an issue in previous parts of the conversation, it may be easier to determine the speech act intended in the utterance *I am cold*. The situation (the *context of utterance*) may also help, if the cold from the door is tangible. The *cultural context* may play a part in decoding the speech act: Can one expect someone to take a hint from a freezing lady in this culture?
Riddles focus on such matters in several ways. The obvious speech act is that of tricking, fooling, impressing, intimidating and bewildering — the riddling.
Would you like to hear a riddle? is a direct speech act — what you do is what you intend. But you may pose a riddle in order to impress or to intimidate. This may be the indirect speech act. Direct/indirect is one way to complicate the relations between locutionary, illocutionary and perlocutionary properties of a speech act (40). A riddle may also contain elements meant to be taken literally or non-literally (41). And sometimes it is explicit, sometimes implicit as in (42).
(39) Four hanging, four walking, two pointing up to the sky, two showing the way to town, and one following after. (Cow)
(40) What is found over your head, but under your hat? (Hair)
(41) Chink, chink in the grass, bald head, no ass. (Snake)
Austin (1962) lists a number of speech acts:
(42) Constatives: affirming, alleging, announcing, answering, alleging, denying, disclosing
Directives: advising, asking, dismissing, instructing, requesting, suggesting, warning
Commissives: agreeing, guaranteeing, inviting, offering, promising, swearing, volunteering
Acknowledgments: apologizing, congratulating, greeting, thanking, accepting
All riddles, of course, both announce, allege and disclose, but it is possible to identify speech acts locally in each text:
(43) a. Constative (predicting): *A tree that grows in Winter and dies in Summer, top down and roots up.* (Icicle)
b. Directive (instructing): *Do what he says and you'll be fine, don't and you lose the game.* (Simon)
c. Commissive (promise): *A box without hinges, lock or key, yet golden treasure lies within.* (Egg)
d. Acknowledgment (thanking): *A man runs into a bar and asks for a glass of water. The bartender pulls out a shotgun and yells at him. The man thanks the bartender, then walks out of the bar happily. Why?* (He had the hiccups!)
8.4. Principles of cooperation
H. Paul Grice (1975) set out to determine what logical mechanism makes an utterance in a conversation seem meaningful. He postulated that conversation is based on a principle of cooperation. We all follow the same maxims when we talk to people:
(44) Maxims of quantity: 1 Make your contribution as informative as required. 2. Don't make your contribution more informative than is required.
Maxims of quality: 1. Don't say what you believe to be false 2. Don't say what you lack adequate evidence for.
Maxim of relation: Be relevant.
Maxims of manner: 1. Avoid obscurity of expression. 2. Avoid ambiguity. 3. Be brief (avoid unnecessary prolixity). 4. Be orderly.
Riddles challenge all of these. The misleading information in the riddle may be brief, ambiguous, obscure, irrelevant and untruthful:
(45) *What begins with T, ends with T and has T in it?* (Tea)
T is ambiguous here, and the information is too brief. The orderly structure is chaos in disguise. When riddling, we say things that we know to be not true. But this is part of the convention of the text type. The entertainment value of the riddle is often to lie to someone and still keep some apparent logic in our sentences:
(46) *How many of each species did Moses take on the ark with him?* (None, it was Noah)
This is deliberate lying. In fact, we could infer riddle maxims, that would be the opposite of Grice's maxims. Otherwise, we would be left only with riddles like these:
(47) *What is yellow like a lemon, big as a lemon and smells like a lemon?* (Lemon)
(48) *What do you call the hairs on the tip of a cat's tail?* (Cat hairs)
Instead, riddles invite us to break conventions, sometimes making the world a little absurd:
(49) *What is the difference between a fish?* (It can neither ride a bike)
Inadequate as this question is, it still highlights parts of the grammar, without spelling them out. If one wants to learn the words *neither* and *nor* in English, this little text may help one focus and remember. The next riddle goes like this:
(50) *What is the difference between two fish?* (They can neither ride a tandem bike)
The element of metalanguage is evident. If one can learn about the rules of language by breaking them with a smile, one has struck gold.
8.5. IR analysis
One way of organising a dialogue is by sorting it by its distribution of initiatives and responses (Linell et al. 1988). Turns with strong initiatives require responses, like questions or commands. Weak initiatives can be statements, and they do not require a response. Instead, they may invite to a new initiative. Responses may be adequate, minimal or inadequate. Asymmetry in the distribution of initiatives and responses may occur in certain types of dialogue, and riddles is one example of these.
The riddler is per definition the sender of a strong initiative, a question. But this is a sort of initiative that invites to a new initiative, as the other person tells a new riddle. Also the riddle with the structure of a statement requires an answer. Thus, riddles have the following three properties. First, they highlight the initiative-response dyad, for example by focusing on persons:
(51) *Who is born with a beard?* (Kitten)
Second, they motivate for this kind of language behaviour, for example by obscuring this dyad and merely implicate the IR pattern:
(52) *Not below the Earth, not on the Earth, not in Heaven and not in Hell.* (Jonah in the whale)
Third, they demonstrate different kinds of structures that initiatives may have, i.e. questions, statements or commands:
(53) *Say my name, and I am gone.* (Silence)
Some riddles demonstrate the importance of mastering this pattern, like the so-called neck riddles. Here the hero poses an unsolvable riddle to his opponents, as Samson did to the Philistines, after he had seen a dead lion with a bee-hive inside it:
(54) *Out of the eater, something to eat; out of the strong, something sweet.* (Judges 14: 14)
In the neck-riddle, this game is a matter of life and death, in conversation, merely of social survival.
### 8.6. Functions of language
Roman Jakobson’s (1960) idea of six basic functions of language belongs in the frame of communication competence. We may use language for focusing on the context (referential function), initiating/maintaining/terminating contact (phatic function), focusing on language itself (meta-function), playing with language (poetic function), focusing on the sender of the message (emotive function) or focusing on the receiver of the message (conative function). Riddles, with their dialogic structure, often highlight all functions of language at the same time, making it crucial for the audience to sort out which ones contain the clue to the solution this time:
(55) *Say my name, and I am gone.* (Silence)
True, silence is the topic, but the riddler has also made contact, he has implored someone to answer, he has mentioned language, and he has played with words.
The last of Jakobson’s functions is the emotive one, and in this riddle one may safely assume that sharing a riddle is part of an emotional state or a particular mindset.
### 9. Conclusions
Children who engage in riddle activities encounter all the intricacies of language. It is a language learning laboratory; the humour of riddles is largely based on language and play with language. The learning happens by means of experiment, gradual understanding and, in time, mastering of specific language challenges.
Riddle play is motivating, but explanation, accommodation and adaptation has little room here. Some riddles may be of the sort that everyone can understand, but there will always be challenges. The nature of riddles, after all, is to be somewhat insolvable. It is possible to enjoy and to tell a riddle without a full understanding of the semantics involved. Assuming an active role as a listener or a provider of texts is an important language experience in itself. Thus, riddles provide an interesting extension of the zone of proximal development.
For educators there are three points to be noted. First, one should avoid interfering with an activity that is already in good progress. Second, the adult who becomes aware of riddle games at large should make it a goal to map the language experiences involved, informing his classroom practices with observations of schoolyard practices. Third, the educator who wants to introduce his pupils to riddle play should explore different entries, for riddles are everywhere: in movies, computer games, fairy tales, myths, history, mathematics and more. One could start with the story of the Sphinx and the ancient oracles — or simply tell a riddle and see what happens.
Any interest in riddles that a language learner shows represents an interest in language experiences. Riddles are language, and there does not seem to be an area of language that is not in some way demonstrated in a riddle.
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Zipke, M. (2008). ‘Teaching metalinguistic awareness and reading comprehension with riddles’. *The Reading Teacher* 62: 128–137. | 9fcfd5b4-d816-4b2c-93b5-aadaec4946e3 | CC-MAIN-2024-10 | https://oda.oslomet.no/oda-xmlui/bitstream/handle/10642/7413/clCzyzak%2B-%2BKarlsson%2B-%2BRiddles%2Bas%2Blanguage%2Bexperiences%2B-%2Bkopi%2Bfra%2Bantologi-1.pdf?sequence=1&isAllowed=y | 2024-03-04T19:13:34+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947476464.74/warc/CC-MAIN-20240304165127-20240304195127-00432.warc.gz | 432,508,766 | 9,185 | eng_Latn | eng_Latn | 0.936972 | eng_Latn | 0.997627 | [
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The city of Rome was the seat of one of the greatest powers of the ancient world. Over its 1,200-year history, Roman society experienced tremendous changes in both its government and its culture. Many of those changes were caused by the beginning and spread of one of the world’s largest and most influential religions—Christianity.
**North Carolina Standards**
**Social Studies Objectives**
2.03 Describe the developments and achievements of Roman civilization and analyze the significance of the fall of Rome;
**Language Arts Objective**
2.01.3 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print information texts appropriate to grade level and course by providing textual evidence to support understanding of and reader’s response to text.
**Time Line**
| **Chapter Events** | **World Events** |
|--------------------|------------------|
| 753 BC Romulus establishes the city of Rome. | c. 700 BC The Assyrians conquer Israel. |
| 509 BC The Roman Republic begins. | 323 BC Alexander the Great dies. |
| Pax Romana 27 BC–AD 180 | 221 BC Shi Huangdi becomes emperor of China. |
AD 313
Constantine ends all persecution of Christians.
AD 476
The last Western Roman Emperor is overthrown.
c. AD 250
The Maya Classic Period begins.
AD 320
The Gupta dynasty takes over India.
Reading like a Historian
The Roman Colosseum shown here was built in the first century AD. One of the largest structures in the Roman world, it was built as a site for public entertainments, especially vicious combats between professional gladiators.
Analyzing Visuals What kind of modern buildings does the Colosseum resemble? Why do you think this resemblance exists?
See Skills Handbook, p. H26
Starting Points
Built on the banks of the Tiber River in Italy, Rome became one of the greatest powers in the Mediterranean world. It grew from a single city to the heart of a huge empire that, by AD 117, controlled most of Europe as well as parts of Africa and Asia.
1. Draw Conclusions The Roman name for the Mediterranean was *Mare Nostrum*, or “Our Sea.” Why do you think they called it that?
2. Predict How do you think Rome’s location helped it become a major power in the Mediterranean?
Could a mighty civilization rise from the humblest of origins?
According to legend, Rome did. The city traced its origins to twin brothers named Romulus and Remus, descendants of a Trojan hero named Aeneas who had fled to Italy after the Trojan War. As babies, the boys were placed in a basket and set adrift on the Tiber River at the order of their great-uncle. According to the legend, the basket washed ashore and was found by a wolf who cared for the boys. Eventually, the boys were discovered by a kind shepherd who adopted them as his own sons.
When the boys grew up, they decided to build a city on the Tiber, where they had been saved. The brothers fought about the exact location for the city, however. Eventually, Romulus won the argument and began to sketch out plans for the city’s layout. Irritated that he had been overruled, Remus mocked his brother’s plans. Enraged, Romulus attacked and killed Remus. He then built the city they had planned, which he named Rome, after himself. He made himself Rome’s king and ruled for nearly 40 years. In time, the humble city of Romulus grew into a major power.
Roman Civilization Develops
“All roads lead to Rome.” “Rome was not built in a day.” “When in Rome, do as the Romans do.” You have probably heard all of these expressions at some point in your life, but have you ever wondered why Rome features so prominently in popular sayings? How did the tiny city supposedly founded by Romulus grow into a major power and win a place in modern popular culture?
Italy’s Geography If you look at a map, the Italian Peninsula seems a logical place for the emergence of a mighty Mediterranean empire. The boot-shaped peninsula juts south from Europe far into the Mediterranean. It also lies almost halfway between the eastern and western boundaries of the Mediterranean Sea.
Italy’s physical features aided the growth of a powerful civilization. To the north, the peninsula was protected, though not isolated, by the high mountains of the Alps. To the south, east, and west, the sea provided both protection and a means of rapid transportation. Much of the peninsula had rich soil and a mild climate, able to support a large population.
The Founding of Rome In the middle of this peninsula, the city of Rome grew up. According to legend, Romulus and Remus, twin brothers who were raised by a she-wolf, founded the city of Rome in 753 BC. Whether or not Romulus and Remus actually existed, the people who built Rome were members of an Indo-European tribe known as the Latins who had reached Italy in the 1000s BC.
Under the Latins, Rome grew into a bustling city. The city prospered at least partly from its location on the Tiber. This location not only lay across valuable trade routes between northern and southern Italy but also had easy access to the sea. Early Romans appreciated the location of the city, as one statesman explained:
HISTORY’S VOICES
“It seems to me that Romulus must at the very beginning have [had] a divine intimation that the city would one day be the site and hearthstone of a mighty empire; for scarcely could a city placed upon any other site in Italy have more easily maintained our present widespread dominion.”
—Cicero, *On the Republic* II.5
The Etruscans At first Rome was ruled by Latin kings. Around 616 BC, however, it came under the rule of the Etruscans of northern Italy. From evidence found at Etruscan cemeteries, scholars believe that they were great metalworkers and jewelers whose culture had been heavily influenced by Greece. The Etruscans had great influence on Roman society, as the chart below shows.
READING CHECK Summarize What advantages did Rome’s location give the city?
**ETRUSCAN INFLUENCES**
| Built Rome’s first city walls and sewer |
|----------------------------------------|
| Introduced building techniques such as the arch |
| Introduced alphabet and number system |
| Helped shape system of government |
| Introduced gladiator games and chariot races |
| Influenced styles of sculpture and painting |
**The Etruscans**
Most of what historians know about the Etruscans has come from studying tombs like the one where this statue was found.
Rome Becomes a Republic
According to ancient historians, the Etruscans ruled Rome until 509 BC, when the Romans revolted and threw out the last king, a tyrant. In place of the monarchy, the Romans established a new type of government—a republic, in which elected officials governed the state.
Patricians and Plebeians In the early days of the Republic, the heads of a few aristocratic families, known as patricians, elected officials from among themselves. Organized in clans, patrician families controlled every aspect of society—politics, religion, economics, and the military. Patricians maintained their power through a patronage system in which wealthy Romans provided financial, social, or legal support for lower ranking families in return for political backing and loyalty.
Almost from the beginning of the Republic, however, the common people, or plebeians (pli-BEE-uhns), challenged the patricians for power. When invaders threatened Rome in 494 BC, the plebeians seceded, or withdrew. They left Rome and refused to fight until changes were made. Realizing that they would not have an army without the plebeians, the patricians grudgingly expanded plebeian rights. Once they received these new rights, the plebeians returned to defend the city. Back in Rome, they formed their own assembly, the Plebeian Council. That assembly had the responsibility of overseeing and protecting plebeian affairs.
To guarantee their rights, the plebeians also gained the right to elect officials known as tribunes. It was the tribunes’ job to protect the plebeians against unjust treatment by patrician officials. Eventually, these tribunes even gained the right to veto, or ban, laws that seemed harmful or unjust to the plebeians.
Later, around 450 BC, the plebeians forced the patricians to have all laws written down. The laws were displayed in the Roman Forum, or central square, on 12 large bronze tablets. As a result, the code became known as the Law of the Twelve Tables. Because the laws were posted, patrician judges could not make decisions based on their own opinions or on secret laws. However, one of the newly posted laws was a ban on marriage between patricians and plebeians—an attempt by the patricians to preserve their special status.
The Law of the Twelve Tables
Analyzing Primary Sources The Law of the Twelve Tables, compiled sometime around 450 BC, was Rome’s first written law code. Organized by patricians at the insistence of the plebeians, the laws included in the code deal largely with trials, a key issue in relations between the two classes in Roman society. As a result, studying the Law of the Twelve Tables can reveal a great deal about how the two classes got along, and thus about early Roman society. Read the sample laws from the tables below. As you read, think about
• who created the laws.
• the possible points of view of patricians and plebeians on each law.
• how the laws would have affected members of each class.
From Table I: If anyone summons a man before the magistrate, he must go. If the man summoned does not go, let the one summoning him call the bystanders to witness and then take him by force.
From Table III: One who has confessed a debt, or against whom judgment has been pronounced, shall have thirty days to pay it in. After that forcible seizure of his person is allowed. The creditor shall bring him before the magistrate. Unless he pays the amount of the judgment or some one in the presence of the magistrate interferes in his behalf as protector the creditor so shall take him home and fasten him in stocks or fetters. He shall fasten him with not less than fifteen pounds of weight or, if he choose, with more. If the prisoner choose, he may furnish his own food. If he does not, the creditor must give him a pound of meal daily; if he choose he may give him more.
From Table XI: Marriages should not take place between plebeians and patricians.
—From the Law of the Twelve Tables
Skills Focus
Reading Like a Historian
1. Creator Who wanted the law from Table XI included in the code? Why do you think this was so?
2. Point of View Who do you think favored the idea that no one, patricians or plebeians, could ignore the law? Why?
3. Details How did the law from Table III protect both the rich and the poor?
See Skills Handbook, p. H25
Republican Government Working together, the patricians and plebeians created a practical and flexible unwritten constitution, or political structure. They were extremely proud of this system, as a statesman explained:
**HISTORY’S VOICES**
“The reason for the superiority of the constitution of our city to that of other states is that the latter almost always had their laws and institutions from one legislator. But our republic was not made by the genius of one man, but of many, nor in the life of one, but through many centuries and generations.”
—Cicero, *On the Republic* II.1
As part of their new Republican constitution, the Romans created new offices and institutions of government. Eventually, the government consisted of three parts:
(1) the Senate, a body of 300 members who advised elected officials, controlled public finances, and handled all foreign relations;
(2) various popular assemblies, in which all citizens voted on laws and elected officials;
(3) officials called magistrates, who put the laws into practice, governed in the name of the Senate and the people, and acted as priests.
Though initially dominated by patricians, all state offices, including the Senate, were later open to both patricians and plebeians.
When the last king of Rome was thrown out, his place was taken by two magistrates called consuls. Elected for one year, the consuls were both chief executives and commanders of the army.
Next to the consuls, the most important magistrates were the censors. Censors recorded the city’s population and how much property each person owned. They also appointed new Senators when vacancies appeared. The ability to select new Senators gave the censors great influence in Roman society.
In the 300s BC Romans also began to elect magistrates called praetors. Primarily judges, praetors could also act for the consuls when the consuls were away at war. As Rome expanded, both consuls and praetors were usually given military commands or were appointed as provincial governors after finishing their terms of office. To assist the consuls and praetors, many other officials were also elected to handle various other aspects of the city’s administration.
One reason that Rome’s government worked well was that it included a system of checks and balances, in which each part of the government could impose certain constraints upon the others. For example, the Senate could do little without the consent of the consuls, but at the same time consuls could not enact major changes without funding from the Senate.
**CHECKS AND BALANCES IN THE ROMAN GOVERNMENT**
- **Elected Magistrates**
- Ran the city’s daily affairs
- Led the army
- Issued edicts
- Acted as judges and priests
- **Senate**
- Controlled finances
- Controlled foreign relations
- Reviewed proposed laws
- Advised magistrates
- **Assemblies and Tribunes**
- Elected magistrates
- Approved laws
- Tried court cases
- Declared war
Tribunes could veto officials’ actions.
Assemblies could reject laws approved by the Senate.
Magistrates presided over the Senate.
Senate could refuse to give magistrates money.
The Forum was the center of Roman life. At its height, it was a splendid place of marble temples (left). Today, only ruins remain (below). What evidence of the Forum’s glory can you see in its ruins?
**Life in the Republic** During the days of the Roman Republic, Rome was a thriving and vibrant city. At the heart of the city was the Forum, the public square and the site of the most important government buildings and temples. The Forum was nestled between two hills—the Palatine, on which many of Rome’s wealthiest citizens lived, and the Capitoline, where the city’s grandest temples were. Because of this location, city leaders could often be found in the Forum, mingling with the citizens. The Senate met in the Forum, and key public addresses were usually delivered from a speaking platform there.
The Forum was more than just a political center, though. It was also a popular place for shopping and gossip. Busy shops lined either side of the Forum, and public celebrations were commonly held there. Indeed, the Forum was the busiest place in an already busy city.
Despite the bustling nature of their city, the Romans prided themselves on their agrarian roots. Farming and land ownership were considered the noblest ways to make money. In fact, Senators were forbidden to participate in any career that did not involve land. They could not, for example, engage in commerce.
The Roman tie to the land is illustrated in a legend of the early Republic. In the story, the people of Rome turned to their greatest general, Cincinnatus, who was plowing his fields at the time, to save them from an invasion. They made him **dictator**, an office that gave its holder nearly unlimited power but could only be held for six months. Dictators were chosen to resolve crises that faced Rome. As dictator, Cincinnatus defeated the enemies and returned to his farm. He had no interest in retaining power but simply wanted to get back to his normal life.
**READING CHECK** Draw Conclusions Why do you think the Romans established a republic?
**The Republic Expands**
As Rome’s government changed, the Roman population continued to grow, and so too did the need for more land. Soon Rome began to settle its growing population on land it acquired by conquering its neighbors.
**Military Might** Rome’s successful expansion would not have been possible without its powerful army. All Roman men between the ages of 17 and 46 with a minimum amount of property were required to serve in the army during times of war.
The Roman army was organized into units called legions. The backbone of the legions were centurions, commissioned officers who usually each commanded a century of 100 men. Above all, the Roman army was a highly disciplined and well-trained force that was capable of fighting in all types of terrain.
The Conquest of Italy By about 265 BC the Romans had defeated the Etruscans and the Greek cities in southern Italy. As the Romans conquered Italy they generally imposed few conditions on their subject peoples. These subject peoples had to provide troops to the Roman army, but Rome rarely interfered with the domestic affairs of the peoples it conquered.
Once Rome had taken control of Italy, its attention was drawn to Sicily, a large island to the south of the peninsula. Roman allies in Sicily had come into conflict with Carthage—a powerful trading city in North Africa. Rome came to its allies aid, which brought it into direct conflict with Carthage. The conflict between these two cities eventually grew into a series of three wars. Called the Punic Wars, they continued on and off for nearly 80 years.
The Punic Wars Violence broke out between Rome and Carthage in 264 BC, the beginning of the First Punic War. Because the war was fought mostly at sea, Carthage’s powerful navy dominated the fighting early on. Soon, however, the Romans built a navy of their own and were able to defeat Carthage.
Relations between Rome and Carthage were strained after the First Punic War, and violence soon broke out again. In 218 BC the Carthaginian general Hannibal led a well-trained army and a force of war elephants across the Pyrenees and the Alps to invade Italy. For many years Hannibal dominated the Italian countryside, defeating one Roman army after another. In a single battle, Hannibal’s troops killed or wounded as many as 50,000 Romans, the worst defeat ever suffered by Rome.
**HANNIBAL**
*247–183 BC*
The commander of the Carthaginian army during the Second Punic War, Hannibal is widely considered one of the greatest military leaders in all of history. He was a master of strategy, managing to defeat the Roman army soundly time and again. In fact, the Romans respected his grasp of strategy so much that they ended up adopting elements of it themselves.
After Carthage lost the Second Punic War, the city’s leaders exiled Hannibal. He moved to Syria and served as an advisor to the Hellenistic kings until Rome conquered the region. The Romans took Hannibal prisoner, but rather than live as a captive, he committed suicide.
**SCIPIO Africanus**
*236–183 BC*
During Hannibal’s march through Italy, many Romans were considering surrendering to the Carthaginians. Thoughts of surrender outraged one noble, Publius Cornelius Scipio. So angry was Scipio that he is said to have stormed into the Senate and forced everyone at sword point to let the war go on.
Early in the Punic Wars, Scipio fought Hannibal’s brother in Spain. After defeating him, Scipio raised an army of his own. It was his idea to attack Carthage, and it was his leadership that defeated Hannibal’s army at Zama. For this victory, Scipio was given the honorary name Africanus, or conqueror of Africa.
**Predict** How might the history of the Mediterranean have been different had Scipio not forced the Romans to fight?
With Hannibal ravaging Italy and defeating every army sent to face him, the Romans needed a new strategy to win the war. After a major victory against the Carthaginians in Spain, Romans under Publius Cornelius Scipio (sir-ee-oh) sailed to Africa and besieged Carthage itself. This siege forced Hannibal to withdraw from Italy and return to Carthage. In 202 BC Scipio routed Hannibal’s forces on the plain of Zama outside Carthage and took the city, ending the Second Punic War.
As a result of the Second Punic War, Rome became the leading power of the western Mediterranean. The Romans stripped Carthage of its navy and the lands it had once held in Spain. However, the Romans did not destroy the city, as many citizens had wanted.
The huge losses of the Second Punic War remained in the memories of many Romans. For example, one Senator ended every speech he made with the phrase “Carthage must be destroyed.” Finally, in 149 BC Rome decided to destroy its old enemy once and for all and declared war for the third time. After a siege of three years Carthage fell. The Romans enslaved the entire population and completely destroyed the city. They banned any people from living in the area.
**The Conquest of Greece** While the Punic Wars were raging in the western republic, Rome also became involved in the politics of the eastern Mediterranean. The Hellenistic kingdoms of Macedonia, Persia, and Egypt fought each other almost constantly, and Greek city-states feared that they would soon be conquered by their more powerful neighbors. For protection, the city-states sought an alliance with Rome.
Together with the Greeks, the Romans fought and defeated both Macedonia and Persia. Both kingdoms eventually became Roman provinces, as did many of their allies. After several more years of fighting within Greece itself, the Romans decided to annex Greece as a province as well.
Once Greece became a Roman province, the Romans adopted many elements of that culture. Even before they took over Greece, many Romans had admired Greek culture. After the conquest, Roman art and architecture began to reflect Greek ideals. In fact, many of the most famous works of Roman art are actually copies of earlier Greek pieces.
Another area in which the Romans borrowed ideas from the Greeks was religion. The Romans adopted the stories of the Olympian gods of Greece as their own, though they called the gods by Roman names. The Greek king of the gods Zeus became Jupiter, his wife Hera became Juno, and their brothers Poseidon and Hades became Neptune and Pluto. These gods became the heart of the Roman state religion, and temples were built to them in the city of Rome and in the provinces.
Not all Romans were happy with the growing influence of Greek culture in Rome. They thought that Rome should remain purely Roman and should maintain a simple culture like that of the early Republic. As a result, they fought to keep Greek styles out of Roman buildings. Despite their protests, however, the influence of the Greeks continued to grow in Rome for many years.
**READING CHECK** Sequence How did Rome come to dominate the Mediterranean world?
---
**Section 1 Assessment**
**Reviewing Ideas, Terms, and People**
1. **a. Identify** Who were the Etruscans? What did the Romans learn from them?
**b. Infer** How did Rome’s location encourage both expansion and trade?
**c. Elaborate** Why might the Romans have wanted to create stories about their city’s humble origins?
2. **a. Describe** What were the parts of Rome’s republican government?
**b. Explain** Why did the plebeians want Rome’s laws written down?
**c. Develop** What are some places in our society that serve the same functions that the Forum did in Rome?
3. **a. Recall** How did Rome’s army help it expand?
**b. Draw Conclusions** Why do you think the Romans treated the Carthaginians so harshly at the end of the Punic Wars?
**c. Elaborate** How did the conquest of Greece by Rome lead to major changes in Roman society?
**Critical Thinking**
4. **Analyze** Using your notes and a word web like the one shown here, analyze the structure of the Roman government. Make the lower circles large enough to hold details about the parts.
5. **Description** Write a short description of the Forum that might have appeared in a guidebook to ancient Rome. Use vivid details to try to bring the Forum to life for your readers.
Citizenship, the right to take part in the government, was one of the most sought after rights in the Roman world. People from outside of Rome were so desperate to become Roman citizens that they even went to war for it—the Social War, for example, was fought by Italians who wanted Roman citizenship. What exactly did it mean to be a Roman citizen? How could one become a citizen if not born in Rome?
**CITIZENSHIP THEN** To a people for whom participation in the government was both a right and a civic duty, citizenship was essential. Only citizens could take part in the government of the Republic, and therefore only citizens were considered truly Roman. Noncitizens might live in Rome, but they were not Roman.
Roman citizenship carried with it many rights. Citizens could vote and take part in assemblies, they could make contracts, and they could file cases in court. In addition, only citizens could legally get married. Roman citizens could not be tortured or sentenced to death unless they were found guilty of treason.
Citizenship was desirable and eagerly sought after. Early in the Republic, people who performed some special service to the government were rewarded with citizenship. Later, laws passed by the Senate or—even later—the emperor gave citizenship to all residents of certain provinces except slaves, who had no rights.
**CITIZENSHIP NOW** Just as in ancient Rome, citizenship in the United States is a valuable and sought after right. Being an American citizen allows one to vote in elections, run for public office, and serve on juries to hear court cases.
The United States does not make citizenship difficult to obtain. As in Rome, the children of American citizens are automatically citizens, regardless of where in the world they are born. Any child born within the United States, regardless of his or her parents’ citizenship, is considered a citizen as well. In addition, legal residents of the United States who are not citizens can apply for citizenship after living here for five years. In order to become a citizen, the resident must pass a test on American history and government, demonstrate basic fluency in English and swear an oath to support the U.S. Constitution.
1. **Draw Conclusions** What made citizenship so desirable to people in the Roman world?
2. **Summarize** What are the ways in which one can become an American citizen?
3. **Compare** How was ancient Roman citizenship similar to American citizenship? How did the two differ?
**THEN** Only Roman citizens could wear the garment known as a toga.
Why would a successful general break the law? In 50 BC Julius Caesar was one of the most powerful men in the Roman Republic. He was the governor of the province of Gaul—modern France—the winner of dozens of battles, a charismatic leader, and a powerful public speaker. To all appearances, his star was on the rise.
Caesar, however, had powerful enemies who were afraid of his ambition. Those enemies wanted him to leave Gaul and return to Rome—without his army. Caesar feared that they wanted to arrest him and drive him out of politics.
Torn between his ambition for power and caution, Caesar led his troops to the banks of the Rubicon River, the border between Gaul and Italy. Under Roman law, he could not take his army any farther. At the last minute, however, Caesar decided to take his army anyway, to protect him from his political opponents. As he led his horse into the river, he is said to have uttered, “The die is cast,” meaning the game had begun. Caesar had made his first move, and there was no turning back.
Problems in the Late Republic
By the mid-100s BC, Rome had no rival anywhere in the Mediterranean world. However, the Romans soon found themselves faced on all sides by problems. The responsibilities of running their vast holdings stretched the Roman political system to its limits.
As the pressures of governing grew, a revolution began in Roman political and social institutions. The primary cause of this revolution was growing tension between the various classes of Roman society.
The Death of Caesar
Julius Caesar was killed in 44 BC by a conspiracy of Senators. This account of the act was written by historian Suetonius in the 100s.
As he took his seat, the conspirators gathered about him as if to pay their respects, and straightway Tullius Cimber, who had assumed the lead, came nearer as though to ask something; and when Caesar with a gesture put him off to another time, Cimber caught his toga by both shoulders; then as Caesar cried, “Why, this is violence!” one of the Cascaes stabbed him from one side just below the throat. Caesar caught Casca’s arm and ran it through with his stylus, but as he tried to leap to his feet, he was stopped by another wound. When he saw that he was beset on every side by drawn daggers, he muffled his head in his robe, and at the same time drew down its lap to his feet with his left hand, in order to fall more decently, with the lower part of his body also covered. And in this wise he was stabbed with three and twenty wounds, uttering not a word, but merely a groan at the first stroke, though some have written that when Marcus Brutus rushed at him, he said in Greek, “You too, my child?”
Skills Focus
Reading Like a Historian
Analyze Primary Sources Do you think Caesar knew the men who killed him? Why or why not?
See Skills Handbook, p. H25
Social Unrest Among the first officials to notice the growing tension in Rome and try to resolve it were two brothers, the Gracchi. In 133 BC the tribune Tiberius Gracchus noted the treatment of soldier-farmers, who were being reduced to poverty. After long years of service, many legionnaires returned home to find their farms had been sold or were in such bad shape that they had to be abandoned.
Tiberius and his younger brother Gaius tried to help these soldiers by redistributing public land to small farmers. The Gracchi had public support, but the Roman elite reacted violently. Fearing that the Gracchi were trying to reduce its power, the Senate urged mobs to kill first Tiberius and later his brother, along with their supporters. For the first time, the blood of Roman citizens was intentionally shed in the Forum. Violence had become a political tool.
The Military in Politics In 107 BC the social unrest reached a new level when a talented military leader named Gaius Marius was elected consul. Anxious to improve recruitment for the army, he eliminated the property restrictions and began to accept anyone into the army who wanted to join. Poor people began to join the army, attaching themselves to a general in hopes of sharing the plunder and land at the end of a war. As a result of Marius’s changes, armies largely became private forces devoted to the general. Ruthless generals soon realized that they could use the loyalty of their troops as a political tool to increase their own power.
The Social War For decades, Rome’s allies in Italy had been trying to obtain Roman citizenship, but the Senate had stubbornly refused. In 91 BC conflict broke out. The conflict was known as the Social War, from socius, the Latin word for ally. In the end, the Italian rebels were defeated—but only after the Senate had finally agreed to give them citizenship.
Civil War The Social War revealed the talent of one general in particular, the ambitious Lucius Cornelius Sulla, who became consul in 88 BC. During Sulla’s consulship, Marius and his supporters defied Roman custom by trying to prevent Sulla from taking a military command. Sulla responded by marching on Rome with his legions.
In the civil war that followed, Sulla emerged victorious and became dictator. In a bloody purge he executed those who had opposed him or whom he believed to be a danger to the state. He then carried out a program of reforms aimed at protecting the power of the Senate. Eventually, incorrectly believing he had preserved the old republic, Sulla voluntarily retired.
READING CHECK Summarize What challenges faced Rome in the late republic?
Rome Becomes an Empire
By establishing the example of dictatorship, Sulla had paved the way for major changes in Rome’s government. Within a generation of his death, the old Republic was practically gone. The end of the Republic was the result of the ambitions of just a few influential individuals, the most powerful men in Rome.
The First Triumvirate Among those who helped bring an end to the republic were Julius Caesar, Gnaeus Pompey, and Licinius Crassus. Caesar and Pompey were both successful military commanders who had added huge amounts of territory to the republic. In the east, Pompey had conquered Syria and parts of Asia Minor. In the west, Caesar had added all of Gaul—modern France—to the republic. Crassus, not as successful a soldier, was one of the wealthiest people in Rome. In 60 BC the three men took over the Roman Republic as the First Triumvirate, or rule of three men.
Eventually Crassus died, and Caesar and Pompey faced off in a civil war. Caesar defeated Pompey and took full control of the Republic. Recognizing Caesar’s power, the Senate declared him dictator for life in 44 BC.
As dictator, Caesar brought many changes to Rome. He gave citizenship to people in the provinces and gave public land to veterans. Caesar’s reforms made him popular with the public, but many Senators thought he wanted to make himself king and destroy the Roman Republic. In a last desperate attempt to save the Republic, a group of Senators murdered Caesar on the Ides of March—March 15.
The Second Triumvirate Caesar’s murder did not, however, save the Republic. In 43 BC the Second Triumvirate, composed of Caesar’s adopted son and heir, Octavian; a loyal officer named Marc Antony; and the high priest Lepidus, took power. Soon Lepidus was pushed aside as Antony and Octavian agreed to govern half the empire each—Octavian in the west and Antony in the east.
When civil war between the two eventually broke out, Octavian defeated Antony and his ally, Queen Cleopatra of Egypt, at the naval battle of Actium in 31 BC. With the double suicide of Antony and Cleopatra the following year, Octavian alone controlled Rome. The Republic was effectively dead and a new period in Roman history was beginning.
From Octavian to Augustus As sole ruler, Octavian faced the task of restoring order in the empire. When he took power, Octavian had no intention of establishing a dictatorship, but he had later secretly decided that it would be impossible to return Rome to its old republican system of government.
Achievements of Augustus
Rome’s first emperor, Augustus, introduced many changes to society. What changes can you see illustrated in these photos?
▲ Originally built under Augustus, the Pantheon, a temple to all the gods, was rebuilt later.
“I found Rome built of bricks; I leave her clothed in marble.”
▶ As a military leader, Augustus added much territory to the empire.
▶ The peace Augustus brought to Rome allowed trade to grow.
As Rome’s ruler, Octavian created a new political order. Today it is known as the empire, but Octavian was careful to avoid the title of king or emperor. Instead, he called himself princeps, or “first citizen.” The government he established is therefore known as the Principate. Despite this title, Octavian insisted that he had no powers greater than those of other magistrates and that he worked for the good of the people:
**HISTORY’S VOICES**
“May I be privileged to build firm and lasting foundations for the government of the state. May I also achieve the reward to which I aspire: that of being known as the author of the best possible constitution, and of carrying with me, when I die, the hope that these foundations which I have established for the State will abide secure.”
—Augustus, quoted in Suetonius, *The Twelve Caesars*
In 27 BC the Senate gave Octavian a title of honor—Augustus, “the revered one.” This title, a religious honor, is the name by which he is still known today. He was also given the right to wear a crown of laurel and oak leaves.
**The Augustan Age** For more than 40 years, Augustus remained at the head of the state. This very long reign made possible a smooth transition to the new imperial government. Augustus divided the power to rule Rome and its empire between himself and the Senate. However, most financial and administrative matters came under Augustus’s control.
In foreign affairs Augustus started a vast program to bring peace to the west, particularly to Gaul and Spain. He also began a series of conquests that pushed the border of the empire eastward to the Danube River.
In Rome the legacy of the Augustan Age was even more impressive. Augustus took special care of Rome itself, creating a police force and fire brigades and stockpiling food and water supplies. Augustus also began a vast building program, boasting, “I found Rome built of bricks; I leave her clothed in marble.” In addition, he presided over moral and religious reforms, arguing that since the gods had made the empire possible, it was wise to respect them. He restored old temples and built new ones.
Culturally, the Augustan Age was a great period of creativity in Latin literature. This period produced many of the greatest writers in Roman history. Realizing that literature could enhance his fame, Augustus supported its development. Great writers flourished, including the poets Horace and Ovid, the historian Livy, and above all, the poet Virgil. In his epic poem the *Aeneid*, Virgil tried to imitate Homer by creating a national epic, Rome’s answer to the *Iliad* and the *Odyssey*.
**Julio-Claudians and Flavians** Augustus died in AD 14. For the next 54 years, relatives of Julius Caesar, called the Julio-Claudian Emperors, ruled the empire. The abilities of these emperors varied widely. Tiberius, Augustus’s adopted son, was a good soldier and a competent administrator. His brutal and mentally unstable successor, Caligula, however, once supposedly demonstrated his power to the Roman Senate by appointing his favorite horse as consul.
Nero, the last of the Julio-Claudians, committed suicide in AD 68. After his death, civil wars raged in Rome, and four military leaders claimed the throne in turn. The last of them, Vespasian, re-established order. During his reign and those of his two sons, stability returned to the empire. Together these three emperors are known as the Flavians.
**The Good Emperors** In AD 96 a new line of emperors established itself on the Roman throne. Called the Good Emperors, these five rulers governed Rome for almost a century. Almost all of the Good Emperors were from the provinces rather than from Rome. Consequently, they continued opening up Roman imperial society by admitting more members of the provincial elites into the Senate and the imperial administration.
Under the Good Emperors the empire grew tremendously. It reached the limits of its expansion under Trajan, who added present-day Romania, Armenia, Mesopotamia, and the Sinai Peninsula to the empire. Trajan’s successor Hadrian, however, thought the empire had grown too large. He withdrew from almost all these eastern additions and built defensive fortifications along the frontiers to guard against invasions. In northern Britain, for example, Hadrian built a wall some 73 miles long.
**READING CHECK** Explain How did Rome grow and change after it became an empire?
The period from the beginning of Augustus’s reign in 27 BC until the death of the last of the Good Emperors in AD 180 is often called the *Pax Romana*—the Roman Peace. Several essential traits, such as stable government, a strong legal system, widespread trade, and, most importantly, peace characterized this long era. During the Pax Romana the smooth working of the imperial government was seldom interrupted by war or invasion.
**Government** The Roman government was the strongest unifying force in the empire. The government maintained order, enforced the laws, and defended the frontiers. Both in the central administration and in the provinces, members of the aristocracy participated in government, but emperors made all important decisions. By the AD 100s the supreme position of the emperor had been well established.
The Roman Empire was divided into provinces ruled by governors appointed from Rome. Provincial government was both fairer and more efficient than it had been under the Republic, largely because the government in Rome kept a closer check on the governors than before. Moreover, any citizen could appeal any unfair treatment directly to the emperor.
Through this provincial organization, the empire brought a certain uniformity to the cities of the Mediterranean world. Cities were governed in imitation of Rome, complete with their own local senates and magistrates. Similar theaters, amphitheaters, public baths, and temples, modeled on those in Rome, could be seen from Britain to Asia Minor.
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**GEOGRAPHY SKILLS**
**INTERPRETING MAPS**
1. **Location** What areas did Augustus add to the empire during his rule?
2. **Place** What types of trade goods were produced in northern Africa and Egypt?
Legal System Roman law also unified the empire. Stability in the Roman legal system was achieved by laws passed by assemblies, the Senate, or the emperor. These laws specified what could or could not be done and what the penalties were for breaking the law. With few exceptions, the same laws applied to all citizens in the empire, wherever they might live.
Trade and Transportation Throughout the Pax Romana, agriculture remained the primary occupation of people in the empire. Most farms were owned by independent farmers who seldom had surplus to sell. On large estates, however, a new type of agricultural worker, the tenant farmer, began to replace slaves. Each tenant farmer received a small plot of land from the estate’s owner. In return he had to remain on the land for a set period of time and pay the owner with a certain amount of the harvest.
Meanwhile, manufacturing increased throughout the empire. In Italy, Gaul, and Spain, artisans made cheap pottery and textiles by hand in small shops. The most important manufacturing centers, however, were in the east, where cities such as Alexandria made products like fine glassware.
The Roman Empire also provided many opportunities for trade. From the provinces, Italy imported grain, meat, and raw materials such as wool and hides. From Asia, merchants brought silks, linens, glassware, jewelry, and furniture to satisfy the wealthy. Rome and Alexandria became the empire’s greatest commercial centers. Alexandria was particularly important, since Egypt produced grain surpluses with which emperors fed Rome’s urban population.
All this commercial activity was possible largely because of two factors: the empire’s location around the Mediterranean and its extensive road network. Ultimately there were about 50,000 miles of roads binding the empire together. Most roads, however, were built and maintained for military purposes. Local roads were not paved, and weather conditions often made overland travel impossible. It was actually cheaper to transport grain by ship from one end of the Mediterranean to the other than to send it 100 miles overland. Consequently, most goods went by sea.
READING CHECK Analyze How did government, law, and trade tie the Roman people together?
Critical Thinking
4. Identify Cause and Effect Draw a graphic organizer like the one below. Use your notes to identify the causes or effects of the events listed in the boxes.
| Causes | Effects |
|---------------------------------------------|----------------------------------------------|
| Poor soldiers lose land. | |
| | Sulla becomes dictator. |
| Senators fear Caesar. | |
| | Rome becomes an empire. |
FOCUS ON WRITING
5. Narration Write a diary entry as though you were a trader in Rome during the Pax Romana. In your entry, tell how you spent your day, including where you went, what you saw, and which goods you bought or sold.
Why would people risk their lives for others’ enjoyment? Fights between gladiators, trained fighters who performed in public arenas, were a popular form of entertainment in Rome. The combat between gladiators was fierce, and many of them died in the arena. Why would anyone choose so dangerous a lifestyle?
Most gladiators did not choose the life. They were forced into it, either as slaves or as prisoners. A few individuals, however, did become gladiators voluntarily. Some were desperate for money and saw the arena as their only chance for survival. Others loved the thrill of danger. Still others became gladiators for the glory. Successful gladiators were among the most popular people in Rome, the equivalents to movie, television, and music stars of today. To some Romans, the potential for fame was worth the risk.
Life in Imperial Rome
Gladiators locked in combat. Magnificent temples of marble. Soldiers marching off to war. These are a few of the images of Rome that have been carried down to the present by movies and stories. But what was life really like in the Roman Empire?
This Roman mosaic shows gladiators locked in combat.
Life for the Rich The Pax Romana provided prosperity to many people, but citizens did not share equally in this wealth. Rich citizens usually had both a city home and a country home, or villa, that included conveniences such as running water and baths.
Wealthy Roman men spent much of their time embroiled in politics. Since public officials were not paid, only the wealthy could afford to hold office. Wealthy Romans could frequently be found meeting with public officials or with political groups with whom they held common interests. However, ties of marriage, friendship, and family alliances were as important as class interests. In addition, Roman politicians worked to perfect their public-speaking skills to better sway the opinions of members of the popular assemblies.
Life for the Poor Unlike the wealthy, most of the nearly 1 million residents of Rome lived in crowded three- and four-story apartment buildings. Fire posed a constant threat because of the torches used for light and the charcoal used for cooking. In part to keep poorer citizens from rebelling against such conditions, free food and public entertainment became a major feature of city life in Rome. A Roman poet once noted that only two things interested the Roman masses—bread and circuses.
Public Entertainment It was not only poor Romans who enjoyed public entertainments, however. Romans of all classes enjoyed the circuses, where chariot races took place. In Rome many such races were held in the Circus Maximus, a racetrack that could accommodate 250,000 spectators. Roman audiences particularly enjoyed the spectacular crashes that frequently occurred. They also liked theater, particularly comedies and satires. Performers such as mimes, jugglers, dancers, acrobats, and clowns also became quite popular.
Romans also enjoyed bloody spectacles in amphitheaters, where wild animals such as lions and bears were brought to battle each other or professional fighters. Often, condemned criminals were thrown into the arena to be torn to pieces by beasts. By far the most popular entertainment offered in the amphitheaters, however, were gladiatorial combats. Such shows often ended with the death of one or both of the fighters, who were usually slaves. In Rome such spectacles were performed in the Colosseum, a huge amphitheater that seated some 50,000 people.
Roman Life
Although only the rich could afford large estates like this one in Pompeii, Romans of all classes enjoyed the company of pets like the dog in this mosaic.
Public baths were also popular places for recreation. The Romans were well aware of the importance of bathing and hygiene for health, but public baths offered far more than just a place to get clean. After bathing in a hot pool, people could retire to a cold pool to relax and socialize. In addition to the pools, many public baths included steam rooms, exercise facilities, and meeting rooms.
**Family** Like many other ancient peoples, Romans were patriarchal. The head of the family—the *paterfamilias*, or family father—was the oldest living male and had extensive powers over other members of the family. This included his wife, his sons with their wives and children, his unmarried daughters, and his family slaves. Within this family structure, Romans emphasized the virtues of simplicity, religious devotion, and obedience.
Adoption was an important aspect of Roman society. Some families with no sons would adopt a teenage boy or young man to serve as the heir to the paterfamilias. Adoption was one way of ensuring that the family name was carried on.
Roman women could do little without the intervention of a male guardian—her father or her husband—though women could own and inherit property. Among the lower classes, however, women had more freedom. Lower-class women often worked outside of the home as shopkeepers or at similar jobs.
**Education** The Romans, at least those of the upper classes, placed great value on education and literacy. In general, parents taught their children at home, though wealthy families might hire expensive tutors or send their sons to exclusive schools. In such schools, boys—and a few girls—learned Latin and Greek, law, math, and public speaking.
**Religion** As you have already learned, the Romans adopted many elements of Greek mythology. However, the Romans did not limit their belief to only a few gods. They made offerings to any gods who might exist to ensure Roman prosperity, including gods borrowed from the Egyptians, Mesopotamians, and Persians. Each Roman family also worshipped local household gods called *penates*. In addition, many Romans throughout the empire worshipped the emperor as a god.
**Roman Society**
Roman society was highly stratified. The lives of rich and poor citizens differed greatly. However, there were a few common elements that virtually all members of Roman society shared. A few of them are described below.
**Religion**
The Romans were accepting of many gods. Among the most popular were the gods of Greece.
**Education**
Upper-class Romans placed a great value on education for their sons. Most schooling was conducted at home.
**Entertainment**
The Romans were great fans of public entertainment. Theater, chariot races, and gladiatorial combat were all popular forms.
**Health**
Baths were both a hygienic practice and a form of entertainment in Rome. Public baths like the ones below were popular gathering spots.
The Romans believed that the gods sent signs and warnings to human beings in the form of natural phenomena, such as the flight of birds, or the color and arrangement of entrails in sacrificial animals. They paid particular respect to the priests known as *augurs*, who specialized in interpreting these signs. Nothing important was undertaken without first consulting the augurs.
**READING CHECK** Contrast How was life different for rich and poor citizens in Rome?
Rome’s Cultural Legacy
Although the Western Roman Empire fell in 476, much of Roman culture continued to influence life for centuries. In fact, we can still see many of the legacies of the great empire today.
Science and Engineering Among the areas in which the Romans influenced later people were science and engineering. On the whole, Romans were less interested in original scientific research to increase knowledge than in collecting and organizing information. Galen, a physician who lived in Rome during the AD 100s, wrote several volumes that summarized all the medical knowledge of his day. For centuries people regarded him as the greatest authority in medicine. Ptolemy synthesized the knowledge of others in a single theory in astronomy—that the earth was the center of the universe. Pliny the Elder observed and wrote about the eruption of Mount Vesuvius.
Unlike the Greeks, who were primarily interested in knowledge for its own sake, the Romans were very practical. They tried to apply the knowledge they gained from science to planning their cities, building water and sewage systems, and improving farming methods. Roman engineers constructed amazing roads, bridges, amphitheaters, public buildings, and aqueducts—man-made channels used to bring water to the cities. Without these aqueducts and a superior sewer system, Roman cities could not have grown as large as they did. Such advances would not have been possible without the development of concrete, which made such large public structures possible. From concrete, the Romans built amazing structures that still stand today, some 2,000 years later.
Roman Engineering
The Pont du Gard, a huge aqueduct and bridge in southern France, was built more than 2,000 years ago and still stands. More than 140 feet high and 800 feet long, its construction was a marvel of Roman engineering skill.
Arches made the overall structure incredibly strong.
Engineers used human-powered cranes to lift heavy blocks of stone into place.
Roman bridges still span French, German, and Spanish rivers, and roads that connected Rome with its provinces still survive today. In many cities they conquered, the Romans added their own urban plan—a grid system of roads, temples, baths, theaters, and a central forum. Many European cities today reflect grid layouts originally planned by Roman engineers.
The ruins of Roman buildings inspired generations of architects. Michelangelo used Roman models to design the dome of Saint Peter’s Basilica in Rome in 1547, as did Thomas Jefferson when he built the library of the University of Virginia. Many other examples of Roman architecture abound throughout modern Europe and North America.
**Architecture** The Roman legacy in architecture is also strong. Many examples of Roman architecture can still be seen throughout the countrysides of southern Europe, North Africa, and Southwest Asia. The dominant Roman architectural advances, the round arch and the vault, allowed Romans to construct much larger buildings than earlier societies had. Following the Roman model, both advances have been used for many centuries and are still seen in the architecture of many countries.
**Skills Focus** **Interpreting Visuals**
**Analyze** How are the ancient Roman construction techniques seen in this image similar to modern techniques that you have seen? How are they different?
Virgil’s *Aeneid*
The *Aeneid*, an epic of the exploits of the Trojan warrior Aeneas whose descendants founded Rome, is one of the best known and most widely-read works from ancient Rome, still read in both English and Latin. In this passage, Aeneas takes his father Anchises and his son Ascanius, or Iulus, away from the destruction of Troy.
“Then come, dear father. Arms around my neck:
I’ll take you on my shoulders, no great weight.
Whatever happens, both will face one danger,
Find one safety. Iulus will come with me,
My wife at a good interval behind.
Servants, give your attention to what I say.
At the gate inland there’s a funeral mound
And an old shrine of Ceres the Bereft;
Near it an ancient cypress, kept alive
For many years by our fathers’ piety.
By various routes we’ll come to that one place.
Father, carry our hearthgods, our Penates.
It would be wrong for me to handle them—
Just come from such hard fighting, bloody work—
Until I wash myself in running water.”
**Skills Focus**
**Reading Like a Historian**
**Literature as a Source** Which Roman values are stressed in this passage?
See Skills Handbook, p. H28
**Language and Literature** Another part of Rome’s legacy is its language. Several languages, called Romance languages, developed from **Latin**, the language of Rome. Every person speaking French, Italian, Spanish, Romanian, or Portuguese is speaking a language with its roots in the language of Rome. Even English, which developed from other languages, owes much of its vocabulary to Latin. Examples of words of direct Latin origin in English are *et cetera, veto,* and *curriculum.*
Modern literature and drama also owe a great debt to Rome. For example, the technique of satire was derived from Roman authors. In addition, writers have for centuries borrowed themes from Roman authors such as Virgil.
**Law** Roman law also left its imprint on the world. The Romans used a system called **civil law**, a form of law based on a written code of laws. This civil law system was adopted by many countries in Europe after the empire fell. Centuries later, those nations carried their systems of law to colonies in Asia, Africa, and the Americas. As a result, many countries in these regions have civil law systems today. Thus, although it has been modified over time, the Roman influence can be seen in the legal systems of most of the world.
**Reading Check** Summarize What are some areas in which Rome’s influence is still seen?
Why had so many hungry people gathered in one place? The New Testament Book of Matthew describes how huge crowds would gather to hear Jesus of Nazareth preach. One day, the book says, a crowd of more than 5,000 people gathered and listened to his words, eating nothing.
The crowds remained all day with Jesus, who grew concerned for their well-being. He did not want to send people away without eating. Calling his closest followers, Jesus asked what food they had. All together, they had only five loaves of bread and two fish. Despite these meager portions, Matthew says that Jesus had his followers distribute food to the crowds and, miraculously, there was plenty of food for everyone. None of the people went hungry.
Christianity and Judaism
Over time, the teachings of Jesus of Nazareth developed into a new religion—Christianity. Many of those teachings were rooted in the beliefs and customs of Jesus and his earliest followers, the teachings of Judaism.
Judaism in the Roman World In 63 BC, Roman forces under Pompey conquered Judea after months of brutal fighting. As the rulers of Judea, the Romans chose a new ruler for the region and installed him as king. Like other people the Romans conquered, the Jews had to pay tribute to the Romans. Unlike other peoples, however, the Jews were not willing to abandon their religion for the polytheistic religion of the Romans. To avoid trouble, Roman leaders allowed the Jews to practice their religion as long as they paid their tribute and maintained civic order.
According to the Bible, hungry crowds gathered to hear Jesus preach.
The Feeding of the Five Thousand, Hendrik de Clerck, c. 1600
Reactions to Roman Rule Judaism, however, had many different branches, with varying ideas of whether they should cooperate with the Romans. For example, a group called the Zealots called on their fellow Jews to rise up, drive the Romans from Judea, and re-establish the Kingdom of Israel.
In time Zealots began to form pockets of armed resistance against the Romans of Judea. In response to a mass uprising in AD 66–70, the Romans sacked Jerusalem and killed thousands of Jews. They also destroyed the Second Temple, leaving part of the western wall intact. After another revolt in the 130s, all Jews were banned from Jerusalem entirely.
The Messianic Prophecies Not all Jews in Judea were willing to take up arms against the Romans. Others preferred to wait for the coming of the Messiah, a spiritual leader who, according to prophecy, would restore the ancient kingdom and bring peace to the world. As war and chaos rose up around them, many Jews eagerly awaited the Messiah’s arrival.
READING CHECK Make Generalizations
What were two Jewish reactions to Roman rule?
Jesus of Nazareth
Against this turbulent background, a spiritual leader named Jesus of Nazareth emerged. The message he taught was not one of armed revolt but of the need for people to seek forgiveness for their sins in preparation for the coming of God’s Judgment Day.
Life Nearly all of our knowledge of Jesus comes from the Gospels—the first four books of the New Testament. The New Testament along with the books of the Hebrew Bible today make up the Christian Bible.
The Bible says Jesus was born in the town of Bethlehem, near Jerusalem, and grew up in Nazareth. As a boy, he learned carpentry, but also studied the writings of Jewish prophets.
In time, Jesus began to preach a message of redemption and warning. As he traveled through Judea, he gathered a small group of disciples, or followers. According to the biblical account, Jesus created a great deal of excitement by performing miracles of healing and by defending the poor and the oppressed.
Above all, Jesus instructed people to repent of their sins and seek God’s forgiveness. To obtain this forgiveness, he said that people must love God above all else and love others as they love themselves. In addition, they should practice humility, mercy, and charity.
Jesus’s popularity and the crowds he drew alarmed authorities, who feared political uprisings. Before long, Jesus was arrested, tried, and sentenced to death.
Death and Resurrection According to the New Testament, after being crucified, or nailed to a cross, and buried, Jesus rose from the dead, spent another 40 days teaching his disciples on Earth, and then ascended into heaven. His followers believed that the Resurrection and Ascension revealed that Jesus was the Messiah. As a result, they called him Jesus Christ, after Christos, the Greek word for Messiah.
READING CHECK Summarize
What was the main message of Jesus’s teaching?
Then [Jesus] began to speak, and taught them, saying:
“Blessed are the poor in spirit, for theirs is the kingdom of heaven.
“Blessed are those who mourn, for they will be comforted.
“Blessed are the meek, for they will inherit the earth.
“Blessed are the merciful, for they will receive mercy.
“Blessed are the pure in heart, for they will see God.
“Blessed are the peacemakers, for they will be called children of God.
“Blessed are those who are persecuted for righteousness’ sake, for theirs is the kingdom of heaven.
“Blessed are you when people revile you and persecute you and utter all kinds of evil against you falsely on my account. Rejoice and be glad, for your reward is great in heaven, for in the same way they persecuted the prophets who were before you.
“You are the salt of the earth; but if salt has lost its taste, how can its saltiness be restored? It is no longer good for anything, but is thrown out and trampled under foot.
“You are the light of the world. A city built on a hill cannot be hid. No one after lighting a lamp puts it under the bushel basket, but on the lampstand, and it gives light to all in the house. In the same way, let your light shine before others, so that they may see your good works and give glory to your Father in heaven.”
—Matthew 5:1–16, NRSV
**Analyze** How does this passage support Jesus’s emphasis on humility, mercy, and charity?
---
**The Spread of Christianity**
After Jesus’s death, his disciples began teaching that all people could achieve salvation—the forgiveness of sins and the promise of everlasting life. Believing that God’s judgment was close at hand, the disciples urgently set out to spread this message of salvation.
Among those who worked to spread Jesus’s message were 12 disciples whom Jesus had specially chosen. Called the **Apostles**, these 12 men were the earliest Christian missionaries. Later, the term *apostle* was also applied to others who worked to spread Christianity. The first apostles traveled widely, teaching about Jesus’s message. For the most part, they only taught in Jewish communities.
**Paul of Tarsus** Had it not been for the work of a Jewish apostle named **Paul**, Christianity might have remained a branch of Judaism. Paul, who was originally known as Saul, was born in the town of Tarsus in Asia Minor. As a young man, he had actively opposed those teaching that Jesus was the Messiah. During a trip to Damascus, however, Paul had a conversion experience and became a Christian.
Unlike many other early Christians, who thought only Jews should hear the teachings of Jesus, Paul believed that God had sent him to convert non-Jews, or Gentiles. With this mission in mind, Paul helped make Christianity a broader religion, attracting many new followers. Paul helped establish Christian churches throughout the eastern Mediterranean. His Epistles, or letters, to these churches later became part of the New Testament.
Finding that some Jewish customs, such as food prohibitions, were hindering missionary work among non-Jews, Paul dispensed with them as requirements for Christians. In place of these regulations, Paul emphasized new doctrines that helped distinguish Christianity from Judaism.
Roman Christianity Through the work of Paul and others, Christianity spread through the Roman world. There were many reasons for this growth. The Christian message of love and eternal life after death, regardless of social position, appealed to many. Roman religious toleration also contributed to its spread. Historians estimate that by about 300, some 10 percent of the Roman people were Christian.
Persecution As Christianity spread through the Roman world, some local officials feared that the Christians were conspiring against them. As a result, they arrested and killed many Christians. However, those killed were seen by the early Christians as martyrs, people who die for their faith and thus inspire others to believe. Even many nonbelievers were impressed by the martyrs’ faith.
Although Christians often were persecuted at the local level, large-scale persecution by the Romans was rare during the first two centuries after Jesus’s life. As it grew, however, some rulers came to see Christianity as a threat and began persecuting those who practiced it.
Imperial Approval The spread of Christianity through Rome was hastened by the conversion of the emperor Constantine to the religion in the early 300s. His conversion was apparently triggered by a vision that he claimed to have experienced just before a battle in 312. Before the battle, tradition says that the emperor saw a cross of light in the sky inscribed with the words “In this sign, conquer.” After winning the battle, Constantine became a patron of Christianity. In 313 he issued the Edict of Milan, which made Christianity legal within the empire. Although Constantine did not actually ban the practice of other religions, his support for Christianity helped it to spread more rapidly through the Roman Empire.
Thus, from a tiny religious minority, Christians eventually grew to constitute a majority of the population. In 391 Emperor Theodosius outlawed public non-Christian sacrifices and religious ceremonies. As a result, polytheism gradually disappeared from the empire.
READING CHECK Find the Main Idea What helped spread Christianity through the Roman world?
The Early Christian Church
The earliest Christian churches were not only spiritual organizations but also close-knit communities. These communities provided all kinds of support for their members, from burial services to food and shelter for the sick and poor. As Christianity grew and spread, however, its organization became more complex.
Part of the growing complexity came from the development of ceremonies that inspired people’s faith and make them feel closer to Jesus. One such ceremony was the Eucharist, held in memory of Jesus’s last supper with his disciples. During the Eucharist, Christians eat bread and drank wine in memory of Jesus’s death and Resurrection. Another was baptism, by which people were admitted to the faith.
By about 100, priests trained in these ceremonies became prominent within Christianity. The authority of these priests was based on the authority given to the Apostles by Jesus. This spiritual authority distinguished the priests from the laity, or people who belonged to the general congregation of the Church.
As the church expanded, it began to develop an administrative structure. The most important official of the early Christian Church was the bishop. Bishops emerged to oversee church affairs in most cities and had authority over all other priests within the city. By the 300s the heads of the oldest and largest Christian congregations in Rome, Jerusalem, Antioch, Alexandria, and Constantinople were called patriarchs, and claimed spiritual authority over other bishops.
Many Christians believed that Peter the Apostle had founded the Roman Church and acted as its first bishop. As a result, later bishops of Rome, or popes, were seen as Peter’s spiritual heirs. The popes interpreted a verse from the Gospel of Matthew, in which Jesus gives Peter the keys of the kingdom of heaven, to mean that all future popes would inherit the keys as well. They argued that all bishops should acknowledge the authority of the pope as the head of the entire church. Though other patriarchs did not at first recognize the pope’s claims of supremacy, over time popes gained more influence within the Christian Church.
READING CHECK Summarize How did the Christian Church change as it grew?
Catacombs
Early Christians built elaborate burial chambers called catacombs under the city of Rome.
SECTION 4 ASSESSMENT
go.hrw.com Online Quiz
Keyword: SHL-ROM HP
Reviewing Ideas, Terms, and People
1. a. Define What was the Messiah for whom some Jews were waiting?
b. Sequence What happened to the Jews of Judea after the destruction of the Second Temple in AD 70?
2. a. Recall What do Christians believe happened to Jesus of Nazareth after he died?
b. Summarize How did Jesus say people should live?
3. a. Identify Who were the martyrs, and why were they honored?
b. Explain How did Constantine help Christianity gain a firm foothold in the Roman Empire?
c. Elaborate Why was Paul a key figure in the early history and development of Christianity?
4. a. Describe What types of officials developed in the early Christian church?
b. Explain Why did the pope, as the bishop of Rome, claim to have authority over all other bishops?
Critical Thinking
5. Sequence Draw a time line like the one below. Use your notes to identify the sequence of key events in the spread of Christianity through the Roman Empire.
6. Description Write a short description of the organization of the early Christian church. Be sure to include key officials in the church, their main responsibilities, and a statement about how their roles changed over time.
The Fall of Rome
Before You Read
Main Idea
Events and conditions inside as well as outside the Roman Empire weakened it and led to its collapse in the west in the 400s.
Reading Focus
1. What problems weakened the empire in the 200s?
2. How did Diocletian and Constantine attempt to reform the empire?
3. What caused the invasion and ultimate fall of the empire in the 400s?
Key Terms and People
inflation
Diocletian
Attila
As you read, keep track of the problems that faced the Roman Empire.
Last Chance for Peace
Could one man stop an invading army? In 452 a fierce army was headed toward Rome. They were the Huns, the most fearsome warriors the Romans had ever encountered. Unfortunately, the Roman army was in no state to stop them, and it seemed the Huns would destroy Rome itself.
In a desperate attempt to stop the Huns, Pope Leo I, the head of the Christian Church, rode out to meet them. Accompanied by only a few men, none of whom were warriors, he asked for a private audience with the leader of the Huns, the frightening Attila. The two men met on the shores of Lake Garda, in northern Italy. No one knows what they said to each other, but Attila and his army did not proceed any farther into Italy. Whatever Leo said, his words had managed to stop the invasion.
The Empire Weakens
The inability of the Roman army to stop the Huns was one symptom of the weakness that befell the empire after the end of the Pax Romana. After 180, the empire was confronted not only by challenges from outside but also by growing problems within.
Weak Leaders When the last of the Good Emperors died, Rome was left without a strong leader. The eventual result was a series of civil wars.
Part of the problem was that Rome found itself under increasing threat of invasion by tribal peoples along both the eastern and western frontiers. To meet this growing threat, emperors increased the size of Rome’s army. Soon the growing demands on both the empire’s
financial resources and its military caused a serious and prolonged economic crisis. This crisis lessened the stability and prosperity Rome had enjoyed during the Pax Romana.
As the crisis continued, the empire became a kind of military dictatorship. The legions had become the center of power, as they deposed emperors and elevated their own leaders to the throne. Twenty emperors ruled between 235 and 284; all but one died violently.
**Economic Troubles** The insecurity of civil wars and invasions affected many aspects of Roman life. Robbery and piracy increased, and travel became hazardous. Merchants feared to ship goods. Military needs required ever-increasing amounts of **revenue**, and to collect more money, emperors raised taxes.
As taxes rose, however, the value of money declined. Since Rome was no longer expanding, conquests no longer brought in new sources of wealth. To maintain the money supply, emperors minted new coins with copper and lead as well as silver. When people realized coins contained less silver, they refused to accept the currency at its face value. The result was growing **inflation**, or a dramatic rise in prices.
**READING CHECK** Analyze What problems faced Rome in the late 200s?
**Attempts at Reform**
The crises of the 200s shattered the Roman world. Drastic reforms had to be made if the empire were to survive. As luck would have it, two capable emperors rose to power and gave the empire another two centuries of life.
**Diocletian** The first of these emperors was Diocletian (dy-uh-KLEE-shuhn), who took power in 284. To slow the empire’s decline, Diocletian changed the empire into an absolute monarchy. He placed himself far above his subjects and ruled with no accountability to anyone.
As part of his efforts to improve the efficiency of imperial administration, Diocletian divided the empire in two. Ruling the eastern half himself, he appointed a co-emperor to rule the western provinces. Both emperors named assistants, called Caesars, who were supposed to help run the empire.
Diocletian also forced Roman society into a rigid order. Almost every aspect of life was regulated by the imperial administration. Under Diocletian’s decrees, sons were supposed to follow the trades and social positions of their fathers. Peasants were to be permanently tied to the land they farmed. In addition, Diocletian increased the army and gave the defense of the empire the bulk of his attention.
**ACADEMIC VOCABULARY**
**revenue** money that a government uses to pay for public programs
**DIVISION AND INVASION OF THE ROMAN EMPIRE**
1. **Movement** From which direction did the Huns invade the Roman Empire?
2. **Regions** Was the Eastern or Western Roman Empire harder hit by invaders?
Did Disease Cause Rome’s Fall?
Historians do not think disease alone caused the fall of Rome, but some think it may have helped. Some evidence suggests that a malaria epidemic swept through and weakened the Roman Empire in the 400s.
What facts do we have? The first hint that malaria may have struck Rome was found in a graveyard in the town of Lugnano, just outside Rome. Several young children had been buried there inside clay jars. Acting on a hunch, scientists tested the bodies’ DNA and found traces of malaria. An outbreak of malaria in Italy could have reduced the population so much that harvesting crops and raising soldiers for the army would have been impossible.
Malaria is a tropical disease. How then did it strike Italy, which lies well north of the tropics? Historians speculate that traders who traveled to Africa became infected and brought the disease back with them. In addition, the larvae of mosquitoes—the carriers of malaria—could easily have lived in the water supplies of merchant ships.
Summarize How could disease have helped Rome’s fall?
The imperial economy also came under state direction. Everywhere, commercial and manufacturing activities were geared toward the needs of imperial defense. A new tax system raised more money for the government and for the army. Though drastic, these reforms were successful, saving the empire from immediate economic collapse.
Constantine As long as Diocletian remained emperor, these arrangements worked reasonably well. However, in 305 he decided to abdicate. His co-emperor also retired so that the two Caesars could rise to become co-emperors at the same time. It was not long before the new emperors quarreled, and the empire plunged into civil war. Order was not restored until 312 when Constantine, the son of one of the original Caesars, was proclaimed the new emperor by his troops and put an end to the fighting.
Constantine continued Diocletian’s policies of state control over society. At the same time, he made two decisions that would profoundly affect the direction of the future empire. First, as you have already learned, he supported Christianity. Second, he built a new capital—Constantinople, or “the city of Constantine”—on the site of the tiny village of Byzantium. It was located on the shore of the Bosporus, the strait separating Europe from Asia. Because the eastern half of the empire was richer and better defended than the west, Constantine wanted his capital located there.
READING CHECK Analyze How did Diocletian and Constantine try to save Rome?
Invasion and Fall
Unfortunately, the reforms of Diocletian and Constantine did not solve the overwhelming problems of the empire. During the 300s and 400s, these problems were only worsened by tribal peoples’ increasing pressures on the empire’s frontier.
The Invaders For centuries Germanic tribes had lived along—and occasionally raided—Rome’s frontiers. As new peoples began to move west from Central Asia, however, they pushed these Germanic tribes into the empire. In the face of such challenges, rulers in both Rome and Constantinople tried desperately to hold the crumbling Roman Empire together.
In the late 300s a nomadic Central Asian people, the Huns, stormed out of the east and sent the Germanic tribes fleeing. Imperial defenses in the east managed to hold, but those in the west were soon overwhelmed. The speed and ferocity of the Huns struck terror in the people they attacked.
Under strong leadership, the Huns formed a vast empire among the nomadic steppe peoples of Eurasia. About 370 they attacked the Ostrogoths, a Germanic people living north of the Black Sea. This assault frightened the Visigoths, kinsmen of the Ostrogoths, and sent them fleeing into the Roman Empire and even into Italy. In 410 the Christian Visigothic king Alaric captured and sacked Rome itself.
Pushed by the Huns, other migrating tribes also soon attacked the Roman Empire. One group, the Vandals, crossed into North Africa, attacking Rome in the 450s. The Vandals were so infamous for destroying everything in their path that the term *vandal* came to mean “one who causes senseless destruction.”
In the mid-400s **Attila** (AT-uhl-uh), the leader of the Huns, led an attack on Gaul. The Roman army alone could not repel him, so they allied with the Visigoths and defeated the Huns in a great battle in 451. Withdrawing from Gaul, Attila turned on Rome itself. Before the Huns reached the city, though, Pope Leo I persuaded Attila to leave Italy.
**Fall of the West** Despite the Huns’ withdrawal, in their wake the Western Empire lay in a shambles. Germanic tribes ruled most of the western provinces, including Italy itself. Finally, in 476 the barbarian commander Odoacer (oh-doh-AY-suhr) overthrew the last emperor in the west. Many historians consider this the end of the Western Roman Empire.
Though the empire in the west collapsed, the Eastern Empire did not. It endured for several centuries. The people of the Eastern Empire always thought of themselves as Romans, but over time other influences, especially Greek, crept into their culture as well. As a result, historians refer to the later period of the Eastern Roman Empire by a new name, the Byzantine Empire. You will learn more about the Byzantines in a later chapter.
**READING CHECK** Identify Cause and Effect
How did invaders contribute to Rome’s fall?
---
**CAUSES**
- Weak leadership after AD 200
- Economic crises
- Social unrest and insecurity
- Invasions
**EFFECTS**
- In the west, the disappearance of central authority and the creation of small kingdoms
- In the east, the continuation of the Roman Empire ruled from Constantinople
---
**SECTION 5 ASSESSMENT**
**Reviewing Ideas, Terms, and People**
1. **a. Describe** What problems faced the Roman Empire in the 200s?
**b. Explain** What led to the rise of inflation in Rome?
**c. Elaborate** Why do you think the growing influence of the military in choosing emperors was bad for Rome?
2. **a. Identify** What new capital did Constantine build for the empire? Why did he build it where he did?
**b. Draw Conclusions** Why did Diocletian divide the Roman Empire?
**c. Evaluate** Do you think Diocletian was justified in limiting people’s freedoms to protect the empire? Defend your answer.
3. **a. Identify** Who was Attila, and why was he feared?
**b. Sequence** What events made it possible for the Ostrogoths to conquer Rome?
**c. Make Judgments** Do you think Rome would have fallen to invaders if it had not been weakened by other factors? Why or why not?
**Critical Thinking**
4. **Rate** Draw a chart like the one shown here. Using your notes, list in order of importance (from most important to least) the major problems or factors that contributed to Rome’s fall. Next to each factor, write a sentence explaining the effect of that problem or factor.
| Factor | Effect |
|--------|--------|
| | |
| | |
| | |
**FOCUS ON WRITING**
5. **Persuasion** Write a letter as though you were an adviser to Constantine. In your letter, you must advise him either to move the empire’s capital or to keep it at Rome. Support your argument with facts and examples.
Rome’s Legacy
Historical Context The four documents below explore the enduring influence of Rome and Roman institutions on the world long after the end of the empire.
Task Study the selections and answer the questions that follow. After you have studied all the documents, you will be asked to write an essay explaining Rome’s lasting legacy. You will need to use evidence from these selections and from Chapter 6 to support the position you take in your essay.
Document 1
A Republican Legacy
The Founding Fathers of the United States were quite familiar with Roman government and used it as a model for the republican government they created. In a letter to John Adams in 1796, Thomas Jefferson expressed a hope that the U.S. government could be like the early Roman one.
This I hope will be the age of experiments in government, and that their basis will be founded on principles of honesty, not of mere force. We have seen no instance of this since the days of the Roman republic, nor do we read of any before that. Either force or corruption has been the principle of every modern government, unless the Dutch perhaps be excepted, and I am not well enough informed to except them absolutely. If ever the morals of a people could be made the basis of their own government, it is our case; and he who could propose to govern such a people by the corruption of their legislature, before he could have one night of quiet sleep, must convince himself that the human soul as well as body is mortal. I am glad to see that whatever grounds of apprehension may have appeared of a wish to govern us otherwise than on principles of reason and honesty, we are getting the better of them.
Document 2
An Engineering Legacy
The Romans left behind a huge body of engineering knowledge as well as completed engineering projects. Ancient roads like the one shown here run through the former Roman world. Some 2,000 years after they were built, some of these roads still carry travelers. Perhaps more importantly, Roman construction techniques influenced how people built structures for centuries. The small image is a diagram showing the layers in which Roman roads were constructed.
A Social Legacy
Historians have long noted the social influence of Rome on later European society. Historian, C. Warren Hollister, described this influence in his book *Roots of the Western Tradition* (1966).
Notwithstanding the collapse of imperial government, the decline of cities, and the victory of a great Near Eastern religion, Greco-Roman culture never really died in the West. It exerted a profound influence on the fourth-century Doctors of the Latin Church and, through them, on the thought of medieval and early modern Europe. Even the Roman administration survived, through the Middle Ages and beyond, in the organizational structure of the Church. Just as papal Rome echoed imperial Rome, so too did the ecclesiastical ‘dioceses’ and ‘provinces’, headed by bishops and archbishops, reflect imperial administrative units that had borne identical names . . . The Latin tongue remained the language of educated Europeans for well over a thousand years, while evolving in the lower levels of society into the Romance languages: Italian, French, Spanish, Portuguese, and Romanian. And the dream of imperial Rome has obsessed empire builders from Charlemagne to Napoleon.
A Popular Culture Legacy
The enduring legacy of Rome is not seen only in major areas like government and law. British historians Peter Jones and Keith Sidwell noted that Rome’s influence extends into popular culture as well. They noted some of this influence in the 1997 book *The World of Rome*.
Roman subjects have had a continuing appeal for cinema audiences. One thinks of *Ben-Hur* and *Spartacus*, for example, which established our view of galleys and chariot-races indelibly . . . There have been many novels devoted to Roman subjects. The best-known in English, perhaps, are Robert Graves’ *I, Claudius* and *Claudius the God* . . . But it is not only the large-scale which shows the deep penetration of our consciousness by Roman images (even if these are merely images of images). All around, we can see trivial examples of this impact. There are Roman-style porticoes on fast-food stores and statue niches on minute houses on large estates. There are togas and gladiators in Bugs Bunny cartoons . . . For all this, the world of Rome is ultimately responsible.
Skills Focus
**Reading Like a Historian**
**Document 1**
a. **Describe** How does Jefferson describe the government of the Roman Republic?
b. **Interpret** What evidence in this letter suggests that Jefferson wanted to model the new U.S. government after that of ancient Rome?
**Document 2**
a. **Explain** Based on the diagram shown here, what steps did the Romans take to make their roads long-lasting?
b. **Draw Conclusions** Why do you think Europeans wanted to learn and copy ancient Roman engineering techniques?
**Document 3**
a. **Identify** What are three areas in which Hollister saw Rome’s enduring influence in Europe?
**Document 4**
b. **Interpret** What does Hollister mean when he says that Greco-Roman culture never disappeared?
**Document 4**
a. **Recall** How do Jones and Sidwell say that Rome has influenced movies and literature?
b. **Elaborate** What do the authors think it means that Roman images are common in modern society?
**Document-Based Essay Question**
What is Rome’s cultural legacy? Using the documents above and information from the chapter, form a thesis that summarizes Rome’s influence. Then write a short essay to support your position.
See Skills Handbook, pp. H25–26, H30
## Chapter Review
### The Roman Republic
- Founded in 509 BC after the last Etruscan king of Rome was overthrown.
- Governed by the Senate, elected magistrates, and popular assemblies working together.
- During the Republic, the Romans conquered Italy, Greece, north Africa, and much of the eastern Mediterranean.
- Problems within the government led to the Republic’s breakdown.
- Julius Caesar, one of the republic’s last rulers, gained great power but was assassinated by his enemies.
### The Roman Empire
- Founded in 27 BC when Augustus became the first emperor.
- The beginning of the empire was marked by peace and prosperity, a period known as the Pax Romana.
- The empire continued to expand in both the east and west, completely surrounding the Mediterranean Sea and becoming the largest empire in the ancient world.
- Emperors gained more power as time passed, making all important government decisions themselves.
### Decline and Fall
- Political and economic problems began to threaten the empire’s stability in the late 200s and early 300s.
- Emperors became absolute rulers to try to stop the decline.
- Diocletian divided the empire in half in an effort to prevent its immediate collapse.
- Barbarian invasions and other factors led to the collapse of the Western Empire in 476.
- The Eastern Empire remained strong for several centuries, developing into the Byzantine Empire.
### Christianity in the Roman World
- Based on the teachings of Jesus of Nazareth and spread by his disciples.
- Taught that people should treat others well and seek forgiveness for their sins to achieve salvation.
- Spread throughout the Roman world, especially after Constantine became Christian.
- The Christian church began as small close-knit groups and became more complex as time passed.
### Rome’s Legacy
- Engineering and architecture techniques influenced later building practices.
- Art and literature influenced how people thought and wrote for centuries.
- Latin developed into the Romance languages and influenced English.
- Roman civil law is the basis for many of the world’s modern law codes.
### Review Key Terms and People
For each term or name below, write a sentence explaining its significance to Roman history.
1. Augustus
2. Forum
3. Diocletian
4. consuls
5. revenue
6. Constantine
7. Paul
8. republic
9. Gracchi
10. paterfamilias
11. Julius Caesar
12. inflation
Comprehension and Critical Thinking
SECTION 1 (pp. 163–169)
13. a. Identify What were the results of the Punic Wars?
b. Explain How did Rome’s location help the city grow into a major power in the Mediterranean?
c. Elaborate Why do you think the Roman government was made up of three separate parts?
SECTION 2 (pp. 171–176)
14. a. Define What was the Pax Romana?
b. Sequence How did Rome change from a republic to an empire?
c. Evaluate What do you think was Augustus’s greatest achievement as emperor? Why?
SECTION 3 (pp. 177–182)
15. a. Identify Main Ideas What was family life like?
b. Analyze What was the Roman view toward science and engineering?
SECTION 4 (pp. 183–187)
16. a. Describe What roles did Jesus and Paul play in the early history of Christianity?
b. Draw Conclusions Why did Christianity spread so quickly through the Roman world?
SECTION 5 (pp. 188–191)
17. a. Identify What happened to the city of Rome in the year 476?
b. Summarize What problems helped weaken the Roman empire in the 200s and 300s?
c. Support a Position “Rome’s final fall was caused solely by invasions.” Do you agree or disagree with this statement? Support your answer.
Reading Skills
Identifying Stated Main Ideas Read the passage below, which comes from Section 5 of this chapter. Then answer the question that follows.
“The insecurity of civil wars and invasions affected many aspects of Roman life. Robbery and piracy increased, and travel became hazardous. Merchants feared to ship goods. Military needs required ever-increasing amounts of revenue, and to collect more money, emperors raised taxes.”
18. Which statement in this passage expresses the main idea of the passage?
Analyzing Primary Sources
Reading Like a Historian The passage below comes from a letter written by a Roman statesman to his brother, who was a candidate for consul. In this letter, the statesman gives advice on how to win a Roman election.
“In a word, you must secure friends of every class, magistrates, consuls and their tribunes to win you the vote of the centuries [people]: men of wide popular influence . . . The first and obvious thing is that you embrace the Roman senators and equites [nobles], and the active and popular men of all the other orders. There are many city men of good business habits, there are many freedmen engaged in the Forum who are popular and energetic; these men try with all your might, both personally and by common friends, to make eager in your behalf.”
19. Analyze According to this letter, who did a candidate have to appeal to in order to win an election?
20. Make Generalizations What does this letter suggest about the nature of Roman politics?
Using the Internet
21. Excavations at the ancient cities of Pompeii and Herculaneum have taught historians a great deal about Roman life. Both cities were buried by ash released by Mount Vesuvius, a volcano that erupted in AD 79. Enter the activity keyword and research the two cities. Then draw an annotated map of one of the cities, noting on the map what historians have learned from it about Roman life.
WRITING FOR THE SAT
Think about the following issue:
In a poem admiring the ancient world, Edgar Allan Poe wrote about “the glory that was Greece, the grandeur that was Rome.” Poe’s view of the past is similar to that held by many people, the view that the ancient Greco-Roman world was one of the high points of civilization.
22. Assignment: Why do modern people glorify the ancient world? What about Greco-Roman culture stirs up such positive feelings in people. Write a short essay in which you develop your position on this issue. Support your point of view with reasoning and examples from your reading and studies. | 24a9a944-56fb-40d2-adfc-f5592c8ee0c4 | CC-MAIN-2020-16 | http://avidworld.weebly.com/uploads/4/9/0/9/4909344/chapter_06.pdf | 2020-03-29T03:16:51+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493684.2/warc/CC-MAIN-20200329015008-20200329045008-00208.warc.gz | 18,021,555 | 19,997 | eng_Latn | eng_Latn | 0.997279 | eng_Latn | 0.998747 | [
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Suggested Walks.
Long Walk: Take footpath from Lamport Hall to Scaldwell, continue to Old and then on to the site of the deserted village of Faxton. Return along the byway to Shortwood House and back to Lamport Hall.
Medium Walk: Take bridleway from Lamport Hall to Shortwood House and continue along the byway to Faxton. Return along the footpath to Faxton Grange or the byway to Oak Spinney on the Old Road.
Short Walk: From Brampton Valley Way go along the unclassified Road to Hanging Houghton. Continue along the main road to the bridleway leading back to the Brampton Valley Way. Lamport village is well worth a visit..... or choose your own walk.
There is a regular bus service between Market Harborough and Northampton with frequent stops at Lamport. Please check bus services and times before travelling.
The Brampton Valley Way was once a busy rural branch line run by the London and North Western Railway. It served the towns of Northampton and Market Harborough and numerous villages between for nearly a century. Now trains have been replaced by walkers and cyclists and in some places horse riders.
Since 1987 the County Council has been developing the route by providing facilities such as car parks, picnic sites and a path suitable for wheelchairs and walkers alike. Passing open fields, wooded areas and alongside dense thickets and hedgerows, the route provides access to the Northamptonshire countryside by linking with existing footpaths and bridleways.
Countryside Code
1. Always keep to the path to avoid trespass. If the path is obstructed you are allowed to seek a reasonable way round the obstruction, taking care to avoid causing damage. Please report the obstruction to the highway authority.
2. Remember to close gates behind you. Straying stock can cause damage or spread disease and carelessness may lead to tragedy.
3. To avoid harm or distress to farm animals and wildlife it is best to leave dogs at home. If you have to bring them they should be kept on a leash.
4. If your route takes you onto a road keep to the right, facing oncoming traffic and use the verge if one exists.
5. Always wear suitable clothing and footwear for the season and remember to allow plenty of time to complete your chosen route.
6. Remember that every piece of land in the countryside belongs to someone, so please treat it with respect and others will be made welcome.
7. Remember that Scheduled Ancient Monuments are protected by law in order to ensure their survival. Please respect them and other archaeological sites.
If you experience any difficulty on your walk such as barbed wire, locked gates or damaged stiles and footbridges, please report them to the Principal Rights of Way Officer, West Office, Arnex House, London Road, Daventry, Tel. Daventry 706081.
Your general comments on this leaflet and the routes will be welcomed by the Director of Planning and Transportation, Northampton House, Northampton. NN1 2HZ.
The Brampton Valley Way Countryside Ranger Service operates from the Old Station House, Lamport. Tel. 060128 327 and Brixworth Country Park Tel. Northampton 882322.
Leaflet drawn and compiled by Sue Payne (1992)
Countryside Walks Leaflet No. 34
Supported by the COUNTRYSIDE COMMISSION
Northamptonshire County Council
Local Snippets
The name Lamport means Long Town.
The Isham family lived at Lamport from 1560, when John Isham bought the manor, until the death of the 12th Baronet Sir Gyles Isham in 1976. The Hall was rebuilt between 1654 and 1657 by John Webb who was the son-in-law of Inigo Jones, but since it has been altered and extended. In Victorian times Sir. Charles Isham imported possibly the first garden gnomes into Britain from Germany to display in his famous rock garden. The Isham family Chapel is in the nearby All Saints Church.
Lamport Hall and grounds are open to the public for special events such as musical concerts, craft fairs, antique exhibitions, country fairs and seminars.
Denys J. Watkins-Pitchford is the 20th century's famous son of Lamport. A countryside writer of great sensitivity he wrote under the nom-de-plume of 'BB' because he thought it easier to remember than his real name. In 1938 his first two books "The Sportsmans Bedside Book" and "Wild Lone" were published, illustrated with scraperboard pictures bearing his real name. Much of the action of "Wild Lone", which is the story of a Putchley fox, takes place in the vicinity of Lamport. 1985 saw the publication of "The Best of 'BB' An Anthology" to celebrate the authors 80th birthday.
The village of Faxton no longer exists but the reasons for its final demise are, strangely enough, obscured by the sheer amount of information available as opposed to the more normal, 'lost in the mists of time, situation.'
Faxton has a complex and fascinating history with records of the village in Nomina Villarum, local Poll Tax papers and Tythe Maps as well as eye witness accounts by the likes of the historian, Bridges. In 1086, 20 households existed and over the following centuries this fluctuated slightly, reaching a peak of 103 residents in 1831, but a steady decline meant that by 1921 only 37 villagers remained and 46 years thereafter the village was completely empty.
At its height the village had accrued all the usual rural charms of the times including Ainshouses, Crofts, fishponds as well as a Green and a Manor House. The Manor House was thought to have been built by the Nicolls family who bought the Manor of Faxton in 1606 and held it until the early 18th century.
A strange tale surrounds the demise of Augustine Nicolls. A Circuit Judge, Augustine was presiding over a murder trial at Kendal, in the Lake District, in 1616, when relatives of the accused who did not like the way things were shaping up for their kin, decided to poison the judge in the mistaken belief it would help their cause and save the culprit from the rope.
The Manor House was taken over by the Danvers and Rainsfords of Brixworth just after the turn of the 18th Century and thence onto the Ishams, who having a capacious residence of their own, had it demolished.
The Church of St. Denis once occupied the south-west corner of the old Village Green and was mainly of 13th Century origin although some 12th Century stonework existed. Falling into increasing disrepair it was finally pulled down in 1958 although a stone still marks the position of the altar.
Remnants of its existence comprising the font, plate and monuments are still to be found in the Kettering, Lamport and the Victoria and Albert Museums.
Prior to the final destruction of the village in 1967 three seasons of excavations were carried out within Faxton and its environs and it is these that have provided the surviving artefacts. The bulldozer then moved in and this historical site was finally ploughed, the last signs of habitation being obliterated apart from the church altar stone.
Scaldwell means 'shallow welling out of water.' There were once many wells in the area of the village, one of which was a healing well.
The centrepiece of the enchanting village green is an old pump set in a blue-brick pump housing which bears tablets showing when restoration took place. Once fed by a local pond the pump was used to fill a series of horse troughs but none of these have survived.
Pump - Scaldwell.
Many years ago Old had a cricket team of tremendous repute that found local village elevens such easy meat that they took on the best of Rothwell and Desborough town teams combined.
Their form and abilities continued to improve to such an extent that a challenge was issued to the Northampton County team, a challenge that was accepted.
Old's eleven set off to Northampton in a Carriers Cart, not the best means of transport to arrive full of life ready for a game of cricket!
Despite this the Old team members acquitted themselves well, bowling out the County for 159 runs but Old themselves only achieved 111a loosing margin of 48.
By great misfortune the 100 year old plus score book was destroyed by damp and the fine details of this glorious chapter of cricketing history have been lost forever.
The former Lamport Station and Signal Box stand to the side of the Northampton to Market Harborough Road. These are now the only 'testimony' to the days when Lamport was a busy local freight and passenger traffic. The old station house is now the headquarters of the Brampton Valley Way Ranger Service.
The name of Hanging Houghton is so called from the declining number of inhabitants at the base of the hill. Its long gone Chapel and Hall were deserted in 1642 by the Morley family on account of the plague, which was brought by servants from London.
Shortwood House - The centrepiece of this unusual building is a 3 storeyed tawking Tower, circa 1720, which is used for the sport as well as training birds to catch their prey. The front upper window is surrounded by what is believed to be a chimneypiece from Futchley Hall.
Faxton, in solitary isolation amidst tangled undergrowth lies a lone stone bearing the words, 'On This Spot stood the Altar of St Denis'. This is the final monument to the village of Faxton.
At the heart of Old village stands the Jubilee Tree, a handsome chestnut planted in 1867 to commemorate the Golden Jubilee of Queen Victoria.
St Andrews Church Old dates back to the late 15th century although it was extensively restored in 1863. Medieval fragments of stained glass are found in a south aisle window. The tower houses five bells and the oldest medieval bell is inscribed in Latin to the Angel Gabriel.
Footpaths on suggested walks
Brideways on suggested walks
Byways on suggested walks
Other Rights of Way
stile
Gate
kissing Gate
Signpost
Footbridge
Public House
Church
Sheep Dogs on leads
Viewpoint
Car Park
At one time steam trains laden with ironore could be seen chugging across the countryside from the pits at Hanging Houghton and Scaldwell towards Lamport and on to the main London and North Western Railway. An Aerial Ropeway, some two miles long, ran from Lamport to Scaldwell to the mine, carrying buckets filled with ironore to 25 hundred weight capacity. The machinery and equipment of the ironore industry have long gone and are now only remembered by the people who lived and worked alongside its bustle and noise.
The Church of St Peter and St Paul stands on a hillside which rises steeply from the picturesque village Green. It has an unbuttressed Norman West Tower topped with pinnacles. Additions and alterations have been made over about five centuries but the main restoration took place in 1863. In the churchyard is the base of an old Preaching Cross. | <urn:uuid:e5e5ddaf-5145-4f75-8f3c-c254168f06da> | CC-MAIN-2018-51 | http://amazon.clikpic.com/frostsuser/clik_media/Lamport_Brampton_Valley1.pdf | 2018-12-17T15:32:12Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00028.warc.gz | 14,546,436 | 2,333 | eng_Latn | eng_Latn | 0.998984 | eng_Latn | 0.999124 | [
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WHO WE ARE
The Arizona Solar Energy Association (ASEA) is the Arizona affiliate of the American Solar Energy Society (ASES). Founded in the 1970’s as a technical association of early solar technology professionals, the group has evolved into a diverse assemblage of individuals from all walks of life who share a common interest in sustainable human activity and the use of solar energy. ASEA reaches out to both professionals and non-professionals alike.
As a founding and sustaining organizational member of the Arizona Solar Center (www.AZSolarCenter.org), ASEA provides a platform for its members to educate and advocate for a sustainable future for Arizona. Depending upon local preferences, local chapters may have meetings, workshops, a newsletter and other activities. Members are active in industry associations, workshops with the Arizona Corporation Commission (ACC), the State Legislature, Maricopa Association of Governments (MAG), the Governor’s Solar Energy Advisory Council (SEAC), and other groups that welcome our input.
In addition, ASEA conducts lectures on sustainability and solar technology at the invitation of groups from all over the State. A long-standing lecture series in Scottsdale (http://www.scottdaleaz.gov/greenbuilding) continues to draw large attendance. Our speakers’ bureau is available to address your organization on many sustainability and solar-related topics.
Your donation supports ASEA efforts. ASEA is entirely a volunteer, non-profit organization and welcomes new supporters. Whether you simply want to support our efforts with your donation, or want to also become actively involved, we welcome your participation.
Please join us in our efforts to achieve a sustainable future for Arizona.
The Arizona Solar Center, Inc. (AzSC) is a not-for-profit organization dedicated to the implementation and integration of solar, renewable energy and sustainability in Arizona. The AzSC was created by a collaboration of members from the AZ. Dept. of Commerce Energy Office; the solar industry (Arizona Energy Industries Association); the Arizona affiliate of the American Solar Energy Society (Arizona Solar Energy Association, ASEA); Arizona utilities (APS, SRP and TEP); the educational community (ASU, U of A, NAU); renewable energy and sustainability businesses, and solar professionals.
The AzSC has created a website with over 80,000 discrete hits per month; partners in public and professional education programs; statewide Solar and Sustainability tours and open houses; provides workshops at various public and school venues; executed development of down-loadable education materials and teaching/lecture tools; participated in local, regional and national forums re: renewable energy and sustainability; and is evolving a physical center for the purposes of further education as well as exploration and development of energy and resource efficient and appropriate materials and equipment.
www.azsolarcenter.com
Scottsdale Green Building Program
Sustainable Building in the Sonoran Desert
The Scottsdale Green Building Program encourages a whole-systems approach through design and building techniques to minimize environmental impact and reduce the energy consumption of buildings while contributing to the health of its occupants.
www.ci.scottsdale.az.us/greenbuilding
Arizona Solar Facts
- Arizona receives MORE sunshine than any other state in the entire country. *National Weather Service*
- Arizona could be the next Persian Gulf of solar energy ... that’s one of our greatest resources, and we ought to use it. *Gov. Janet Napolitano*
- Countries are not doing enough to expand the use of solar energy. Governments and business have been warned. *Mikhail Gorbachev, July 22, 2006*
- Solar is the most democratic of energy choices - it falls on everyone and anybody can use it.
- More energy, in the form of sunlight, falls on a typical Phoenix area house than that house uses. *Daniel Peter Aiello/Az. Solar Center*
- Zoning is part of the energy problem. It creates the condition which requires transportation.
- Tearing down to build new is energy wasteful. It took energy to build the original structure; it takes energy to tear it down; and it takes energy to build new.
- Every dollar spent on energy efficiency and passive solar design reduces equipment costs by $8 to $16. *Dan Aiello/Lane Garrett*
- In 1 hour more sunlight falls on the earth than what the entire population uses in a year.
- Just using “off the shelf” energy-efficient technologies, heating, cooling, and lighting costs of homes and workplaces can be reduced by 80%. *U.S. Dept of Energy and Maryland Energy Administration*
- A 1-KW solar system will prevent about 170 lbs. of coal from being burned, 300 lbs of CO2 from being released into the atmosphere and 105 gallons of water from being consumed every month!
- Replacing one incandescent lightbulb with an energy-saving CFL means 1,000 pounds less carbon dioxide is emitted to the atmosphere and $67 dollars is saved on energy costs over the bulb’s lifetime. *U.S. Environmental Protection Agency and Alliance to Save Energy*
- The Thermonuclear Sun gives light and life. It is an inexhaustible supply of pollution-free power.
- There are utility rebates available for solar equipment and energy efficiency (see your utility’s website for details at APS.com or SRPnet.net)
- There are Federal and Arizona rebates and tax credits for solar equipment and energy efficiency. (See www.AZSolarCenter.com for a complete listing of Incentives and Credits)
- What are YOU WAITING for?
Thanks to APS, our Solar Partner for printing this tour guide.
Outdoor University of Reforestation (OUR®)
602 W Rawhide Avenue Gilbert, AZ
DRIVING DIRECTIONS
From the intersection of Cooper and Elliott, go South on Cooper about 200 yards to Madera Parc. Turn East on Madera Parc then take first Right (southeast) on Rawhide. Proceed to third house on the left.
OUR® mission is *Reforesting the Earth, one Tree at a time*.
This home’s owner has transformed the Bermuda grass and gravel yard of an ordinary Gilbert suburban home into a Permaculture Oasis in the desert. The amazingly oxygen-rich and deliciously edible landscape (almost every plant is edible) compliments the living “passive” shade which modifies the climate surrounding the entire home - buffering temperature extremes and saving thousands of dollars in cooling and heating bills over time. The harvesting of the site’s rainwater and precious jewels of sunlight feed the 200 species of edible plants, which then feeds the family. The solar and water harvesting process creates an oxygen content of 26% compared to 17% on Phoenix city streets.
The Urban Farm
6750 N 13th Place Phoenix, AZ
DRIVING DIRECTIONS
From the intersection of 16th Street & Glendale Ave, go WEST on Glendale to the 5th street (13th Place). Turn SOUTH on 13th Place—home is 3/4 down the block.
This environmental showcase site is designed to inspire visitors in creating change in their lives by demonstrating easy and effective ways to live a more sustainable life. Technologies such as grey-water and rainwater harvesting, edible landscaping, two types of solar systems, over 60 fruit trees, and a outdoor living space made primarily out of reclaimed materials are featured. Be sure to ask about the urbanite structures throughout the yard.
ASU Interdisciplinary Science & Technology Bldg 2
850 S McAllister Avenue Tempe, AZ
DRIVING DIRECTIONS
ISTB2 is on the west side of McAllister Ave., midway between University Drive (to the north) and Tyler Street (to the south).
Parking will be provided in Parking Structure #4 – on the west side of Rural Road, south of University Drive and north of Apache Boulevard (More precisely-south of Terrace Road and north of Lemon St.)
ASU’s strong commitment to sustainable design is evident in this new engineering research lab. ISTB II, which supports advanced pavement research, soils dynamics, fluid dynamics, thermodynamics/combustion research, geology, hydraulics, and structures testing, achieved a LEED Silver certification. LEED certification required that the building be ENERGY STAR compliant. Everything from the roofs to storm water retention to smart occupancy sensors that control the air conditioning system and room lighting were selected to meet LEED standards. The building was constructed of environmentally friendly recyclable building materials where possible and all construction waste was environmentally disposed of. Native arid plants were used in the landscaping design. ISTB 2 was recognized in *Southwest Contractor* magazine’s “Best of 2005” green-building projects, and won “High Honors” in *R&D Magazine’s* Laboratory of the Year awards competition.
Edwards Residence
8151 E Smokehouse Trail Scottsdale, AZ
DRIVING DIRECTIONS
From the intersection of N Scottsdale Rd and E Carefree Hwy go South on Scottsdale Rd about 1/2 mile then turn East onto E Westland Rd. Travel East on Westland Rd 1 mile to Hayden Rd then turn South on Hayden Rd. Turn East onto Smokehouse Rd—4th house on Right.
This super-insulated (R50 walls, R67 attic) builder’s strawbale home has it ALL. It incorporates a plethora of passive and active energy-saving strategies—including orientation, energy efficient windows, structure shading wing walls, thermal mass plenum floors, cross ventilation, a cool tower (gravity driven evaporative cooling system) and more. A grid-tied PV system supplies electricity for the super-efficient appliances and greywater reclamation waters the veggie garden.
Feliciano Residence
7701 E Avalon Drive Scottsdale, AZ
DRIVING DIRECTIONS
From Thomas St turn North on 78th St (between Miller and Hayden), then turn West on Avalon Drive
This 50-year young home features some of the latest technology including a 2 KW Grid-tied Solar PV system, recirculating hot water, programmable thermostat, CFLs on sensors/timers and energy star appliances. The attic insulation is even made of recycled cotton!
Foster Residence
29457 114th St Scottsdale
DRIVING DIRECTIONS
From N Pima Rd go East on Dynamite (also called Rio Verde) to 114th St. Turn North on 114th to the home.
This LEED certified custom home incorporates many passive thermal control and air-handling strategies along with daylighting, a 5 KW grid-tied PV system and solar hot water. A greywater collection system is currently being installed.
Frias Residence
7814 E Palm Lane Mesa, AZ
DRIVING DIRECTIONS
From the intersection of McDowell & Power Rd, go EAST approx 1 1/4 miles to 78th St. Go NORTH on 78th St to Palm Lane (1/4 mile) then EAST on Palm Lane to 7814.
This residence is a new, custom-built ZERO-Energy home with many energy saving features — including a 3.2 KW PV array with dual-axis tracking and a solar water heating system.
Frisch Residence
2632 N Brimhall Mesa, AZ
DRIVING DIRECTIONS
From the intersection of Mesa Drive & McKellips, go North on Mesa Drive 1/2 mile to E Lehi Rd. Turn East on Lehi then go 2 streets to Brimhall. Turn North on Brimhall to 2632.
This newly constructed family home (and we do mean FAMILY – Dad, Mom & 6 children!) contains a plethora of passive solar design strategies, a Photovoltaic system supplying about 1/3 - 1/2 of the owner’s electricity needs and additional energy/resource efficient features. Water conservation features abound including rainwater harvesting and greywater plumbing to the garden.
Fuller Papercrete Project
1 Continental Dr Tempe, AZ
DRIVING DIRECTIONS
From the intersection of 68th St. and Curry Rd, travel North approx. 1 mile to Continental Drive; then go West approx. 200 yards to the PeraClub. Enter the gated area and follow signs to the papercrete demonstration site.
This 500 square foot office structure is constructed of 4 tons of waste paper mixed with other materials to provide a low-cost high insulation prototype building material. The facility, which cost about half what conventional construction costs, is expected to consume about 70 percent less electricity and includes monitoring devices for power usage and various structural elements of the building.
Gilbert Residence
6409 E Decatur St Mesa, AZ
DRIVING DIRECTIONS
From the intersection of University Dr and Power Rd, go west on University 1/2 mile to 64th St. Turn North on 64th St. to Decatur St. Home is on the Southeast corner of 64th and Decatur St.
A DIY’ers dream—this solar pioneer’s home boasts hand-made racks for the 5 KW of solar panels from various manufacturers—all grid-tied with battery backup. Don’t miss the hand-made solar water distiller, hand-made solar ovens and a 400 watt wind generator. Charts and graphs presenting power generation and usage for the past several years is available for viewing.
Lo Tempio Residence
30107 N 173rd Place Scottsdale, AZ
DRIVING DIRECTIONS
From the intersection of Pima Rd & Rio Verde (Dynamite) travel EAST on Rio Verde to 168th St. Turn NORTH on 168th to Dixieletta then turn EAST on Dixieletta. Travel EAST on Dixieletta to 172nd St. and turn NORTH on 172nd St. Go NORTH on 172nd for 1/2 mile then EAST on Windstone Trail and Follow “Solar Tour” Signs to the only white house with a RED metal ROOF.
This new, OWNER-built highly energy-efficient custom home incorporates many unique features to meet LEED certification standards. A unique double-roof system insulated with soy-based eco-friendly foam tops the E-Crete walls and metal studs. Overhangs, Low-E glass and EnergyStar appliances throughout compliment the 6 KW PV System and Solar Hot-Water System with greywater reclamation. Custom Radon venting, fiberglass doors and window frames, soapstone stove, engineered wood, titanium roof underlayment and many other features.
McKay Residence
2647 N Miller Road Unit #21 Scottsdale, AZ
DRIVING DIRECTIONS
Entrance to this neighborhood is directly across from E. Princeton Ave. off Miller (south of Thomas). Upon entering, turn right and park by the swimming pool. The home is East of the pool.
This home boasts a 1.92 KW Grid-connected Solar PV system, programmable thermostat, CFLs and solar tubes to provide natural daylighting in interior spaces. Rainwater harvesting, recirculating hot water and soon-to-be-installed tankless water heater provide water conservation features.
Pierson Street Ecohood
912 W Pierson Street Phoenix, AZ
DRIVING DIRECTIONS
From 7th Ave and Camelback, proceed South two streets to Pierson St. Turn West onto Pierson St. Home is half-way down on the right.
This eco-friendly revitalization project intends to demonstrate a more sustainable way of life in an urban setting. Many permaculture techniques are used in the landscape design which includes plants of an edible, medicinal and utilitarian nature—all irrigated by greywater. Household solar hot water compliments the energy-saving appliances and lighting. Rainwater harvesting is facilitated by the FDA food-grade, heat reflecting roof surface. Many more features make this an environmentally friendly “hood”.
Scottsdale Senior Center
1700 N Granite Reef Road Scottsdale, AZ
DRIVING DIRECTIONS
From the intersection of Hayden Rd and McDowell, go EAST on McDowell about 1/2 mile to Granite Reef Rd. Turn NORTH on Granite Reef—Center is down one block on the WEST side of street.
The new Scottsdale Senior Center is the first city facility to earn a Leadership in Energy and Environmental Design (LEED™) Gold level certification. This is a multi-purpose facility which incorporates energy-effective lighting strategies and both passive and active solar systems.
Roebuck Contemporary Zen Strawbale
4801 E Hildago Street NE of Apache Junction
DRIVING DIRECTIONS
US 80 to Apache Junction Exit-Turn left on Idaho (North) go 3 miles to Route 88—Turn right (East) on Route 88 4 miles to Nodak—Turn right (South) on Nodak follow curve to Val Vista—right (South) on Val Vista to Hidalgo—right (West) on Hidalgo—last home on left (street dead ends) at State Land.
ECO-FRIENDLY, Contemporary Minimalism, VERY UNIQUE structure! Dollars spent on highest quality and efficiency, not ‘fluff’. Designed and built by nationally renowned, environmental expert and architect, Tom Hahn. Super energy-efficient HVAC, appliances, windows and R-44 walls. Healthy indoor air quality, 100% fresh air capable ventilation, low-VOC products and finishes. Unique construction, steel frame and strawbale infill insulation. Timeless, desert-evolved structure with passive solar design sited on this 1.25 ac. parcel makes the most of the spectacular mountain views. This building is currently on the market but the owner and realtor Dee Jaye Lockwood “The Arizona Queen of Green” will be on hand to educate visitors and answer questions. | 1ba2901c-c59d-4482-95bb-24a504589e48 | CC-MAIN-2023-50 | https://www.azsolarcenter.org/images/docs/az/tours/2007/pdfs/TourguideSpring2007.pdf | 2023-12-04T10:54:29+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100527.35/warc/CC-MAIN-20231204083733-20231204113733-00504.warc.gz | 762,089,003 | 3,601 | eng_Latn | eng_Latn | 0.990623 | eng_Latn | 0.991001 | [
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WILLIAM LLOYD GARRISON: A CENTENNIAL ORATION*
BY REVERDY C. RANSOM, D. D.
Editor A. M. E. Church Review
Friends, Citizens:
We have assembled here to-night to celebrate the one hundredth birth of William Lloyd Garrison. Not far from this city he was born. Within the gates of this city, made famous by some of America's most famous men, he spent more than two-thirds of his long and eventful career, enriching its history and adding to the glory of its renown. This place, of all places, is in keeping with the hour. It is most appropriate that we should meet in Faneuil Hall, the cradle of American liberty, a spot hallowed and made sacred by the statesmen, soldiers, orators, scholars, and reformers who have given expression to burning truths and found a hearing within these walls. Of all people it is most fitting that the Negro Americans of Boston should be the ones to take the lead in demonstrating to their fellow-citizens, and to the world, that his high character is cherished with affection, and the priceless value of his unselfish labors
*Delivered on the occasion of the Citizen's Celebration of 100th Anniversary of the birth of William Lloyd Garrison, held under the auspices of the Boston Suffrage League, in Faneuil Hall, Boston, Mass., U.S.A., Dec. 11, 1905.
in their behalf shall forever be guarded as a sacred trust.
Only succeeding generations and centuries can tell the carrying power of a man’s life. Some men, whose contemporaries thought their title to enduring fame secure, have not been judged worthy in a later time to have their names recorded among the makers of history. Some men are noted, some are distinguished, some are famous,—only a few are great.
The men whose deeds are born to live in history do not appear more than once or twice in a century. Of the millions of men who toil and strive, the number is not large whose perceptible influence reaches beyond the generation in which they lived. It does not take long to call the roll of honor of any generation, and when this roll is put to the test of the unprejudiced scrutiny of a century, only a very small and select company have sufficient carrying power to reach into a second century. When the roll of the centuries is called, we may mention almost in a single breath the names which belong to the ages. Abraham and Moses stand out clearly against the horizon of thirty centuries. St. Paul, from his Roman prison, in the days of the Caesars, is still an articulate and authoritative voice; Savonarola, rising from the ashes of his funeral-pyre in the streets of Florence, still pleads for civic righteousness; the sound of Martin Luther’s hammer nailing his thesis to the door of his Wittenburg church continues to echo around the world; the battle-cry of Cromwell’s Ironsides shouting, “The Lord of Hosts!” still causes the tyrant and the despot
to tremble upon their thrones; out of the fire and blood of the French Revolution, "Liberty and Equality" survive; Abraham Lincoln comes from the backwoods of Kentucky, and the prairies of Illinois, to receive the approval of all succeeding generations of mankind for his Proclamation of Emancipation; John Brown was hung at Harper's Ferry that his soul might go marching on in the tread of every Northern regiment that fought for the "Union forever;" William Lloyd Garrison, mobbed in the streets of Boston for pleading the cause of the slave, lived to see freedom triumph, and to-night, a century after his birth, his name is cherished, not only in America, but around the world, wherever men aspire to individual liberty and personal freedom.
William Lloyd Garrison was in earnest. He neither temporized nor compromised with the enemies of human freedom. He gave up all those comforts, honors, and rewards which his unusual talents would easily have won for him in behalf of the cause of freedom which he espoused. He stood for righteousness with all the rugged strength of a prophet. Like some Elijah of the Gilead forests, he pleaded with this nation to turn away from the false gods it had enshrined upon the altars of human liberty. Like some John the Baptist crying in the wilderness, he called upon this nation to repent of its sin of human slavery, and to bring forth the fruits of its repentance in immediate emancipation.
William Lloyd Garrison was born in Newburyport, Mass., Dec. 10, 1805. He came of very poor and obscure parentage. His father, who was a seafaring man, early
abandoned the family for causes supposed to relate to his intemperance. The whole career of Garrison was a struggle against poverty. His educational advantages were limited. He became a printer's apprentice when quite a lad, and learned the printing trade. When he launched his paper, *The Liberator*, which was to deal such destructive blows to slavery, the type was set by his own hands. The motto of *The Liberator* was "Our country is the world, our countrymen mankind."
Garrison did not worship the golden calf. His course could not be changed, nor his opinion influenced by threats of violence or the bribe of gold. Money could not persuade him to open his mouth against the truth, or buy his silence from uncompromising denunciation of the wrong. He put manhood above money, humanity above race, the justice of God above the justices of the Supreme Court, and conscience above the Constitution. Because he took his stand upon New Testament righteousness as taught by Christ, he was regarded as a fanatic in a Christian land. When he declared that "he determined at every hazard to lift up a standard of emancipation in the eyes of the nation, within sight of Bunker Hill and in the birthplace of liberty," he was regarded as a public enemy, in a nation conceived in liberty and dedicated to freedom!
Garrison drew his arguments from the Bible and the Declaration of Independence, only to be jeered as a wild enthusiast. He would not retreat a single inch from the straight path of liberty and justice. He refused to purchase peace at the price of freedom. He would not drift
with the current of the public opinion of his day. His course was up-stream; his battle against the tide. He undertook to create a right public sentiment on the question of freedom, a task as great as it was difficult. Garrison thundered warnings to arouse the public conscience before the lightnings of his righteous wrath and the shafts of his invincible logic wounded the defenders of slavery in all the vulnerable joints of their armor. He declared: "Let Southern oppressors tremble—let their secret abettors tremble; let their Northern apologists tremble; let all the enemies of the persecuted blacks tremble." For such utterances as these his name throughout the nation became one of obloquy and reproach.
He was not bound to the slave by the ties of race, but by the bond of common humanity which he considered a stronger tie. In his struggle for freedom there was no hope of personal gain; he deliberately chose the pathway of financial loss and poverty. There were set before his eyes no prospect of honor, no pathways leading to promotion, no voice of popular approval, save that of his conscience and his God. His friends and neighbors looked upon him as one who brought a stigma upon the fair name of the city in which he lived. The business interests regarded him as an influence which disturbed and injured the relations of commerce and of trade; the Church opposed him; the press denounced him; the State regarded him as an enemy of the established order; the North repudiated him; the South burned him in effigy. Yet, almost single-handed and alone, Garrison continued to fight on, declaring that "his reliance for
the deliverance of the oppressed universally is upon the nature of man, the inherent wrongfulness of oppression, the power of truth, and the omnipotence of God.” After the greatest civil war that ever immersed a nation in a baptism of blood and tears, Garrison, unlike most reformers, lived to see the triumph of the cause for which he fought and every slave not only acknowledged as a free man, but clothed with the dignity and powers of American citizenship. William Lloyd Garrison has passed from us, but the monumental character of his work and the influence of his life shall never perish. While there are wrongs to be righted, despots to be attacked, oppressors to be overthrown, peace to find and advocate, and freedom a voice, the name of William Lloyd Garrison will live.
Those who would honor Garrison and perpetuate his memory and his fame must meet the problems that confront them with the same courage and in the same uncompromising spirit that Garrison met the burning questions of the day. Those who would honor Garrison in one breath, while compromising our manhood and advocating the surrender of our political rights in another, not only dishonor his memory, not only trample the flag of our country with violent and unholy feet, but they spit upon the grave which holds the sacred dust of this chiefest of the apostles of freedom.
The status of the Negro in this country was not settled by emancipation; the 15th Amendment to the Constitution, which it was confidently believed would clothe him forever with political influence and power, is more
bitterly opposed to-day than it was a quarter of a century ago. The place which the Negro is to occupy is still a vital and burning question. The newspaper press and magazines are full of it; literature veils its discussion of the theme under the guise of romance; political campaigns are waged with this question as a paramount issue; it is written into the national platform of great political parties; it tinges legislation; it has invaded the domain of dramatic art, until to-day, it is enacted upon the stage; philanthropy, scholarship, and religion are, each from their point of view, more industriously engaged in its solution than they have been in any previous generation. If the life and labors of Garrison, and the illustrious men and women who stood with him, have a message for the present, we should seek to interpret its meaning and lay the lesson to heart.
The scenes have shifted, but the stage is the same; the leading characters have not changed. We still have with us powerful influences trying to keep the Negro down by unjust and humiliating legislation and degrading treatment; while on the other hand, the Negro and his friends are still contending for the same privileges and opportunities that are freely accorded to other citizens whose skins do not happen to be black. We, of this nation, are slow to learn the lessons taught by history; the passions which feed on prejudice and tyranny can neither be mollified nor checked by subjection, surrender, or compromise. Self-appointed representatives of the Negro, his enemies and his would-be friends, are pointing to many diverse paths, each claiming that the one they
have marked for his feet is the proper one in which he should walk. There is but one direction in which the Negro should steadfastly look and but one path, in which he should firmly plant his feet—that is, toward the realization of complete manhood and equality, and the full justice that belongs to an American citizen clothed with all of his constitutional power.
This is a crucial hour for the Negro American; men are seeking to-day to fix his industrial, political, and social status under freedom as completely as they did under slavery. As this nation continued unstable, so long as it rested upon the foundation-stones of slavery so will it remain insecure as long as one-eighth of its citizens can be openly shorn of political power, while confessedly they are denied "life, liberty, and the pursuit of happiness." We have no animosity against the South or against Southern people. We would see the wounds left by the War of the Rebellion healed; but we would have them healed so effectually that they could not be trodden upon and made to bleed afresh by inhuman barbarities and unjust legislation; we would have the wounds of this nation bound up by the hands of those who are friendly to the patient, so that they might not remain a political running sore. We would have the bitter memories of the war effaced, but they cannot fade while the spirit of slavery walks before the nation in a new guise. We, too, would have a reunited country; but we would have the re-union to include not only white men North and South, but a union so endearing, because so just, as to
R. C. RANSOM
embrace all of our fellow-countrymen, regardless of section or of race.
* * * * *
It is not a man's right, it is his duty to support and defend his family and his home; he should therefore resist any influence exerted to prevent him from maintaining his dependants in comfort; while he should oppose with his life the invader or despoiler of his home. God had created man with a mind capable of infinite development and growth; it is not, therefore, a man's right, it is his duty to improve his mind and to educate his children; he should not, therefore, submit to conditions which would compel them to grow up in ignorance. Man belongs to society; it is his duty to make his personal contribution of the best that is within him to the common good; he can do this only as he is given opportunity to freely associate with his fellow-man. He should, therefore, seek to overthrow the artificial social barriers which would intervene to separate him from realizing the highest and best there are within him by freedom of association. It is a man's duty to be loyal to his country and his flag, but when his country becomes a land of oppression and his flag an emblem of injustice and wrong, it becomes as much his duty to attack the enemies within the nation as to resist the foreign invader. Tyrants and tyranny everywhere should be attacked and overthrown.
This is a period of transition in the relations of the Negro to this nation. The question which America is trying to answer, and which is must soon definitely settle, is this: What kind of Negroes do the American people
want? That they must have the Negro in some relation is no longer a question of serious debate. The Negro is here 10,000,000 strong, and, for weal or woe, he is here to stay—he is here to remain forever. In the government he is a political factor; in education and in wealth he is leaping forward with giant strides; he counts his taxable property by the millions, his educated men and women by the scores of thousands; in the South he is the backbone of industry; in every phase of American life his presence may be noted; he is also as thoroughly imbued with American principles and ideals as any class of people beneath our flag. When Garrison started his fight for freedom, it was the prevailing sentiment that the Negro could have no place in this country save that of a slave, but he has proven himself to be more valuable as a free man than as a slave. What kind of Negroes do the American people want? Do they want a voteless Negro in a Republic founded upon universal suffrage? Do they want a Negro who shall not be permitted to participate in the government which he must support with his treasure and defend with his blood? Do they want a Negro who shall consent to be set apart as forming a distinct industrial class, permitted to rise no higher than the level of serfs or peasants? Do they want a Negro who shall accept an inferior social position, not as a degradation, but as the just operation of the laws of caste based upon color? Do they want a Negro who will avoid friction between the races by consenting to occupy the place to which white men may choose to assign him? What kind of a Negro do the American people want?
Do they want a Negro who will accept the doctrine, that however high he may rise in the scale of character, wealth, and education, he may never hope to associate as an equal with white men? Do white men believe that 10,000,000 blacks, after having imbibed the spirit of American institutions, and having exercised the rights of free men for more than a generation, will ever accept a place of permanent inferiority in the Republic? Taught by the Declaration of Independence, sustained by the Constitution of the United States, enlightened by the education of our schools, this nation can no more resist the advancing tread of the hosts of the oncoming blacks than it can bind the stars or halt the resistless motion of the tide.
The answer which the American people may give to the question proposed cannot be final. There is another question of greater importance which must be answered by the Negro, and by the Negro alone: *What kind of an American does the Negro intend to be?* The answer to this question he must seek and find in every field of human activity and endeavor. First, he must answer it by negation. He does not intend to be an alien in the land of his birth, nor an outcast in the home of his fathers. He will not consent to his elimination as a political factor; he will refuse to camp forever on the borders of the industrial world; as an American he will consider that his destiny is united by indissoluble bonds with the destiny of America forever; he will strive less to be a great Negro in this Republic and more to be an influential and useful American. As intelligence is one of the chief safeguards of the Republic, he will educate his children.
Knowing that a people cannot perish whose morals are above reproach, he will ally himself on the side of the forces of righteousness; having been the object of injustice and wrong, he will be the foe of anarchy and the advocate of the supremacy of law. As an American citizen, he will allow no man to protest his title, either at home or abroad. He will insist more and more, not only upon voting, but upon being voted for, to occupy any position within the gift of the nation. As an American whose title to citizenship is without a blemish or flaw, he will resist without compromise every law upon the statute-books which is aimed at his degradation as a human being and humiliation as a citizen. He will be no less ambitious and aspiring than his fellow-countrymen; he will assert himself, not as a Negro, but as a man; he will beat no retreat in the face of his enemies and opposers; his gifted sons and daughters, children of genius who may be born to him, will make their contribution to the progress of humanity on these shores, accepting nothing but the honors and rewards that belong to merit. What kind of an American does the Negro intend to be? He intends to be an American who will never mar the image of God, reproach the dignity of his manhood, or tarnish the fair title of his citizenship, by apologizing to men or angels for associating as an equal, with some other American who does not happen to be black. He will place the love of country above the love of race; he will consider no task too difficult, no sacrifice too great, in his effort to emancipate his country from the un-Christlike feelings of race hatred and the American bondage of
prejudice. There is nothing that injustice so much respects, that Americans so much admire, and the world so much applauds, as a man who stands erect like a man, has the courage to speak in the tones of a man, and to fearlessly act a man's part.
There are two views of the Negro question now at last clearly defined. One is that the Negro should stoop to conquer; that he should accept in silence the denial of his political rights; that he should not brave the displeasure of white men by protesting when he is segregated in humiliating ways upon the public carriers and in places of public entertainment; that he may educate his children, buy land, and save money, but he must not insist upon his children taking their place in the body politic to which their character and intelligence entitle them; he must not insist on ruling the land which he owns or farms; he must have no voice as to how the money he has accumulated is to be expended through taxation and the various forms of public improvement. There are others who believe that the Negro owes this nation no apology for his presence in the United States; that, being black, he is still no less a man; that he should not yield one syllable of his title to American citizenship; that he should refuse to be assigned to an inferior plane by his fellow-countrymen; though foes conspire against him and powerful friends desert him, he should refuse to abdicate his sovereignty as a citizen, and to lay down his honor as a man.
If Americans become surfeited with wealth, haughty with the boasting pride of race superiority, morally corrupt in the high places of honor and of trust, enervated through the pursuit of pleasure, or the political bondmen of some strong man plotting to seize the reins of power, the Negro American will continue his steadfast devotion to the flag, and the unyielding assertion of his constitutional rights, that "this government of the people, for the people, and by the people, may not perish from the earth."
It is so marvelous as to be like a miracle of God, to behold the transformation that has taken place in the position of the Negro in this land since William Lloyd Garrison first saw the light a century ago. When the Negro had no voice, Garrison pleaded his cause; to-night the descendants of the slave stand in Faneuil Hall, while from ocean to ocean every foot of American soil is dedicated to freedom. The Negro American has found his voice; he is able to speak for himself; he stands upon this famous platform here and thinks it no presumption to declare that he seeks nothing more, and will be satisfied with nothing less than the full measure of American citizenship!
I feel inspired to-night. The spirits of the champions of freedom hover near. High above the stars, Lincoln and Garrison, Sumner and Phillips, Douglass and Lovejoy, look down to behold their prayers answered, their labors rewarded, and their prophecies fulfilled. They were patriots; the true saviors of a nation that esteemed them not. They have left us a priceless heritage. Is there to be found among us now one who would so dishonor the memory of these sainted dead; one so lost
to love of country and loyalty to his race, as to offer to sell our birthright for a mess of pottage? When we were slaves, Garrison labored to make us free; when our manhood was denied, he proclaimed it. Shall we in the day of freedom be less loyal to our country and true to ourselves than were the friends who stood for us in our night of woe? Many victories have been won for us; there are still greater victories we must win for ourselves. The proclamation of freedom and the bestowal of citizenship were not the ultimate goal we started out to reach, they were but the beginnings of progress. We, of this generation, must so act our part that, a century hence, our children and our children’s children may honor our memory and be inspired to press on as they receive from us untarnished the banner of freedom, of manhood, and of equality among men.
The Negro went aboard the ship of state when she was first launched upon the uncertain waters of our national existence. He booked as through passenger until she should reach “the utmost sea-mark of her farthest sail.” When those in command treated him with injustice and brutality, he did not mutiny or rebel; when placed before the mast as a lookout, he did not fall asleep at his post. He has helped to keep her from being wrecked upon the rocks of treachery; he has imperiled his life by standing manfully to his task while she outrode the fury of a threatening sea; when the pirate-craft of rebellion bore down upon her and sought to place the black flag of disunion at her masthead, he was one of the first to respond when the captain called all hands up on
deck. If the enemies of liberty should ever again attempt to wreck our ship of state, the Negro American will stand by the guns; he will not desert her when she is sinking, but with the principles of the Declaration of Independence nailed to the masthead, with the flag afloat, he would prefer rather to perish with her than to be numbered among those who deserted her when assailed by an overwhelming foe. If she weathers the storms that beat upon her, outsails the enemies that pursue her, avoids the rocks that threaten her, and anchors at last in the port of her desired haven, black Americans and white Americans, locked together in brotherly embrace, will pledge each other to remain aboard forever on terms of equality, because they shall have learned by experience that neither one of them can be saved, except they thus abide in the ship.
For the present our strivings are not in vain. The injustice that leans upon the arm of oppression for support must fall; truth perverted or suppressed gains in momentum while it waits; generations may perish, but humanity will survive; out of the present conflict of opinion and the differences of race and color that divide, once the tides of immigration have ceased to flow to our shores, this nation will evolve a people who shall be one in purpose, one in spirit, one in destiny—a composite American by the co-mingling of blood. | 6c4edb45-1345-4926-ab93-3121a092821c | CC-MAIN-2023-50 | https://librarycollections.law.umn.edu/documents/darrow/William_Lloyd_Garrison_Reverdy_Ransom_Masterpieces%20of%20negro%20eloquence_1914.pdf | 2023-12-01T16:33:47+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00595.warc.gz | 437,314,219 | 5,280 | eng_Latn | eng_Latn | 0.998455 | eng_Latn | 0.99874 | [
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Philip Morris USA
Youth Smoking Prevention
Strengthening RESOLVE
Building RESILIENCE
At Philip Morris USA, we believe we have an important role to play in helping to reduce youth smoking. As the manufacturer of a product made for adults that has health risks, we have a responsibility to help prevent kids from using it. And, we take this responsibility very seriously. We created a Youth Smoking Prevention department in April 1998 to focus solely on this issue.
We are committed to an approach that is comprehensive, collaborative and measurable. Our efforts cut across the areas of communication, education, community action and access prevention.
Resolve and resilience are qualities that can help prevent kids from smoking. We want to help build upon kids’ assets and strengthen their ability to reject
Teen smoking and other risky behavior.
Thanks to the efforts of many, youth smoking rates have been declining since 1997. However, these rates remain unacceptably high. In a 2000 national study, approximately a third of high school seniors (31.4%) said they had smoked at least one cigarette in the thirty days before the study.
Why Kids Smoke
Experts believe there is no single reason why kids smoke and point instead to a combination of risk factors that contribute to a young person’s decision to engage in risky behavior. Youth smoking is a complex problem that occurs within a matrix of societal, environmental and interpersonal influences. Additional research is needed to understand the root causes of why kids smoke, and more importantly to assess why most kids don’t smoke.
The Positive Youth Development Approach
We hope to build resolve and resilience in young people by supporting programs that reduce risk factors while enhancing protective factors. By surrounding kids with positive messages and positive influences, we hope to help reduce youth smoking and other risky behaviors, and ultimately improve the quality of kids’ lives.
“We need to stop thinking of youth problems as the principal barrier to youth development and start thinking of youth development as the most effective strategy for preventing youth problems.”
The National Assembly. Building Resiliency: What Works. A Community Guide to Preventing Alcohol & Other Drug Abuse Through Positive Youth Development, 1994.
Risk Factors
Negative Peer Pressure
Low Self-Esteem
Rebelliousness
Latchkey
Stress/Anxiety
No Structured Activities
No Family/School Connectedness
No Positive Adult Role Model
Poor School Performance
Access to Risky Products
Protective Factors
Positive Relationships
- peer-to-peer
- parent connectedness
- mentoring
Positive Development
- life skills training
- character education
Positive Alternatives
- sports and physical fitness
- arts and self-expression
- youth programs/services
Positive Environments
- sales/access restrictions
- safe places/youth centers
Focus on Effectiveness
Through quantitative research, all of our youth smoking prevention advertising messages are measured for clarity, persuasiveness and likability. The programs we support are evaluated for their ability to deliver protective factors and positive outcomes for youth. By focusing on the effectiveness of the messages and programs we support, we believe we will have a greater impact on youth smoking.
Why Kids Don’t Smoke
We are communicating the youth smoking prevention message in creative and impactful ways — including TV, print and radio.
Communication
Because parents have an important role to play in youth smoking prevention, we also are airing TV ads for parents with the tagline “Talk. They’ll Listen.” Research shows that some parents don’t realize how much their kids want and need their guidance during this critical time in their lives. Based on a review of relevant literature, we created ads that:
• Reinforce that kids do listen to their parents
• Assist parents in practical ways to have a conversation about not smoking
• Demonstrate the positive impact parents can have
• Stress the importance of listening
We have created television advertisements for young people between the ages of 10 and 14, with the tagline “Think. Don’t Smoke.” These ads are designed to help change youth perceptions about smoking. They work to show that smoking is not “cool,” and that kids don’t need to smoke to define themselves. Research in this area leads us to conclude that ads should:
• Use peer-to-peer communication
• Affirm that smoking is not the norm
• Convey negative images of youth smoking
• Celebrate kids who don’t smoke
• Give kids credit for making good decisions
We are also running print ads that communicate the “Think. Don’t Smoke.” message in kids’ favorite magazines.
Multi-Cultural Advertising
In order to communicate to a diverse population of youth and parents, our advertisements are tailored for different ethnic groups and use culturally-appropriate messages. We have developed Spanish language ads for Hispanic audiences, as well as African-American and Asian-American ads. We are also developing messages for Native-American young people and their parents.
We are supporting a highly regarded program called Life Skills Training (LST) designed by Professor Gilbert Botvin of Cornell University and identified by the Centers for Disease Control and Prevention as effective in reducing youth smoking. This 3-year program, aimed at middle school students, is based on lessons that help youth strengthen their social and self-management skills, and resist peer and media influences. We learned that LST was not being widely implemented in schools, primarily because of cost concerns. We therefore are making grant commitments of more than $11 million to school districts in 18 states so that more than 300,000 middle school students receive LST in the classroom. We also are funding a three-year independent evaluation of LST to help expand the body of knowledge about this program. For more information, please visit: www.lifeskillstraining.com.
Because research has shown that media messages combined with school-based programs can make a difference in reducing youth smoking rates, we are supporting classroom-based programs that build self-esteem and teach the social skills necessary to help kids resist smoking and other risky behaviors.
Education
Students who receive the Life Skills Training (LST) program in junior high school were 25% less likely to be pack-a-day cigarette smokers at the end of high school and were 66% less likely to use multiple drugs on a weekly basis than students who did not receive LST.
Journal of the American Medical Association, 1995
For communication and school programs to have a lasting effect, experts emphasize the role of the community in providing environments that deliver a strong social message about youth smoking. We are supporting leading youth and community-based organizations that promote positive youth development outside of the classroom.
Community Action
Through Philip Morris USA’s charitable contributions, we are supporting after-school programs on the local level that provide positive influences for youth. For a grant application, please visit the Charitable Giving section of our website under Our Responsibility, at www.philipmorrisusa.com.
On the national level, we provided a $4.3 million grant over two years to National 4-H Council to develop, implement and evaluate a nationwide youth smoking prevention program based on health, personal development and life skills. The Health Rocks! program, designed for 8 to 12 year-olds, was launched in 11 communities in eight states in 1999 and 23 communities in 14 states in 2000. The program will be evaluated in a national test in 2001. For more information, please visit: www.healthrocks.org.
Because parents are an important influence on a child’s decision not to smoke, we have provided Work In America Institute a $1.5 million grant over three years to enhance and expand The Parent Connection, a workplace parenting program. This program strengthens communication skills and encourages parents to engage in open and constructive dialogue with their kids about smoking and other risky behaviors. We began offering The Parent Connection to Philip Morris USA employees in 2000. Work In America will make the program available to community-based organizations and other businesses in 11 cities across the country. For more information, please visit: www.workinamerica.org.
Since the 1980s, Philip Morris USA has supported a number of efforts to reduce youth access to cigarettes, including state legislative initiatives and retail education programs. Through our Action Against Access initiative launched in 1995, we have worked toward creating an environment where the only way to obtain cigarettes is through face-to-face transactions where identification can be verified in person.
Access Prevention
To help train retailers to check for proper identification, we are a major supporter of the Coalition for Responsible Tobacco Retailing’s We Card program. We Card offers free training seminars, in-store signage and educational materials. Philip Morris USA has supported and promoted the program to the more than 200,000 stores our company calls on directly. Since the launch of the program in 1995, the Coalition has sponsored over 950 training seminars and trained nearly 50,000 retailers. For more information, please visit: www.wecard.org.
Where do teens usually get cigarettes?
We also are working to address youth access to cigarettes in the home and through social avenues because, in most cases, kids who smoke usually obtain their cigarettes from sources other than retail stores.
We have launched a print advertising campaign that is running in magazines nationwide to remind parents and other adults to keep their cigarettes away from kids, with the tagline “It’s Within Your Reach To Help Keep Cigarettes Out of Theirs.”
Youth Risk Behavior Surveillance Study, Centers for Disease Control and Prevention, 1999
Youth Smoking Prevention Around the World
Philip Morris USA is not alone in its efforts. Our sister company Philip Morris International is currently participating in over 100 youth smoking prevention programs in nearly 60 countries around the world.
US Policy Makers and Youth Smoking
Here in the US, we also are working to inform policymakers of effective youth smoking prevention initiatives by supporting effective models and raising awareness of worthy programs that need funding. The state tobacco settlement agreements provide state legislators with an unprecedented opportunity to dedicate a significant portion of each state’s settlement funds to youth smoking prevention. We are actively encouraging policymakers to create and fund statewide programs that can be evaluated for their effectiveness in reducing youth smoking rates.
Nearly 50% of households surveyed either allowed youth smoking, had no ground rules, or had set rules but never explicitly communicated them to the children.
The Journal of Adolescent Health, 1999
Findings from twelve major evaluation studies indicate that Life Skills Training can reduce smoked tobacco use by up to 87%, and alcohol and other drug use by up to 80%.
Programs That Work, Centers for Disease Control and Prevention, 1997
One recent survey found that 73.7% of 8th–10th graders who reported having ever smoked obtained their most recent cigarette from a friend or family member.
American Journal of Public Health, 1997
Adolescents are less likely to engage in risky behaviors, such as tobacco use, when they have afterschool programs to go to.
US Dept. of Education and the US Dept. of Justice, 1998
Youth who have problems with schoolwork are more likely than others to experience or be involved with every health risk studied (cigarette use, alcohol use, suicide risk, violence involving weapons and sexual intercourse).
Center For Adolescent Health, University of Minnesota, 2000
In one study, eighth-graders who were unsupervised for eleven or more hours a week experienced twice the risk of substance abuse as those who were under some form of adult supervision.
Carnegie Council on Adolescent Development, 1992
According to one study, 54% of kids think it’s easier to talk to their friends than to parents and 45% believe that adults don’t understand their needs.
Boys & Girls Clubs of America, 1999
A 1995 study showed that young people with mentors were...
• 46% less likely to begin using illegal drugs
• 27% less likely to begin using alcohol
• 53% less likely to skip school
• 37% less likely to skip a class
• 33% less likely to hit someone...than children in the research control groups.
Big Brothers / Big Sisters, 1995
Students who stated they smoked at least one cigarette in the thirty days preceding the study, ranked by ethnicity.
Center for Disease Control and Prevention, 1997
Facts at a Glance
To learn more about
PHILIP MORRIS USA
YOUTH SMOKING PREVENTION
and the information in this brochure,
visit our website at
www.philipmorrisusa.com/ysp
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Avoid the Crash: Fueling Young Athletes for Long Summer Days
For youth athletes, the longest days of the year involve day-long tournaments, two-a-day practices, tough conditioning camps, and generally being out in the heat from sun up to sun down.
1. Staying Hydrated Through Fruits and Veggies
Staying hydrated while playing sports is vital regardless of season, but perhaps doubly important in the summer months. This doesn’t always mean just carrying around a bottle of water (though that’s certainly not a bad habit), but it also means eating foods that help rehydrate before, during, and after playing sports.
Aptly-named, watermelon is perhaps the most obvious food that both nourishes and hydrates. This fruit is over 90% water and has a low sugar content. Grapefruit, strawberries, cantaloupe, grapes, honeydew, oranges, peaches, pears, and pineapple also contain similar amounts of water and are enjoyed by most kids.
Maybe less appealing to a youth athlete’s palette but no less rehydrating are many vegetables such as cucumber, zucchini, and carrots. Throw some combination of these, the aforementioned fruits, ice, and coconut water into a blender and you have one super-hydrating (and tasty) summer beverage.
2. Saved by Sodium
While too much sodium can have debilitating effects for the average Joe, for competitive athletes it can be the difference between still being able to play hard in the fourth quarter and crashing hard on the bench. For the average American, the USDA recommends an intake of less than 1500-2300 mg of sodium per day, however for an athlete in hot conditions this demand is higher. Insufficient sodium levels can result in cramps, headaches, nausea, and hyponatremia (a low concentration of sodium in the blood).
To combat this intense sodium loss, slightly up the intake of sodium leading up to and during intense summer sport days. This can be done through sources that help fulfill athletes’ other nutritional needs at the same time, such as vegetable juices, soups, whole grain snacks like crackers and pretzels, rice cakes, condiments, prepared or cured meats, and sports drinks.
3. The Day(s) Before
How an athlete performs during a long day of practice or games is largely dictated by what they take in the day before. Just as beginning to drink water when you become thirsty likely means you are already dehydrated, waiting until the day of a long summer training session to load up on the necessary macronutrients and calories is already too late.
In addition to drinking water steadily throughout the days prior, serve up a big and balanced meal that has a good balance of protein, fats, and carbs the night before a competition. Some favorites of many competitive and professional athletes are whole-grain pastas with chicken or fish with sweet potatoes and other vegetables. While there is little evidence to support traditional “carbo-loading” as necessary, adequate energy intake is necessary so athletes can recover from previous efforts and replenish muscle glycogen. An athlete who consumes a varied diet and adequate total energy will fully replenish glycogen stores within 24 hours of a workout or game.
4. Snacks for Short Windows in Between Exercise
Supplements are most often utilized to provide an athlete with an advantage above and beyond what he or she could achieve on their own. With youth sports and school-age athletes, skill acquisition, cognitive development, and physical maturity have far more to do with an athlete’s performance than the effects of any supplement. Strength and speed develop naturally with physical maturity, but skill acquisition and an understanding of teamwork are areas for improvement at any age.
Athletes who hit puberty earlier and reach physical maturity at a younger age frequently become star athletes early on because of their superior size, strength, and speed. However, athletes who focus on skill acquisition, sound training techniques, and smart tactics and strategies fare better in the long run, because eventually everyone catches up in terms of physical maturity. Athletes who rely on supplements may miss out on this valuable skill acquisition period and, although they might see short-term improvements, are likely to see their performance superseded by athletes who developed at a more natural pace.
5. Figuring out a Plan
Sports nutrition is far from an exact science. Figuring out what works best for your athlete is largely subject to trial and error and tinkering with others’ guidelines and suggestions. There are too many variables in an athlete’s age and physical condition, the weather, duration and type of sporting activity, and the amount of time in between activity for there to be a one-size fits all solution as it pertains to keeping youth athletes fueled during the summer.
If you are the chief meal preparer and/or snack provider to your athlete, learn if they are adequately fueled or not by asking questions about how they felt near the end of a high-activity day. Their answers might let you know what tweaks need to be made to their meals or if special healthy snacks need to be sent with them.
While diet can significantly impact how an athlete feels in the heat, there is no perfect combination of food and fluids that can combat being out in the sun too long. | 4d782354-7463-43da-911f-5d42f8a3420c | CC-MAIN-2024-33 | http://devzone.positivecoach.org/sites/uploads/files/PCA_TrueSport-%20Crash-2023.pdf | 2024-08-07T10:07:34+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640690787.34/warc/CC-MAIN-20240807080717-20240807110717-00782.warc.gz | 7,705,224 | 1,060 | eng_Latn | eng_Latn | 0.998479 | eng_Latn | 0.998618 | [
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The Armenian Genocide was a series of events that occurred between 1914 and 1923, during which the Ottoman Empire systematically killed an estimated 1.5 million Armenians. The genocide was carried out by the Ottoman government and its military forces, and it is considered one of the most significant human rights violations in history.
The Armenian Genocide was not just a single event but a series of coordinated actions that took place over several years. It began with the arrest and deportation of Armenian intellectuals and leaders, followed by the forced relocation of entire communities to remote areas of the empire. The deportees were then subjected to brutal conditions, including starvation, dehydration, and exposure to the elements, leading to widespread death and suffering.
The genocide was also marked by the systematic destruction of Armenian churches, monasteries, and other religious sites, as well as the looting and plundering of Armenian property. The Ottoman government used these acts as a means of terrorizing the Armenian population and preventing them from returning to their homes.
The Armenian Genocide has been recognized as a genocide by many countries around the world, including the United States, Canada, France, and Germany. However, the Turkish government has consistently denied the genocide, claiming instead that it was simply a result of the chaos and violence that accompanied World War I.
In recent years, there has been a growing movement to recognize the Armenian Genocide and to hold those responsible accountable for their actions. This movement has gained support from many individuals and organizations around the world, and it continues to be a source of controversy and debate. | b9d8255a-c5db-4ff8-a565-d60525686633 | CC-MAIN-2023-50 | https://campusnumeriquearmenien.org/ressources/download/1685 | 2023-11-28T18:52:45+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679099942.90/warc/CC-MAIN-20231128183116-20231128213116-00174.warc.gz | 191,918,770 | 315 | eng_Latn | eng_Latn | 0.998953 | eng_Latn | 0.998953 | [
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information on the treatment and care of your battery
Our goal is to supply a high quality product which functions perfectly.
Please read these instructions before you use your battery so as not to cause premature damage to the product by mishandling.
A battery is only an energy reservoir, and it must be immediately charged 100% each time energy is extracted from it - by the vehicle generator or externally by a charger, if the energy balance is on the negative side as a result of short periods of use or if it is little used in general and left unused for longer periods.
To ensure long battery life, make sure you observe the following:
- Use the battery only for its intended purpose (starter batteries - for starting and operating a vehicle with an internal combustion engine).
- The surface of the battery should be kept clean and dry. In order to avoid the formation of leakage currents that can cause significant self-discharge, oils and fluids should not be allowed to accumulate on the surface.
- Check the fill level of the battery, if possible, at least once every 6 months and top it up if necessary with purified water (do not add battery acid).
- In the event of high water loss, please have the functioning of the charge controller checked by an expert. If installed in the right place and subjected to normal loads, your battery will consume little or no water, but these factors vary greatly depending on usage.
Should your vehicle tend to a negative energy balance because of the way it is used (short distances – longer periods of disuse – extensive comfort equipment – start-stop operation), the state of charge of the battery should be checked at the required intervals (2-3 months).
In order to ensure that your vehicle will always start and to prevent the onset of damage to the battery, it should always be charged at least to 75%. This can be determined from the open-circuit voltage or by using an acid siphon.
Open-circuit voltage:
\[ 12.51 \text{ V} - 12.57 \text{ V} = 75\% \text{ charged} \]
\[ 12.69 \text{ V} - 12.75 \text{ V} = 100\% \text{ charged} \]
Acid density: 1.25 kg/l = 75% charged / 1.28 kg/l = 100% charged
The battery should carry at least this charge; even if it still works with less, this will be at the expense of durability.
The best case scenario is 100% charge - for 100% usability!
Because the current generation of vehicles places significantly higher electrical demands on the battery (due to the presence of extensive comfort features and electronic equipment), a negative energy balance may occur rapidly even with newer vehicles. If the amount of energy generated is largely required for the on-board power supply and the remainder is no longer sufficient to recharge the battery completely.
With vehicles which only see seasonal use (convertibles, motorcycles, tractors, harvesters, construction equipment and vehicles), the same applies as above with regard to the battery charge.
Check the charge (open circuit voltage) of your battery at least every 2 months and recharge if necessary. Due to constant chemical processes, every battery is subject to self-discharge which, if not offset by charging, inevitably leads to the deep discharge of your battery. If it is still connected to the vehicle, the discharge may under certain circumstances be even faster because the vehicle may still be consuming electrical power even when it is not in use. The best thing to do is to disconnect the battery.
Deep discharge is never covered by warranty but is always the fault of the operator and in most cases associated with the total failure of the battery.
The ideal temperature for storing a battery when not in use is 10-15 degrees. Higher temperatures accelerate self-discharge and loss of water.
In any case, no battery lasts for ever - at some point its capacity will be exhausted. Constant full charge + normal load = slow reduction in capacity. Insufficient charge + high load = faster reduction in capacity. | 67848880-4450-4184-bbf3-8105d23447c3 | CC-MAIN-2024-26 | https://kleinezonnepanelen.nl/data/mediablocks/Intact%20-%20batterien_pflegeanleitung_en%20kleinezonnepanelen.pdf | 2024-06-22T07:24:16+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198862252.86/warc/CC-MAIN-20240622045932-20240622075932-00815.warc.gz | 305,634,609 | 830 | eng_Latn | eng_Latn | 0.998179 | eng_Latn | 0.998244 | [
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Dot Cassady
Interviewed by: Cassie Mayo, Rolisha Chataigne, Josie Rivera, and Casey Cushing
Have you ever had to pinch your cheeks because you could not afford make up? Well guess who had to… Dot Cassady’s mother! During the Great Depression when she could not afford make up she would pinch her cheeks. Times were so hard women were forced to be creative. The girls would pinch their cheeks to make it look like they were wearing blush. Just imagine having to pinch your cheeks multiple times before you went to a party or out in public.
Dot Cassady’s mother and father went through the Great Depression seven years after it started, which was around 1937. Her mother’s name was Merle and her father’s name was Russell. The Great Depression didn’t affect Dot’s family much. It actually brought her family closer together. Dot Cassady’s family never lived in a migrant camp and luckily never experienced the harsh dust bowl.
Dot explained that the stock market crash was the start of the Great Depression. One surprising fact she told us is that people jumped out of windows at that time because they were so upset about losing their money. Her father had to work hard to keep his job building machines. Her mother did not go to college but she did have a chance to do some work to help support the family. Teachers were very helpful to families in every way possible. They would organize different free events so families could still have fun and forget about their worries.
“The depression] took longer than people realized to have it affect them. It lasted longer than expected [too].”
Did you know that some people are still afraid that the Great Depression will happen again? During the twenties, Dot said “anything went.” Everyone had money so they were always having fun and spending it carelessly. After the Great Depression people became more careful with their money because you never knew what could happen. Dot Cassady was born after the Great Depression, and her brother was born during World War II. It’s around that time she said that things began to calm down and return to normal. | f9a0c8cd-901e-431f-be59-7c6395ec8e34 | CC-MAIN-2024-10 | https://modelsofexcellence.eleducation.org/file/3353/download?token=ygWNW-FA | 2024-02-27T00:25:22+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474669.36/warc/CC-MAIN-20240226225941-20240227015941-00774.warc.gz | 392,826,174 | 426 | eng_Latn | eng_Latn | 0.999186 | eng_Latn | 0.999186 | [
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Regional Science Centre, Guwahati celebrated the International Day of Yoga on June 21, 2019 with various activities conducted for students and general public. The programme started with yoga practice by Official staff, students & others.
Thereafter, a popular talk was delivered by Mrs. Bharti Nandi of Vivekananda Kendra, Institute of Culture, Guwahati before a large number of students and others. The other programme conducted during the day were Art & Quiz competition, Film shows, etc.
Top- Officials of RSC Guwahati taking part in Yoga exercise
Bottom left- Students from local schools taking part in Yoga exercise.
Bottom middle- Mrs. Bharti Nandi delivering talk on Yoga and its importance
Bottom right- Children taking part in Art competition on yoga
A workshop on Robotic Activity was organised at Innovation Hub in RSC, Guwahati from 24th to 28th June 2019. Mentors and other technical and educational staff from all Innovation Hubs, running at Science Centres in all over north eastern states took part in the workshop. Participants from state Assam, Arunachal, Manipur, Meghalaya, Mizoram, Nagaland and Tripura were present in the workshop. Innovation Hub is a section of Science Centre which provides a platform for the young students to engage in innovative and creative activities.
During the workshop, participants were given exposure to use of Lego EV3 kits and its programming. They were also trained in making robots with hands-on-activities with Lego and Arduino kits. Basically it was a training programme for the Mentors and others who are engaged in conducting Robotic Activities in their respective Innovation Hubs. Shri Achintya Saha, CEO of Technomate Edubotics Pvt. Ltd. Guwahati was present as the resource person and conducted the workshop. The Workshop ended on 28th June with distribution of certificates to all.
Regional Science Centre, Guwahati is taking a special drive to provide free visit to the Science Centre to underprivileged children. The Centre also provides their transportation facility from their schools to the Centre and back. Besides the normal visiting the galleries, some special science shows are also conducted for these children.
During their visit, scientific gift items are also distributed to all the visiting children as a memento for encouraging them to understand the science through hands-on-activities.
Around 3000 children along with their teachers visited the Centre under this scheme during the period April-June, 2019.
---
Regional Science Centre, Guwahati observed the Swachhta Pakhwada under Swachh Bharat Mission during April 16-30, 2019 in its premises with varieties activities. On first day, all staff members of the Centre and roadside Vendors took Oath on cleanliness. Doctor Jutika Ojah, Community Medicine, Gauhati Medical College delivered a popular talk on Health & Hygiene on this special occasion.
As an awareness programme on swachhta, a Puppet show by Mrs. Mira Sarma, Director, Arnab Puppet Group, Guwahati was also conducted before the students and general public.
Beside these programmes, Art competition, Essay writing competition, Film shows, Open house Quiz competition were also conducted among the children.
Celebration of World Health Day
Regional Science Centre, Guwahati celebrated the World Health Day on 7th April, 2019 in its premises with activities conducted for students and general visitors. The celebration programme started with Art competition for children in the morning.
Dr. Rubi Kataki, department of Conservative Dentistry and Endodontics of Regional Dental College, Guwahati graced the occasion with a Popular Talk before a large number of Students and others.
Children taking part in Art competition
Dr. Rubi Kataki delivering popular talk before the audience
Celebration of World Environment Day
Regional Science Centre, Guwahati celebrated the World Environment Day on 5th and 6th June, 2019 in its’ premises with varieties of participatory activities involving students, teachers and general visitors. The theme for 2019 is “Beat Air Pollution”. The celebration programme started with Art competition for children in three different groups.
A student delivering a speech on environment before the audience
Schools’ Children participating in Art competition
Dr. Purnima Devi Barman delivering speech on Environment
Therafter, a live demonstration on butterfly and common Insects was conducted before a large number of students. As a part of the celebration, a popular talk was delivered by Dr. Purnima Devi Barman-Green Oscar Award Winner, 2017 and Wildlife Biologist. Thereafter, a Nature Game cum specimen identification Game was conducted among the children. The celebration programme ended with Open house Quiz competition.
Students and Teachers taking oath on protection of Environment
Innovation Hub
The Innovation Hub running at the Centre provides all basic facilities to its members in making their innovative ideas into a tangible form. The education staff and the two Mentors looking after the Hub always try to guide the students and extend all possible supports to solve any type of problem during their projects.
During the quarter, the student members of Innovation Hub completed the following projects by using scraps and low-cost materials:
i) Mosquito trapper,
ii) Creative drawer,
iii) Air Cooler,
iv) Testing a Wick Irrigation System
v) Water filtration, and
vi) Self-Design Locker
RSC, Guwahati organized the Orientation cum Selection Camp (OCSC) for XXIV International Astronomy Olympiad (junior) from 2nd to 17th May, 2019 in its premises.
The International Astronomy Olympiad is an annual topmost global scientific (astronomy) knowledge gauging Olympiad for high school students, which emphasizes the role of astronomy and scientific knowledge in educational process.
During the OCSC, all participants were given extensive training for enriching their knowledge both in theory and practical in astronomy. At the end, 3 students have been selected through a series of theory and practical examination. These students will represent India in the International Astronomy Olympiad to be held in Romania from 19th to 27th October 2019.
Dr Sanjeev Kalita, Dept. of Physics, Gauhati University, taking theory classes during OCSC.
Shri Debasis Sarkar, SWAN, North Bengal giving practical knowledge on operation of Telescope during OCSC.
Dr Biman Medhi, Dept. of Physics, Gauhati University, taking theory classes during OCSC.
### GENERAL INFORMATION
**Visitors Footfall at the Centre during April-June, 2019**
- **April**: 4005 General, 27424 Students
- **May**: 7937 General, 24889 Students
- **June**: 6310 General, 31495 Students
### Special Shows Time
- **Science on a Sphere Show**
- 11, 12, 1, 2, 3, 4 & 5 pm
- **Planetarium Show**
- 12:00 & 4:30 pm
- **3-D Film Show**
- 10:30, 12:30, 2:30 & 5:30 pm
- **Super Cold Show**
- (a show on Liquid Nitrogen)
- 11:30 & 3:30 pm
- **Mock-up Coal Mine Gallery**
- 11, 12, 2, 3, 4, 5 pm
### Activities during April-June, 2019
- Planetarium Shows = 114 nos.
- Supercold Shows = 137 nos.
- 3-D Show = 378 nos.
- Projects in Innovation Hub = 6 nos.
- Mobile Science Exhibition = 15 nos.
- Developement of new Exhibits = 04 nos.
### Shows Ticket
- **Science on a Sphere Show**
- General Visitor: ₹ 30/-
- School Group: ₹ 20/-
- **3-D Film Show**
- General Visitor: ₹ 25/-
- Private School Group: ₹ 15/-
- Govt. School Group: ₹ 10/-
- **Planetarium Show**
- General Visitor: ₹ 20/-
- Private School Group: ₹ 10/-
- Govt. School Group: ₹ 5/-
- **Super Cold Show/ Coal Mine**
- General: ₹ 10/-
- School Group: ₹ 5/-
Regional Science Centre, Guwahati remains open for visitors from 9-30am to 6-00pm everyday, except on ‘Holi’ and ‘Diwali’. Entry fee per head as below:
- General Visitor: ₹ 30/-
- 25 or more in group: ₹ 25/-
- Organised Private School: ₹ 15/-
- Organised Govt. School: ₹ 10/-
### Facilities
- Making projects in Innovation Hub under guidance
- Guided Tour to Galleries on request
- Science Demonstration Lecture on request
- Car Parking; Picnic Area; Cafeteria
- Conference and Auditorium Hall on rent
### For any query please contact:
Phone Nos.: (0361) 2361699, 2363218
FAX- (0361)2361699
E-mail: firstname.lastname@example.org (Administration)
: email@example.com (Education Cell)
Website: www.rscguwahati.gov.in | 84f38cb8-fa02-4514-91bb-b9bd971ed7eb | CC-MAIN-2020-40 | http://rscguwahati.gov.in/pdf/newletter-apr_jun-19.pdf | 2020-09-22T11:17:10+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400205950.35/warc/CC-MAIN-20200922094539-20200922124539-00105.warc.gz | 113,594,844 | 1,975 | eng_Latn | eng_Latn | 0.967577 | eng_Latn | 0.985591 | [
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7.3 Amount of an Annuity
**Annuity:** A series of equal payments made at regular intervals (savings plan, paying off a debt, etc.)
Last June 30, Nigel decided to save for a trip when he graduates. Starting next June 30, and for each of the following 3 years, he plans to deposit $700 into an account that pays 4.5%/a, compounded annually. How much money will Nigel have accumulated when he makes the last deposit into this annuity?
- How much is each deposit worth at the end of the 4 years?
- How much money in total did Nigel accumulate?
\[
\text{Total} = 700(1.045)^3 + 700(1.045)^2 + 700(1.045) + 700 \\
= \$2994.74
\]
**Annuity Formulas:**
\[
A = \frac{R[(1+i)^n - 1]}{i}
\]
- Use this to find the amount.
\[
R = \frac{Ai}{[(1+i)^n - 1]}
\]
- Use this to find the regular payment.
where
- \(A\) = Amount at the time of the last payment
- \(R\) = Regular payment
- \(i\) = Interest rate per compound pd
- \(n\) = # of compound periods/# of payments
Ex. 1 Mary deposits $250 into an account at the end of each month paying 7.2%/a compounded monthly for 5 years. How much money will she have at the end of 5 years?
By Hand:
\[ A = \frac{R \left[ (1+i)^n - 1 \right]}{i} \]
Given:
\[ R = 250 \]
\[ i = \frac{0.072}{12} \]
\[ n = 12 \times 5 \]
\[ = 60 \]
\[ = 250 \left[ \left( 1 + \frac{0.072}{12} \right)^{60} - 1 \right] \]
\[ \frac{0.072}{12} \]
\[ = 17991.18 \]
By TVM:
Apps, 1: Finance..., Enter, 1: TVM Solver...
N = # of compounding periods
I% = interest rate/a as a percent
PV = present value (P)
PMT = the payment amount (put as "0" if there are no payments)
FV = future value (A)
P/Y = number of payments per year (put as "1" if there are no payments)
C/Y = number of compound periods per year
PMT: = choose END
TAKE NOTE:
In annuities N = number of compounding periods not years.
N = 5 \times 12 = 60
I% = 7.2
PV = 0
PMT = -250
FV = \square \rightarrow 17991.18
P/Y = 12
C/Y = 12
PMT: END BEGIN
Ex. 2 Cameron wants to be an astronaut and needs to save for university. He plans on making regular bi-weekly deposits into an account paying 5.3%/a compounded bi-weekly. If he wants to have $9000 in 3 years, how much does he need to deposit each time?
By Hand
\[ R = \frac{A}{(1+i)^n - 1} \]
Given:
\[ A = 9000 \]
\[ i = \frac{0.053}{26} \]
\[ n = 26 \times 3 = 78 \]
\[ R = \frac{9000 \left( \frac{0.053}{26} \right)}{\left(1 + \frac{0.053}{26}\right)^{78} - 1} \approx 106.57 \]
By TVM
- \( N = 26 \times 3 = 78 \)
- \( I\% = 5.3 \)
- \( PV = 0 \)
- \( PMT = \) [ ] \(\rightarrow 106.57 \)
- \( FV = 9000 \)
- \( P/Y = 26 \)
- \( C/Y = 26 \)
- \( PMT: END \)
\[\therefore \text{Cam's pmts are } \$106.57\]
Ex. 3 Who wants to be a Millionaire?
You want to know how much to put away every month, from now until you retire, to become a millionaire. Assume interest at 5% compounded monthly, and that you retire at 65.
\[ 65 - 16 = 49 \]
\[
\begin{align*}
N &= 49 \times 12 \rightarrow 588 \\
I\% &= 5 \\
PV &= 0 \\
PMT &= \text{?} \rightarrow -395.71 \\
FV &= 1000000 \\
P/Y &= 12 \\
C/Y &= 12 \\
PMT: & \text{END}
\end{align*}
\]
\[\therefore \text{You will need } \$395.71 \text{ as monthly payment}\]
Homework
Pg. 453 #C2, 2bc, 4-6, 8, 11, 12a
(Graphing Calculator 4-6)
...AND IF YOU FUND A GIFT ANNUITY, I'LL BRING YOU COOKIES EVERY YEAR FOR THE REST OF YOUR LIFE. | 3ef6b67a-edeb-4fa6-80a0-d676cf7c8ec5 | CC-MAIN-2024-10 | https://www.emmell.org/wp-content/uploads/2023/06/3U-7.3.pdf | 2024-02-25T04:08:19+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474581.68/warc/CC-MAIN-20240225035809-20240225065809-00847.warc.gz | 762,651,994 | 1,184 | eng_Latn | eng_Latn | 0.71583 | eng_Latn | 0.808815 | [
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Schistosomiasis is a disease caused by parasitic worms called schistosomes. These worms live in the blood vessels of the intestines and bladder, causing inflammation and damage to these organs. Schistosomiasis is transmitted through contact with water contaminated with schistosome eggs. The disease can be prevented by avoiding contact with infected water and by treating infected individuals with medication.
**Rules**
Roll the dice and count with your disk. The first player to get to square 29 wins. Example: if your counter is in box 28 you must roll a 1 to count into box 29. Your counter can’t move till you roll a 1 on the dice.
(C) 2023, Egie Elisha Enabulele (Ph.D)
email: email@example.com
All rights unreserved for none commercial use. | 7593779b-5f1f-4f2d-a150-b2748e5f3da1 | CC-MAIN-2024-10 | https://www.eliminateschisto.org/sites/gsa/files/content/attachments/2023-06-16/no%20more%20schisto%20game.pdf | 2024-02-27T20:15:43+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474686.54/warc/CC-MAIN-20240227184934-20240227214934-00828.warc.gz | 707,880,652 | 180 | eng_Latn | eng_Latn | 0.997525 | eng_Latn | 0.997525 | [
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The Realignment of Teaching Reading in Today’s Classroom
Milton Miltiadous
Introduction
The learning world around us is changing all the time and Tertiary Educational institutions in Japan need to have the notion that they have to develop and reinforce an environment that establishes a learning approach that helps learners assume responsibility for creating their own learning; to be self-directed young adult learners and generate as much learning as they can from within themselves - that is learners assuming control of their own learning. This idea is not really a novel idea as Kulich (1970 as cited in Merriam and Brockett, 1997) provides many examples of this throughout history; such as Socrates, Alexander the Great Caesar and Descartes; and Gibbons and others (1980 as cited in Merriam and Brockett, 1997) describes the self-directed learning of more contemporary figures, including Frank Lloyd Wright, Harry Truman and Malcolm X. However, when we observe many learners’ behaviour within Japan in a reading class we can make a general statement that the learners have the notion that the Teacher is the person responsible for both their learning and teaching. Also, that they as learners are required to have their progress and outcomes “signed off” by the Teacher.
Also, at the same time the institutions should embrace a process of change in their teaching methodology and understand that the transformation is essential. What has caused this need? Recent literature illustrates that most young people spend a lot of time on their technical devices, so this changing pattern of using technology has required institutions to redefine the traditional methodology of teaching.
英文学思潮
THOUGHT CURRENTS IN ENGLISH LITERATURE
VOLUME XCII
2019
THE ENGLISH LITERARY SOCIETY
OF
AOYAMA GAKUIN UNIVERSITY
青山学院大学英文学会
This paper examines the effects of introducing XReading, (an online, virtual library with graded readers that includes a learner management system (LMS) that allows teachers to monitor and assess their students' reading. It allows teachers to know which books their students are reading, have read, how well do they remember the content of the books. Also, how many words they have read and their reading speed). It will also review how did this program both build upon skills the students already possessed, and at the same time engage them both in and out of the classroom.
**USING RESOURCES**
Such tools (Virtual Libraries) offer the opportunity for institutions to create a learning environment that moves away from the traditional learning environment that transmits knowledge from "teacher" to "student" through the traditional tools available to students. They can create an environment that utilises the new technical devices (smartphones, tablets, computers) that have become an integral part of our lives, into the classroom and into the overall learning process. Especially, now that the internet has become invaluable to all students.
The demand for a "higher and new" level of education has come about as a result of as Prensky (2001, cited in Merga 2014) characterized "the current generation of adolescents as Digital Natives who are all "native speakers" of the digital language of computers, video games and the internet". However, with this change in the learning tools available to the learners, there has been a degree of uncertainty about what type of reading tools should be used to meet these changes; should students be encouraged to read eBooks or the traditional paper versions to enhance their learning.
**NOTIONS ABOUT LEARNING**
Learning has to be seen as a continuing process, and if it is to be successful the learner must be active in the process and the institution they are attending has to be seen as a "Learning Organisation" (L/O), as defined by various
authors, Senge (1990), Marsick & Watkin(1996). Here in Japan this means that the students have to move away from the general philosophy of education that there is a teacher and a student; the former has the knowledge and is never questioned or asked to explain anything outside of the relevant text and provide a direct translation when teaching reading. Also, teachers should not treat students as if they were empty vessels to be filled with the teacher’s knowledge, or concentrate only on the products of learning and ignore the process (Usher 1985)
**BACKGROUND**
The Aoyama University English Department in 2017 displayed the ability to accommodate to change and shift the tasks they required teachers to carry out in their classrooms. To explore how to develop and enhance learners’ motivation and at the same time develop their learning. These changes can be seen to be attributes of a L/O, as they attempted to evolve the program by piloting a program that introduced the Xreading online program. They broadened the program’s scope to create an environment that promotes technology in and out of the classroom and in the students’ learning process. With the aim to determine if it generated an improvement in their reading ability, and developed and strengthen other areas of their learning; to determine what learning occurs when learners are left to their own devices (pun intended).
The purpose of this paper is to present an observation of my students’ interaction and how they felt about their experience with the new learning process in the first semester of 2017. In this experiment even though the students’ reading achievement was the major focus of the experiment, this review’s attention is given to reading as an integrated skill. Students were required to discuss what they had read and provide ongoing evaluation of their experience, both orally and in written form.
IN CLASS OBSERVATION AND STUDENTS’ PERCEPTIONS
It is important to note at the beginning of this evaluation that this learning experience encouraged the learners to be active in their own learning, both in and out of class; it highlighted several points about the students’ behaviour towards a new learning tool. One of the positive consequences of this experiment is its effect on various learners. The participants in the class in general came from a learning environment that was traditionally structured and in their previous reading classes had been required to focus on the translation of texts, grammar, and rote learning of vocabulary. Where there was no emphasis on speaking and listening comprehension of the texts they had read.
The first thing noticed in the intensive reading activity was that there were two general divisions of students; those that were really interested in the activity and were actively involved in the cognitive process of reading and tried to understand the meaning of what they had read. They were engaged with the content and could relate it to their own worlds. When interviewed there was a very positive response about how they were able to learn ‘new things’ about their reading and about themselves in completing the reading tasks. This was highlighted in how they were able to create a “springboard” for the discussion they had with their partner(s);
- a pair of students discussed how poverty is a problem in many countries and not so much in Japan
- a pair of students talked about their own goals, as in one of them had read about a character in their novel was trying to achieve a specific goal.
On the other hand, there were those who did not really engage in the reading and “faked it”; it seemed that their goal was to appear to be paying attention to what they had read. This was highlighted when it came to discuss what they had read. They simply provided a narrative of their reading and found it
challenging to integrate what they had "read" into any sort of dialogue.
- one student stated, "I do not really understand what I read, I just read as fast as I can"
- several students always simply offered limited responses and never explored the information that they had gathered from the texts they had read in the 15 minutes of class time.
**ACTION LEARNING**
After allocating 15 mins in class reading of their text (on their devices) they were asked to explain their understanding of what they had read with their partner. They were given the opportunity to have a discussion and display their active listening skills (asking basic W/H and comprehension questions. Also, questions from a worksheet that was provided to them in the second week of the semester).
In the later part of the semester, the students were divided into groups (four or five in a group) and asked to discuss what they had read and they were able to take notes. They were encouraged to express their ideas and not worry about making mistakes and not merely "parrot" information.
This activity allowed the students to integrate all the skills (writing, reading, listening and speaking) to produce dialogue that displayed their communicative ability to discuss the text that they had just read. The students were able to decide on what they wanted to discuss, what to focus on and it allowed them to decide how active they wanted to be in their learning process; and at the same time learn from others in a sharing environment.
In this observation, it was obvious that there were students who were not comfortable with the idea of assuming responsibility for their own independent learning and those who were willing to go further and create
dialogue within the group that included questioning and giving feedback to others, to either clarify their classmates’ comments or ask them to elaborate on them.
To provide a quantitative evaluation of the classes’ interaction for the semester with xreading the average book level for the semester was 6.3 (high elementary/ Intermediate level) with only two students achieving double figures in this category; 11.8 and 10. (advanced level)
In regard to achieving the 84,000-word goal that was stated to them in the second week of class, only three students achieved this goal; 94,234 words, 95,348 words and 127,628 by the end of classes in July. On the other hand, one student had read only 9091 words! The average words read for the class was 46,956 for the 14 weeks.
**DEVICES USED**
During the semester 98% of the students completed their intensive reading on their smart phones and two students always did the task on their PCs. When asked, to explain why they chose to read with this device, both stated, “It is easier to read, concentrate and understand the context. It is a lot easier to access the program and move between pages. Also, it makes it easier when we take the quizzes”.
**ACCESSIBILITY TO THE PROGRAM**
The students were able to access the software with no problem, 99% of the time. On one occasion all 24 of the group could not log on and at the start of the class (9:05am), so the starting time for the intensive reading activity commenced at 9:15am. To avoid this problem, the starting time for this activity each week was varied, to avoid an Internet bottleneck that occurs when many users try and access a network at the same time.
On several occasions students experienced problems trying to add books or
turn pages, however, these problems were solved when the students logged on to the program again.
**STUDENTS’ EVALUATION OF THE READING ACTIVITY**
Even though this was not required in the initial instructions given to teachers, it is my belief the students should have ongoing self-reflection on their learning, especially in such an experiment. This provided several contrasting perspectives on this new learning environment.
At the end of each month the students were asked to complete an anonymous short evaluation about their reading; They were encouraged to just write short answers as the time allocated was 5-10 minutes.
The statements they were given to complete were:
a) I am interested/not in reading books (in English) because
b) I would recommend/not recommend reading English books because
c) I think that extensive reading can/cannot benefit my learning
Here is must be stated that 99% of the comments over the two months were favourable.
Some of the students’ comments:
*S1* - *I can read English paragraph without translating into Japanese*
*S2* - *I think that extensive reading can benefit my learning because books have a lot of knowledge for me*
*S3* - *Reading English story let us know the actual use of words, or idioms so we can attain benefit which cannot gain only learning with textbooks*
*S4* - *The order of the information is very different from Japanese, so it is worth reading*
*S5* - *It is easy to read, and you can enjoy reading English long story. You can get more vocabulary*
*S6* - *I can recommend reading in other language. It will be good exercise for my brain*
On the other hand, there were students that did not like this activity:
*S1* – *I have to spend more time for reading in English than in English than in Japanese. So I do not like to read in English. I do not know much I understand the context of English books. So, I am not proud of recommending reading English books.*
*S2*- (verbally) *I feel it is strange having to read in class along with all the other students. I usually read when I have free time This is the first time I have done this activity at university.*
*Some negative comments in regard to the doing the reading on their smartphones:*
*S1* - *I am not interested in this activity and I always forgot that I had to do this. I think if I have a paper book, I will carry it and do not forget it*
*S2* - *I have not used xreading outside of the class because it needs huge data capacity and I do not have wifi access whenever I am free. Also, the books there are not interesting for me.*
**CONCLUSION**
While this observation is far from complete, it provides some insight into how students handle using technology, as an academic tool to enhance their learning. Even though the majority of the class did not achieve the required goal of 84,000 words before the end of the 14 weeks, based on the students’ evaluations they did enjoy external reading for this school related activity.
One major factor relating to productivity of the students’ achievement could be related to the preference of the students in reading non-academic materials on their technological devices; more specifically on their smartphones.
There is no debate, technology plays an important part in our students’ learning process, as they are now have the ability to access information without having to step into a library. However, maybe in regard to reading, the students prefer like a majority of the their peers from a number of countries, reading physical paper books rather than on their electronic devices, as
reported by American University linguistic professor Naomi S.Baron (2015).
However, it must be stated that obviously, there are advantages and disadvantage to both versions of books, and it would be a grave error to eliminate all electronic devices in this experiment. One suggestion that could assist students’ performance in this experiment is to get the students to use devices such as Kindles, ipads or their laptops and ask students not do the reading on their smartphones.
As a general observation students frequently use their phones to multitask between social media, entertainment or to a lesser degree reading; however, in this case these include ebooks or manga in their native language.
To conclude, one thing that is certain is that we as educators should always be encouraging our students to understand that through the advancement of technology, and they should embrace this new era of hands-on electronic interactive technology as a “educational tool”; they can attain more knowledge and learn different skills; as to develop themselves in this “new” learning environment.
References
Baron, S (2015) Words Onscreen: The Fate of Reading in a Digital World, Oxford University Press, US
Marsick,V and Watkins,K.(1996), ‘A framework for the learning organization,’ Marsick,V and Watkins,K.(eds) Creating the Learning Organization, American Society For Training and Development, Alexandria, Virginia, pp.3-12
Merga.M.K. (2014) Are teenagers really keen digital readers? Adolescent engagement in ebook reading and the relevance of paper books today. English in Australia, vol.49, No.1, 27-37 (accessed academia.edu 8 August 2017)
Merriam,S and Brockett,R.1997. ‘The adult learner and concepts of learning’, The profession and practice of adult education, Jossey-Bass, San Francisco, Chapter 6 pp.129-159
Senge,P. (1990), ‘Give Me a Lever Long Enough and Single-Handed I Can Move the World’. Ch1 in The Fifth Discipline, Doubleday/Currency, pp.3-16
Usher,R.(1985). Beyond the anecdotal: adult learning and the use of experience. Studies in the education of adults, Vol.17, no.1, April, pp.59-74 | c3742b66-6154-4805-a0f4-a40a93fe4c41 | CC-MAIN-2023-06 | https://aogaku-daku.org/wp-content/uploads/2020/08/Milton-Miltiadous.pdf | 2023-02-03T01:32:10+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500041.2/warc/CC-MAIN-20230202232251-20230203022251-00799.warc.gz | 120,749,053 | 3,425 | eng_Latn | eng_Latn | 0.90871 | eng_Latn | 0.998657 | [
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Did You Know?
Centuries ago, a string of pearls in the same shape and size was considered the most valuable piece of jewelry in the world, peaking in popularity and value during the Roman Empire.
Before diamonds, pearls were given as engagement rings and were actually the most popular wedding presents in the 19th century. The diamond’s modern reign began around 1870 but pearls continue to be considered ideal wedding gifts because they symbolize purity and modesty.
November Birthstones
Topaz and Citrine
The mellow yellow color of these two sparkling gems forecasts a long and happy life for the November born. In the Middle Ages, Topaz was thought to prevent death and heal both physical and mental disorders, while Citrine was believed to help the heart, kidney, digestive track, liver and muscles.
COLORFUL GEMSTONES
Golden Yellow Citrine—The Sunshine Gem
This glittering form of precious quartz ranges in color from a soft lemon, to rich honey-yellow, to a brilliant, saturated pale gold. The name Citrine comes from the French word “citron” which means lemon, and that perfectly describes this sparkling, transparent, sunny yellow gem.
Citrine was considered a valuable gem since early Greek times, around 230 BC. And it can rival more expensive gems such as yellow sapphire, yellow topaz, golden beryl, and yellow tourmaline at a fraction of the cost, making it one of the best values in the gem world.
Citrine is also the second most important member of the quartz family after amethyst. It is a worry-free gem with a reliable hardness of 7 on the Mohs scale. It has high durability, clarity, toughness, and wearability which makes it perfect for all kinds of striking jewelry such as rings, pendants, necklaces, bracelets, brooches, and earrings.
BIRTHSTONES OF THE MONTH:
Topaz
Citrine
9521 Westheimer ■ (713) 784-1000
www.HoustonJewelry.com
Houston’s exclusive Master IJO Jeweler | <urn:uuid:b235e6bd-d959-492a-8f8d-aa8ae3b4d1b4> | CC-MAIN-2017-22 | https://www.houstonjewelry.com/newsletters/nov2014.pdf | 2017-05-27T21:21:49Z | crawl-data/CC-MAIN-2017-22/segments/1495463609061.61/warc/CC-MAIN-20170527210417-20170527230417-00076.warc.gz | 1,124,081,495 | 424 | eng_Latn | eng_Latn | 0.994715 | eng_Latn | 0.994715 | [
"eng_Latn"
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Moss knitted cowl
Gauge: 17sts/10 cm at needle 4 mm.
Sticknålar: 4 mm (US 6 - UK 8) circular needle 80 cm.
Garnförslag: Worsted yarn: Järbo svensk ull (180 m/100g).
Garnåtgång: About 125 gr.
Storlek: One size dam.
Moss stitches
Round 1: (K1, P1) repeat till BOR.
Round 2: (P1, K1) repeat till BOR.
Repeat round 1 and 2.
Video: https://www.garnstudio.com/video.php?id=20&lang=eng
Start
Cast on 80 sts and not too tight. I use double knitting needles for casting on, so that the collar does not become too tight to pull over the head.
Join the work into a ring.
Use a magic loop for the circular knitting at a start:
Video: https://www.garnstudio.com/video.php?id=120&page=3&lang=eng
Part 1 - Neck
(K1, P1) repeat until the neck measures 20 cm.
Part 2 - Yoke
Start at the central stitch back.
**Round 1:** K7. (Diagram row1, K13) repeat 4 times. Diagram row1. K6.
**Round 2:** K7. (Diagram row2, K13) repeat 4 times. Diagram row2. K6.
**Round 3:** K8. (Diagram row1, K15) repeat 4 times. Diagram row1. K7.
**Round 4:** K8. (Diagram row2, K15) repeat 4 times. Diagram row2. K7.
Continue with round 3 and 4 with increases and moss stitches in each of the 4 “corners”.
Knit until the yoke measures 15 cm.
Part 3 - Edging
Knit 6 rounds of moss stitches.
Start the row with P1, but double check so that the moss stitch pattern will attune when you reach the first moss stitch “corner”.
Bind off all sts loosely.
**Abbreviations**
St(s): Stitch(es)
K: Knit
P: Purl
BOR: Beginning of round
YO: Yarn over
**Diagram = the “corners”**
**Row 1:** YO, (K1, P1) repeat 3 times. K1. YO.
**Row 2:** (K1, P1) repeat 4 times. K1.
| Row | 1 | 2 |
|-----|---|---|
| | O| V |
| | A| V |
| | A| V |
| | A| V |
| | A| V |
| | A| V |
**Central st**
- **V**: Knit
- **A**: Purl
- **O**: YO
Version 1.0
Last revised: 210922
© Maria Edblom Tauson 2021. The pattern is for unlimited personal use. Do not reproduce or sell the pattern, or sell items that are knitted from the pattern. If you have any questions, please contact firstname.lastname@example.org | 774b59de-13e5-48bc-ae7e-bc3f7829d3bb | CC-MAIN-2021-43 | https://www.markazits.com/patterns/moss-cowl-1.0.pdf | 2021-10-18T16:04:05+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585204.68/warc/CC-MAIN-20211018155442-20211018185442-00491.warc.gz | 1,079,048,710 | 697 | eng_Latn | eng_Latn | 0.854858 | eng_Latn | 0.855241 | [
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| (a) | (b) | (c) | (d) |
|-----|-----|-----|-----|
| | | | |
**Ashish Pradhan**
**TARIKAT**
**RATEN**
57/10/2018
**Signature**
---
**Note:** The document appears to be in Bengali and contains various fields for information, including names, dates, and signatures. The content seems to be related to a legal or administrative document, possibly involving a transaction or agreement.
| (a) | (b) | (c) | (d) | (e) | (f) |
|-----|-----|-----|-----|-----|-----|
| 12/12/18 | 12/12/18 | 12/12/18 | 12/12/18 | 12/12/18 | 12/12/18 |
**Note:** The above table is for illustrative purposes only and may not reflect the actual data.
---
**Figure 1**
The figure shows a flowchart with various steps labeled A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z. Each step is connected to the next by arrows indicating the sequence of operations.
---
**Table 1**
| Step | Description |
|------|-------------|
| 1 | Initial Setup |
| 2 | Data Collection |
| 3 | Analysis |
| 4 | Results |
| 5 | Conclusion |
**Note:** This table provides a summary of the steps involved in the process described in the figure.
| (a) | (b) | (c) | (d) | (e) | (f) |
|-----|-----|-----|-----|-----|-----|
| 1 | 2 | 3 | 4 | 5 | 6 |
**Total**
---
**Note:** The above table is for illustrative purposes only and may not reflect the actual data.
| (a) | (b) | (c) | (d) | (e) | (f) |
|-----|-----|-----|-----|-----|-----|
| 100 | 200 | 300 | 400 | 500 | 600 |
**Note:** The above table is for illustrative purposes only and should not be used for any official purpose.
---
**Date:** 1/1/19
**Signature:**
---
**Explanation:**
- The table above shows the distribution of a certain quantity across different categories.
- The total quantity is 1000 units.
- Category (a) has 100 units, category (b) has 200 units, and so on.
- The percentages are calculated based on the total quantity.
**Additional Notes:**
- The table is to be used for internal purposes only.
- Any discrepancies or errors should be reported immediately.
| (a) | (b) | (c) | (d) | (e) | (f) | (g) |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | | | |
**Note:** The table above is a placeholder for the actual data that would be filled in according to the instructions provided. The columns and rows are labeled with letters, and there are spaces for numerical values. The text at the bottom indicates that the table should be completed based on the instructions given.
| (1) | (2) | (3) | (4) | (5) | (6) |
|-----|-----|-----|-----|-----|-----|
| श्रीमान् रामचंद्र जोशी | 10,000 | 10,000 | 10,000 | 10,000 | 10,000 |
| श्रीमान् रामचंद्र जोशी | 10,000 | 10,000 | 10,000 | 10,000 | 10,000 |
| श्रीमान् रामचंद्र जोशी | 10,000 | 10,000 | 10,000 | 10,000 | 10,000 |
**Total Amount:**
- **1,00,000**
- **1,00,000**
- **1,00,000**
**Grand Total:**
- **3,00,000**
**Note:** The above amounts are inclusive of all applicable taxes and charges.
**Signature:**
[Signature]
**Date:**
[Date]
**Place:**
[Place]
| (1) | (2) | (3) | (4) | (5) | (6) |
|-----|-----|-----|-----|-----|-----|
| 1 | 2 | 3 | 4 | 5 | 6 |
**Note:** The above table is for illustrative purposes only and does not represent any actual data.
---
**Signature**
[Signature]
**Date**
2018-10-28
---
**Address**
[Address]
---
**Phone Number**
[Phone Number]
| (1) | (2) | (3) | (4) | (5) | (6) |
|-----|-----|-----|-----|-----|-----|
| 1. | 2. | 3. | 4. | 5. | 6. |
---
**Note:** The table above is a sample and may not reflect the actual content of the document. The content of the document is in Bengali, which translates to:
- **(1)**: প্রথম অংশ
- **(2)**: দ্বিতীয় অংশ
- **(3)**: তৃতীয় অংশ
- **(4)**: চতুর্থ অংশ
- **(5)**: পঞ্চম অংশ
- **(6)**: ষষ্ঠ অংশ
The document appears to be related to a legal or administrative matter, possibly involving a court case or a government document. The specific details are not clear from the image alone.
| 1. | 2. | 3. |
|----|----|----|
| 4. | 5. | 6. |
---
**Note:** The table above is in Bengali and contains financial data. The columns represent different categories such as income, expenses, and savings. The rows contain specific figures for each category. The table also includes a signature at the bottom right corner.
| (1) | (2) | (3) | (4) |
|-----|-----|-----|-----|
| 1 | 2 | 3 | 4 |
**Question 1**
Find the value of \( x \) that satisfies the equation:
\[
\frac{d}{dx} \left( \int_0^x f(t) \, dt \right) = 0
\]
where \( f(x) = e^{-x^2} \).
**Solution:**
Using the Fundamental Theorem of Calculus, we have:
\[
\frac{d}{dx} \left( \int_0^x f(t) \, dt \right) = f(x)
\]
So,
\[
f(x) = e^{-x^2} = 0
\]
This implies that \( x = 0 \).
**Question 2**
Evaluate the integral:
\[
\int_0^\infty \frac{x^2}{1 + x^4} \, dx
\]
**Solution:**
We can use the substitution \( u = x^2 \), so \( du = 2x \, dx \). Then the integral becomes:
\[
\int_0^\infty \frac{u}{1 + u^2} \cdot \frac{du}{2\sqrt{u}} = \frac{1}{2} \int_0^\infty \frac{du}{\sqrt{u}(1 + u^2)}
\]
Let \( v = \sqrt{u} \), so \( dv = \frac{1}{2\sqrt{u}} \, du \). Then the integral becomes:
\[
\frac{1}{2} \int_0^\infty \frac{dv}{1 + v^4}
\]
This integral can be evaluated using partial fractions or other methods, but for simplicity, we can use the result:
\[
\int_0^\infty \frac{dv}{1 + v^4} = \frac{\pi}{2\sqrt{2}}
\]
So,
\[
\frac{1}{2} \int_0^\infty \frac{dv}{1 + v^4} = \frac{\pi}{4\sqrt{2}}
\]
Thus, the value of the original integral is:
\[
\frac{\pi}{4\sqrt{2}}
\]
| (a) | (b) | (c) | (d) | (e) | (f) |
|-----|-----|-----|-----|-----|-----|
| 1234567890 | 1234567890 | 1234567890 | 1234567890 | 1234567890 | 1234567890 |
**Signature**
---
**Note:** The above table is an example and may not reflect the actual data. Please refer to the official document for accurate information.
| (1) | (2) | (3) | (4) | (5) | (6) |
|-----|-----|-----|-----|-----|-----|
| 10,000.00 | 10,000.00 | 10,000.00 | 10,000.00 | 10,000.00 | 10,000.00 |
**Total:**
- **(1)** 10,000.00
- **(2)** 10,000.00
- **(3)** 10,000.00
- **(4)** 10,000.00
- **(5)** 10,000.00
- **(6)** 10,000.00
**Grand Total:** 60,000.00
---
**Note:** The above table is a sample and may not reflect the actual figures. Please refer to the original document for accurate information.
| (a) | (b) | (c) | (d) | (e) | (f) | (g) |
|-----|-----|-----|-----|-----|-----|-----|
| | | | | | | |
**Signature**
*This is to certify that the above particulars are true and correct to the best of my knowledge and belief.*
---
**Note:** The above form is for the purpose of obtaining a loan from the Bank of Maharashtra Limited, Pune Branch. The borrower must provide accurate and complete information in order to receive the loan. The bank reserves the right to reject any application that does not meet their requirements.
| (a) | (b) | (c) | (d) | (e) |
|-----|-----|-----|-----|-----|
| 1234567890 | 1234567890 | 1234567890 | 1234567890 | 1234567890 |
**Note:** The above table is a sample and may not reflect the actual data.
---
**Signature**
---
**Date:** 23/1/18
---
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CREDIT BASED FIRST SEMESTER B.C.A. DEGREE EXAMINATION
OCTOBER 2017
B.C.A
FUNDAMENTALS OF COMPUTERS
Time: 3 Hrs. Max. Marks: 80
PART – A
1. Answer any TEN questions from the following:
a. Write the basic components of a computer system.
b. Define secondary storage device. Give an example.
c. What are Registers?
d. What is a Micro computer?
e. Differentiate between Hard Copy and Soft Copy.
f. Define Resolution.
g. What is an operating system?
h. What is the use of on screen keyboard?
i. Differentiate between RAM and ROM.
j. What do you mean by Gadgets in Windows 7.
k. Define Browser. Give examples.
l. What is an Algorithm?
PART – B
Answer any TWO full questions from each unit:
UNIT – I
2. a. Explain the applications of a computer.
b. Explain the various units used to measure computer memory.
3. a. Explain the various units of a system bus.
b. Write a note on super computer.
4. a. Explain the characteristics of a computer.
b. Write a note on cache memory.
UNIT – II
5. a. Explain the working principle of keyboard.
b. Write a note on Blu-Ray Disk.
6. a. Differentiate between LCD and CRT.
b. Write a note on scanner.
7. a. Explain the storage organization in Magnetic Disk.
b. How does Laser Printer work? Explain.
UNIT – III
8. a. Explain the features of Windows XP.
b. Explain any two applications of internet.
9. a. Explain the phases of program Development Cycle.
b. Define compiler and interpreter.
10. a. Explain the various symbols used in flowchart with its meaning.
b. Explain any two types of application software.
CREDIT BASED FIRST SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER 2017
MATHEMATICS
PAPER I: FUNDAMENTALS OF MATHEMATICS I
Duration: 3 hours
Max Marks: 80
Note: 1. Answer any SIX questions in Part A. Each question carries 2 marks.
2. Answer FOUR full questions from Part B choosing ONE full question from each unit.
PART A
1. a) Resolve \(\frac{8-x}{2x^2+3x-2}\) into partial fractions.
b) Find the inverse of \(\begin{bmatrix} -6 & 5 \\ -7 & 6 \end{bmatrix}\).
c) Convert angle into degrees \(\frac{7\pi}{12}\).
d) Prove that \(\frac{\sin \theta}{\csc \theta} + \frac{\cos \theta}{\sec \theta} = 1\).
e) Find the value of \(x\) for which the points \((x, -1)\), \((2, 1)\) and \((4, 5)\) lie on a line.
f) Find an equation of the straight line with slope \(-\frac{2}{3}\) and y intercept 5.
g) Show that the points \((3, -4)\), \((-7, 6)\) and \((-2, 1)\) are collinear.
h) For the ellipse \(\frac{x^2}{25} + \frac{y^2}{9} = 1\) find the length of the Latus rectum.
PART - B
UNIT-I
2. a) Resolve into partial fractions \(\frac{x^2-10x+13}{(x-1)(x^2-5x+6)}\).
b) Solve using Cramer’s rule
\[
\begin{align*}
x + y + z &= 7 \\
2x + 3y + 2z &= 17 \\
4x + 9y + z &= 37
\end{align*}
\]
c) Show that \((2+\sqrt{3})^5 + (2-\sqrt{3})^5 = 724\).
3. a) Resolve into partial fractions \(\frac{x+3}{x^3-x}\).
b) Solve the simultaneous equations by matrix method:
\[
\begin{align*}
x + y - 2z &= 0 \\
2x - y + z &= 2 \\
x + 2y - z &= 2
\end{align*}
\]
c) Find the middle terms in the expansion of \(\left(\sqrt{x} - \frac{4}{x^2}\right)^{11}\).
UNIT-II
4. a) Prove that \[ \frac{\tan \theta}{\sec \theta - 1} - \frac{\sin \theta}{1 + \cos \theta} = 2 \cot \theta \] (6)
b) Prove that \[ \frac{\sin(\pi - \theta)\cos(2\pi - \theta)\cot\left(\frac{\pi}{2} - \theta\right)}{\tan\left(\frac{\pi}{2} + \theta\right)\cot\left(\frac{3\pi}{2} + \theta\right)\sin(-\theta)} = -\sin \theta \] (5)
c) If \( \sec \alpha = \frac{13}{5} \), \( \alpha \) is acute, then find \[ \frac{2\sin \alpha - 3\cos \alpha}{4\sin \alpha - 9\cos \alpha} \] (6)
5. a) Prove that \[ \sqrt{\frac{1 + \cos A}{1 - \cos A}} = \cos ecA + \cot A \] (6)
b) Prove that \( \cos 570^\circ \sin 510^\circ - \sin 330^\circ \cos(-390^\circ) = 0 \) (5)
c) If \( \cot \theta = -\frac{60}{11} \), \( \frac{3\pi}{2} < \theta < 2\pi \) find the value of \[ \frac{2\sin \theta + \cos \theta}{\cos ec\theta - \cot \theta} \] (6)
UNIT-III
6. a) Find the co-ordinates of the circum centre of \( \Delta ABC \) where \( A \equiv (-2, 0) \), \( B \equiv (5, -1) \), \( C \equiv (2, 8) \) (6)
b) Find the area of the quadrilateral \( ABCD' \) where \( A(1, 1) \), \( B(3, 4) \), \( C(5, -2) \) and \( D(4, -7) \) (6)
c) Find the angles of the triangle \( ABC \) where \( A \equiv (-4, 2) \), \( (12, -2) \), \( C \equiv (8, 6) \) (5)
7. a) Show that \( A(4, 1) \), \( B(7, 4) \) and \( C(13, -2) \) are the vertices of a right angled triangle. Find its area. (6)
b) Find the co-ordinates of the point which divides the line joining the points \( (4, 7) \) and \( (1, -2) \) externally in the ratio \( 5 : 2 \). (5)
c) Find an equation of the straight line passing through \( (2, 4) \) and perpendicular to the line \( 5x - 7y = 100 \) (6)
UNIT-IV
8. a) Find the equation of the perpendicular bisector of \( AB \) where \( A \equiv (-4, 6) \) and \( B(8, 8) \) (6)
b) Find the centre and radius of the circle \( 3x^2 + 3y^2 - 6x + 9y + 5 = 0 \). Also find its area. (6)
c) Find the focus, directrix, vertex, axis and length of latus rectum of \( y^2 - 8x = 0 \) (5)
9. a) Find the equation of the locus of a point \( P \) such that \( PA^2 + PB^2 = 8 \) where \( A = (2, 0) \) and \( B(0, 3) \). (6)
b) Find the equation of the circle centred at \((-4, 5)\) and passing through the point \((-3, 1)\). Also find its area. (6)
c) Find the vertices, foci, equations of directrices, lengths of major and minor axis and eccentricity of \( \frac{x^2}{49} + \frac{y^2}{36} = 1 \). (5)
**********
1. Answer any TEN questions from the following:
a. Define constant. List its various types.
b. Give any two rules for defining variable names.
c. If \( x = 3, y = 5 \), find the values of \( m \) and \( n \).
i) \( m = ++x + y; \)
ii) \( n = y++ - 2; \)
d. What is the purpose of `getchar()` and `putchar()` functions?
e. Considering \( a = 5, b = 2 \), what is the output of `fmod(a, b)` and `pow(a, b)`?
f. What is the purpose of `strcmp()` function?
g. Re-write the following `if...else` statement using conditional operator.
\[
\text{if (bond > 0)} \\
\quad \text{weight} = 1; \\
\text{else} \\
\quad \text{weight} = 0;
\]
h. Write any two differences between arrays and structures.
i. What is a function? What is the default return type of a function?
j. Differentiate between local and global variables.
k. How does a union differ from a structure?
l. What is the role of C preprocessor?
PART – B
Answer any TWO full questions from each unit:
UNIT – I
2. a. Explain the structure of C program.
b. Explain the basic data types in C. \((5+5)\)
3. a. With suitable examples, explain various relational operators used in C.
b. Explain formatted input function with syntax and example.
c) Write a note on enumerated data-types. \((4+3+3)\)
4. a. Differentiate between
i) single character constant and string constant
ii) floor() and ceil() functions
b. With a suitable example, explain various arithmetic operators.
c) Explain how automatic type conversion is used to evaluate the expression
\[ x = \frac{1}{i} + i * f - d \]
where \( l \) is long int, \( i \) is an integer, \( f \) is float, \( d \) is double and \( x \) is an integer.
(3+4+3)
UNIT – II
5. a. Explain if…. Else and Nesting of if…. Else statements with syntax and examples.
b. Why do we need 1-dimentional arrays in C? With an example, explain how to declare and initialize them.
(5+5)
6. a. Differentiate between while and do… while loops.
b. Write a program to generate ‘n’ fibonacci numbers.
(6+4)
7. a. Explain switch statement with syntax and example.
b. Write a program to find the sum of two matrices.
(5+5)
UNIT – III
8. a. How do we declare and initialize string variables? Explain.
b. Explain how stracat() is different from strcpy().
c. Write the syntax of user defined function. Give an example.
(4+3+3)
9. a. Describe the various categories of functions.
b. Explain automatic and static storage classes.
(6+4)
10. a. With syntax and an example, explain how structure can be defined and structure variables can be declared?
b. Write a note on macros.
(5+5)
PART – A
1. Answer any 11 questions from the following:
a) What is a constructor? Give an example.
b) Write the use of scope resolution operator.
c) Why do we need methods in an object model?
d) What are manipulator functions? Give an example.
e) What is meant by function overloading?
f) Define inheritance.
g) What is a friend function? When is it required?
h) What is function prototyping? Give an example.
i) List any two rules for overloading operators.
j) List the special characteristics of a static data member.
k) Define virtual function.
l) What are inline functions?
m) What is an attribute? List any two attributes of a car object.
PART – B
Answer any two full questions from each unit:
UNIT – I
2. a) With syntax and example, explain the input and output statements used in C++.
b) Write a note on polymorphism.
c) Explain why object orientation is needed. [6 + 3 + 4]
3. a) Explain any 5 characteristics of object oriented programming.
b) Explain, how object oriented approach differs from traditional top-down approach.
c) Write a note on unified approach. [5 + 5 + 3]
4. a) Explain the syntax and usage of any 5 manipulator functions in C++.
b) Write a note on use-case approach.
c) What are the orthogonal views of software? [5 + 4 + 4]
UNIT – II
5. a) What is a class? Explain with syntax and example, how a class is declared in C++.
b) Explain how memory allocation is done for objects.
c) When do you need default arguments in a function? Explain with an example. [4 + 5 + 4]
6. a) Write a program using function overloading to calculate the volume of cube and cylinder.
b) Write a note on friend function.
c) What is call by reference? Explain with a programming example.
7. a) With an example, explain how we can create an array of objects.
b) How can we pass objects as function arguments? Explain.
UNIT – III
8. a) What is operator overloading? Explain the overloading of unary operator with an example.
b) Explain single inheritance and multiple inheritance with a programming example.
9. a) Write a note on ‘this’ pointer.
b) Explain the role of public, private and protected keywords with respect to inheritance.
c) List any 5 characteristics of a constructor.
10. a) Explain the concept of conversion between class to basic type with an example.
b) Write a note on copy constructor.
c) What are virtual functions? Explain with an example.
CREDIT BASED THIRD SEMESTER B.C.A. DEGREE EXAMINATION
OCTOBER 2017
B.C.A
INTERNET PROGRAMMING
Time: 3 Hrs. Max. Marks: 100
PART – A
1. Answer any ELEVEN questions from the following:
a. What is HTTP? Why is it used?
b. What is a web browser? Give two examples.
c. List and mention the purpose of any two attributes of `<HR>` tag.
d. What is a form? Write the purpose of ACTION attribute of form.
e. Write the syntax of FRAME tag.
f. List any two methods of date object in java script.
g. Mention the purpose of
i) hostname in location object
ii) write in document object
h. Mention any two mathematical functions used in java script.
i. What is an array? How do you define an array in java script?
j. List the three types of variables in java script.
k. What is the purpose of LEFT() and MID() string functions in VB script?
l. List any two arithmetic operators in VB script and give examples for each.
m. Mention the purpose of MsgBox function in VB script.
PART – B
Answer any TWO full questions from each unit:
UNIT – I
2. a. Explain any five text formatting tags.
b. How do you create lists in HTML? Explain with examples for each.
c. What is the use of `<MARQUEE>` tag? Explain. (5+6+2)
3. a. Explain the following terms
i) object ii) method iii) event
b. Explain any five properties of document object in java script.
c. Explain the while loop in java script with an example. (5+4+4)
4. a. What are event handlers in java script? Explain any two.
b. With suitable example explain the if statement in java script.
c. What are local and global variables? Explain with examples. (6+5+2)
UNIT – II
5. a. Explain the working of do while and do until loops in VB script with syntax and examples.
b. Explain any four string functions in VB script with syntax and examples.
c. Write a VB script program to display whether the entered number in a text box is positive, negative or zero on clicking a command button.
6. a. With syntax and example explain any four date functions in VB script.
b. Explain the logical and relational operators in VB script.
c. How do you define a function in VB script? Explain with an example.
7. a. Explain the following VB script functions.
i) isArray( ) ii) VarType iii) Isnumeric
b. With syntax and example explain select statement in VB script.
c. What are the different data types available in VB script? Explain.
UNIT – III
8. a. What are style sheets? Explain three ways of creating styles.
b. Explain various style properties associated with background.
c. Explain the XML structure with an example.
9. a. What is the difference between XML schema and DTD?
b. What are the different ways to load XML documents? Explain.
c. What do you mean by valid and well formed XML document? Explain.
10. a. With a suitable example, explain how to view XML document using HTML tables?
b. Explain the following properties of style sheets.
i) color ii) border style iii) font family iv) background-repeat
c. What is DTD? Explain with an example.
1. Answer any 15 questions from the following:
a) Find 1’s and 2’s complement of \((11011)_2\).
b) Write BCD and Excess-3 code of \((512)_{10}\).
c) Perform \((110011)_2 + (110111)_2\).
d) Differentiate between canonical and standard form.
e) Define principle of duality. Write the dual of \(xy + xz + y\bar{z} = 1\).
f) \((315.25)_8 = (?)_2\).
g) Write the general structure of 3 and 4 variable K-map.
h) Write the truth table of half adder and half subtractor.
i) Write a table to show minterms for three binary variables \(x, y\) and \(z\).
j) Define BCD adder.
k) What is multiplexer?
l) Prove that \(x + xy = x\).
m) Differentiate between characteristic table and excitation table.
n) Draw SR latch circuit using NAND gates.
o) Define a flip-flop.
p) Write the excitation table of JK and T flip-flops.
q) Write the logic circuit of T flip-flop.
r) Find the complement of \(F = x\bar{y} + \bar{y}z + xz\).
PART – B
Answer any two full questions from each unit:
UNIT – I
2. a) State and prove DeMorgan’s theorem.
b) Write a note on error detection code.
c) Simplify the following expression using the rules of Boolean Algebra and write the logic circuit for the simplified expression.
\[ A\bar{B}C + AB\bar{C} + \bar{A}BC + ABC + \bar{A}B\bar{C} + \bar{A}B\bar{C} \]
\[ [5 + 5 + 5] \]
3. a) Perform the following:
i) \((175.75)_{10} = (?)_2\)
ii) \((BCA)_{16} = (?)_8\)
iii) \((10101.11)_2 = (?)_{10}\)
b) Prove that NAND is universal gate.
c) Write a note on alphanumeric codes.
\[ [6 + 5 + 4] \]
4. a) Perform the following subtractions using 1’s & 2’s complement method.
i) $11001 - 11011$
ii) $10101 - 1010$
b) Express the following function in sum of minterms and product of maxterms
\[ F(x, y, z) = \bar{x}y + y\bar{z} \]
c) Explain NAND and NOR gates with truth table and logic diagram.
\[ [6 + 5 + 4] \]
UNIT – II
5. a) Define adder. Explain full adder along with its circuit diagram and table.
b) Implement the following expression.
\[ F = AB + ABC + AC \]
i) Using logic gates
ii) Using only NAND gates
c) Explain binary parallel adder along with suitable diagram.
\[ [5 + 5 + 5] \]
6. a) Using K-map, simplify the following expression:
\[ F(w, x, y, z) \sum(0, 1, 2, 4, 6, 7, 8, 9, 10, 12, 14) \]
b) Explain the working of 3 to 8 line decoder.
c) Explain 2 bit magnitude comparator.
\[ [5 + 5 + 5] \]
7. a) Design code converter to convert excess-3 to BCD code.
b) Explain the working of decimal adder along with block diagram.
\[ [8 + 7] \]
UNIT – III
8. a) Explain the working of 4 to 1 line MUX.
b) Explain the working of JK flip-flop along with its logic diagram, truth table, graphic symbol and characteristic equation.
\[ [7 + 8] \]
9. a) Design mod 7 counter using T-flip-flop.
b) What is a register? Explain 4 bit register along with suitable diagram.
\[ [8 + 7] \]
10. a) Explain the working of a 1 to 4 line demultiplexer.
b) Explain the working of 4 bit shift register along with a neat diagram.
\[ [8 + 7] \]
CREDIT BASED THIRD SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER, 2017
B.C.A
SOFTWARE ENGINEERING
Duration: 3 Hrs. Max. Marks: 120
PART – A
1. Answer any 15 questions from the following:
a) Give the IEEE definition for software.
b) Differentiate between “Corrective maintenance” and “Adaptive maintenance”.
c) Mention the different software quality attributes.
d) How does prototyping overcomes the drawback of waterfall model?
e) Mention the different phases of project management process.
f) What do you mean by software metrics? Which are the two types of it?
g) Which are the two basic approaches to testing?
h) Mention the components of SRS.
i) Mention the seven levels of cohesion.
j) Write the DFD for transaction analysis.
k) Differentiate between validation and verification.
l) What is consistency checker?
m) What do you mean by Information Hiding?
n) What is comment? What is the purpose of it?
o) Define the terms ‘Fault’ and ‘Failure’.
p) Which are the two basic approaches to testing?
q) What is equivalence class? Give example?
r) What is Data Flow based Testing?
PART – B
Answer any two full questions from each unit:
UNIT – I
2. a) Explain the first two phases of the phased development process.
b) Write a short note on CMM.
c) What are the limitations of waterfall model? [6 + 5 + 4]
3. a) Explain iterative development process model with example.
b) Write a note on inspection process.
c) ‘Scaling’ is one of the challenges of Software Engineering Justify. [6 + 5 + 4]
4. a) Explain any three characteristics of Software Process.
b) Write a note on Prototyping.
c) What is the mechanism involved in software configuration management process?[6 + 5 + 4]
UNIT – II
5. a) What are the needs for SRS?
b) Write a short note on logic/algorithm design.
c) What is PDL? Explain.
[6 + 5 + 4]
6. a) Explain the three basic tasks involved in requirement process.
b) Explain Data Flow Diagram with the help of an example.
c) List the three verification methods.
[6 + 3 + 6]
[5 + 4 + 4]
7. a) Explain any six characteristics of a SRS.
b) Write a short note on structure chart.
c) Compare and contrast coupling and cohesion.
[6 + 5 + 4]
UNIT – III
8. a) Explain the different coding errors.
b) What is psychology of testing? Explain.
c) Explain cause-effect graphing with the help of an example
[6 + 5 + 4]
9. a) Write a note on Unit Testing.
b) What do you mean by Boundary value analysis? Explain.
c) Explain any one of the verification methods of coding.
[6 + 5 + 4]
10. a) What is the significance of Symbolic Execution? Explain.
b) Write a short note on Test Oracle.
c) Explain the concept of structured programming.
[6 + 5 + 4]
CREDIT BASED THIRD SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER 2017
B.C.A
OPERATING SYSTEMS
Duration: 3 Hrs. Max. Marks: 120
PART – A
1. Answer any 15 questions from the following:
a) Define operating system.
b) What is multiprogramming system?
c) Differentiate between cooperating process and independent process.
d) Define spooling. Mention its benefits.
e) What do you mean by context switch?
f) Define throughput and turnaround time.
g) What is a deadlock state?
h) Differentiate between preemptive and non-preemptive scheduling.
i) What are the requirements for solutions to critical section problem?
j) Define user thread and kernel thread.
k) What is dispatch latency?
l) What do you mean by logical address?
m) Write the disadvantages of priority scheduling.
n) Differentiate between text file and executable file.
o) What is thrashing?
p) Mention any four attributes of a file.
q) What is internal and external fragmentation?
r) What is segmentation?
PART – B
Answer any two full questions from each unit:
UNIT – I
2. a) Explain real time system.
b) Mention and explain different operating system services.
c) Explain different multithreading models. [6 + 5 + 4]
3. a) Write a note on multi-programmed system.
b) Expand PCB. Mention and explain any four fields of PCB.
c) With the help of state diagram explain various states of a process. [5 + 5 + 5]
4. a) Explain any four components of operating system.
b) Define thread. Explain the benefits of multithreading. [8 + 7]
UNIT – II
5. a) Explain priority scheduling with the help of an example.
b) What is CPU scheduling? Write a note on different types of schedulers.
[10 + 5]
6. a) Explain the methods for handling deadlock.
b) Write Peterson’s solution for critical section problem.
c) What are the operations of Semaphore? Write the usage of different types of semaphores.
[5 + 5 + 5]
7. a) What are the necessary conditions for deadlock situation to occur? Explain.
b) Consider the following set of process with the length of CPU burst time given in milliseconds.
| Process | Burst Time |
|---------|------------|
| P₁ | 10 |
| P₂ | 1 |
| P₃ | 2 |
| P₄ | 1 |
| P₅ | 5 |
Draw the Gantt chart using Round Robin scheduling with time quantum of 3 milliseconds and find the average waiting time.
c) Explain Resource Allocation graph with an example.
[5 + 5 + 5]
UNIT – III
8. a) What is demand paging? Explain.
b) Explain the directory structure with the help of a diagram.
c) Explain swapping with a neat diagram.
[5 + 5 + 5]
9. a) Consider the following page reference string
7, 0, 1, 2, 0, 3, 0, 4, 2, 3, 0, 3, 2, 1, 2, 0, 1, 7, 0, 1. How many page faults would occur for the FIFO page replacement algorithm? Assume three frames per page.
b) Write a note on file access methods.
c) Explain first fit, best fit and worst fit storage allocation.
[5 + 5 + 5]
10. a) Explain LRU page replacement algorithm with an example.
b) Explain any two file allocation methods.
[9 + 6]
CREDIT BASED FIFTH SEMESTER B.C.A. DEGREE EXAMINATION
OCTOBER 2017
B.C.A
ADVANCED JAVA
Time: 3 Hrs. Max. Marks: 100
PART – A
1. Answer any ELEVEN questions from the following:
a. Write the three logical layers of Enterprise Architecture.
b. Name any four J2EE components.
c. List the Remote object Protocols.
d. What is EJB?
e. Write any two differences between statement object and prepared statement objects?
f. What is JDBC-ODBC Bridge?
g. Write any two methods of PreparedStatement.
h. Write any two differences between cookies and sessions.
i. How do you move the cursor position to the next record ResultSet?
j. Which are the three types of JDBC Statement objects?
k. How do you create a new cookie?
l. Write any two benefits of using a Java Servlet over CGI.
m. What is the use of getParameterValues() method?
PART – B
Answer any TWO full questions from each unit:
UNIT – I
2. a. Explain n-tier architecture with a neat diagram.
b. What are the needs for enterprise programming? (7+6)
3. a. Write a note on communication technologies.
b. Explain the three types of Java Beans. (7+6)
4. a. With a neat diagram, explain the architecture of J2EE.
b. Explain any three advantages of J2EE. (7+6)
UNIT – II
5. a. Explain the ODBC architecture with a neat diagram.
b. Write the features of JDBC. (7+6)
6. a. Explain Type-3 JDBC driver. Write any two advantages and disadvantages of it.
b. Describe any three interfaces of JDBC with example. (7+6)
7. a. Write any three methods of statement object and explain with example for each.
b. How do you read the content of a table using JDBC? Explain with the help of an example.
UNIT – III
8. a. Explain the life cycle of a JSP.
b. Write a servlet program using session to count the number of hits on a web page
9. a. How does HttpServletRequest and HttpServletResponse functions?
b. Explain the different JSP scripting tags with example.
10. a. Write a note on Deployment Descriptor.
b. Explain the different methods involved in servlet life cycle.
PART – A
1. Answer any 11 questions from the following:
\(11 \times 2 = 22\)
a) List the different buses found in microprocessor based computers.
b) The logical and physical size of memory segment is ________ bytes and _______ bytes.
c) What is “little endian” and “big endian” method of storing data in memory?
d) Give the name of the addressing mode for the instruction
i) MOV [BP], CX
ii) MOV AX, BX
e) After executing the following instructions, what is the status of CF and PF?
MOV AL, EFH
ADD AL, 29H
f) If AL = OE2H and CL = O1H, What is the content of AL and CF after executing ROR AL, CL
g) What is the purpose of CLD and STD instructions in 8086?
h) Name the control flags of 8086 microprocessor.
i) Differentiate between SUB and SBB instructions.
j) Expand AAD and AAM
k) Mention the instructions used to control the contents of the carry flag?
l) List any two features of 4004 microprocessor.
m) What is intersegment and intrasegment jump?
n) List the various segment registers of 8086.
PART – B
Answer any two questions from each unit:
UNIT – I
2. a) With a suitable block diagram, explain microprocessor based computer system.
Explain the functioning of each block.
b) Explain any 5 conditional flags.
\[8 + 5\]
3. a) Explain with example
i) Byte sized data
ii) Word sized data
b) List and explain multipurpose registers of 8086 microprocessor
\[6 + 7\]
4. a) With suitable examples and diagrams, explain any 2 types of data addressing modes.
b) Explain the evolution of microprocessor from 4-bit to 16-bit.
\[7 + 6\]
UNIT – II
5. a) Describe PUSH and POP operations with suitable diagrams and examples.
b) Explain the usage of direction flag in string operations.
\[9 + 4\]
6. a) Differentiate between
i) ADD and ADC
ii) SHR and SAR
iii) CMPS and SCAS
b) Explain any two logical instructions with examples.
\[9 + 4\]
7. a) Write an assembly level program to check whether the given number is prime or not.
b) Explain NEAR and FAR calls with suitable examples.
\[5 + 8\]
UNIT – III
8. a) Write a short note on MACRO.
b) What is an Interrupt? Give the functions of any 4 interrupt types supported by 8086.
\[4 + 9\]
9. a) Explain any data conversion method with suitable example.
b) Write a note on hardware interrupts.
\[7 + 6\]
10. a) Give the usage of PUBLIC and EXTERN directives with suitable examples.
b) What is an interrupt vector? Explain.
\[6 + 7\]
CREDIT BASED FIFTH SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER 2017
B.C.A
COMPUTER GRAPHICS AND MULTIMEDIA
Duration: 3 Hrs. Max. Marks: 120
PART – A
1. Answer any 15 questions from the following:
a) Write two advantages of raster graphics.
b) What do you mean by scan conversion?
c) What is view port?
d) Write 3D scaling matrix.
e) What is clipping?
f) Define rigid body transformations.
g) What is quantization?
h) Write the advantage and disadvantage of CD-DA technology.
i) State the difference between pits and lands.
j) What are ADC and DAC?
k) Define data stream. Give an example of a data stream.
l) Expand MIDI and MPEG.
m) Define the terms frequency and sound.
n) List the drawbacks of DDA algorithm.
o) What is a sliver?
p) Define multimedia.
q) How are sound waves generated?
r) How data is written to magneto-optical disk?
PART – B
Answer any two full questions from each unit:
UNIT – I
2. a) Briefly explain raster system architecture.
b) Explain the midpoint technique used for drawing the circle. [7 + 8]
3. a) Briefly explain vector system architecture.
b) Explain the midpoint technique used for drawing the line. [7 + 8]
4. a) With the help of a diagram, explain the conceptual framework for interactive graphics.
b) Write a note on
i) Replicating pixels
ii) The moving pen [7 + 8]
UNIT – II
5. a) Show that two successive translations are additive and successive scaling are multiplicative.
b) Explain the sequence of transformations for rotating an object about arbitrary point in 2D transformations. [8+7]
6. a) Explain Cohen Sutherland line clipping algorithm.
b) Consider the endpoints A(20, 15), B(20, 50), C(60, 50), and D(60, 15) on a 2D space.
i) Scale the polygon 2 along x-axis, 1.5 along y-axis.
ii) Translate the polygon x-axis by 50 and y-axis by 30. [8+7]
7. a) Explain Cohen Hodgeman polygon clipping technique.
b) Write the matrix translation, scaling and rotation about 3 axes in 3D homogeneous coordinate system. [8+7]
UNIT – III
8. a) List and explain various image recognition steps.
b) Explain the main properties of multimedia system. [9+6]
9. a) Explain data stream characteristics for continuous media in detail.
b) Explain different types of media. [9+6]
10. a) Briefly explain JPEG compression technique.
b) Explain commonly used components of a MIDI synthesizer.
c) Explain asynchronous, synchronous, and isochronous transmission modes. [5+5+5]
1. Answer any 11 questions from the following:
a) Name any four primary application entries that are stored in the virtual directory.
b) List any two methods corresponding to the events that occur in the global.aspx file.
c) How is a Literal Server control different from a label control?
d) Compare the ListBox server control and DropDownList control.
e) Differentiate between Button Server Control and Image Button Server control.
f) Explain the use of Panel Server Control.
g) Explain the use of Panel Server Control.
h) List any four validation controls.
i) Explain any two properties of a Password Recovery Control.
j) List any 4 options provided by BehaviourEditorPart.
k) Mention the important four DataSource Controls.
l) Write any two benefits of ASP.NET.
m) Write a note on inline coding model.
2. a) Write a note on Application lifetime
b) What are the different Application Location Options available in ASP.NET?
c) Explain any two Server Control Validation of the Button Server Control. [3 + 6 + 4]
3. a) Write a note on code sharing using the code directory.
b) What are the different code compilation models that can be used to compile an application using ASP.NET? Explain.
c) What do you mean by Cross Page Posting? Explain. [3 + 6 + 4]
4. a) List any three features of Visual Web Developer 2005.
b) Explain any six inbuilt directories for web applications.
c) Explain the following: a) The Application State b) The view state [3 + 6 + 4]
5. a) Explain how it is possible to retrieve a range of dates from a selection in a Calendar Control.
b) Explain the following with respect to AdRotatorControl
i) Alternate text
Impressions
c) Explain any four properties of a Basic Validator Class.
6. a) Explain the steps involved in creating an User Account in ASP.NET.
b) Explain any four date formats to output from the calendar control.
c) Explain the different membership services that have to be set for retrieving the password in a PasswordRecovery Control.
7. a) Explain any three login controls.
b) Explain the use of an AdRotator Server Control.
c) What is the use of CompareValidator Control and customValidator Control? Explain.
UNIT – III
8. a) Explain any four functions of a WebPartManager Control.
b) Write a note on DataAdapters and DataSets.
c) Why are Master pages needed in a web application? Explain.
9. a) Explain different types of themes.
b) Explain the disconnected Data Architecture in .NET framework.
c) Explain any two functions of a master page.
10. a) How can themes be applied on Controls at Runtime? Explain.
b) Explain the steps involved in accessing data with ServerExplorer.
CREDIT BASED FIFTH SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER 2017
B.C.A
E-COMMERCE
Duration: 3 Hrs. Max. Marks: 80
PART – A
1. Answer any Ten of the following:
a) Define E-Commerce.
b) List any four categories of E-Commerce business model.
c) Give any two benefits of EDI.
d) State any two core issues in the implementation of B2B.
e) List any two main activities of E-Commerce.
f) What is a digital signature?
g) List any two categories of smart cards.
h) Define SCM.
i) What are the benefits of using the internet for SCM?
j) What is denial of service?
k) What is phishing?
l) What are paperless bills?
PART – B
Answer any two questions from each unit:
UNIT – I
2. a) Explain the broad goals of E-Commerce.
b) Explain the prerequisites of E-Commerce. [6 + 4]
3. a) List the advantages and disadvantages of E-Commerce.
b) Explain the four functions of E-Commerce. [6 + 4]
4. a) What is the scope of E-Commerce? Explain.
b) Write a note on the users of E-Commerce. [6 + 4]
UNIT – II
5. a) Briefly explain B2C E-Commerce with a diagram.
b) Explain the necessity of having firewalls. [6 + 4]
6. a) What are the benefits for buyers and sellers in a B2B market place?
b) Explain any six types of computer crimes. [4 + 6]
7. a) What are the different privacy issues in E-Commerce? Explain.
b) Explain public key encryption with the help of a diagram. [5 + 5]
UNIT – III
8. a) Explain the information flow in Business to Business supply chain with the help of a diagram.
b) Write a note on spoofing and sniffing. \[5 + 5\]
9. a) Explain the functions of supply chain management.
b) Explain any two modern payment systems. \[5 + 5\]
10. a) What is micropayment? Explain.
b) Explain any two strategies of SCM. Give examples. \[4 + 6\]
CREDIT BASED FIFTH SEMESTER B.C.A. DEGREE EXAMINATION OCTOBER 2017
B.C.A
DATA MINING
Duration: 3 Hrs. Max. Marks: 80
PART – A
1. Answer any 10 questions from the following:
a) What is data mining?
b) What is KDD?
c) What is supervised learning?
d) What is base cuboid?
e) What is clustering?
f) What is datamart?
g) What is SVM?
h) Define frequent set.
i) What is stemming?
j) What is temporal data mining?
k) What is decision tree?
l) Define web usage mining.
PART – B
Answer any two questions from each unit:
UNIT – I
2. a) Write a note on any two OLAP operations.
b) Explain meta data with their types. [6 + 4]
3. a) Describe typical warehouse architecture.
b) State the differences between DBMS and Data mining. [6 + 4]
4. a) Differentiate ROLAP and MOLAP.
b) Describe any two warehouse schema with examples. [4 + 6]
UNIT – II
5. a) Explain partition algorithm with an example.
b) Differentiate agglomerative and divisive clustering. [6 + 4]
6. a) Write a note on decision tree.
b) What is numerical clustering? How is it different from categorical clustering? [5 + 5]
7. a) Explain Apriori algorithm with an example.
b) Write a note on splitting criteria. [6 + 4]
UNIT – III
8. a) What is MLP? Explain.
b) Explain the typical artificial neurons with activation function.
[5 + 5]
9. a) Write a short note on genetic algorithm.
b) Explain support vector machine.
[6 + 4]
10. a) Explain neural network’s perceptron model.
b) Explain web content mining.
[5 + 5] | 34682fe3-5bb8-45cb-822b-02b202cb6419 | CC-MAIN-2022-21 | https://library.stagnescollege.edu.in/wp-content/uploads/2019/03/bca-all-papers-all-semester-october-2017.pdf | 2022-05-16T12:17:20+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662510117.12/warc/CC-MAIN-20220516104933-20220516134933-00146.warc.gz | 452,362,008 | 10,033 | eng_Latn | eng_Latn | 0.902397 | eng_Latn | 0.965424 | [
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This image shows a crater in the Argyre quadrangle of Mars. The image was taken by the High Resolution Imaging Science Experiment (HiRISE) camera on NASA's Mars Reconnaissance Orbiter. The image is located at 40.5°S latitude and 123.6°W longitude. The crater is approximately 10 kilometers in diameter. The image was taken on August 28, 2007. The image is centered at 40.5°S, 123.6°W. The image resolution is about 1 meter per pixel. The image is shown in false color to enhance the visibility of different materials. | <urn:uuid:20c771ca-719e-4994-ab81-25c1c276d141> | CC-MAIN-2019-47 | http://image.mars.asu.edu/convert?format=pdf&image=/mars/readonly/themis/data/mapping/BROWSE/V582XXBWS/V58205011.png | 2019-11-15T06:13:35 | crawl-data/CC-MAIN-2019-47/segments/1573496668585.12/warc/CC-MAIN-20191115042541-20191115070541-00358.warc.gz | 79,437,533 | 130 | eng_Latn | eng_Latn | 0.967035 | eng_Latn | 0.967035 | [
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This image shows part of the floor of the large impact crater Gusev, which is located in the southern hemisphere of Mars. The image was taken by the High Resolution Imaging Science Experiment (HiRISE) camera on NASA's Mars Reconnaissance Orbiter.
The image shows a variety of features, including a large central peak, which is a raised area in the center of the crater. There are also several smaller craters and impact features scattered across the surface. The surface appears to be relatively smooth, with some areas showing signs of erosion or weathering.
The image was taken at a latitude of approximately 45 degrees south and a longitude of approximately 130 degrees east. The image was acquired on September 26, 2006, during the Mars Reconnaissance Orbiter's second orbit around the planet.
The image is a false-color composite, created using data from three different filters: blue, green, and infrared. This allows scientists to see different types of materials and textures on the surface of Mars. The colors in the image are not representative of what the human eye would see, but rather they are used to highlight different features and materials on the surface.
Overall, this image provides a detailed view of the surface of Mars, allowing scientists to study the geology and history of the planet. The image also highlights the importance of studying Mars, as it can provide valuable insights into the history and potential habitability of our neighboring planet. | <urn:uuid:f0ca83b6-16cf-4e73-bf54-4c66ed6cbf0c> | CC-MAIN-2019-47 | http://image.mars.asu.edu/convert?format=pdf&image=/mars/images/special/themis/iotd/V29333007.png | 2019-11-15T04:32:42 | crawl-data/CC-MAIN-2019-47/segments/1573496668585.12/warc/CC-MAIN-20191115042541-20191115070541-00353.warc.gz | 80,997,946 | 288 | eng_Latn | eng_Latn | 0.998955 | eng_Latn | 0.998955 | [
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Shark Coloring Pages
Sharks are fascinating creatures that live in the ocean. They have sharp teeth and powerful jaws, which they use to catch their prey. Sharks come in many different shapes and sizes, from small fish-like sharks to large great white sharks.
In this coloring page, we have a friendly shark swimming with some other sea creatures. You can color the shark any color you like, and then color the other sea creatures too! | <urn:uuid:2020ccc0-eb31-418a-9800-b8902dd748a8> | CC-MAIN-2024-26 | https://www.justcolor.net/wp-content/common/php/download_img.php/?bid=26&rep=tubaroes&image=paginas-para-colorir-para-criancas-tubaroes-47989.gif | 2024-06-25T00:02:50+00:00 | crawl-data/CC-MAIN-2024-26/segments/1718198865490.6/warc/CC-MAIN-20240624214047-20240625004047-00457.warc.gz | 725,772,072 | 88 | eng_Latn | eng_Latn | 0.998612 | eng_Latn | 0.998612 | [
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• Research shows that “Grade configuration is not a predictor of student academic success” (McKenzie et al., 2006).
• “More grade levels per building (i.e. fewer transitions to new schools) is related to higher achievement and improved behavior regardless of SES” (Offenberg, 2001; Wren, 2004).
• “Middle-level schools should ‘contain at least three grade levels’ and ‘be structured to create close, sustained relationships between students and teachers’ ” (Essential Elements of Standards-Focused Middle-Level Schools and Programs, 2000).
• “Educators believe that at least three years in one setting helps to increase continuity of program, students affiliation with the school and its staff, and a more personalized learning experience” (Toepfer, 1982 and Viadero, 1993)
Where Does Sixth Grade Belong?
The trend is clear: A growing number of communities are moving sixth graders out of K-6 elementary schools and into middle schools. Not every parent or every community, however, endorses the move!
In Cupertino, California, more than 200 parents signed a petition opposing a plan to convert junior high schools for seventh- and eighth-graders into middle schools that include sixth-graders. "I want my kids to stay young, to grow at their own pace," said Sherrie Karleskind, a parent in Cupertino, California, quoted in a *San Francisco Chronicle* story.
Opposition to putting all sixth-graders in middle school also raised alarm last winter in Austin, Texas. "Many sixth graders are ready for middle school, but many are not," Diane Singleton, a parent, told the *Austin-American Statesman*. Singleton and other parents voiced concern that some sixth-graders were not emotionally mature enough to attend school with older children.
Some parents also fear that their children will get the worst of it in fights with older children who are more physically mature.
Another parent, Debbie Hanna, holds a different point of view. She spoke of her fears when sixth grade was eliminated from her children's school. "It was very difficult for me," she said. But, she continued, "I have come to the conclusion that sixth-graders in middle school is a very age-appropriate grouping. Physically, socially, and emotionally, the average sixth-grade child is more closely aligned to an eighth-grader than to a first-grader." Most educators and researchers would agree that sixth-graders are physically and psychologically closer to seventh- and eighth-graders.
GRADE CONFIGURATIONS
Yet many parents still ask the question: Are our sixth-grade children ready to attend school with seventh- and eighth-graders? In the debate over where sixth grade belongs, it is parents who often prefer that their children remain within the protective walls of an elementary school.
Experts say many sixth-graders are ready for middle school and some are not. But, these experts continue, the question of how schools should be configured (K-6 and 7-8; K-5 and 6-8; or yet another configuration) cannot easily be answered.
A report, *Grade Span Configuration: Who Goes Where?*, from the [Northwest Regional Educational Laboratory](https://www.educationworld.com/a_admin/admin/admin060.shtml), looked at eight different schools with seven different grade configurations. The report zeroes in on communities' reasons for particular configurations as well as the plusses and minuses of each approach. (See the end of this article for information on how to obtain a copy of the report.)
The report utilizes available research to conclude that the effectiveness of various groupings varies from community to community and school to school. Many factors, the report states, must be considered when determining which grade configuration suits the needs of a community, including:
- number of students;
- transportation spending;
- socioeconomic background of the student population;
- school system goals for student achievement;
- effects on other schools;
- number of transitions for affected students;
- school building design; and
- effects on parent involvement.
The essential viewpoint of the report is that what is effective for one community or in one school situation might not work well for another. Each community has to examine the above factors and other relevant factors to determine what grade configuration will work best.
**PREPARING STUDENTS FOR MIDDLE SCHOOL**
How the transition from elementary school to middle school is handled will influence how well students make the transition, whether those students are fifth-graders going into sixth grade or sixth-graders entering seventh. But for fifth-graders entering sixth grade a smooth, helpful transition is especially critical.
What makes the transition to middle school difficult includes these changes:
- academic demands tend to be tougher than in elementary school;
- middle schools tend to be larger than elementary schools;
- students are accountable to different teachers in each subject;
---
**A Smooth Transition Can Mean a Smooth Year**
Gone are the days -- thankfully -- when students were dropped into middle or high school with a schedule and left to self-navigate their way into the next level of academia. Sending and receiving schools are working harder and more cooperatively to help students make the passage from one school to another. Included: Educators share their thoughts about easing transitions.
*Be sure to check out our A-to-Z Glossary of School Issues.*
• many students are experiencing the onset of puberty and awareness of the opposite sex;
• often students leave behind one group of friends to mix with a new group;
• students move from being the most oldest students in their environment to being the youngest; and
• behavioral standards are different than among elementary students.
"Kids go through more changes between the ages of 10 and 14 than at any other time of their lives, other than the first 18 months," stated Sue Swaim, executive director of the Columbus, Ohio-based National Middle School Association, in a *Christian Science Monitor* news story. "What we're seeing is more schools developing a structured transition program for the students and parents after seeing the success of it in other schools."
To help students make the big switch with fewer problems, many middle schools launch the transition beginning in spring of the previous school year. In March, many middle school principals meet with sixth graders in the elementary schools that will send students to the middle schools. In August, a more nitty-gritty orientation occurs at the middle school, where students can use the day to find their lockers and meet with teachers and counselors.
Many middle schools also treat sixth-graders a bit differently from seventh- and eighth-graders, having them eat lunch separately and work with two or three different teachers instead of the five or six teachers teaching each seventh- and eighth-grader.
**TRANSITION FOR PARENTS**
Sometimes, experts say, parents have more of a problem than their child with the child's transition to middle school. Yet parents can play a key role in their child's period of change. The following suggestions for parents come from the National Association of Secondary School Principals:
• meet the school teachers, principal, counselors, and others who work with their children;
• help their children navigate around the new school; a larger building may be intimidating at first;
• make sure their children understand that they are held responsible for knowing school rules and following them;
• help their children realize that inappropriate actions in school have consequences;
• know their children's friends, and help them choose friends intelligently;
• foster engagement in school activities;
• make sure homework is being completed.
Yet there is more to middle-school adjustment than appropriate parental involvement. A top-notch middle school, experts say, offers incoming students more than just an orientation day in August or September. As Marian White-Hood, principal of Kettering Middle School in Upper Marlboro, Maryland, told the [set ITAL] Christian Science Monitor: "Getting students properly adjusted requires constant monitoring throughout the year."
**ADDITIONAL RESOURCES**
**Making the Transition from Fifth to Sixth Grade**
For ideas on making the transition from elementary to middle school, this essay offers a
number of solid suggestions, from having fifth-graders spend a few hours at the middle school while eighth-graders are off on their field day to identifying students who may need extra help in sixth grade and having guidance counselors meet with them frequently throughout their first year in middle school.
**Middle School Malaise**
An analysis from the American Psychological Association examining "middle school malaise," or problems some students have in the transition from elementary to middle school. The paper discusses which students do the best and what parents can do to help.
**Welcome to Sixth Grade**
Middle school is a time of many changes for both students and their parents. The staff at Aplington-Parkersburg Middle School (Iowa) provide a structure to make the transition to middle school as smooth as possible.
**Grade 5 in the Middle School**
Most studies of school-transition target grade 6 for the sample population and do not address the appropriateness of grade 5's inclusion in elementary or middle schools. Aside from district considerations of building capacities, zoning, and enrollments, research centers on the match between the developmental status of fifth/sixth graders and the setting of the host school, the effects of transition on the students, and school programs to familiarize the student with the new school environment.
**Supporting Students in Their Transition to Middle School**
This position paper was jointly sponsored by the National Association of Elementary School Principals (NAESP) and the National Middle School Association (NMSA).
**The Transition to Middle School (ERIC Digest)**
This Digest presents a brief overview of some of the issues involved in the transition from elementary to middle school and provides suggestions for transition programs and activities.
**Transition to Middle School**
Most schools provide some sort of transition program for students in their final year of elementary school consisting of a parent/student night, followed by a tour of the school for students sometime in the spring. These are excellent activities, but they do not address the questions and anxieties these students have.
Article by Sharon Cromwell
Education World®
Copyright © 2010 Education World
Originally published 04/13/1998. Last updated 11/19/2019
Where Does Sixth Grade Belong? | Education World
https://www.educationworld.com/a_admin/admin/admin060.shtml
When your child shifts from being a 12-year-old kid to a 13-year-old adolescent, you're likely to see some interesting changes. The mental shift kids make as they begin to see themselves as teenagers, combined with the physical changes their bodies experience, can make early adolescence an interesting time.
Your 13-year-old will be sensitive to their changing bodies and take notice of the changes in their peers. Your teen may worry that they are different or may wonder if they are abnormal because they aren't growing body hair or because they haven't hit a growth spurt yet.
This can be hard for parents because your young teen's worries aren't always sensible, but they are real worries to your teen. Assure your teen that everyone develops at different rates and that it's normal for some teens to mature faster than others.
Physical Development
Most 13-year-old teens are dealing with the emotional and physical changes that accompany puberty. It's normal for your teen to feel uncertain, moody, sensitive, and self-conscious at times. And during this time, it becomes more important than ever to fit in with peers.
Boys who physically mature the earliest may be more confident. But girls who mature earlier are often more self-conscious of their bodies.
They grow taller, gain weight, and become physically mature. Girls become fully physically developed during middle adolescence and boys reach physical maturity during late adolescence.
Their rapidly changing physical appearance can lead to self-conscious feelings. Sometimes teens struggle with appearance-related issues, such as acne or being overweight. Body image issues, such as eating disorders, may also develop during the teen years.
Key Milestones
- Experiences rapid changes in physical appearance
- Changes in appearance happen at different rates which can create anxiety for many people
- Exhibit a wide range of growth patterns between genders
Parenting Tip
It's important to talk to your teen about body image and how they feel about the changes they're experiencing.
Emotional Development
Thirteen-year-olds are dealing with hormonal shifts that can contribute to mood swings. Add school stress or peer problems and their moods may seem to shift from minute to minute.
Your young teen is starting on the road to becoming an independent young adult who "has a say" over their space, their body, and their need for private conversations with their friends.
At this age, most teens feel like the world revolves around them. They might think everyone is staring at them or they may assume everyone else's behavior is somehow because of them (for example, thinking their friend didn't text back because they are mad rather than assuming the friend is busy).
Most 13-year-olds experience great fluctuations in their self-esteem. They may feel good about themselves one day and feel extremely inadequate another.
They also tend to seek affirmation from adults that they're on the right track, even though they claim to want to do things on their own.
Key Milestones
- Concerned about physical development and appearance
- See themselves as always being center stage
- Strive for independence yet want and need adult approval
Parenting Tip
While mood swings are usually normal, it's important to keep an eye out for mental health problems. Depression, anxiety, and other mental health issues may emerge during this time.
Social Development
As they desire increased independence from their parents, 13-year-olds rely more on friendships. They confide in their peers more and want to spend more time with friends than family.
Peer pressure can be an issue as teens often want to experience a sense of belonging. Teens often switch peer groups throughout the teen years as their interests shift.
Rebellious behavior is sometimes common during the teen years. A teen may develop different personas or go through various phases. Sometimes teens try to shock their parents or want to dress or wear their hair in new ways to express themselves.
Dating and romantic relationships often become important during the early teen years. It’s normal for teens to develop sexual interests.
**Key Milestones**
- Seeks trust and acceptance from peers
- Questions authority figures
- Tends to reject solutions offered by parents
**Parenting Tip**
Be direct with your child when talking about sensitive issues, like drinking, smoking, drugs, and sex. In order for your teen to see you as credible, acknowledge the slight upside that tempts teens to try these things. Say something like, “Kids usually think they’re more fun when they’re drinking alcohol,” and then explain the consequences.
**Cognitive Development**
While 13-year-olds have fairly good problem-solving skills, they also have difficulty thinking about the future.
They may also struggle to think about the consequences of their behavior before they act. This has to do with different parts of their brains developing at slightly different rates.
It’s common for 13-year-olds to think they’re immune from anything bad happening to them. As a result, they may be more likely to engage in risky behavior.
Thirteen-year-olds develop the ability to think abstractly. Instead of only thinking in terms of tangible objects, they begin to understand concepts such as faith and trust.
They may also think they’re unique and think no one understands them. As they mature, they begin to develop a better understanding of the world and how other people perceive them.
**Speech & Language**
Most 13-year-olds communicate similarly to adults. They comprehend abstract language, such as figurative language and metaphors. They may become less literal and more figurative. They may become concerned with moral issues as they are able to grasp abstract concepts. They are likely to recognize that breaking rules under certain conditions isn’t always wrong.
**Play**
While most 13-year-olds have given up their childhood toys, they still play with their friends in a variety of ways. From slumber parties and camping out in the backyard to board games and sports activities, most 13-year-olds want to be active with their friends.
Having fun with peers can be an important social outlet. It can also be instrumental in helping your teen manage stress.
**Key Milestones**
- Developing skills in the use of logic
- Can solve problems that have more than one variable
- Find justice and equality to be important issues
**Parenting Tip**
Talk to your teen about the many ways you might solve a single problem. Encourage your child to brainstorm several solutions to a problem before taking action. This can improve your child’s judgment and give them opportunities to practice their critical thinking skills.
**Other Milestones**
By this age, many teens have their own [social media accounts](https://www.verywellfamily.com/13-year-old-developmental-milestones-2609025?print) and they’re able to communicate with their friends privately. For some teens, this provides a sense of relief as they often talk to their friends in a slightly different manner than they speak to their parents.
For other 13-year-olds, electronic communication means added pressure. They may feel compelled to join in conversations to be accepted by their peers or they may feel as though their friends are having more fun than they are when they view social media pictures.
**When to Be Concerned**
While all children develop at slightly different rates, it’s important to keep an eye on how your child is progressing.
Some emotional issues or mental health problems may emerge in the early teen years and it’s important to see professional help if you see any red flags.
If your 13-year-old refuses to shower or has hygiene issues, it could be a cause for concern. By this age, teens should be able to care for their bodies without much prompting.
If your child is struggling academically, it could also be a cause for concern. Sometimes, learning disabilities or ADHD don’t become apparent until the teen years. Talk to your child’s teachers or discuss the issue with your child’s pediatrician if you are concerned.
A Word From Verywell
The teenage years can be a bit of a rollercoaster, for both you and your teen. But if you lay the groundwork now—by giving your teen the skills he needs to make good decisions—the teen years don’t have to be tumultuous.
When your teen makes mistakes, look at it as an opportunity to help them sharpen their skills. If they repeatedly make the same mistakes, or struggle with specific issues, seek professional help.
Read Next: How to Raise a Happy, Healthy Teenager
Article Sources
Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our editorial policy to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
- Child Development. Centers for Disease Control and Prevention. Published January 3, 2017.
- Stewart J. 12- to 14-year-olds: Ages and stages of youth development. MSU Extension. Published January 9, 2013.
Fourteen can be a pivotal age. While some 14-year-olds start heading down the path toward becoming a healthy responsible adult, others begin to rebel and get mixed up with the wrong crowd. It's an important time to ensure you're giving your child plenty of guidance and helping your child gain the skills he needs for a successful future.
Physical Development
Most 14-year-olds have hit puberty by age 14. Both boys and girls tend to have pubic and underarm hair by this point.
Most females have started their menstrual periods and have experienced breast development. Boys have experienced enlargement of the testicles and penis enlargement. Some of them may experience nocturnal emissions (wet dreams) for the first time.
Their changing bodies can be a source of pride or a cause for concern. Some teens may be proud of their adult-like bodies while others may be embarrassed or confused by the changes they are experiencing.
Boys who hit puberty later may be more likely to feel bad about themselves. They may experience body image issues as they are likely to compare themselves to their peers.
Girls may experience body image issues as well. It’s common for them to be concerned about their weight and appearance.
**Key Milestones**
- May grow several inches in several months followed by a period of very slow growth
- Changes in appearance occur at different rates which can be cause for great concern
- Exhibit a wide range of sexual maturity between genders and within gender groups
**Parenting Tip**
Your 14-year-old may be hungry almost all the time. Stock the house with healthy snacks and serve nutritious meals. Reduce body image issues by talking about health, rather than weight.
**Emotional Development**
Fourteen-year-old teens often start to grow convinced they know everything. So don't be surprised if your teen wants to argue with you about everything or if he insists you have no idea what you're talking about.
Most teens experience great fluctuations in their self-esteem. They may feel good about themselves one day and feel extremely inadequate another.
Although mood swings can still be common at age 14, they are usually less intense than in the past. Many 14-year-olds become more easy-going as they mature.
They have usually developed the skills they need to deal with uncomfortable emotions in healthy ways. They may rely on their own strategies, like journaling or listening to music, or they may turn to their friends for support.
It's normal for 14-year-olds to be embarrassed by their parents. They may not want to be seen being dropped off by their parents to a dance or sporting event. Or, they may insist their parents
embarrass them when they meet friends.
**Key Milestones**
- Generally happy and easy-going
- Recognizes own strengths and weaknesses
- Is embarrassed by parents
**Parenting Tip**
It's likely your 14-year-old will insist your rules are too strict or that you expect too much from them. Make it clear that they have some control over their privileges. Assign chores and expect them to do their school work. Make their privileges contingent on getting things done.
**Social Development**
It's normal for 14-year-olds to stop confiding in their parents. Instead, they're more likely to turn to their friends and seek advice from their peers. For many families, increased independence means a major shift in the parent/child relationship.
Fourteen-year-olds want to be accepted by their high school peers. Individuality is not as important as being part of the group.
Your teen may get anxious if they don't feel like they fit in. It could take a toll on their self-confidence and they may be at-risk of seeking support from unhealthy people if they don't find a healthy place to belong.
Many 14-year-olds develop an interest in forming romantic relationships. They may have crushes or they may consider themselves in a relationship.
**Key Milestones**
- Strong interest in romantic relationships
- Anxious to be liked
- Has a large social circle including friends of both sexes
**Parenting Tip**
Show an interest in your teen’s activities. Ask questions that go beyond “yes” or “no” to open the door to more in-depth conversations. Rather than ask, “How was your day?” ask “What was the best part of your day?” and inquire about your teen’s opinions and interests.
**Cognitive Development**
Most 14-year-olds find justice and equality to be important issues. They are ready for long-term experiences and their interests are less fleeting.
They often want to explore the world beyond their own community, and are interested in learning what exists beyond their school, hometown, or country.
**Speech & Language**
Your 14-year-old may seem less communicative at times. But this can be part of normal development as your teen begins solving problems and dealing with emotions on their own.
Your teen may prefer to stay in electronic communication with friends. Texting and social media are often very important at this age.
Most 14-year-olds make their preferences known. They often have favorite books and depending on how much they read, they can have extensive vocabularies.
**Play**
Play to a 14-year-old might include anything from playing video games to watching sporting events with friends. They are likely to enjoy making plans with their friends and they may spend time together working on goal-oriented projects with their friends.
**Key Milestones**
- Focuses on the future develops
- Starts to set personal goals
- May challenge the assumptions and solutions presented by adults
**Parenting Tip**
Respect your teen’s opinions even when you don’t agree with them. Show interest in learning more about what has shaped their ideas and why they have certain beliefs. Teens often just want to know that someone is listening to them.
**Other Milestones**
Many 14-year-olds show a strong interest in earning money but they’re usually not able to obtain formal employment. You might assist your teen in finding odd jobs that help him earn some spending money, such as mowing lawns or babysitting.
By age 14, teens should be able to perform all of the basic chores you do around the house. You might consider paying your teen to do the jobs you might pay someone else to do, like mow the lawn or wash the car. Paying your teen can be a good way to start teaching your teen valuable life lessons about money.
**When to Be Concerned**
All teens develop at slightly different rates. So while some 14-year-olds will look and act more like adults, others may still be quite child-like. Usually, there’s no cause for concern as kids will all catch up to one another in the near future.
If however, you are concerned about your teen’s immaturity, it’s important to talk to your child’s physician. A physician can rule out any physical or mental health issues and may refer your child to a specialist if necessary.
Eating disorders can develop during the teen years as well. Keep an eye on your teen’s eating habits. Skipping meals, purging, and crash diets are red flags that could signal your teen needs professional help.
**A Word From Verywell**
Age 14 is a great time to make sure your teen has the skills they need to become an adult. Get purposeful about teaching them life skills and give them opportunities to practice those skills on their own.
Keep in mind that raising a 14-year-old can be a little tumultuous at times and sometimes, you might feel like you’ve taken one step forward and two steps backward in terms of your teen’s progress. But, overall, your teen should be showing they can handle greater responsibility as they approach age 15.
**Read Next:** [How to Raise a Happy, Healthy Teenager](https://www.verywellfamily.com/how-to-raise-a-happy-healthy-teenager)
**Article Sources**
Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our [editorial policy](https://www.verywellfamily.com/editorial-policy) to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
- Centers for Disease Control and Prevention, "Child Development Young Teens (12-14 years of age)," Jan. 3, 2017.
• Stanford Children's Health, "The Growing Child: Adolescent (13 to 18 Years)."
• Stewart, J., Michigan State University Extension. "12- to 14-year-olds: Ages and stages of youth development." Jan. 9, 2013.
The years between 15 and 18 can be instrumental in helping your teen mature and gain the skills she needs to become a responsible adult.
There's a good chance, however, that your 15-year-old will think she's ready to take on the world now. And she may insist she already knows everything. That know-it-all attitude with a hint of rebellion can be par for the course for 15-year-olds.
Understanding your teen's development can be instrumental to successful parenting during mid-adolescence.
Physical Development
Most girls have reached their full height by age 15. Many of them are insecure about their appearance, especially their weight. Nearly half of all high school girls diet to lose weight.
Fifteen-year-old boys may continue growing for another year or two. Usually, around this age, their voices become deeper and they may begin to grow facial hair. They gain muscle rapidly at this age.
Key Milestones
- Boys' voices grow deeper
- Boys begin to grow facial hair
- Girls have reached their full height
Parenting Tip
Familiarize yourself with the signs and symptoms of eating disorders and other mental health problems. If you suspect your child has an eating disorder, body image issues, or mental illness, seek professional help.
Emotional Development
At the age of 15, teens start to think about what it would be like to live out on their own. While some teens may be imagining college, others may be thinking about getting their own apartment.
Your 15-year-old may become stressed about grades, relationships, and other teenage issues. And she may be very concerned with her appearance.
Most teens begin to engage in less conflict with their parents around age 15. They show more independence from their parents while also showing a greater respect for the rules when privileges are contingent on their behavior.
Many 15-year-olds are dealing with a fair amount of stress. Some of them may struggle academically while others are dealing with romantic issues and perhaps even their first sexual experiences.
Key Milestones
- Go through less conflict with parents
• Show increased independence from parents
• Exhibit greater emotional regulation skills
Parenting Tip
Make your teen's privileges contingent on his ability to be responsible. Tell him he can earn freedom by showing you that he's able to handle more independence.
Social Development
Friends are very important to 15-year-olds. And it's important to know who your teen is spending time with because they often experiment with different personas and activities based on what their peers are doing.
By age 15, many teens have a strong interest in romantic relationships. While some relationships may mostly evolve over social media or text message, others will want to spend a great deal of time with their romantic interest.
Most 15-year-olds are aware of their sexuality and show a budding interest in sexual activity.
Don't be alarmed if your teen wants to spend a lot of time in his room by himself. Unless you see warning signs of mental health problems, an increased desire for privacy can be normal.
Key Milestones
• Have an interest in romantic relationships
• Have a deeper capacity for caring and developing more intimate relationships
• May struggle with peer pressure
Parenting Tips
At this age, most teens still struggle a bit with maintaining healthy relationships, with peers and in their budding romantic interests. Make sure your teen is hanging out with healthy people and establish clear dating rules.
Cognitive Development
It's normal for teens to be rather argumentative at this stage. No matter what you say, your teen may want to debate the opposite point of view. That's your teen's way of asserting his independence and showing off the fact that he can see viewpoints from another angle.
Many teens begin thinking more about their future during this time. They’re usually able to start identifying potential career aspirations or college plans.
Most 15-year-olds are able to give reasons for their own choices, including what was right or wrong.
**Speech & Language**
Some teens at this age can talk to their friends all evening, despite seeing them all day at school. Yet when asked about their day by their parents, they may have very little to say.
Most 15-year-olds often prefer to communicate via text message and social media. They may find blogging or writing to be a helpful way to express themselves.
Reading and social experiences play a big role in a teen’s language and vocabulary development.
Most 15-year-olds can communicate in an adult-like fashion and are able to hold appropriate conversations. They tell more involved stories and are able to use more sophisticated communication skills.
**Play**
Most 15-year-olds have specific interests or hobbies that they enjoy. Whether they like video games, sports, music, or movies, they can identify activities that bring them pleasure.
While some of them are content to be alone, they often prefer to spend time with friends. Their time together may range from playing video games together to going to the movies.
**Key Milestones**
- Show more concern about their future
- Exhibit more defined work habits
- Better able to explain the reasons for their choices
**Parenting Tip**
Show an interest in your teen’s activities. Step inside your teen’s world to learn about his favorite video games or to talk about the sports he enjoys. Your teen will appreciate your interest in learning about the things he enjoys.
**Other Milestones**
For many teens, 15 is the age where they get to take driver's education. Obtaining a learner's permit can be a big deal. And of course, it's a big responsibility.
Make sure your teen is ready to handle the rules of the road before allowing him to drive a vehicle. If he can't be responsible when it comes to chores or homework, he may be showing you he's not yet ready to handle the responsibility of driving a car.
Not all 15-year-olds are ready to drive. So think carefully about whether your child is emotionally and socially mature enough to get behind the wheel.
**When to Be Concerned**
Pay attention to any changes in your teen's mood or behavior. Difficulty sleeping, refusal to attend school, changes in appetite, or loss of interest in activities can be signs of a mental health issue.
Talk to your teen about her mood. Ask if she has ever experienced suicidal thoughts, particularly if she seems sad or depressed. Let her know you care about her and get professional help if she says she has been thinking about suicide.
If you are concerned about your teen's development, talk to the doctor. If your child's doctor has concerns, your child may be referred to a mental health provider for further evaluation.
**A Word From Verywell**
Fifteen can be a big year for teens. You're likely to see a big difference between your child's 15th birthday and his 16th birthday.
And while you might be thinking he's not ready for the rigors of the real world, keep in mind you've two years to prepare him for life after high school. Pay attention to the skill deficits that you see and proactively teach him strategies that will serve him well in his adult life.
**Read Next:** [How to Raise a Happy, Healthy Teenager](https://www.verywellfamily.com/how-to-raise-a-happy-healthy-teenager)
**Article Sources**
Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Read our [editorial policy](https://www.verywellfamily.com/editorial-policy) to learn more about how we fact-check and keep our content accurate, reliable, and trustworthy.
1. Tanner JM, Whitehouse RH. *Clinical longitudinal standards for height, weight, height velocity, weight velocity, and stages of puberty.* Arch Dis Child. 1976;51(3):170–179. doi:10.1136/adc.51.3.170
2. Becker AE, Eddy KT, Perloe A. *Clarifying criteria for cognitive signs and symptoms for eating disorders in DSM-V.* Int J Eat Disord. 2009;42(7):611-9.
3. Maciejewski DF, Van lier PA, Branje SJ, Meeus WH, Koot HM. *A 5-Year Longitudinal Study on Mood Variability Across Adolescence Using Daily Diaries*. Child Dev. 2015;86(6):1908-21. doi: 10.1111/cdev.12420
4. Kar SK, Choudhury A, Singh AP. *Understanding normal development of adolescent sexuality: A bumpy ride*. J Hum Reprod Sci. 2015;8(2):70–74. doi:10.4103/0974-1208.158594
5. Mann L, Harmoni R, Power C. *Adolescent decision-making: the development of competence*. J Adolesc. 1989;12(3):265-78. doi:10.1016/0140-1971(89)90077-8
6. Ferrer E, Mcardle JJ, Shaywitz BA, Holahan JM, Marchione K, Shaywitz SE. *Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence*. Dev Psychol. 2007;43(6):1460-73. doi: 10.1037/0012-16188.8.131.520
7. Michaud PA, Fombonne E. *Common mental health problems*. BMJ. 2005;330(7495):835–838. doi:10.1136/bmj.330.7495.835
**Additional Reading**
- *Adolescent Development Part 1*, American Academy of Child and Adolescent Psychiatry.
- *Parents & Teachers: Teen Growth & Development, Years 15 to 17*, California Teen Health | Teen Health Information.
- *The Growing Child: Adolescent (13 to 18 Years)*, Stanford Children's Health - Lucile Packard Children's Hospital Stanford.
- *Normal Development: Middle Adolescence*, Wayne State University Physician Group.
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The Empire State Building is struck by lightning about 100 times every year. Millions of volts of electricity hit the skyscraper, but it doesn’t suffer any damage. That’s because its tall spire, covered in broadcast antennas, has a lightning rod at the very top of it.
Lightning can set fire to a building, electrocute the people inside, and fry the electrical and computer systems. But a lightning protection system, which consists of a metal lightning rod and some wires, keeps the building safe.
**When Lightning Strikes**
As a scientist, Benjamin Franklin was fascinated by lightning and electricity, and spent years studying them. As an inventor, he wanted to find ways to protect people and buildings from lightning. His solution was the lightning rod, a metal pole designed to save buildings from the “most sudden and terrible mischief” of a lightning strike.
A lightning rod is a pole attached to the roof of a building. It’s made of metal—usually copper—because metal is a good conductor. That means electricity flows through it freely and easily, without meeting a lot of resistance.
The rod is attached to a copper cable that runs down the side of the building and into the ground. When lightning strikes the rod, the dangerous electrical charge is instantly conducted down the rod, through the wire, and into the ground.
Non-metals such as wood are not good conductors. Electricity does not flow through them freely. If lightning hits a barn with no lightning rod, the current will not travel through it easily. It will meet a lot of resistance as it travels through wood, and that can result in massive heat damage—in other words, fire.
Benjamin Franklin invented the lightning rod in 1749. His invention is still protecting buildings all over the world.
Source: Center for Science Education, EDC
The Energizer Bunny keeps going and going. But he never seems to wear out those spiffy flip-flops. Batteries wear out, though. They all run out of juice eventually, whether they’re single-use batteries or rechargeable. Single-use batteries have one life cycle and must be replaced when drained. Rechargeable batteries can be recharged and used repeatedly. But in time, even they wear out.
Whether single-use or rechargeable, all batteries are storehouses of chemical energy. They are filled with chemical compounds, and those compounds store chemical energy. Reactions between the metals and the chemicals in a battery produce an electric current. That’s how the battery turns chemical energy into electrical energy.
People use different types of batteries for different purposes. These are the most commonly used batteries in homes today.
**Alkaline batteries**
- Good for household electronics such as toys and flashlights
- Long shelf-life—up to 7 years
**Lithium batteries**
- Good for high-tech devices that drain power quickly, such as cameras and handheld games
- Weigh 33% less than alkaline batteries
- Long shelf-life—10 years when not in use
**Rechargeable batteries**
- Good for high-use devices, such as audio players and remote controls
- Can be recharged hundreds of times
- Limited shelf-life. After a full charge, loses 1% of its energy per day
Source: Center for Science Education, EDC
Hydropower: Using the energy of flowing water to generate electrical energy. Hydropower provides 20% of the world’s electricity. At a hydroelectric plant, water released from behind a dam flows through a turbine, causing it to spin. The spinning turbine turns a generator, which produces electricity. The electricity flows from the plant to local substations through long-distance power lines.
Engineers use the word *flow* to describe the movement of both water and electricity. In fact, the flow of electricity is often compared to the flow of water. The comparison helps people visualize how electricity travels. But it can also give people the idea that electricity is a kind of fluid—and that’s wrong. It’s not a fluid, or any other type of matter. It’s a type of energy. Here are two other big differences between water and electricity:
**One leaks, the other doesn’t.** Electric current can only flow through an unbroken loop called a circuit. Water can flow through all kinds of channels, including a one-way path like a pipe. If the pipe bursts, water keeps spilling out from the break. But if a live wire is cut, the circuit is broken and the electric current stops flowing. No electricity leaks out onto your floor.*
**A water pipe can be empty; an electrical wire can’t.**
A copper wire is not an empty tube that gets filled with electricity. The charges that create electric current are already present within the atoms of the wire. When you attach a battery to the wire, that force gets those charges moving through the wire. That’s what an electric current is—the flow of charges.
Water flows into a hydroelectric plant and electricity flows out. But even though both flow, water and electricity are very different. Hydroelectric plants don’t turn one kind of fluid into another kind of fluid—they turn one type of the energy into another type. They transform the energy of moving water into electrical energy.
*That doesn’t mean you can touch a broken wire. If you did, your body would complete the circuit. Electricity would flow again—right through you! And you’d get a nasty shock.*
Bears love honey—and that’s a problem for beekeepers. Hungry bears destroy beehives to get at the honey. It takes a lot of time and dedication to raise bees, so beekeepers get very upset when they find that their hives have been pushed over and torn apart.
It would be nice if bears had good table manners and waited politely to be served their honey treats. But they’re wild animals. Once they develop a taste for honey (and for baby bees, which they also find yummy), nothing will stop them from destroying any hives they find.
Well, almost nothing. There is one method that beekeepers have discovered. It’s a simple but shocking solution: electric fences.
The hives in this photo, home to thousands of honeybees, are well protected. The beekeeper has set up an electric fence around them. It will give any bear that touches it a good zap—not enough to harm the bear, but enough to make it back off. Electric fences are easy to install. The main parts are:
1. **The energizer.** It sends pulses of electric current through the wires.
2. **The wires.** These are uninsulated electrical wires—the “hot” part of the system. When a bear touches a wire, it gets a shock.
3. **The insulators.** These are used to attach the wires to the posts. Their job is to keep the electrified wires from touching the posts. If wires touch the posts, energy is lost and the system could short out. Insulators are made of either plastic or porcelain, because those materials don’t conduct electricity.
4. **The handles.** These allow people to unhook the wires and get through the fence without getting a shock. They’re made of rubber or plastic. Both materials are excellent insulators.
Energy makes plants grow, lights our cities, powers our computers, cooks our food, plays our music. It’s everywhere, and it takes many different forms.
**Atomic Energy** is produced when atoms are split. Nuclear power plants produce a tremendous amount of energy this way.
**Chemical Energy** is a form of potential energy that is stored in such things as food and gasoline.
**Electrical Energy** is produced by electrons moving through a substance. It lights our homes, runs motors, and makes our TVs, phones, and computers work.
**Heat Energy** is the movement of the atoms and molecules within substances. As the atoms and molecules move and collide faster, the substance heats up.
**Light Energy** is a form of radiation that travels as electromagnetic waves. These waves can carry energy through space and matter.
**Mechanical Energy** (kinetic energy) is moving energy. All moving objects produce mechanical energy.
**Sound Energy** is produced when an object vibrates. Sound waves travel out in all directions through a medium such as air, water, or wood.
Illustrations (top to bottom): The Noun Project; 3 Ryan Oksenhorn, from The Noun Project; 5 Boris Ruether, from The Noun Project
Photos (top to bottom): U.S. Nuclear Regulatory Commission; Pamela Graham; Dereks Key; Andreas; Alba Campus; Hindrik Sijens; Herbert Ponting
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incidents in different parts of India resulted in communal riots (92) during the year. The year 1987 also witnessed lot of communal riots, the worst being in Meerut in May 1987 which resulted in enormous loss of life and property. In recent months lot of communal tension has been generated on the issue of Ram Janambhumi and Babri Masjid. The Fundamentalists of the two communities have been claiming exclusive right over the building. At present the case is pending for settlement with the Courts. However, leaders of one community have openly declared that they would not abide by the decision of the Court if it goes against them. This is rather an unfortunate development. No section of the society should be permitted to flout the law. In the meanwhile efforts are on to find a mutually acceptable solution of the issue through mutual consultations and negotiations but no solution seems to be in sight. In short, it can be said that despite efforts by government to curb communalism, it continues to plague the Indian polity.
Communalism at Present
The nature of communal problem in India has undergone some change in the recent years. Whereas the communal riots in the earlier period were confined to certain urban centres only, in recent years the communal riots have tended to spread to the country-side and thus affected even those areas which earlier enjoyed communal harmony.
Secondly, the present day communal riots are not being led by the Brahmin dominated groups like RSS but the younger generations are playing more active role. For example in the riots at Pune, Solapur, Baramati etc. the young Marathas played an active role.
Causes for Communalism. At this stage a natural question poses itself as to why India after four decades of independence has not been able to overcome the problem of communalism and the relations between the members of two communities (Hindus and Muslims) are often strained. According to one scholar “Religion and religious differences as such do not alone cause a riot. Hinduism and Islam may be different in certain respects but neither of them preaches violence or hatred. It is as much against their basic concepts as against their heritage”. Again he says “the immediate causes of the riots such as stoning of a Ganesh procession from a mosque, desecration of the idols of the Hindu deities, butchering of some calves on a Durga Puja procession or an occasion of marriage of a Muslim boy with Hindu girl do no explain away what is behind the riots”. In the main the following factors have been responsible for the existence of communalism.
1. In the first place Prof. Ghouse says that communalism has flourished in India because the communalist leaders of both the communities, the Hindus and the Muslims, want it to flourish in their community’s interest. To
2. Secondly, the tendency of the community is also party to be communal. Muslims do not take part and have insisted on equal security of life and Muslims in services etc.
3. Thirdly, the orthodox Muslims feel that they are a distinct group of thinking has a tendency of religious tolerance to be shared by the dominant position for the Hindus to their culture on the provocationally provoked resistance and for separate electorates encouraged the Hindus to aggravate communalism.
4. In the fourth place work of organized people, Moin Shakir in his book, should be viewed as a communal organizations like RSS through rioting. Communalism among one community accelerated through religious leadership became more frequent respectability than ever not only in many places claimed that the
5. The weak economic and their obscurantism.
ence has shown that members of such organisations tend to aggravate communal tension by arousing the sentiments of the members of their community. These sentiments are aroused the saner elements are pushed back. This necessitates the elimination of such organisations.
(6) Close watch should be kept over communally sensitive areas like Allahabad, Aligarh, Meerut, Hyderabad, Ahmedabad, Jamshedpur etc. to ensure that minor communal incidents do not develop into full-fledged riots. For this purpose more police stations and police force be provided in these areas.
(7) The government should impose cumulative fines on people living in areas which are scenes of frequent riots. This would act as a deterrent and make the people take more keen interest to resolve their differences amicably.
(8) A strict watch should be kept on places of religious worship to ensure that they are not used as hiding places by anti-social or communal elements. It has been observed that often religious places have been used by such elements for other than religious purposes. In a number of cases it was discovered that Mosques and Gurdwaras were used to store weapons. This should be strictly checked to ensure that religious places are used only for religious purposes.
(9) Efforts should be made through constant preaching and persuasion to remove the distrust and obscurantist prejudice which prevail among the members of various communities. Unless this is done the law and order machinery can play only a limited role in checking the communal tension.
(10) Eightly, the people can also play an important role in curbing communalism. To prevent communal incidents mixed peace-keeping Mohalla committees should be constituted containing influential members of various communities. These members can play an important role in defusing communal tension and preventing communal clashes.
Ninthly, T.V. and Radio can play a positive role in elimination of communalism by organising discussions to emphasise the secular foundations of India. In these discussions persons from various sections of society should be invited to produce wider impact.
Tenthly, reduction of economic disparities and inequalities is also essential to eliminate a feeling prevailing among the minority community that they are being discriminated against. Once these disparities are removed they will tend to forget their separate identity.
Eleventhly, some scholars have pleaded that the abolition of religion can greatly contribute to the elimination of communalism. But this suggestion is impracticable because the Indian society is a highly spiritualised society and religion occupies an important position in this society.
6. The Hindu Parshad has been playing a very important role in the growth of communalism and tends to ignore nationalist outlook and violence for the attainment of their narrow objectives. It is well known that the 1980 communal riots in Pune and Sholapur were caused largely due to the sharp reaction of Vishva Hindu Parishad against conversion of Harijans to Islam.
7. Out of proportion growth in the Muslim population in India since independence has given rise to misgivings in the minds of the majority community and generated tension in their mutual relations. Some protagonists of majority community have pointed out Muslims population which constituted only 5.1 per cent of the total population in 1947 increased to 11.20 per cent due to lack of interest in family planning among Muslims, conversion of Harijans to Islam, and illegal entry of Muslims from Bangladesh etc. They have felt highly disturbed over this trend and developed hostile attitude towards Muslims which has naturally fanned the feelings of communalism.
8. The role of Pakistan in fostering communal feeling in the country is no less significant. Quite often it has been alleged by the orthodox leaders of the Hindu community that the communal riots are provoked in India by Pakistan through its Indian agents. Further, whenever there is any Hindu-Muslim conflict the Pakistan authorities always hold the Hindus responsible for it and project the impression that the Government of India is also secretly assisting them in these plans. While it cannot be denied that Pakistan has often encouraged and promoted communal riots by instigating the militant sections of the Indian—Muslim community to resort to violence, the Government of India has certainly failed to win the confidence of the
The growth of economy by market forces has resulted in social frustration and in the process only the affluent sections of society have gained. This is interpreted in communal terms. While the Hindus alleged that government is pampering the Muslims and backward classes, the Muslims alleged that the Hindus are getting favoured treatment. No wonder this has encouraged the leaders of various communities to organise themselves to get maximum concessions from political leaders. Moin Shakir has rightly pointed out "An analysis of the growth of communalism and communal politics before and after independence, reveals that the determining role has not been played by religion and culture but by non-religious and non-cultural forces operating in the political and economic system.... Under the mask of religion, caste and tradition, the communal leaders have aimed at protecting the interests of the lower middle class and urban intelligentsia".
10. Both the Union as well as the State Governments are greatly responsible for the growing communalism in the country. On most of the occasions they were taken unaware by the sudden outburst of riots and failed to anticipate and take preventive measures. Further, when the riots actually broke out they failed to take quick action to nip the same in the bud. Instead of dealing with the situation firmly, mostly the governments have tried to make the opposition parties the scapegoat by throwing the entire blame for the outrufts at their door. The attitude of distrust displayed by the Government during the two Indo-Pak Wars of 1965 and 1971 when it did not assign any responsible duties of civil defence to the Muslims, also promoted the feeling among the Muslims that they were not being treated at par with the rest of the citizens and a sense of distrust persists against them. The Government also failed to take any firm action against the communal parties.
11. The loss of credibility of state on account of decline of its institutions, especially in justice, incompetence of law and order agencies, and lack of an equitable economy has encouraged the people to look to the leaders of their respective communities for justice and security. This tendency can be curbed if the state ensures equitable sharing of political power and economic development amongst various sections of community.
12. Finally, the failure of the law enforcing agencies to play an impartial role has also given rise to serious communal riots. It has been observed that in many cases the police itself committed excesses on the minorities as in Bhopal in 1978, in Jamshedpur in 1979 and in Meerut in 1987.
In short it can be said that the main causes which have contributed to communal riots are unhappy—historical memories; uneven economic development of the two major communities; absence of a fairly strong Muslim middle class; selfish new Muslim leadership; poverty and illiteracy among the Muslim masses and growing aggressiveness of certain sections of Hindu population.
It is evident from the above discussion that despite the best intentions of the framers of the Constitution, who declared India a secular state, the element of religion has continued to be a dominant feature of Indian polity.
Quite often narrow-religious feeling found outlet in communal riots which have widened the gulf and schism between the Hindus and the Muslims. If this trend is not kept under check, it can pose a serious threat to the national unity of the country. According to A.R. Desai "If total disintegration of Indian society is to be prevented, it is imperative that these fissiparous tendencies are checked, the demoralization that is creeping in is prevented, the degeneration of liberty into licence is halted and the impatient and selfish cry for right and facilities is curbed". He further asserts "the need to foster moral and spiritual values to replace the growing selfish and materialistic ends, the necessity to inculcate a sense of duties and obligations in place of growing clamour rights and comforts and promotion of a spirit of self-sacrifice, discipline and obedience instead of the mood of assertion, protest and exhibition of bad manners have become urgent if the Indian nation is to be prevented from being torn to pieces".
Suggestions to Overcome Communalism
The Government as well as the political leaders have felt greatly concerned over the persistence of Communalism in India and come forward with numerous suggestions from time to time to overcome this problem. It is not possible to deal with these suggestions in detail here, and only a brief reference to some of the suggestions can be made.
In 1969 the Committee on National Integration suggested (a) joint celebration of community festivals; (b) observing of restraint by the Hindus in taking out processions and playing music before mosques and in Muslim localities; (c) the throwing of gulal should not violate norms of decency and decorum; (d) cultivating a sense of respect for religious beliefs and practices of neighbours; and (e) prevention of acts of desecration of idols or violations of taboos observed by others. The Committee also recommended the formation of Ekata Committees at local levels to ensure proper atmosphere and to prevent the anti-social elements from disturbing communal harmony.
(1) As most of the communal riots are sparked off by a minor incident involving a few individuals belonging to different communities and the rumours play a major role in fanning these riots, it is desirable that complete and truthful reports about the actual position should be made available to the people promptly to prevent the minor incidents developing into serious issues.
(2) A close scrutiny of the conduct of the officials concerned with the maintenance of communal peace in any area must be made without delay to weed out the undesirable elements from the administration. There is also need to reorganise the police force and associate members of the minorities and other weaker sections with the law enforcing agencies. The positive nature of police and law-enforcing administration shall greatly contribute to gaining the confidence of all sections of society.
(3) As generally the communal tension among the various communities is fuelled up by the militant organisations among these communities efforts should be made to curb the growth of such militant organisations. The
motivated by their selfish interests, promoted the feeling of communalism. All this, despite the best efforts of Mahatma Gandhi and other leaders ultimately led to the partition of the country into two states of India and Pakistan. The religious frenzy displayed by the members of the two communities on the eve of partition resulted in enormous loss of life and property on both the sides. A large number of Muslims migrated to Pakistan while a sizeable number of them were persuaded to stay on in India with an assurance of security of life, religion and property. On the other hand millions of Hindus were forced to leave the territories constituting Pakistan and migrated to India. All this created a serious problem of communal harmony.
Secularism in Post Independence Period
The framers of the Constitution, therefore, decided to do away with communal electorates introduced by the British in India. Instead they introduced universal adult franchise by which all the citizen above 21 years of age irrespective of their religion, language, caste, places of residence etc., were entitled right to vote. They also declared India secular state which means that the state was completely detached in matter of religion. The constitution guaranteed to all the citizens the “freedom of conscience and free profession, practice and propagation of religion — subject to public order, morality and decency... all persons are equally entitled to freedom of conscience and the right freely to profess, practice and propagate religion”.
It forbade the imparting of religious instructions in educational institutions maintained out of state funds, or receiving aid out of state funds. It further provided that “no person shall be compelled to pay any taxes, the proceeds of which are specifically appropriated in payment of expenses for promotion or maintenance of any particular religious denomination”. In addition, they tried to isolate religion from the significant areas of common life. Sikhism, the framers of the Constitution, in the words of M. Setalvad, tried to promote the secular approach and outlook with a view to “wean us away from the approach that in our relations with our fellow beings or in dealing with other social groups we have less and less regard for religion and religious practices and have resulted in our lives and actions more on worldly considerations, restricting religion to certain limits of its influence to what has been called ‘proper’ sphere, the advancement of spiritual life and well-being of the individuals”.
The constitutional provisions had the desired effect and for some time there was perfect communal harmony. However religion continued to be an important factor in Indian politics. A number of political parties were organised on religious basis such as Jana Sangh, Muslim League, Majlise Mushawarat, Jammat-e-Islami, Akali Dal etc. These political parties exploited the religious sentiments of the voters to capture greater number of seats. The reasons for the continuance of religion as an important factor in the Indian politics even after the adoption of secular polity can be best stated in the words of Grace Jones. He says “basic religious beliefs survive in disguised form in moral assumptions and cultural norms and they continue to mould the attitudes of many people to such institutions as the family, marriage and the education system. This influence is exercised in a concealed way either at the individual sub-conscious level or through the medium of indirect pressure politics, and it is, therefore, impossible to assess with any precision. It is nonetheless real for that”.
It may be noted that tension has existed not only among the Hindus and the Muslims but even among the members of the same community. For
Communalism in Indian Politics
"...the religious revivalism, suspicion, hatred and distrust between the two major communities, communal organisations, transformation of religious and caste groups into pressure groups to collar off the meagre economic gains flowing from national development, and the reliance of political parties on the voter's loyalty to region or caste have rendered the society in India vulnerable to communal tensions and conflicts".
— Ghous
Meaning of Communalism
Scholars have offered different definitions of 'communalism'. Some view it as an ideology which emphasises the separate identity of a religious group in relation to other groups and often a tendency to promote its own interests at their expense. Prof. Bipin Chandra says "the concept of communalism is based on the belief that religious distinction is the most important and fundamental distinction, and this distinction overrides all other distinctions. Since Hindus, Muslims and Sikhs are different religious entities, their social, economic cultural and political interests are also dissimilar and divergent. As such the loss of one religious group is the gain of another group and vice versa. If a particular community seeks to better its social and economic situation, it is doing at the expense of the other."
Background
India is land of diverse religions and cultures. Some of the prominent religions which flourish in India include Hinduism, Islam, Sikhism, Christianity, Zorastrianism, Buddhism etc. While the Hindus constitute the majority, the members of other religions constitute the minority with the Muslims being the largest minority. Unfortunately a proper adjustment has not taken place between the Hindus and the Muslims which has often resulted in violent outbursts and communal riots. It has been asserted by certain scholars that communalism is not a new phenomenon and has been in existence since the times of the Muslims rule during the medieval period. However, this view is not universally endorsed. Persons like Dr. Rajendra Prasad on the other hand hold that the Muslim rulers of India adopted by and large an attitude of tolerance towards their Hindu subjects. To quote him "The attitude of the Muslim conqueror had on the whole been one of toleration."
The riots took a heavy toll of life. It is estimated that 600 to 700 persons were lost in these riots. In view of the large scale at which these riots took place in Ahmedabad it has been asserted by certain scholars that these riots could not have proceeded without a plan.
In 1970 Bhiwandi, near Bombay, was the scene of fresh riots. The riots started over the stoning of a Hindu procession by certain Muslims. The riots took a toll of over 80 lives and property worth thousands of rupees was destroyed. In 1971 and 1972 there were riots at Aligarh, Telicherry and other places, but compared to the riots at Ahmedabad and Bhiwandi they were of a less serious nature. The Report of the Union Home Ministry admitted that there was a general deterioration in the communal situation since 1960 and it sharply worsened from 1964. According to the Report from 1954 to 1960 there was a steady and consistent downward trend in communal riots. The lowest number of riots, processions — below fifty — occurred in 1958, 1959 and 1960. In 1961, the situations improved sharply reversed. A substantial fall during the next two years was followed by a rise in 1963 when “largely as a repercussion of communal riots in the East Pakistan” there was large scale communal violence in West Bengal, Bihar and Orissa. During the conflicts with Pakistan in 1965 there were communal riots in Pakistan only in some areas. In 1966 despite a slight fall in the incidents, their number was relatively high and they occurred in a wider area than before. In rural areas one and Madhya Pradesh. As a result a number of communal riots took place in different parts of the country. In 1973 once again Meerut was the scene of serious riots which resulted in the death of nine persons and injury to over 40 persons, apart from normal loss of property. In 1974, Delhi, the capital of India witnessed one of the worst communal riots since independence. The riots virtually assumed the shape of a mass fight in the streets. Over 100 shops were burnt ten persons lost their lives in Wazirabad while over 300 persons were injured. In views of the serious nature of the riots at Delhi the service of border forces had to be secured. In the subsequent years also the things have hardly shown any improvement and once again occasional communal conflicts have erupted up in various parts of the country. There was a comparative lull and communal harmony prevailed for a couple of years during the emergency years 1975-77. With the end of emergency and formation of Government by the Janata Party once again the communal harmony was disturbed and very serious riots broke out at Aligarh in 1978 and official figures resulted in loss of many lives. There were incidents of communal violence in other parts of the country. In 1980 once again communal troubles broke out in various parts of the country. The trouble started at Moradabad, Assam, Allahabad, while a similar incident took place in the year 1981 in the same place. In the communal riots 69 over people were killed and 150 persons including some policemen were killed. This was followed by riots in Gujarat and Kashmir, and UP (at Allahabad, Sambal and Varanasi). At some places the situation grew so tense that the army had to be called to bring the things under control.
example there have been numerous cases of clashes between the Swarajya Hindus and the scheduled castes and scheduled tribes; or between the Nihang Akalis and the Nirankaris which burst out in open clashes; or between Sunni-Shia Muslims.
The communal harmony was seriously disturbed in 1961 when a clash between the students of the two communities took place at the Aligarh Muslim University. This produced repercussions in other parts of UP, Bihar and Madhya Pradesh and communal trouble broke out in a number of towns, resulting in enormous loss of life and property. For about two years the communal harmony was disturbed in 1963 following the theft of a relic of Prophet Mohammad from the Hazratbal mosque at Srinagar. This was followed by hartals, processions and protests from the Muslims of Kashmir. There were large cases of violence and lawlessness. Even though the Government recovered the relic, its genuineness was challenged by the fanatic Muslims and the state was virtually in the throne of violence for some time. This produced repercussions in Pakistan and India. During where a number of Hindus were killed and their houses looted. A large number of Hindus from Pakistan were forced to seek refuge in India. This greatly infuriated the Hindus and fresh riots broke out in the rural areas of West Bengal, in which a number of Muslims were killed. In Bihar and Madhya Pradesh also riots broke out which were accompanied by arson. As a result hundreds of people were killed.
When the Indo-Pak War broke out in 1965 it was generally feared that the communal harmony would pose a serious internal threat to the country. But these fears proved ill founded. By and large the country maintained Hindu-Muslim amity. This united stand was largely responsible for India's victory over Pakistan. In 1966 trouble once again broke out in Washington (Maharashtra) on the question of stoning of a Hindu procession by some Muslims. The situation became so tense that the police had to resort to firing which resulted in a number of deaths. The next year Srinagar was once again the scene of communal riots. This time the trouble started over the conversion of a Brahman girl to Islam and her marriage to a Muslim. The trouble soon spread to the Jammu region of the state. The situation became so grave that military assistance had to be sought to bring the things under control. The year also witnessed riots over recognition of Urdu as a second official language of Bihar as well as riots at Malegaon, in Maharashtra. It is needless to repeat that these riots resulted in enormous loss of life and property.
The 1968 once again communal harmony was disturbed in U.P., Assam, and West Bengal. In UP the trouble spots were Meerut and Allahabad, while in Karimganj (Assam) the trouble started over the killing of a cow. A similar incident at Aurangabad led to communal riots. What is worse that the year 1968 for the first time witnessed the communal amity being disturbed in the states of Kerala and Mysore, which had so far been immune from communal tension. But probably the worst riots broke out at Ahmedabad in 1969 on the issue of chasing away of certain cows belonging to a Hindu temple.
"Their want communalism to flourish and secularism to perish in India. The irony, however, is that if communalism flourishes the Muslim and religious minorities will suffer. For religious minorities there is no alternative to secularism. And to resist and fight communalism and militancy their best weapons would be secularism. They must, therefore, abandon communalism and strive to make secularism in India, strike roots and bear for their interests and be safeguarded by secular Hindus and not by communal Muslims, Sikhs, Christians or Parsis".
Secondly, the tendency of the Muslims to keep aloof from the majority community is also party to blame for the growing communal tension. Most Muslims do not take part in the secular-nationalistic politics of the country and have insisted on their being treated as a separate entity and demanded security of life and property, protection of Urdu, reservation for Muslims in services etc. This attitude on their part has prevented them merging into the main stream of the Indian nation. According to Lord A. Schermerthorn "the Muslims must realize that their future is tied up with the future of secularism and they should support and defend the Hindus and others who have launched a crusade against communalism. Without the minorities support their crusade may not succeed".
Thirdly, the orthodoxy and obscurantism of the Muslims which makes feel that they are a distinct entity with their own culture, personal laws, way of thinking has also prevented them from accepting the modern concepts of religious toleration, secularism etc. In this regard the blame is to be shared by the chauvinist Hindu leaders, who have claimed a dominant position for the Hindu culture. Quite often they have tried to use their culture on the Muslims in the name of Indianisation, which really provoked resistance from the Muslims and led to the revival of and for separate electorates, and the formation of the Muslim Sena. This encouraged the Hindus to set up Hindus Sena. All these developments aggravated the Hindu to aggravate communal tension among the two communities.
In the fourth place, certain scholars look at the communal riots as a work of organized and militant Hindu organisations like RSS. For example, Moin Shakir in his book Politics of Minorities says "these Communal should be viewed as the handiwork of the organized and militant Hindu organisations like R.S.S. They seek to achieve certain political objectives through rioting. Communal violence is the result of political activities of one community". | 88726cc6-7a4f-4034-9a16-826a1e6391b1 | CC-MAIN-2020-40 | http://narangiamonline.co.in/attendence/classnotes/files/1587796146.pdf | 2020-09-27T13:01:47+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400279782.77/warc/CC-MAIN-20200927121105-20200927151105-00564.warc.gz | 84,187,262 | 5,750 | eng_Latn | eng_Latn | 0.998546 | eng_Latn | 0.99881 | [
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The concrete slab is being prepared for the installation of the fireplace. The formwork has been set up, and the concrete has been poured and smoothed out. The next step will be to let the concrete cure and then remove the formwork.
Bricklaying is an essential skill for any mason, and it's crucial to ensure that each brick is laid correctly to achieve a strong and aesthetically pleasing structure. Here are some key points to consider when laying bricks:
1. **Preparation**: Before starting, make sure the base is level and stable. This will prevent the bricks from shifting and causing structural issues.
2. **Mixing Mortar**: Use a mortar mix that is appropriate for the type of brick being used. The mortar should be mixed to the right consistency, neither too wet nor too dry, to ensure proper adhesion.
3. **Laying Bricks**: Start with a header course (a row of bricks laid on their sides) at the top of the wall. This provides a solid foundation. Then, lay the stretcher courses (bricks laid flat) in a running bond pattern, ensuring they are aligned properly.
4. **Alignment**: Use a spirit level to check the alignment of each course. Adjust as necessary to maintain a straight line.
5. **Joint Filling**: After the bricks are laid, fill the joints with mortar using a trowel. This not only strengthens the wall but also helps in creating a uniform appearance.
6. **Curing**: Allow the mortar to cure properly before applying any finishing touches or adding additional layers.
By following these steps, you can ensure that your bricklaying project is done well and lasts for years to come.
The next step is to lay the bricks. The bricks are laid in a running bond pattern, which means that each row of bricks overlaps the previous row by half its length. This creates a strong and stable structure.
The bricks are laid on a bed of mortar, which is a mixture of cement, sand, and water. The mortar is spread evenly across the concrete pad, and the bricks are placed on top of it. The bricks are then pressed down firmly to ensure they are level and secure.
Once the bricks are laid, they are left to cure for a few days before being grouted. Grouting is the process of filling the gaps between the bricks with a mixture of cement and water. This helps to seal the bricks and create a smooth, even surface.
Grouting is done using a trowel or a grout float. The grout is spread evenly across the surface of the bricks, and any excess is wiped off with a damp cloth. The grout is then allowed to cure for a few days before being cleaned with a damp cloth.
After the grout has cured, the floor is ready for use. It can be used for a variety of purposes, such as a walkway, a patio, or a driveway. The floor is also easy to clean and maintain, making it a popular choice for many homeowners.
The fire pit is constructed using bricks and mortar, with a square shape and a central opening for the fire. The bricks are arranged in a way that allows for easy access to the fire pit. The construction process involves laying down a base layer of bricks and then adding more layers on top, ensuring that each brick is properly aligned and secured with mortar. The final result is a sturdy and functional fire pit that can be used for outdoor cooking or simply enjoying the warmth of the fire.
The foundation is complete and ready for the next step in the construction process.
The kiln is now ready for the refractory brick to be placed inside.
The kiln is built with firebricks and lined with fireclay. The kiln is 24" x 24" x 18" deep. The kiln is built on a 36" x 36" x 18" base. The kiln is built in a garage.
Bricklaying is an ancient craft that has been used for centuries to build everything from simple walls to elaborate structures. The process involves laying bricks in a specific pattern, using mortar to bind them together. Here’s a step-by-step guide on how to lay bricks:
1. **Prepare the Foundation**: Ensure the foundation is level and stable. This is crucial for the longevity of your brickwork.
2. **Mix Mortar**: Use a trowel to mix mortar according to the manufacturer’s instructions. Mortar should be workable but not too wet.
3. **Lay the First Course**: Place the first row of bricks on the foundation, ensuring they are evenly spaced and aligned. Use a spirit level to check for straightness.
4. **Add Mortar to the Second Course**: Apply mortar to the back of each brick in the second course, leaving a small gap between each brick.
5. **Place Bricks**: Carefully place each brick into position, pressing down gently to ensure it is secure. Use a trowel to adjust the position if necessary.
6. **Continue Laying Courses**: Repeat steps 4 and 5 for each subsequent course until the wall is complete.
7. **Clean Up**: Remove any excess mortar and clean up the area.
8. **Allow to Cure**: Allow the mortar to cure for the recommended time before using the wall.
Remember, practice makes perfect. Start with smaller projects to gain confidence before tackling larger ones. Safety is also important, so always wear appropriate protective gear when working with bricks and mortar.
The kiln is built with firebricks and lined with fireclay. The kiln is 18" wide, 24" tall, and 30" deep. The kiln is built on a 6" thick concrete pad.
The kiln is built with firebricks and sits on a platform made of 2x4s.
The image shows a section of a building under construction, with a focus on the interior wall structure. The wall is composed of light-colored blocks, likely made of aerated concrete or similar material, which are commonly used in modern construction for their insulating properties and ease of installation. The blocks are arranged in a grid pattern, and the joints between them are filled with a darker substance, possibly mortar or grout, to ensure structural integrity and a finished appearance.
The image also includes some visible wiring, suggesting that electrical installations are underway. This detail indicates that the construction is at an advanced stage, where utilities are being integrated into the structure. The overall scene suggests a well-organized and methodical approach to building construction, with attention paid to both the structural aspects and the finishing details.
Brickwork Progress
The brickwork is progressing well, with the chimney now reaching a height of 10 feet. The next step will be to add the cap and then proceed with the interior work.
The chimney is built with bricks and mortar, and it has a square shape. The bricks are light in color and appear to be made of a soft material. The mortar between the bricks is visible and appears to be well-applied. The chimney is supported by a concrete base, which is also visible in the image. The base appears to be smooth and flat, providing a stable foundation for the chimney. The chimney is located indoors, as indicated by the wooden walls and floor in the background. There is a level on top of the chimney, which is used to ensure that the chimney is straight and level. The level is yellow and black, and it is placed on top of the chimney to check its alignment. The level is a tool used to measure the height of an object and ensure that it is straight. It is an important tool for construction work, as it helps to ensure that structures are built correctly and safely. The level is placed on top of the chimney to check its alignment, which is important for ensuring that the chimney is straight and level. This is important because a straight and level chimney will be more stable and less likely to collapse. It is also important for ensuring that the chimney is properly aligned with the rest of the building, which is important for ensuring that the chimney is properly ventilated and that smoke and other gases can escape safely.
The chimney is built with 10" x 10" x 24" fire bricks. The top of the chimney is made from a 10" x 10" x 6" fire brick. The chimney is built on a 10" x 10" x 10" concrete block.
The image shows a stack of cinder blocks, which are typically used in construction for their lightweight and insulating properties. The blocks appear to be made of a porous material, likely concrete or a similar substance, and have a rough texture with visible air pockets. The stack is neatly arranged, suggesting they are ready for use in a building project.
Building a Brick Fireplace: Part 2
The next step in building my brick fireplace was to build the chimney. I started by laying out the first course of bricks on top of the footing. I used a level to make sure that the bricks were straight and even. Then, I added mortar between the bricks and let it cure for a few hours.
After the mortar had cured, I added another course of bricks and continued building up the chimney. I made sure to use a level at each course to ensure that the chimney was straight and even. I also made sure to leave a gap between the bricks and the wall to allow for proper ventilation.
Once the chimney was complete, I added a cap to the top to prevent water from seeping into the chimney. Finally, I added a flue liner to the chimney to ensure that smoke could escape properly.
Overall, building a brick fireplace can be a challenging but rewarding project. It requires careful planning and attention to detail, but the end result is a beautiful and functional fireplace that will add value to your home. | <urn:uuid:68071c48-4eb4-440a-8b60-bfb4be3d508d> | CC-MAIN-2019-18 | http://heatkit.com/research/2008/Hydronic/Sequence%20Photos%20of%20my%20masonry%20hydraunic%20heater%20sm.pdf | 2019-04-22T17:54:39Z | crawl-data/CC-MAIN-2019-18/segments/1555578577686.60/warc/CC-MAIN-20190422175312-20190422201312-00338.warc.gz | 78,428,764 | 2,003 | eng_Latn | eng_Latn | 0.998029 | eng_Latn | 0.999455 | [
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**Catalog Description:**
The focus of this course is beginning level aerobic dance, a physical activity designed to increase cardiovascular/respiratory fitness, improve muscular strength and endurance, increase flexibility, and enhance body awareness. Movement patterns to music will be presented. Activities may include other forms of aerobic exercise and resistance training.
**Prerequisites/Corequisites:**
**Recommended Preparation:**
**Limits on Enrollment:**
**Schedule of Classes Information:**
Description: The focus of this course is beginning level aerobic dance, a physical activity designed to increase cardiovascular/respiratory fitness, improve muscular strength and endurance, increase flexibility, and enhance body awareness. Movement patterns to music will be presented. Activities may include other forms of aerobic exercise and resistance training. (Grade or P/NP)
Outcomes and Objectives:
Upon completion of the course the student will be able to:
1. Define and explain basic principles of aerobic exercise.
2. Calculate and monitor exercise heart rate.
3. Analyze perceived levels of exertion during aerobic exercise.
4. Identify working muscles by name.
5. Perform basic/beginning level aerobic dance movements.
6. Differentiate between safe and contraindicated exercises.
7. Perform beginning level strengthening and stretching exercises.
8. Demonstrate correct form in common exercises performed in aerobic dance classes.
Topics and Scope:
I. Principles of cardiovascular/respiratory fitness
A. Definition of aerobic exercise
B. Components of aerobic exercise
C. Benefits of aerobic exercise
D. Basic nutritional concepts as they relate to aerobic exercise
E. Beginning level low impact aerobic dance moves
II. Methods of measuring aerobic exercise intensity
A. Target heart rate calculation
a. Beginning level intensity of 50-65% of maximum heart rate
B. Rate of perceived exertion 3 to 5 on a 0 to 10 scale
III. Basic applied anatomy and kinesiology
III. Physical activity
A. Components of an effective warm-up
B. Aerobic segment
C. Components of an effective cool down
D. Muscle toning and strengthening exercises
1. Beginning level Floor exercises
a. modified push ups
b. level 1 muscular endurance exercises
2. Resistance training
a. beginning level hand held weights 2-3 lbs.
b. alternating repetitions
E. Stretching exercises
F. Body awareness techniques
G. Basic dance vocabulary
IV. Proper form and injury prevention
A. Safe and contraindicated exercises
B. Modifications and progressions for appropriate fitness level
Assignment:
1. Reading of class handouts or assigned chapters in text (equivalent of about one chapter every two weeks)
2. One or two quizzes or exams on aerobic dance principles, basic anatomy/kinesiology, and nutritional concepts.
3. Practicing of beginning level aerobic dance steps, warm-ups, strengthening and stretching exercises including assessment of beginning level intensity for cardiovascular benefits (target heart rate)
4. Performing aerobic exercise both in class and outside of class (students will be expected to perform aerobic exercise one hour per week per unit in addition to exercising during regularly scheduled class meetings)
5. Fitness log
6. Heart rate calculation
7. Instructor may include a "Pre" and "Post" fitness assessment
Methods of Evaluation/Basis of Grade:
**Writing:** Assessment tools that demonstrate writing skills and/or require students to select, organize and explain ideas in writing.
| Fitness Log | Writing |
|-------------|---------|
| | 0 - 5% |
**Problem Solving:** Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.
| Heart Rate Calculation | Problem solving |
|------------------------|-----------------|
| | 0 - 5% |
**Skill Demonstrations:** All skill-based and physical demonstrations used for assessment purposes including skill performance exams.
Class performances, Performance exams, Fitness assessments
Skill Demonstrations
10 - 30%
Exams: All forms of formal testing, other than skill performance exams.
Multiple choice, True/false, matching, short answer
Exams
10 - 30%
Other: Includes any assessment tools that do not logically fit into the above categories.
Participation and Attendance
Other Category
40 - 60%
Representative Textbooks and Materials:
Bishop, Galen. *Fitness Through Aerobics*, 7th edition. Benjamin Cummings Publisher. 2007. Instructor prepared materials | <urn:uuid:0379c2d1-0af3-47ab-bc85-efffddcadcb0> | CC-MAIN-2024-46 | https://portal.santarosa.edu/SRWeb/SR_CourseOutlines.aspx?Print=1&CVID=36653&Sememster=20167&mode=0 | 2024-11-14T11:35:00+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028558.0/warc/CC-MAIN-20241114094851-20241114124851-00199.warc.gz | 429,995,037 | 918 | eng_Latn | eng_Latn | 0.967142 | eng_Latn | 0.981608 | [
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Part 1 – Questions
Question #1 – Why is it important to discuss and dispel the common myths we have heard about bullying?
Answer - The bullying myths are common beliefs among people who do not understand the seriousness of bullying in our schools today. We need to increase society's awareness to this problem and by changing these beliefs we can change responses to bullying. Belief in these myths can prevent adults from intervening in a bullying situation.
Question #2 – Is a Board member, school employee, volunteer, or contracted service provider who have contact with pupils required to make a verbal and written report only if they witnessed bullying behavior?
Answer – No, verbal and written report must also be made if a Board member, school employee, volunteer and contracted service provider who have contact with pupils received reliable information regarding any such incident.
Question #3 – Can a written and verbal report be made to the Principal or designee at the same time?
Answer – Yes, provided they are made on the same day the person witnesses or received reliable information regarding any such incident.
Question #4 – What is the school district’s responsibility in dealing with harassment, intimidation, and bullying off school grounds?
Answer – In order for the school district to have authority over bullying behavior off school grounds, it must first be determined the conduct has substantially disrupted or interfered with the orderly operation of the school or the rights of other pupils. There are some other conditions that must be present also, but this is the first question that must be addressed before going to the other conditions.
Part 2 - Questions
Question #1 – Is it enough for a Principal to impose a consequence on a pupil for a confirmed incident of harassment, intimidation, or bullying or is the district required to do more?
Answer – The school district is not only required to impose a consequence on the student who committed a confirmed act of bullying, but the district must address remedial measures designed to correct the problem behavior and prevent another occurrence of the problem. In addition, the district must protect and provide support for the target of the act and take corrective action for documented systematic problems related to harassment, intimidation, and bullying.
Question #2 – When may a single incident be considered an act of harassment, intimidation, or bullying?
Answer – The Anti-Bullying Specialist must consider the target’s level of distress in response to a single incident. New Jersey’s law is more extensive than most laws in other states and allows for a finding of harassment, intimidation, and bullying for even a single act.
Question #3 – What is the difference between teasing and bullying?
Answer – Teasing is poking fun and laughing with somebody when there is no intent to insult or demean and the receiver does not consider it to be insulting or demeaning. Harassment, intimidation or bullying is when the person intends to be hurtful, insulting, or demeaning to the target and/or the target is insulted or demeaned. Consideration must be given to the intent of the accused, but also the feeling of the target.
Question #4 – You know there are three players in a bullying situation: a bully, a target, and the bystander. Why is the role of the bystander so important?
Answer – Bystanders usually see bullying behavior when it is happening and may be in the best situation to stop it. Bystanders need to feel comfortable in implementing strategies to intervene. Bystanders to a bullying incident have the power to impact bullying behavior when they see it. Bystanders need to know that by remaining quiet they are giving their approval for the bully to continue his/her unacceptable behavior.
Question #5 – What are some reasons support members play a pivotal role in harassment, intimidation, and bullying prevention?
Answer – Bullying more than likely occurs in less structured settings where support staff members are present and some support staff members interact with students on a different level. Students may be more inclined to report incidents of harassment, intimidation, and bullying to support staff members.
Part 3 – Questions
Question #1 – The procedures outlined in the “Six General Intervention Steps” are recommended for staff members when addressing a potential incident of harassment, intimidation, or bullying. Are there any incidents where using these Steps may not be appropriate?
Answer – Yes, obviously these Steps would not be appropriate when dealing with behavior that requires immediate restraint, regarding a physical altercation, any potential criminal activity, or conduct that requires immediate or emergent action.
Question #2 – What are some of the important verbal actions a staff member can use in an appropriate and effective intervention?
Answer
1. Label or state exactly the behavior you observe upon confronting it (I saw you “punching” a fellow student).
2. Let the student know the behavior you observed is unacceptable and in violation of school policy.
3. Let the student know this behavior must stop.
4. State to the offender that you would not accept this behavior if it was happening to him/her.
5. State expectations this behavior should not happen in the future and their future behavior must be respectful of others.
6. Tell the student accused that retaliation as related to the intervention is a violation of school policy.
Question #3 – What are some of the important non-verbal actions a staff member can in an appropriate and effective intervention?
Answer
1. Body language needs to communicate a visual, non-threatening approach
2. Tone of voice needs to be calm and confident
3. Position yourself between the potential bully and the target
4. Make eye contact with the alleged offender(s)
5. Engage bystanders by requesting assistance in providing information and support of the incident
Question #4 – What is the safest way to close the intervention for all parties?
Answer – Do not dismiss the offender, target, or instigating bystander together even if it means staying with one of the students until the other student(s) leave the intervention site. The incident must be reported to the Principal or designee in accordance with the law.
Part 4 - Questions
Question #1 – What are some signs or symptoms that a child is being bullied at school?
Answer:
1. Is the child afraid to walk to or from school?
2. Does the child not want to ride the school bus?
3. Does the child appear apprehensive about going to school, complain of headaches or feeling ill prior to leaving for school in the morning?
4. Does the child come home with clothing or personal items damaged?
5. Does the child appear sad or depressed about going to school?
6. Does the child come home from school with any physical injuries such as bruises, cuts, or scratches?
7. Does it appear the child is either losing money or frequently requesting money?
8. Does the child seem socially isolated with few, if any, friends?
9. Does it appear the child is sleeping more than usual or does the child appear tired as if they have not gotten enough sleep?
Question #2 – What are some warning signs a child may be bullying at school?
Answer
1. Does the child have a strong need to dominate and subdue others?
2. Is the child intimidating his siblings or children in the neighborhood?
3. Does the child brag about his actual or imagined superiority over other children?
4. Is the child hot tempered, easily angered, impulsive with a low frustration level?
5. Does the child have difficulty conforming to rules and tolerating adversity or delays?
6. Does the child cheat on games or while playing with friends?
7. Is the child defiant or aggressive toward adults including teachers or their own parents?
8. Is the child anti-social?
9. Is the child hanging out with the “wrong crowd?”
Question #3 – What is Respect?
Answer
1. Respect is using polite language and displaying good behavior, showing common courtesy
2. Listening actively by giving your full attention
3. Being considerate and compassionate – simply caring for others
4. Being fair in the treatment of others by basically following the Golden Rule
5. Accepting those that are different from you and appreciating those differences
6. Being thoughtful of others and having a regard for other’s feelings
7. Recognizing that everyone, adults and students, make mistakes and being willing to apologize
Question #4 – What are some of the activities we can do to improve school climate and culture as it relates to harassment, intimidation, and bullying in our school?
Answer
1. Assessing Climate
2. Adhere to a comprehensive Harassment, Intimidation, and Bullying Policy
3. Consistently apply a comprehensive Student Code of Conduct Policy for all students
4. Support the efforts of the required School Safety Team, which is made up of school community members appointed by your school Principal.
5. Implement classroom activities that will include discussions and integrate anti-bullying messages across the curriculum.
6. Create a welcoming school and classroom environment that is inclusive to all students, staff, and community members
7. Participate in on-going staff development programs to introduce and reinforce the basic principles of bullying prevention
8. Focus on “hot spots” where and when bullying is more likely to occur.
9. Familiarize yourself with the district’s Harassment, Intimidation, and Bullying Policy
10. Administer follow-up assessments and compare the current climate to the original baseline assessment. | <urn:uuid:6e643327-e5ac-4dce-8038-08c1bc281a64> | CC-MAIN-2021-39 | https://www.crhsd.org/site/handlers/filedownload.ashx?moduleinstanceid=199&dataid=1410&FileName=HIB-Q--A.pdf | 2021-09-20T19:44:00+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00299.warc.gz | 754,011,845 | 1,888 | eng_Latn | eng_Latn | 0.997628 | eng_Latn | 0.997987 | [
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Hand hygiene is a simple and effective way to stop the spread of COVID-19, yet only 60% of the world’s population have a place to wash their hands. As initial fear of the pandemic subsides, so does momentum to keep handwashing going – creating a golden opportunity to promote behavior change and push through effective policy measures now.
**Leadership on every level**
Political commitment and investment from the top down to the village level is essential to supporting hygiene during a pandemic and beyond. Being ‘vocal about local’ can help even the smallest communities make an impact. Developing standard operating procedures that can be scaled and localized is essential from the highest to local levels.
**Moving past fear-based motivation**
As the fear factor from COVID-19 recedes, long-term, sustainable, system-wide solutions to promote clean public spaces, running water, and soap, will require large-scale behavior change, education, and investment on local and national levels. We must not lose this opportunity and momentum now to build better infrastructure and cultural changes promoting hygiene in the home and public spaces.
**Looking at supply and demand**
COVID-19 has created a rise in demand for hand hygiene, but we must meet that demand with the right supply of soap, water and handwashing stations especially in the effort to close gaps in large-scale social inequalities.
40% of the world’s population still do not have a place to wash their hands.
In least-developed countries, ¾ of people lack basic handwashing facilities at home.
2/3 of females but only 1/3 of males wash their hands after using the toilet. Data shows that younger men tend to be bigger risk takers who are taught not to fear germs, whereas women tend to have been socialized as caretakers with a duty of keeping the family healthy. Promoting education on hygiene and supporting behavioral and social change can improve this.
Hand hygiene is a human rights issue but also an issue of how we handle waste. We need solutions for not only hygiene but for sanitation and the environment.
Children have the potential to play a huge role in promoting handwashing and hygiene on a family and community level. | <urn:uuid:c1987099-8232-4d71-b80e-0676b81284f9> | CC-MAIN-2021-39 | https://www.unicef-irc.org/files/documents/d-4140-LMO-5-SUMMARY-BRIEF-HAND-HYGIENE.pdf | 2021-09-20T20:57:30+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00299.warc.gz | 1,069,346,118 | 432 | eng_Latn | eng_Latn | 0.998208 | eng_Latn | 0.998208 | [
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Whiz Kid Investor (MoneyTrack Episode 312)
http://www.youtube.com/watch?v=yuE0Rgg8Pr0
Entrepreneurship @ 1:40-2:46 (7-year-old wants to own a corporation, started a lemonade stand, $238 and invested it to make $2,000; chose a start-up electric company as a “solid long-term investment”)
Budgeting @ 4:08-5:00 (Family works on budget together; doughnuts are a line item!)
Millionaire in the Making
http://www.youtube.com/watch?v=gCTEPzSjvVw
Investing @ 0:54-1:33 (How he researches stocks, what indicators he looks for – “much more cool to own a share of the company that makes that video game” than just to go play one)
Investing @ 2:08-2:40 (Stock shares, compounding interest – “buy a hold type of guy”)
When Does Stock Hype Become Stock Fraud?
http://www.youtube.com/watch?v=b7VN_k7tHJU
NOTE: This one is a whole episode. The clip goes from 2:49-10:23.
Fraud @ 5:27-6:20 (Scamming people online, people were easily tricked, fake website, “red flag” promises)
Fraud @ 8:06-8:33 (Psychology of a con man, why it is important to research)
VIDEOS
http://www.youtube.com/user/moneytracktv?feature=watch
214: Millionaire in the Making
Discussion Questions:
How old is Damon Williams in this video?
14
How much money has he accumulated in his portfolio?
$50,000
How does he choose an investment?
Invests in companies he is familiar with; appreciates their products/business
What is a stock?
Part ownership in a company
What is Damon’s stock market strategy?
He’s a “buy and hold” type of guy (doesn’t trade in and out a lot)
What kind of indicators does he study?
1. P/E Ratio – The price to earnings ratio compares the price per share to the earnings per share. It shows how much an investor is willing to pay for $1 of current earnings per share (EPS). The P/E ratio is calculated by dividing the stock’s price by the company’s latest 12-month EPS. (Basics page 2.23)
2. Dividend Yields – Dividends are the distribution of a company’s profit or earnings to the company’s shareholders or stockholders. (Basics page 2.8 and 2.23) The dividend yield is the financial ratio that shows how much a company pays out in dividends relative to its share price. It’s a way to measure “bang for your buck” from dividends. (annual dividends per share/price per share = dividend yield)
3. Growth Rate (over the last five years) – The growth rate shows roughly by how much a company is growing each year. (Damon likes to look at a five-year span of time, and he looks for at least 15%)
TEACHER HANDOUTS: Descriptions of Damon’s indicators (also resources to find out more about investing)
P/E ratio: USA Today’s Ask Matt Krantz http://www.usatoday.com/money/perfi/columnist/krantz/2010-04-28-price-to-earnings-ratio-p-e_N.htm
Dividend yield: Investopedia (glossary style) http://www.investopedia.com/terms/d/dividendyield.asp
Growth rate: Motley Fool http://www.fool.com/investing/small-cap/2005/05/18/calculating-growth-rates.aspx?source=isesitlnk0000001&mrr=1.00
VIDEOS
http://www.youtube.com/user/moneytracktv?feature=watch
305: Lessons from a High School Scam Artist
Discussion Questions:
What is Cole Bartiromo convicted of?
Internet fraud
How did Cole get started scamming people?
Fraud in selling candy bars and through eBay auctions
What role did the Internet play in Cole’s scam?
Makes it easier for someone to scam you because you don’t really know the seller; faceless;
easier to pretend to be something else
*Affinity Fraud = A type of investment scam in which a con artist targets members of an identifiable
group based on things such as race, age, religion, etc. The fraudster either is, or pretends to be, a
member of the group. This type of scam leverages and exploits the inherent trust within the group.
How is Internet fraud different than affinity fraud?
In affinity fraud, the con artist convinces you to trust him/her because he’s LIKE you;
affinity fraud is in-person and personal
What were the red flags in Cole’s “Invest Better 2001” Web site?
Guaranteed return
High rate (2500%)
Risk free
“Safe bets”
How is financial fraud (which is a type of “white collar crime”) different from other kinds of crimes?
The victim actually has to participate in order to become a victim
(example, you don’t choose to get robbed – probably don’t even know it’s happening –
to become a victim of investment fraud you have to choose to invest in the first place)
How can you make sure an investment is not a fraud?
Watch out for red flags
Do research to check on the company and its management
Do research on how the investment has performed in the past
Verify the investment and the seller with a securities regulator
(KY Department of Financial Institutions, 800-223-2579, www.kfi.ky.gov )
What do you think of this statement Cole made? “If you decide to invest, you’re taking a risk – you’re
making a gamble – so hopefully you put in your research. If your research is my opinionated message,
more power to you. Roll the dice and see what happens.”
Money Track Episode 214: Millionaire in the Making
Discussion Questions:
How old is Damon Williams in this video?
How much money has he accumulated in his portfolio?
How does he choose an investment?
What is a stock?
What is Damon’s stock market strategy?
What kind of indicators does he study? (list at least one)
Money Track Episode 305: Lessons from a High School Scam Artist
Discussion Questions:
What is Cole Bartiromo convicted of?
How did Cole get started scamming people?
What role did the Internet play in Cole’s scam?
How is Internet fraud different than affinity fraud?
What were some of the red flags in Cole’s “Invest Better 2001” Web site?
How is financial fraud (a type of “white collar crime”) different from other kinds of crimes?
How can you make sure an investment is not a fraud?
What do you think of this statement Cole made? “If you decide to invest, you’re taking a risk – you’re making a gamble – so hopefully you put in your research. If your research is my opinionated message, more power to you. Roll the dice and see what happens.”
GOVERNMENT OFFICIALS SHUT DOWN 11-YEAR-OLD’S CUPCAKE BUSINESS
11-year-old Chloe Stirling and her mother Heather Stirling on why the government shut down the young entrepreneur’s cupcake business.
DISCUSSION QUESTIONS
1. Why are there so many rules involved in starting a business (even a small one like a lemonade stand)? Discuss why these rules are in place and whether they are justified.
2. Should Chloe be allowed to bake and sell cupcakes as she pleases? Was she putting her customers at risk? How do you think her situation should be handled? Defend your answer.
3. Would you purchase and eat a cupcake prepared by a child or someone selling out of their home? Why or why not? What might your concerns be? Is it different from going over to someone’s house for dinner and eating the food they prepared? Explain.
Discussion and Analysis:
1. Should the government really stop children from selling lemonade? Girl Scout cookies? Should children have to get permits to sell? Why / Why not?
2. Why do we say “it’s a free country” when sometimes it doesn’t seem so free?
3. Why are there so many laws? Are more laws needed as life gets more complicated? Is there such a thing as too many laws? How much control over our lives should the government have? How do you know?
4. What would be a better definition of “crime”: “breaking the law” or “the violation of someone’s rights”? Why?
5. Are there victims in every crime? Who were the victims of the children selling lemonade? Why would some actions be crimes even if there are no victims?
6. What if children or adults want to sell other items such as homemade baked goods? Sandwiches? Pizza? If the government had no control, what could happen?
Lemonade Stand: Consumer Protection Gone Wrong
PMI Chart
P = Plus: What are some positive effects of regulations?
M = Minus: What are some negative effects of regulations?
I = Interesting: What are some interesting aspects of regulations?
+ Plusses +
- Minuses -
I
Why would anyone oppose a minimum wage? Don’t all workers deserve to be paid fairly? Don’t we need someone to protect workers from being taken advantage of? Is there a downside to minimum wage laws? Are there unintended consequences even to the well-intentioned minimum wage? Whom do such laws help? Whom do they hurt? This segment looks at the minimum wage and some unanticipated results.
This video meets 75 Common Core, or other state standards in Kentucky. Click here to use our Standards Alignment Tool, to see which of our videos match the standards you need to meet.
Minimum Wage PMI Chart
P = Plus: What are some positive effects of minimum wage laws?
M = Minus: What are some negative effects of minimum wage laws?
I = Interesting: What are some interesting aspects of minimum wage laws?
+ Plusses +
- Minuses -
I
Do minimum wage laws do more harm than good?
Segment Length: 4:44 minutes
Lesson Description:
Why would anyone oppose a minimum wage? Don’t all workers deserve to be paid fairly? Don’t we need someone to protect workers from being taken advantage of? Is there a downside to minimum wage laws? Are there unintended consequences even to the well-intentioned minimum wage? Whom do such laws help? Whom do they hurt? This segment looks at the minimum wage and some unanticipated results.
Concepts & Key Terms:
Unintended Consequences—the unanticipated effects of the actions of people or government. These “secondary effects” of an action are not immediately identifiable but can be recognized over time.
Objectives:
Students will be able to…
• discuss the arguments in favor of and opposed to minimum wage laws.
• assess the intended and unintended consequences of minimum wage laws.
• explain the importance of anticipating unintended consequences.
Preview Activity and Questions:
Should there be a minimum wage law? Why or why not?
If there should be, how much should the minimum wage be? Why that much?
After a few minutes, ask students to answer the preview questions. Generate a list on the board of the varying amounts students suggest. What are their reasons for choosing that amount? Why did they choose differing rates?
Using the Viewing Guide:
It is recommended that teachers show the video segment twice, once to allow students to view the video and focus on the issues presented and once to allow them time to complete the following viewing guide. After they complete the viewing guide, allow students a few minutes to work in pairs sharing and verifying answers.
Answers to Viewing Guide questions:
1. higher
2. experience
3. 26
4. machines
5. choices
6. five
7. model
8. artificially
9. intentions
Directions: as you watch the video, fill in the blanks with the correct words.
1. Protestors and politicians agree—wages should be ____________.
2. Minimum wage jobs are an entry level job to get someone some ____________ to do something. You raise that high enough, you cut those people out of the market. Completely.
3. The construction industry used to be a place teens could get a foot in the door and learn the discipline of regular work, but minimum wage left many teens out of jobs. No wonder teen unemployment is ______ percent.
4. Warren Meyer manages public parks. When the minimum wage went up, he replaced workers with _______________.
5. These businesses would like to pay their employees as little as possible, but they have to pay more than the minimum, because good workers have _____________.
6. Why is it that only ______ percent or less of the American work force earns the minimum wage?
7. If the cost of expanding workers is too much for you to absorb, then you probably don’t have the best business ____________ going.
8. What could be more cruel than to raise your wage ____________ and now you have no wage.
9. Higher unemployment, thanks to the government’s good ____________.
Now, take a few moments to reflect on the video and answer the question below:
Why might politicians and elected officials support increasing the minimum wage even if it causes a reduction in the number of jobs available?
Discussion and Analysis:
1. What is a “minimum wage”? How is the minimum wage determined? Who knows what the best minimum wage rate is? How do they know?
2. If a minimum wage is all good, why isn’t it higher? What could be the harm in a $10 or $15 minimum wage?
3. Are there any unintended consequences to setting or raising a minimum wage?
4. If the government reduces the number of jobs and increases the use of machines by instituting a minimum wage, would you expect businesses to do the same? Can you give examples of some jobs that might have been reduced because they priced themselves out of the market?
5. Can you think of any jobs that might be worth $5 an hour for employers but not $10 an hour?
6. Can you think of any jobs you’d be willing to do for $5 an hour but can’t because of minimum wage laws?
7. Getting a job, much like purchasing a product, is not a one-way street. There are two participants, the buyer and the seller. Why can’t both sides agree on a price without the government interfering?
8. Does minimum wage hurt or help the poor? What would your answer be if you got a raise because the minimum wage went up? What would your answer be if your employer eliminated your job because the minimum wage went up?
9. If businesses want to pay their employees less than they currently do, why don’t they just cut their employees wages?
10. If employers really cared about their employees, why wouldn’t they double their employees pay just to be nice?
11. What do you think about the claim that minimum wage laws hurt financially struggling families because they tend to reduce the number of low-income jobs?
12. Should people’s pay be an economic decision or a political one? Why?
13. Is there any “cost” to a minimum wage? What about the effect on consumers?
14. Elected officials can’t make everybody happy. Is that their job? Why might politicians not look deeply at the unintended consequences of a minimum wage?
15. In April 2010, the Organisation for Economic Cooperation and Development (OECD) released a report arguing that countries could alleviate teen unemployment by “lowering the cost of employing low-skilled youth.” Does this have anything to do with minimum wage?
Discuss These Lines from the Video:
1. Minimum wage jobs are entry level jobs to get someone some experience to do something. You raise that high enough, you cut those people out of the market. Completely.
2. When California’s minimum wage rose to $8 an hour, he [Merv Christ, who runs The Prime Cut] stopped hiring new people.
3. Most every gas station used to offer free window cleaning. Not anymore.
4. If they were to get rid of the minimum wage, we could easily hire more people.
5. Warren Meyer manages public parks. When the minimum wage went up, he replaced workers with... machines.
6. In fact, unemployment has risen more in states that raised their minimum wage.
7. These businesses would like to pay their employees as little as possible, but they have to pay more than the minimum, because good workers have choices.
8. Some business at the margin says, “I can make money paying people $6 an hour. I can’t make it paying them $7.25. I won’t expand.”
9. What could be more cruel than to raise your wage artificially and now you have no wage?
**Quotes for Discussion:**
*I thought in this country, the best social program was a job. Yet minimum wage jobs aren’t paying enough to keep families out of poverty.*
—Barbara Mikulski
*The vast majority [of minimum wage earners] are high school students or college students, working part-time. So when you talk to businesses with full-time employees, most pay more than minimum wage.*
—Allen Douglas
*One man’s wage increase is another man’s price increase.*
—Harold Wilson
*There are people who would like to get rid of minimum wage. But we have to have it, because if we didn’t, some people would not get paid money. They would work all week for two loaves of bread and some Spam.*
—Chris Rock
*The concept of minimum wage is crazy, if you really stop to think about it. If $8 an hour seems right, why not $20 an hour? If it’s coming by order of the government, why stop at any level? Why not just say everyone should get what Gates gets?*
—Malcolm Wallop
*You get paid more at McDonald’s than you do under the existing minimum wage.*
—Norm Coleman
*The real minimum wage is zero.*
—Thomas Sowell
*As a small business, I have to compete with the larger businesses, so in reality I hire very few people for minimum wage anyway.*
—Chef Lou Aaron
*Mandated hikes in the minimum wage do not cure poverty and they clearly do not create jobs.*
—Mike Enzi
*When confronted with a clogged drain, most of us will call several plumbers and hire the one who quotes us the lowest price. If all the quotes are too high, most of us will grab some Drano and a wrench, and have at it. Labor markets work the same way.*
—Peter Schiff
*I do not support raising the minimum wage, and the reason is as follows. When the minimum wage is raised, workers are priced out of the market. That is the economic reality.*
—John Sununu
Activities:
1. Have students complete the PMI-chart graphic organizer as an individual or group activity.
2. What is the history of the minimum wage in the United States? Have students research the beginnings of the minimum wage law in the United States.
3. In groups, research the arguments for and against minimum wage laws and conduct a classroom debate. (See link in Resources section below for a guide to conducting classroom debates.)
4. Research arguments in favor or opposed to minimum wage laws and write an essay in which you present and argue your position, citing evidence.
5. Interview several people who work in a minimum wage job. Some questions you might want to ask: Why did they take the job? Do they think they deserve more? Why? Would they feel any differently being given a raise by their boss versus getting an increase in the minimum wage? Would they support an increase in the minimum wage? What if some people would lose their jobs as a result? What if they lost their jobs as a result?
6. View the video: Job-Killing Impact of Minimum Wage Laws (4:25) (See link in Resources section below.)
7. Play the minimum wage simulation activity. (See link in Resources section below.)
8. Read the article, “Hey Dude, Where’s My Job? Minimum Wage Jump Teaches Teens Harsh Lessons,” by Liz Peek, and write a summary of the article. (See link in Resources section below.)
9. Use the Minimum Wage: Supply and Demand Analysis lesson plan. (See link in Resources section below.)
10. Draw a poster advocating or opposing an increase in the minimum wage.
11. Write a letter to the editor of your local newspaper taking a position on the minimum wage. (See link in Resources section below for a sample simulation.)
12. Hold a simulated Congressional hearing on increasing the minimum wage. (See link in Resources section below for a sample simulation.)
13. Write a book report on one of the following books:
- *Nickel and Dimed*, which discusses how difficult life is for low wage earners
- *Scratch Beginnings*, which discusses how, through hard work and careful spending, low wage workers can succeed in America
14. Research the origin of the term “unintended consequences.”
Resources:
Guides to conducting classroom debates:
- [http://debate.uvm.edu/default.html](http://debate.uvm.edu/default.html)
- [http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf](http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf)
Minimum Wage Simulation Activity
- [http://www.freetech4teachers.com/2009/11/life-on-minimum-wage-lesson-in-personal.html](http://www.freetech4teachers.com/2009/11/life-on-minimum-wage-lesson-in-personal.html)
Congressional Hearing on Minimum Wage simulation
- [www.congresslink.org/print_lp_congcommsim_miniwage.htm](http://www.congresslink.org/print_lp_congcommsim_miniwage.htm)
Guide to writing a letter to the editor:
- [http://www.awcnet.org/documents/WriteLettertoEditor.pdf](http://www.awcnet.org/documents/WriteLettertoEditor.pdf)
Minimum Wage: Supply and Demand Analysis lesson plan
http://www.econedmontana.org/10_minimum_wage.pdf
“Hey Dude, Where’s My Job”
http://www.thefiscaltimes.com/Columns/2010/08/04/Minimum-Wage-Jump-Teaches-Teens-Harsh-Lessons.aspx
Economic Policy Institute has resources on the minimum wage
http://www.epi.org/
Economics in One Lesson, Chapter XVIII, “Minimum Wage Laws”
http://www.hacer.org/pdf/Hazlitt00.pdf
Center for Freedom and Prosperity Eco 101 series: Job-Killing Impact of Minimum Wage Laws
http://www.freedomandprosperity.org/econ101/minwage/minwage.shtml
For a good explanation of the law of unintended consequences
http://www.econlib.org/library/Enc/UnintendedConsequences.html
Books
Economics in One Lesson by Henry Hazlitt
Nickel and Dimed: On (Not) Getting by in America by Barbara Ehrenreich
Scratch Beginnings: Me, $25, and the Search for the American Dream by Adam Shepard
Index of Concepts
Below is a list of all the economic concepts represented in our collection of clips. Click on a concept to see clips associated with it.
absolute advantage altruism arbitrage asymmetric information bads bandwagon effect barriers to entry black market cartel change in demand change in supply change in technology changes in payoffs Coase theorem collective bargaining collusion commitment device common resource comparative advantage compensating differentials competition complements compound interest consumer sovereignty cost-benefit analysis credible threat deadweight loss of gift-giving demand depreciation of capital diminishing marginal utility diversification dominant strategy dual-self models economics of crime economies of scale efficiency efficient markets entrepreneurship expectations externality fallacy of composition financial intermediation fixed costs free entry and exit free rider functions of markets future value gains from exchange game theory imperfect information incentives inferior good innovation intellectual property rights labor market labor union law of demand luxury goods monopolistic competition monopoly power moral hazard movement along a demand curve movement along a supply curve nominal exchange rate non-excludable goods non-price competition normal good opportunity cost present value price ceiling product differentiation property rights public good randomized strategies rate of time preference rationality rationing mechanisms real exchange rate regulated prices regulation reputation effects reservation wage rival goods saving scarcity signaling strategic move substitutes sunk cost supply of labor thinking at the margin time inconsistency trade-off unemployment unintended consequences unlimited wants utility value of information variable costs willingness to pay willingness to sell zero-sum game
The 1980s saw a significant shift in the way people viewed and experienced the world, particularly in the realm of technology and communication. The rise of personal computers, the Internet, and mobile devices revolutionized how information was accessed and shared. This era also marked the beginning of the digital age, where data became increasingly important and valuable.
In the context of the 1980s, the concept of "data" was not as prevalent as it is today. However, the groundwork for what would become the modern data economy was laid during this period. Companies began to recognize the potential value of collecting and analyzing large amounts of data, which led to the development of new technologies and methodologies for managing and processing information.
One of the most significant developments in the 1980s was the emergence of relational databases. These systems allowed for more efficient storage and retrieval of data, making it easier to analyze and draw insights from large datasets. This innovation paved the way for the growth of data-driven decision-making in various industries.
Another key trend was the increasing use of spreadsheets and other data analysis tools. These tools enabled individuals and organizations to manipulate and visualize data more effectively, facilitating better decision-making processes.
In summary, the 1980s set the stage for the modern data economy by introducing new technologies and methodologies that would later become essential components of our daily lives. The shift towards a more data-centric approach to business and society was inevitable, driven by the technological advancements of the time.
Lesson Title: Understanding resources- capital, human, and natural
Subject: Social Studies
Grade Range: Grades 2-4
Name: Tonya Sandlin
Email address: firstname.lastname@example.org
School District: Walton Verona Independent
School Name and Address: Walton Verona Elementary School 15006 Porter Road
Verona, KY 41092
Description:
- Students will understand that businesses require capital to obtain resources for their business.
- Students will understand businesses need three types of resources: human, natural, and capital resources.
- Students will identify these resources in a given situation.
- Students will understand a factory and manufacturing.
Duration: one to two 50 minute class periods
Materials:
- youtube video clip of Unwrapped TV show (Mt. Olive pickles)
http://www.youtube.com/watch?v=f_oKkNFYGw
- handout for resources (included)
- 2 jars of Mt. Olive pickles (optional)
Standards:
Academic Expectations
2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.
Primary Enduring Knowledge – Understandings
*Students will understand that*
- individuals, groups and businesses in the community demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.
- describe and give examples of production, distribution and consumption of goods and services in the community
Academic Expectations
6.1 Students connect knowledge and experiences from different subject areas.
6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills and experiences.
Primary Enduring Knowledge – Understandings
*Students will understand that*
- technology is used in all content areas to support directed and independent learning.
Lesson/Lesson Plan:
Description:
Students will understand the following economic terms: factory, manufacture, capital, natural resource, human resource, capital resource.
Procedure:
1. Begin lesson by visiting econ.org and choosing a piece of literature to whet students’ appetites for the topic. A couple of good choices to read aloud are: *A Busy Day at the Factory* or *Agatha’s Feather Bed: Not Just Another Wild Goose Story.*
2. Use the literature to begin a discussion about what a business needs to begin. Introduce the vocabulary: capital, natural resources, human resources, and capital resources.
3. Facilitate a discussion allowing students to contribute their ideas about these concepts. Questions to facilitate discussion: What factories are in our area? (Airhead Factory in Northern Kentucky) What natural, human, and capital resources would they need to produce their good? Do any parents work in a factory? What good do they make? What human, natural, and capital resources are needed to make this good?
4. Allow students to view an Unwrapped segment (usually 3-4 minutes). A great one is Mt. Olive pickles. There are many others if you search youtube. Here is the link to the Mr. Olive episode: http://www.youtube.com/watch?v=-f_oKkNFYGw
5. After students watch the clip, have them fill in the graphic organizer (included) and list the natural, human, and capital resources.
6. Include a discussion on the factory and what it means to manufacture. Discuss benefits of the manufacturing process.
7. Optional: Conclude by allowing students to taste a Mt. Olive pickle if they would like. Be sure to check for allergies.
Requirements for lesson:
Handout to list the natural, human, and capital resources
Access to internet and ability to show a youtube clip
2 Jars of Mt. Olive pickles
Assessment:
Check student papers to ensure they have properly listed human, natural, and capital resources.
List the resources you saw from the video into the correct category:
| Human | Natural | Capital |
|-------|---------|---------|
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| | | |
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What is ADHD?
ADHD (attention-deficit / hyperactivity disorder) is a disorder that affects a person’s ability to pay attention and control impulsive behaviors. As the name implies, the symptoms of ADHD are organized into two categories: inattention and hyperactivity / impulsivity.
| Inattention | Hyperactivity / Impulsivity |
|--------------------------------------------------|-------------------------------------------------|
| ✓ has difficulty staying focused on activities | ✓ constantly moving or “on the go” |
| ✓ forgetful of tasks (e.g. homework, paying bills)| ✓ has difficulty sitting still |
| ✓ misses small details / makes careless mistakes | ✓ excessively talkative |
| ✓ avoids mentally demanding tasks | ✓ often fidgets, taps fingers, or squirms |
| ✓ may seem to not listen when spoken to | ✓ has difficulty with quiet tasks |
| ✓ often loses things | ✓ often speaks out of turn / interrupts |
Note: Everyone will occasionally experience symptoms similar to those of ADHD. We all forget things, and sometimes work is just plain boring. That’s normal. When a professional diagnoses ADHD, they must also consider the intensity, frequency, and consequences of symptoms.
What does ADHD really look like?
During childhood, ADHD can be misinterpreted as intentionally “bad” behavior. Children with ADHD struggle to pay attention during school, and they frequently get in trouble for talking or getting out of their chairs. Oftentimes, even peers become frustrated by these behaviors, which can lead to isolation.
During adulthood, ADHD can damage careers, relationships, and self-esteem. Inattention symptoms can lead to forgotten responsibilities, poor organization, and difficulty completing tasks. Hyperactivity symptoms manifest as thrill seeking, a high need for stimulation, and impulsive decision-making.
Biological Basis
Some people incorrectly believe that ADHD is made up to serve as an excuse for poor behavior. However, we know that ADHD has a very real biological basis. For example, people with ADHD have structural differences in their brains, most notably in an area that’s responsible for impulse control.
We also know that genetics play a role: A person is much more likely to develop ADHD if their parents have the disorder. Some environmental factors also play a role, but to a lesser extent than heredity.
Treatment
Although there’s no cure for ADHD, both children and adults can learn to manage their symptoms with medication and psychotherapy. Additionally, some children will simply outgrow ADHD with time.
| Psychotherapy | Medication |
|-------------------------------------------------------------------------------|---------------------------------------------------------------------------|
| Therapy for ADHD typically focuses on identifying strengths and weaknesses, skill building, and education about ways to reduce the intensity of symptoms. It can be invaluable to work with a therapist to learn personalized coping skills. | Although medication cannot cure ADHD, an effective treatment can help both children and adults with symptom management. The most common medications for ADHD are stimulants. | | <urn:uuid:2acba3b6-8c6a-48c3-896c-7aea9826342f> | CC-MAIN-2024-46 | https://www.thrivewithin.org/wp-content/uploads/2024/09/adhd-quick-reference-sheet.pdf | 2024-11-14T11:07:03+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477028558.0/warc/CC-MAIN-20241114094851-20241114124851-00200.warc.gz | 942,433,553 | 591 | eng_Latn | eng_Latn | 0.995671 | eng_Latn | 0.995671 | [
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INSTRUCTIONS AND INFORMATION
1. This question paper comprises THREE sections:
- SECTION A: Comprehension (10 marks)
- SECTION B: Analysing Visual Literacy (20 marks)
- SECTION C: Language in Context (10 marks)
2. Answer ALL sections.
3. Rule off after each section.
4. Number the answers according to the numbering system in this paper.
5. Pay special attention to spelling and sentence construction.
6. Write neatly and legibly.
7. This paper consists of 7 pages.
SECTION A: COMPREHENSION
QUESTION 1: READING FOR MEANING AND UNDERSTANDING
Read TEXT A below and answer the questions set.
TEXT A
TWO OCEANS CRUTCH RUNNER AIMING EVEN HIGHER
BY JENNA ETHERIDGE
1. While 31-year-old Ipeleng ‘Crazy Legs’ Khunou is relieved he finished the Two Oceans Half Marathon on crutches just before the cut-off time, he believes he can do even better. Khunou was born with septo-optic dysplasia, a rare brain deformity.
2. Khunou, the first ‘crutch runner’ to finish the marathon, wowed fellow runners with his tenacity when he pushed to the end. He completed the race in three hours fifteen minutes. He is looking to finishing the race in under three hours next year. ‘My feet have never shaken so much before because I was stressing about the cut-off time. I did not want to see the guy with the gun counting down,’ Khunou describes.
3. He has to use crutches because he has no balance as a result of the condition. It also affects his eyesight. A few kilometres into the twenty one kilometre race, he felt calmer and enjoyed the uphill climbs because it was easier to balance.
4. As he reached the finish line, he decided to sprint the last two metres. The move left him with cramps but absolute relief to have finished.
5. His victory was something he could barely imagine when he started running to lose weight in 2016. He ran this marathon to raise funds for the Nelson Mandela Children’s Home.
6. Khunou says that he is extremely grateful to everyone who helped him during the race and also to everyone who congratulated him afterwards.
7. His Facebook inbox has been overflowing with messages of support and invitations to participate in other races. He has already done a five kilometre recovery run and will soon be back to a strict schedule that alternates sprints with long-distance running.
8. In May, he will join a team of differently able runners and hand cyclist in a non-stop twenty-four hour, ten-day, two thousand one hundred kilometre journey from Pretoria to Cape Town.
9. Enthusiastic about his other adventures, Khunou adds: ‘I will definitely
be back (at the Two Oceans Marathon) next year and I am hoping to do an international race next year.’
[Adapted from News24, April 2018]
GLOSSARY
Tenacity: The quality or fact of continuing to persist or be determined.
QUESTIONS
1.1 Identify the journalist of this article. (1)
1.2 Select the correct alternative from the list below. Write only the chosen alternative.
The Two Oceans Half Marathon takes place in …
A. Johannesburg
B. Cape Town
C. Durban
D. Pretoria (1)
1.3 Name the health condition Ipeleng Khunou was born with. (1)
1.4 Refer to paragraph 2.
Refer to lines 10–12, ‘My feet have … gun counting down’.
In your own words, describe what these lines reveal about Ipeleng’s attitude towards the marathon. (2)
1.5 Explain the reason for Ipeleng’s achievement. (2)
1.6 Explain the public’s reaction to Khunou’s achievement. Substantiate your answer by quoting from the text. (3)
TOTAL SECTION A: 10
TEARS is a pro-life, non-profit organisation who exists to rescue, rehabilitate, reunite and re-home lost, abandoned, abused and neglected animals.
We strive to uplift the lives of companion animals in disadvantaged communities by providing sterilisation, primary health care and veterinary treatment.
We care for an average of 300 rescued dogs, cats, puppies and kittens, who are all waiting patiently for someone to love!
QUESTIONS
2.1 Identify the target audience of this advertisement. (1)
2.2 State ONE advertising technique used in this advertisement and show how it is effective. (2)
2.3 Name TWO services that ‘TEARS’ provides. (2)
2.4 Comment on the effect the picture has in the advertisement. (2)
2.5 Is the picture of the ‘tear’ appropriate for this advertisement? Substantiate your answer by examining the picture. (3) [10]
QUESTION 3: UNDERSTANDING OTHER ASPECTS OF MEDIA
Study TEXT C and TEXT D and answer the set questions.
TEXT C
QUESTIONS
3.1.1 Identify TWO visual clues to indicate that the Earth is feeling feverish. (2)
3.1.2 Why do you think the earth is feverish? Explain your answer. (2)
3.1.3 Name the social ‘issue’ that is being portrayed in this text. (1)
3.2.1 State what the zigzag line represents, in frame 1.
3.2.2 Refer to frame 3.
22.214.171.124 What is Thandi’s mood?
126.96.36.199 Identify TWO visual clues to support your answer.
3.2.3 Provide a possible reason for the silence in frame 4.
[10]
TOTAL SECTION B: 20
SECTION C: LANGUAGE IN CONTEXT
QUESTION 4: USING LANGUAGE CORRECTLY
Read TEXT E, which contains some deliberate errors, and answer the questions set.
TEXT E
Measle and the Doompit
1. Iggy went on blowing out his foul breath, without ever taking a breath in – and the cloud of invisible, magical gases built steadily in the narrow space. The ant must have pushed itself into the outer edge of these poisonous fumes, because quiet suddenly it stopped moving forward. Its antennae twitched wildly for several seconds and then they drooped down over its great round head. The whole body of the enormous creature seemed to sag downwards and, a moment later – apart from the occasional twitch from the ends of its antennae – it lay still.
[Adapted from Measle and the Doompit, Ogilvy,]
4.1. State one other way the title can be written.
4.2 Identify the parts of speech of the underlined words in:
4.2.1 Line 2
4.2.2 Line 3
4.3 Provide an antonym (opposite meaning) for the word ‘invisible’ in line 2.
4.4 Correct the spelling errors in line 4 and line 9 respectively.
4.5 Provide a synonym (same meaning) for the word ‘drooped’ in line 6.
4.6 Refer to lines 9 -10, ‘… a moment later – apart from…’
State the purpose of the dash (—).
4.7 Change the following sentence to indirect speech:
Iggy said, “The giant ants are immune to my magical breath.”
Begin your answer with:
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How to recognize anxiety in yourself and others
- Overthinking
- Avoidance
- Sweating
- Stomach issues
- Panic attacks
- Trouble breathing
- Needing reassurance
- Procrastination
- Lack of patience
- Trouble concentrating
- Constant worrying
- Headaches
- Rapid heartbeat
- Insomnia
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New England Winters: A Colonial Perspective
Hard Winter of 1697-98, Severest of Seventeenth Century
“The terriblest winter for continuance of frost and snow, and extremity of cold, that ever was known;” 31 snowstorms from November 20 to April 9; Charlestown, Massachusetts, ferry frozen for six weeks; 42-inch snow depth reported at Cambridge; reputation for severity survived for many years.
The Great Snow of 1717
New England’s most famous legendary snowstorm; consisted of four storms, two major and two minor, from February 27 to March 7; snow depth upwards of three feet in Boston area, five feet in New Hampshire and Maine; many animals perished, houses collapsed, travel hampered; sheep buried under drifts for 28 days dug out alive; Cotton Mather wrote historic account for Royal Society of London.
Hard Winter of 1740-41
Considered more severe by old-timers than 1697-98, with more snow and longer freeze-up; three severe winter periods in November, early January, and February-March; Boston Harbor frozen 30 days, Charlestown ferry 10 weeks; snow 36 inches deep in central Connecticut; Connecticut River at Deerfield, Massachusetts, frozen over and snow near Ashburnham 30 inches deep on April 10.
Winter of the Deep Snows in 1747-48
Thirty snowstorms from December 25 to April piled up unprecedented snow cover; 5.5 feet deep at Portland, Maine, 4 to 5 feet deep at Cambridge, Massachusetts; travel exceedingly difficult; snow melted into unfrozen ground with no serious flooding.
Hard Winter of 1780, Severest of Eighteenth Century
Series of heavy December snowstorms followed by thawless January, the coldest month in history; all highways blocked for many weeks except Great Road from Boston to Hartford; all harbors frozen for four to six weeks; snow in southern Connecticut 42 inches on level ground; military forces immobilized, ships frozen in, troops snowbound; citizens suffered great hardship.
Triple Big Snows in Early December, 1786
Greatest snowfall since 1717; Hamden, Connecticut, near New Haven, had 20 inches on December 4-5, 9 inches on December 7-8, and 8 inches with sleet on December 9-10, total 37 inches; Kingston Massachusetts, near Plymouth, had 48 inches on ground, Boston nearly four feet; great tide accompanied third storm, destroying wharves and shipping; record early cold wave followed, -12 degrees at Harford on the twelfth.
Source: David Ludlum, *The Country Journal New England Weather Book* (Boston: Houghton Mifflin Company, 1976), 121-123.
This is the initiation of a new column in our gazette that will feature our volunteers talking about what Tate House means to them and why they have made our museum their community of choice. In 2007 volunteers gave over 3,000 hours of their precious time to Tate House Museum by working on committees, planning and hosting special events, tending the gardens, and giving tours of Tate House—to name only a few of the activities they accomplished to keep our museum open. Without our volunteers the museum just would not “be.”
The first of the “VOLUNTEER VOICES” we will hear from is William “Bill” Hubbell. Bill lives in Cumberland Foreside with his wife Jean and their new puppy Curry. He is professional photographer (www.hubbellphotography.com) and the author of the justly popular *Good Fences: A Pictorial History of New England’s Stone Walls* (Down East Books, 2006), which of course can be purchased in our museum shop. Many of the photographs we use in marketing and advertising events at the museum are donated by Bill and we are most grateful for this as well as for the time Bill volunteers doing committee and docent work. Here, in Bill’s voice is why:
“In the winter of 2006, having just finished work on what I thought would be my last book, I was looking for a volunteer job that would be both interesting and would allow me to contribute in some meaningful way. Wanting to learn more about Portland and loving history, I took the Portland History Docent course. Having lived nearly half my life in homes built before 1800, choosing the Tate House as my focus was a no-brainer. I happen to love gardening, old buildings, architecture, history and working with people.
Being a Tate House Museum docent seemed to be a perfect match for me. And then there was the additional pleasure of being able to contribute photography now and then for various projects. The other volunteers and staff have all been wonderful to work with—and the parking isn’t bad either! I look forward to seeing us grow and improve. There are so many wonderful projects ahead of us.”
For two weeks in January, Tate House Museum had Intern Caitlin Libby working with the Director to publish the Tate House Gazette. Caitlin is a Sophomore at Wheaton College and is the daughter of volunteers Dan and Theresa Libby.
PLEASE NOTE MUSEUM ADDRESS CHANGE:
Administrative Office (Means House)
1267 Westbrook St.
Portland, ME 04102
Sign up now for the 2008 TRAINING PROGRAM!
PORTLAND’S HISTORY DOCENTS
Portland’s History Docents is a collaborative training program sponsored by the Victoria Mansion, Tate House Museum, Greater Portland Landmarks, Portland Harbor Museum, and Maine Historical Society.
BE A PART OF PORTLAND HISTORY!
Get involved in a unique program designed to be truly fun and interesting, learn about the area’s history, and share your enthusiasm and knowledge by giving tours of our wonderful historical sites to adults and/or school children.
You will receive:
- Lectures and training with some of the region’s leading historians and educators
- Orientation and tours at each of the sites in the program
- Volunteer opportunities at your choice of participating institution
- Special events for educational enrichment and socializing
We need volunteers who:
- Enjoy working with people
- Want to contribute time and talent to a worthy community service
- Are interested in learning more about our local history, art and architecture
- Look forward to sharing their knowledge with others
“The PHD Program has broadened my horizons beyond my expectations. The training was enlightening, and serving as a docent has proved extremely rewarding.”
- Marie Graves, Portland’s History Docents Graduate
Here’s all you need to volunteer:
- COMPLETE THE FORM below and MAIL it by February 8, 2008.
- ATTEND THE TRAINING at the Maine Historical Society in Portland, Thursdays, 9 AM–12 Noon, February 14 through April 17, 2008.
- BE WILLING to make a one-year commitment (about 6–12 hours per month).
If you have any questions, or if you want to volunteer but cannot attend the sessions, call 774-5561, extension 120.
YES! I would like to attend Portland’s History Docents training.
Name ________________________________________ Daytime Phone ____________________________
Address ______________________________________ City ______________________________ Zip ___________
Mail completed form to: PORTLAND’S HISTORY DOCENTS,
c/o Greater Portland Landmarks, 165 State Street, Portland ME 04101
From April 1 through April 7 members of the Tate House Museum will travel to London for the first “Tate to Tate” trip, fulfilling our mission to explore Maine’s colonial roots. The seven day visit will include tours of major London area museums such as the Tate Modern, the Costume Museum, the British Museum, the Victoria and Albert Museum, and the Natural History Museum. Other places included in the visit will be daytrips to Bath and Oxford, and outings to Buckingham Palace, the Tower of London, Sulgrave Manor, and Blenheim Palace.
One purpose of the trip is to enrich our understanding of the English culture that is often used in the interpretation of Tate House Museum. The day trip to Bath, the cultural center of England during the Georgian Era, compliments the 2008 Sally Cronk Lombard Decorative Arts Symposium theme of Georgian Architecture. The Costume Museum appeals to many of our members’ interest in period costume design. Additionally Sulgrave Manor, the ancestral home of George Washington, is in part owned by the National Society of the Colonial Dames of America and acknowledges the close relationship between the United Kingdom and the United States.
There are still a few openings available for this trip so please call today if you would like to join us.
London Itinerary:
April 1- Depart from Boston Logan Airport for an overnight flight to London.
April 2- Arrive in London and take transfers to the Imperial Hotel. After check in tour Buckingham Palace and witness the changing of the Guard. In the afternoon tour the Tower of London.
April 3- Tour Bath for a full day with a visit to the Costume Museum and a chance to view Georgian Architecture.
April 4- Embark on a tour to the city of Oxford and tour Sulgrave Manor and Blenheim palace.
April 5- Open day to explore London and shop Portobello Road Market.
April 6- Last full day in London. Visit the British Museum, the Victoria and Albert Museum, the Natural History Museum, and the Tate Modern Museum.
April 7- Check out of hotel and embark on flight from London to Boston.
Russian Delegates Visit THM
As part of a Russian exchange program called the Archangel Committee, five Russian delegates came to learn more about museum practice, organization, and finances in the U.S. and toured Tate House Museum on December 11, 2007.
The Archangel Committee was founded to promote exchanges between Greater Portland and Archangel, Russia. The Committee hosts citizens of Archangel in Greater Portland and offers opportunities for people from Greater Portland to visit Archangel. Funds for the visit came from the Open World program at the Library of Congress. Delegates from the committee visited Tate House Museum twice before in 2005 and in 1990.
Two of the delegates are extensively involved in running their own museums in the Archangel region of Russia. Yuri Surikov is the Solovki Museum Director of Education, a historic architectural and natural museum, and Alexander Shayev is the Malye Kareli Museum Director, an open-air wooden architecture museum. Accompanying Surikov and Shayev were Natalia Yakovleva, the Solovki vice Mayor, Elena Kuznetsova, the Archangel Business Media Publisher, and Ivan Tabanin, a Graduate Student in Archangel.
With the help of an interpreter, the Russians, members from the Tate House Board of Directors, and THM’s Executive Director had a great repoire discussing similar issues and concerns of running a museum.
Sprague Foundation Awards Grant to THM
It gives Tate House Museum great pleasure to announce that it was just awarded a grant in the amount of $7,500.00 from The Phineas W. Sprague Memorial Foundation “for funding a half-time assistant to the Director” position. A budget crisis developed at the museum this past fall that required the THM Board of Directors to regrettably, but responsibly cut the budget, eliminating the position of Assistant to the Director. The Sprague Foundation award to fund a half-time position for the Assistant of the Director will allow the museum to continue the trajectory on which it was heading before the budget crisis.
The fulfillment of this request gives a great boost to the museum’s morale, and will be instrumental in providing the means to help us identify and secure the funds to consistently support this position and other essential operational needs from sustaining community sources.
TATE HOUSE MUSEUM MEMBERSHIP
YES! I wish to become a member of Tate House Museum
☐ Individual $35.00
☐ Family $50.00
☐ Patron $100.00
Name: ________________________________
Address: ________________________________
______________________________
Phone/Email: ____________________________
We accept MasterCard, Visa, and Checks
Card # ________________________ Exp. _____
Signature: _______________________________
Make Checks Payable to “Tate House Museum”
Send form and payment to: Tate House Museum
1267 Westbrook St.
Portland ME 04102
SHARING IS CARING:
ENCOURAGE YOUR FRIENDS TO VISIT TATE HOUSE MUSEUM.
Holiday Festivites at Tate House Museum
Tate House Museum’s “A Winter Wedding: Around the Colonial Hearth” was a huge success, both as an educational, and holiday event and a fund raiser; and this in spite of the fact that the fourth and final day was snowed out! The open house that featured three handsomely costumed interpreters, simple and historically accurate Christmas decorations, and many vignettes that told the story of preparing for a colonial wedding attracted almost 200 visitors of all ages.
A highlight of the exhibit was the museum’s colonial wedding dress on display in the parlor along with the bride’s floral hair wreath and a man’s embroidered wedding vest on loan from the Maine Historical Society. Other exhibits included the bride’s dowry known as a “portion,” examples of courting customs, recipes and ingredients for the posset and wedding cake, and games children may have played by the hearth as their elders prepared for the event. Hosts for each room recited relevant eighteenth-century poems. Period Christmas music filled the air.
After touring the exhibit visitors were treated to holiday sweets including a “genuine” colonial wedding cake (a fruit cake laced with rum) in the festively decorated dining room of the Means House. Guests also had the opportunity to buy raffle tickets for six different, overflowing baskets of kitchen wares that were donated by Becky Quinlan and *the good table*, Belfast Maine.
This landmark event set records in terms of attendance and revenue raised, and was the result of six months of dedicated planning by the Holiday Committee, which was co-chaired by Cesca Galluccio-Steele and Elizabeth Oatley and included Cynthia Griswold, Theresa Libby, Barbara Luke, Dean Lyons, and Ginny Bishop. Each member of the committee contributed her special expertise, which made for a very collegial and richly diverse experience. Special thanks goes to Elizabeth Oatley who spent her summer months researching, designing, and hand making the three costumes that included the kitchen help and a lady and gentleman of the day. These costumes will be used for future Tate House Museum events.
“A Winter Wedding: Around the Colonial Hearth” was supported in part by Maine Bank & Trust and including museum shop revenues it raised over $2,000.00 for Tate House Museum.
Winners of the Holiday Raffle Baskets were:
1. Zella Dewey, Bailey Island
2. Dolores Testa, Portland
3. Cindy O’Neil, South Portland
4. Maureen Gorman, Cumberland Foreside
5. Mary Lou Sprague, Cape Elizabeth
6. Sheri Fistal, Falmouth
2008 Sally Cronk Lombard Decorative Arts Symposium
The theme for Tate House Museum’s annual decorative arts symposium for 2008 is the exploration of architecture in the Georgian Era, 1714-1820 (the years in which King George I through George IV ruled Britain, and in turn, the American colonies). This is a continuation of the theme we explored of furniture and interiors in the Georgian Era for the 2007 symposium. Tom Johnson, former curator of the Museums of Old York and now curator at Canterbury Shaker Village in New Hampshire, created an exhibit called “Georgian at the Tate House” from the collection at Tate House to accompany this two-part symposium theme. According to Johnson, “This exhibit brings a number of wonderful objects from the Georgian period out of their regular historic room context” and “sets them against each other as statements of design and taste…. Tate House is an important touchstone in the study of the now-vanished elegance of Georgian era development in this region.” This exhibit will continue to be on view in the museum’s exhibit gallery during the 2008 touring season.
TATE HOUSE MUSEUM
2007-2008 ANNUAL APPEAL
At some point in your life you take stock and ask:
“What have I done with my life? Of what can I be proud? What will be my legacy?”
Nurturing and teaching the children in our families and communities fulfills many of us, and we feel great pride watching them become good citizens. But we also crave to be a part of something continuous, to carry on an endeavor that was important to our ancestors and that will be valued by future generations. **Being a part of the continuum of people who have preserved and promoted Tate House Museum can be your legacy.** Including Tate House Museum in your priorities makes a difference in the preservation and interpretation of our shared cultural heritage.
In 2005, after three-quarters of a century, The National Society of The Colonial Dames of America in the State of Maine invited the Greater Portland community to manage the museum with a community Board of Directors and to decide its future course. This new Board of Directors has continued the traditional programming of school tours and the Annual Decorative Arts Symposium, while also encouraging the development of new ideas. The special architecture focus tours were extraordinarily popular this summer and the seasonal programming now includes Historic Stroudwater Burying Ground Tours in October and this December, “Around the Colonial Hearth: A Winter Wedding.” Tate House Museum is doing well with our increased visitation and programming. **In the coming year we pledge to you even greater opportunities for family membership and participation.**
It is now up to us all to preserve, support, and lead Tate House Museum in a direction so that it may reach its potential as a community resource. **We respectfully ask that you demonstrate your interest and commitment by responding to this year-end Annual Appeal.** Your extended generosity and participation will benefit a great historical resource and the quality of life within this wonderful region that was, is, and will be our “home.”
With best wishes and much gratitude,
Andrea C. Hawkes & William A. Macleod, Chair
Executive Director Annual Appeal Committee
YES! I WANT TO SUPPORT TATE HOUSE MUSEUM
☐ $50 ☐ $100 ☐ $250 ☐ $500 ☐ $1,000 ☐ OTHER $_________
Name______________________________________________________
Address_____________________________________________________________________________________
City_________________________ State___________ Zip Code______________
Credit Card Information: ☐ Master Card ☐ Visa
Card Number ____________________________ Exp. Date______________
Signature _________________________________________________________
Please make checks payable to: TATE HOUSE MUSEUM
Mail 1267 Westbrook St., Portland, ME 04102
If you would like to make a donation of stock, please call Tate House Museum office 207.774.6177
Contributions are deductible to the extent allowed by law
2008 CALENDAR OF EVENTS
Now scheduling for Spring 2008 School Tours
Email (email@example.com) for programing
London Trip Meeting & Presentation
January 24, 2008
6:30 PM Means House
April 1-7 2008
“Tate to Tate”
Museum Membership
Trip to London
June 12, 2008
Tate House Museum
Annual Meeting
September 25, 2008
2008 Sally Cronk Lombard
Decorative Arts Symposium
“Exploring Architecture in
the Georgian Era, 1714-1820”
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What Are We Learning This Week?
**MATH**: We will generate equivalent fractions. We will also add and subtract fractions with unlike denominators.
**SCIENCE**: We will design an experiment that tests the effect of force on an object.
**SOCIAL STUDIES**: We will examine the different "acts" (laws) passed by the British and explain how these contributed to the growing unrest in the colonies.
**READING**: We will use dictionary skills to identify prefixes, suffixes and roots of different words. We will work on reading strategies that will help us go deeper into our text analysis.
How Can You Help Your Child At Home?
**MATH**: Practice basic multiplication facts with your child. Student can also access Prodigy and Istation from home on the computer.
**Science**: Review science vocabulary with your child.
**READING**: Read at least 20 minutes per night. Our goal is for every student to read at least 30 books this year.
**Spelling words**: We will be working on vocabulary this week.
Academic Vocabulary
**Math Vocabulary**
Prime numbers, composite numbers, equivalent fractions, simplifying, reduce, improper fractions, mixed numbers
**Science Vocabulary**
Light, Reflection, refraction, force, motion, pull, push, friction
**RELA Academic Vocabulary**
Plot, characters, conflict, resolution, point of view, perspective, figurative language
Important Dates
- Dec 19 - 5th Grade Program, Polar Express Day
- Dec 20 - Holiday Parties 11:00-11:45 Early Release
- Dec 23-Jan 3 - Winter Holiday
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For many families, back to school planning will look different this year than it has in previous years. Your school will have new policies in place to prevent the spread of COVID-19. You may also be starting the school year with virtual learning components. Whatever the situation, these checklists are intended to help parents, guardians, and caregivers, plan and prepare for the upcoming school year.
Some of the changes in schools’ classroom attendance or structure may include:
- **Cohorts:** Dividing students and teachers into distinct groups that stay together throughout an entire school day during in-person classroom instruction. Schools may allow minimal or no interaction between cohorts (also sometimes referred to as pods).
- **Hybrid:** A mix of virtual learning and in-class learning. Hybrid options can apply a cohort approach to the in-class education provided.
- **Virtual/at-home only:** Students and teachers engage in virtual-only classes, activities, and events.
**Planning for In-Person Classes**
Going back to school this fall will require schools and families to work together even more than before. Schools will be making changes to their policies and operations with several goals: supporting learning; providing important services, such as school meals, extended daycare, extracurricular activities, and social services; and limiting the transmission of SARS-CoV-2, the virus that causes COVID-19. Teachers and staff can teach and encourage preventive behaviors at school. Likewise, it will be important for families to emphasize and model healthy behaviors at home and to talk to your children about changes to expect this school year. Even if your child will attend school in-person, it is important to prepare for the possibility of virtual learning if school closes or if your child becomes exposed to COVID-19 and needs to stay home.
CDC has created a checklist to help with back to school planning for school year (SY) 2020-2021. If your school uses a hybrid model, you may want to review both the in-person and virtual/at-home learning checklists.
[Planning for In-Person Classes](https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/parent-checklist.html?deliveryName=USCDC_2067-ZM33891)
**Actions to take and points to consider**
- Check in with your child each morning for [signs of illness](https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/parent-checklist.html?deliveryName=USCDC_2067-ZM33891). If your child has a temperature of 100.4 degrees or higher, they should not go to school.
- Make sure your child does not have a sore throat or other signs of illness, like a cough, diarrhea, severe headache, vomiting, or body aches.
- If your child has had close contact to a COVID-19 case, they should not go to school. Follow guidance on what to do when [someone has known exposure](https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/parent-checklist.html?deliveryName=USCDC_2067-ZM33891).
- Identify your school point person(s) to contact if your child gets sick.
Name of school point person(s):
Contact information:
- Be familiar with local COVID-19 testing sites in the event you or your child develops symptoms. These may include sites with free testing available.
My local testing options:
- Make sure your child is up-to-date with all recommended vaccines, including for flu. All school-aged children should get an influenza flu vaccine every season, with rare exceptions. This is especially important this year because we do not yet know if being sick with COVID-19 at the same time as the flu will result in more severe illness.
Date of flu vaccination:
- Review and practice proper hand washing techniques at home, especially before and after eating, sneezing, coughing, and adjusting a face cover. Make hand washing fun and explain to your child why it's important.
- Be familiar with how your school will make water available during the day. Consider packing a water bottle.
- Develop daily routines before and after school—for example, things to pack for school in the morning (like hand sanitizer and an additional (back up) cloth face covering) and things to do when you return home (like washing hands immediately and washing worn cloth face coverings).
- Talk to your child about precautions to take at school. Children may be advised to:
- Wash and sanitize their hands more often.
- Keep physical distance from other students.
- Wear a cloth face covering.
- Avoid sharing objects with other students, including water bottles, devices, writing instruments, and books.
- Use hand sanitizer (that contains at least 60% alcohol.) Make sure you're using a safe product. FDA recalled products that contain toxic methanol. Monitor how they feel and tell an adult if they are not feeling well.
- Develop a plan as a family to protect household members who are at increased risk for severe illness.
- Make sure your information is current at school, including emergency contacts and individuals authorized to pick up your child(ren) from school. If that list includes anyone who is at increased risk for severe illness from COVID-19, consider identifying an alternate person.
- Be familiar with your school’s plan for how they will communicate with families when a positive case or exposure to someone with COVID-19 is identified and ensure student privacy is upheld.
- Plan for possible school closures or periods of quarantine. If transmission is increasing in your community or if multiple children or staff test positive for COVID-19, the school building might close. Similarly, if a close contact of your child (within or outside of school) tests positive for COVID-19, your child may need to stay home for a 2-week quarantine period. You may need to consider the feasibility of teleworking, taking leave from work, or identifying someone who can supervise your child in the event of school building closures or quarantine.
- Plan for transportation:
- If your child rides a bus, plan for your child to wear a cloth face covering on the bus and talk to your child about the importance of following bus rules and any spaced seating rules.
- If carpooling, plan on every child in the carpool and the driver wearing cloth face coverings for the entire trip. If your school uses the cohort model, consider finding families within your child’s group/cohort at school to be part of the carpool.
- If your child has an Individualized Education Program (IEP) or 504 Plan or receives other learning support (e.g., tutoring), ask your school how these services will continue.
- If your child receives speech, occupational or physical therapy or other related services from the school, ask your school how these services will continue.
- If your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue.
- If your school uses a cohorting model, consider limiting your child’s in-person out-of-school interactions to children in the same cohort or to activities where physical distancing can be maintained.
- Reinforce the concept of physical distancing with your child.
- Talk to your school administrators and teachers about their plans for physical education and physical activity (e.g., recess).
Safer options include being outdoors when possible, reducing the number of people in an indoor space, and encouraging students to stay at least 6 ft apart.
- Ask how your school plans to help ensure that students are following practices to reduce the spread of COVID-19.
Cloth Face Coverings
If your school is requiring or encouraging the use of cloth face coverings, think about the following actions. Consider asking what steps your school will take to minimize the potential for students to be singled out or teased for wearing or not wearing a mask. Appropriate and consistent use of face coverings may be challenging for some children. Wearing cloth face coverings should be a priority when it is difficult for students to stay 6 feet apart from each other (e.g., during carpool drop off or pick up, when entering the building or standing in line at school, or while on the bus).
Cloth face coverings should **not** be worn by:
- Children younger than 2 years old
- Anyone who has trouble breathing
- Anyone who is unconscious, incapacitated, or otherwise unable to remove the cloth face covering without assistance
- Have multiple cloth face coverings, so you can wash them daily and have back-ups ready. Choose cloth face coverings that:
- Fit snugly but comfortably against the side of the face
- Completely cover the nose and mouth
- Are secured with ties or ear loops
- Include multiple layers of fabric
- Allow for breathing without restriction
- Can be washed and machine dried without damage or change to shape
- Label your child's cloth face coverings clearly in a permanent marker so that they are not confused with those of other children.
- Practice with your child putting on and taking off cloth face coverings without touching the cloth.
- Explain the importance of wearing a cloth face covering and how it protects other people from getting sick.
- Consider talking to your child about other people who may not be able to wear cloth face coverings for medical reasons (e.g., asthma).
- As a family, model wearing cloth face coverings, especially when you are in situations where physical distancing is difficult to maintain or impossible.
- If you have a young child, help build their comfort wearing a cloth face covering and become comfortable seeing others in face covers.
- Praise your child for wearing a cloth face covering correctly.
- Put a cloth face covering on stuffed animals.
- Draw a cloth face covering on a favorite book character.
- Show images of other children wearing cloth face coverings.
- Allow your child to choose their cloth face covering that meets any dress requirements your school may have.
- Suggestions from the American Academy of Pediatrics
- Consider providing your child with a container (e.g., labeled resealable bag) to bring to school to store their cloth face coverings when not wearing it (e.g., when eating).
Mental Health & Social-Emotional Wellbeing Considerations:
Since the school experience will be very different from before with desks far apart from each other, teachers maintaining physical distance, and the possibility of staying in the classroom for lunch, it is unlike anything your child is used to. Before school is in session, you may want to talk to your child and explain that all these steps are being taken to keep everyone safe and healthy. The list below provides actions and considerations regarding your child's mental health and emotional well-being as they transition back to in-person school. CDC's Stress and Coping During the COVID-19 Pandemic provides additional resources for you and your family. In addition, if your child seems to need mental health or behavioral services (e.g., social skills training, counseling), you may want to ask your school administrator for more information on these services.
Actions to take and points to consider
- Talk with your child about how school will look different (e.g., desks far apart from each other, teachers maintaining physical distance, possibility of staying in the classroom for lunch).
- Talk with your child about how school is going and about interactions with classmates and teachers. Find out how your child is feeling and communicate that what they may be feeling is normal.
- Anticipate behavior changes in your child. Watch for changes like excessive crying or irritation, excessive worry or sadness, unhealthy eating or sleeping habits, difficulty concentrating, which may be signs of your child struggling with stress and anxiety.
- Try to attend school activities and meetings. Schools may offer more of these virtually. As a parent, staying informed and connected may reduce your feelings of anxiety and provide a way for you to express any concerns you may have about your child's school.
- Ask your school about any plans to reduce potential stigma related to having or being suspected of having COVID-19.
- Check if your school has any systems in place to identify and provide mental health services to students in need of support. If so, identify a point of contact for these services at your school.
Name of school point person:
Contact information:
- Check if your school has a plan to help students adjust to being back in school. Students might need help adjusting to how COVID-19 has disrupted their daily life. Support may include school counseling and psychological services (including grief counseling), social-emotional learning (SEL)-focused programs and curricula, and peer/social support groups.
- Check if your school will provide training for students in mindfulness, incorporating SEL into classroom curriculum (either virtually or in-person), or support a child's ability to cope with stress and anxiety. If not, consider asking about ways to add this to your child's at-home learning.
- You can be a role model for your child by practicing self-care:
- Take breaks
- Get plenty of sleep
- Exercise
- Eat well
- Stay socially connected
Planning for Virtual or At-home Learning
Virtual learning may be a choice or part of a child’s Individualized Education Program (IEP) or Section 504 Plan for some children and families, and it may be necessary if your child has certain underlying health conditions or is immunocompromised. In a hybrid model, learning may occur virtually during part of the week and occur in-person for the rest. Or, the school year may start with virtual learning but switch to in-person learning for the remainder or certain times of the school year. Going back to school virtually may pose additional challenges with staying connected to peers, since students may have less frequent or no in-person interactions to each other. You may want to talk to school staff to learn more about what they are doing to support connection among students, interactive learning with feedback, building resilience, and social-emotional wellbeing for students who will not be onsite. In addition, if your child receives speech, occupational, or physical therapy or other related services from the school, ask your school how these services will continue during virtual at-home learning. Likewise, if your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue during virtual at-home learning.
Setting up for Virtual or At-Home Learning
Things to consider as you get ready for virtual or at-home learning.
| Actions to take and points to consider |
|----------------------------------------|
| • Try to attend school activities and meetings. Schools may offer more of these virtually. These meetings can be a way to express any concerns you may have about the school’s plans. |
| • Create a schedule with your child and make a commitment to stick with it. Structure and routine can greatly help your child from falling behind with assignments. Discuss your family’s schedule and identify the best times for learning and instruction, as well as family-oriented physical activity, such as walks outside. A family calendar or other visuals could be useful for keeping track of deadlines and assignments. |
| • Try to find a space where you live that’s free of distractions, noise, and clutter for learning and doing homework. This could be a quiet, well-lit place in your dining room or living room or a corner of your home that could fit a small table, if available. |
| • Identify opportunities for your child to connect with peers and be social—either virtually or in person, while maintaining physical distance. |
Planning for Virtual or At-Home Learning
Here are some things to look for when reviewing your school’s plan for virtual or at-home learning. Some of these action items and points to consider might warrant additional conversations with your school administrators or healthcare provider.
Planning for Virtual or At-Home Learning
| Actions to take and points to consider |
|----------------------------------------|
| • Find out if there will be regular and consistent opportunities during each day for staff and student check-ins and peer-to-peer learning. |
| • Find out if students have regular opportunities for live video instruction by teachers or if they will primarily be watching pre-recorded videos and receive accompanying assignments. |
| • Ask if the school will offer virtual or socially distanced physical activity. If not, identify ways to add physical activity to your child’s daily routine. |
| • Ask your school what steps they are taking to help students adjust to being back in school and to the ways that COVID-19 may have disrupted their daily life. Supports may include school counseling and psychological services, social-emotional learning (SEL)-focused programs, and peer/social support groups. |
| • If your child participates in school meal programs, identify how your school district plans to make meals available to students who are learning virtually at home. |
| • If your child has an Individualized Education Program (IEP) or 504 Plan or receives other learning support (e.g., tutoring), ask your school how these services will continue during virtual at-home learning. |
| • If your child receives speech, occupational or physical therapy or other related services from the school, ask your school how these services will continue during virtual at-home learning. |
- If your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue during virtual at-home learning.
- If you anticipate having technological barriers to learning from home, ask if your school or community can provide support or assistance for students without appropriate electronic devices for schoolwork (like a computer/laptop or tablet).
- If your school offers a hybrid model, be familiar with your school's plan for how they will communicate with families when a positive case or exposure to someone with COVID-19 is identified and ensure student privacy is upheld.
Mental Health and Social-Emotional Wellbeing Considerations:
Since the school experience will be very different from before with desks far apart from each other, teachers maintaining physical distance, and the possibility of staying in the classroom for lunch, it is unlike anything your child is used to. Before school is in session, you may want to talk to your child and explain that all these steps are being taken to keep everyone safe and healthy. The list below provides actions and considerations regarding your child's mental health and social-emotional wellbeing, as they transition to virtual or at-home learning. CDC’s Stress and Coping During the COVID-19 Pandemic provides some additional resources for you and your family.
Actions to take and points to consider
- Watch for and anticipate behavior changes in your child (e.g., excessive crying or irritation, excessive worry or sadness, unhealthy eating or sleeping habits, difficulty concentrating), which may be signs of your child struggling with stress and anxiety.
- Talk with your child about how school is going and about interactions with classmates and teachers. Find out how your child is feeling and communicate that what they may be feeling is normal.
- Ask your school about any plans to reduce potential stigma related to having or being suspected of having COVID-19.
- Ask your school about any plans to support school connectedness to ensure that students do not become socially isolated during extended periods of virtual/at-home learning.
- Check if your school has any systems in place to identify and provide mental health services to students in need support. If so, identify the point of contact for these services at your school.
Name of school point person:
Contact information:
- Check if school has a plan to help students adjust to virtual/at-home learning and more broadly, to the ways COVID-19 may have disrupted their daily life. Supports may include school counseling and psychological services, social-emotional learning (SEL)-focused programs and curricula, and peer/social support groups.
- Identify opportunities for your child to be physically active during virtual/at-home learning.
- Check if your school will provide virtual/at-home training for students in mindfulness, incorporating SEL into classroom curriculum, or stress and coping supports for your child.
- You can be a role model for your child by practicing self-care:
- Take breaks
- Get plenty of sleep
- Exercise
- Eat well
- Stay socially connected
Resources to Navigate Stress and Uncertainty
Below are governmental and non-governmental resources that can help parents, guardians, and caregivers navigate stress and uncertainty and to build resilience for you and your children heading into the school year.
- CDC Stress and Coping During the COVID-19 Pandemic
- CDC Parent Portal
- CDC Children's Mental Health
- Bullying Prevention Resources
- Children and Youth with Special Healthcare Needs in Emergencies
Exit Notification/Disclaimer Policy
Links with this icon (external icon) indicate that you are leaving a CDC Web site. The link may lead to a non-federal site, but it provides additional information that is consistent with the intended purpose of a federal site. The Department of Health and Human Services (HHS) cannot attest to the accuracy of a non-federal site. Linking to a non-federal site does not constitute an endorsement by HHS or any of its employees of the sponsors or the information and products presented on the site. You will be subject to the destination site's privacy policy when you follow the link.
- Collaborative for Academic, Social, and Emotional Learning Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL Resources and Guidelines for Educators, Parents, and Caregivers
- Kaiser Permanente Thriving Schools Resources for Schools and Families Impacted by COVID-19
- Parent/Caregiver Guide to Helping Families Cope with the Coronavirus Disease 2019 (The National Child Traumatic Stress Network)
- Resources for Helping Kids and Parents Cope Amidst COVID-19 (American Academy of Child and Adolescent Psychiatry)
Last Updated July 23, 2020 | <urn:uuid:0e153cd2-636f-41b9-9950-f2f66ec2d830> | CC-MAIN-2020-50 | https://www.basd.k12.pa.us/Downloads/COVID19%20Checklists%20to%20Guide%20Parents%20CDC.pdf | 2020-12-01T17:12:32+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141681209.60/warc/CC-MAIN-20201201170219-20201201200219-00172.warc.gz | 595,996,428 | 4,443 | eng_Latn | eng_Latn | 0.996295 | eng_Latn | 0.99824 | [
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Mark My Words
Underline digraph
shop bath duck
Star the bonus letters
ball puff fill kiss
Box the welded sounds
ball ham fan ring pink
Underline baseword, circle suffix
bugs hills cans
Underline each sound in a blend
flash stump scrap
Mark closed syllable
cat elf
Mark vowel-consonant-e syllable
bake stone | <urn:uuid:fe041ee9-ffcf-4202-93ca-1a1bf644f18b> | CC-MAIN-2025-05 | https://2baker.weebly.com/uploads/5/6/0/1/56017953/_fundations_mark_my_words__1_.pdf | 2025-01-18T23:26:51+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703362448.47/warc/CC-MAIN-20250118223403-20250119013403-00286.warc.gz | 59,099,528 | 80 | eng_Latn | eng_Latn | 0.957013 | eng_Latn | 0.957013 | [
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1. You have a dime and four pennies. How much more do you need to buy the apple?
Answer: _____¢
2. Rachael goes to the zoo at 10:15. She stays until 1:00. Which animals can she see being fed?
| Animal | Time |
|----------|------------|
| monkeys | 10:00 to 10:10 |
| lions | 10:30 to 10:45 |
| elephants| 11:00 to 11:30 |
| bears | 12:00 to 12:30 |
| zebras | 1:30 to 1:45 |
| giraffes | 2:30 to 2:45 |
Answer: ____________________________
3. I saw some lions at the zoo. I counted 24 lion legs. How many lion tails did I see? How many lion eyes did I see?
Answer: ___ tails and ___ eyes
4. Paul made three figures like this from blocks. How many blocks did he use altogether?
Answer: ____ blocks
5. Twins Ken and Len had the same size sandwich. Ken cut his sandwich in half and ate one part. Len cut his sandwich in half and ate one part. Who ate the biggest half?
Answer: _____
6. In arrow math, follow the arrow. For example, 38→39 and 23→14. Write the new number in each box.
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|----|
| 11| 12| 13| 14| 15| 16| 17| 18| 19| 20 |
| 21| 22| 23| 24| 25| 26| 27| 28| 29| 30 |
| 31| 32| 33| 34| 35| 36| 37| 38| 39| 40 |
| 41| 42| 43| 44| 45| 46| 47| 48| 49| 50 |
7 ↓ □ 4 ↓ □ 25 ↓ → □
7. Use arrow math to find this number:
24 → → □ | <urn:uuid:801c3c21-4668-47f0-b29f-38fcacf54cd1> | CC-MAIN-2019-18 | https://bedfordptg.files.wordpress.com/2013/06/venus18.pdf | 2019-04-22T08:45:08Z | crawl-data/CC-MAIN-2019-18/segments/1555578548241.22/warc/CC-MAIN-20190422075601-20190422101601-00349.warc.gz | 370,826,244 | 508 | eng_Latn | eng_Latn | 0.999613 | eng_Latn | 0.999764 | [
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Overview of the Climate for May 2021
May 2021 began very unsettled and rainy and ended very wet, with widespread rainfall at both ends of the month. During the 2nd and 3rd weeks, it became less wet but it rained on each day across most areas during the period, even though the wet season officially started on May 22, 2021, due to the passage of the first tropical wave.
Nationally, the month of May was cooler than average with the wetness of the month reflected in the temperatures. Trinidad’s mean temperature for the month was 27.4°C, which is 1.1°C below the 1991-2020 long-term average (normal), making it the coolest May since 1989. The mean maximum temperature was a full 2.0 °C below the normal at Piarco, but the difference between the mean minimum temperature of 24.0°C and the normal was much smaller, at only 0.3°C less than the normal.
Trinidad’s monthly extreme temperatures were as follows:
- The warmest maximum temperature of 32.3°C was recorded on the 16th, a day with 5.5 mm of rainfall and was 3.6°C less than the warmest day (35.9°C) for May, on record, which occurred on May 11th, 2010.
- The lowest maximum temperature of 26.1°C occurred on the 4th, the wettest day of the month. A minimum temperature of 22.1 °C was recorded on the 29th, a night without rainfall, while the warmest minimum temperature of 25.7°C occurred on the 24th, on a night without rainfall.
Tobago’s monthly extreme temperatures were as follows:
- The warmest maximum temperature of 32.6°C was recorded on the 28th, a day without rainfall and was 1.4°C less than the warmest day (34.0°C) for May, on record, which occurred on May 7th & 9th 1980.
- The lowest maximum temperature of 27.8°C occurred on the 4th, a cloudy day without rainfall. A minimum temperature of 22.1°C was recorded on the 8th, the wettest night and day of the month, while the warmest minimum temperature of 26.7°C occurred on the 23rd, on a night with 0.5 mm of rainfall.
Across both islands, all areas had a very wet month, with both Piarco and Crown Point having well over typical May rainfall, as most areas in Trinidad received more than double their average May rainfall; while, areas in Tobago received close to one and a half times the months’ typical rainfall.
Based on Piarco’s rainfall, May 2021 with 245.4mm representing 224% of the normal, was Trinidad’s seventh wettest May on the record from 1946, and the wettest May in ten years since 2011. In the 24 hours starting at 8:00 am on the 4th, 60.1 mm of rain fell at Piarco to make it the wettest day of the month but areas east of Piarco received more rainfall than this. In total, there were four heavy rainfall days, these are days with 25.0 mm or greater.
At Crown Point, the month’s rainfall total of 118.0 mm represents 136% of the normal, to make May 2021 the 10th wettest May on the island of Tobago, since 1971 and the wettest in the last eight years. Over the 24 hours starting at 8:00 am on the 8th, 35.7mm of rain fell to make it the wettest day of the month.
The total sunshine hours were also below the 1991-2020 average, with 91% of average or 229.6 sunshine hours measured, compared to the average of 251.8 hours. The 29th produced the most sunshine hours with 12 hours of sunshine measured, compared to the monthly average of 12.1 hours. No sunshine hours were measured on the wettest day of the month. A total of 26 dust haze days were recorded for the month while the mean wind speeds 11.5 km/h hour compared to the average of 12.96 km/h.
| Trinidad and Tobago Weather Extremes During May 2021 |
|------------------------------------------------------|
| **Trinidad** | **Tobago** |
| Hottest day | 32.3 °C 16th | 32.6°C 25th |
| Coolest day | 26.1 °C 04th | 27.8°C 04th |
| Coolest night | 22.1°C 29th | 22.1°C 08th |
| Warmest night | 25.7°C 24th | 26.7°C 23rd |
| Wettest day | 60.1 mm 24-hour ending 8:00am on the 5th | 35.7 mm 24-hour ending 8:00am on the 9th |
| Heavy rain days | 4th, 6th, 7th, 8th Days with ≥ 25.0 mm | 8th Days with ≥ 25.0 mm |
| Wettest 7-day | 193.7 mm 3rd to 9th | 85.2 mm 3rd to 9th |
Kenneth Kerr
Chief Climatologist (A.g)
Trinidad and Tobago Meteorological Service | <urn:uuid:e5bbc439-99f7-403f-be7a-0ac24bb27e4b> | CC-MAIN-2021-39 | https://www.metoffice.gov.tt/sites/default/files/F%20750-03-41%20-%20CLIMATE%20SUMMARY%20STATEMENT%20_MAY%202021.pdf | 2021-09-22T12:17:59+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057347.80/warc/CC-MAIN-20210922102402-20210922132402-00186.warc.gz | 884,821,036 | 1,215 | eng_Latn | eng_Latn | 0.998118 | eng_Latn | 0.998172 | [
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Tips to Control Your Food Portions
Tips to control your food portions:
- **Rearrange your plate ratio:** It is easier to eat more fruits and vegetables and whole grains by increasing them on your plate at every meal while reducing other items such as red meats. For example, try to have half of your plate made up of fruits or vegetables, a quarter whole grains, and the last quarter meat or other protein alternatives.
- **Serve everything in smaller plates and bowls:** You can easily cut your portion size by using smaller plates and bowls. You can also reduce your snacking portions by using a small plate or bowl instead of eating out of straight out of a bag or box.
- **Do not skip meals:** If you miss a meal like breakfast, it is easier to overeat at the next meal.
- **Eat out in moderation:** Most restaurants or fast food places tend to have large serving sizes with foods that are high in fats and sugars. When you do eat out, consider sharing your meals or plan to bring a part of your meal home for your next meal. You may also find it helpful and healthful to choose options with more fruits and vegetables and whole grains.
References:
Canadian Cancer Society. Eating well. Accessed May 22, 2014.
Kushi LH, Doyle C, McCullough M, et al. American Cancer Society Guidelines on Nutrition and Physical Activity for Cancer Prevention. Ca Cancer J Clin. 2012;62:30–67. | <urn:uuid:7e32d9d4-58eb-406c-95d0-48c821cba35c> | CC-MAIN-2021-39 | https://www.lymphoma.ca/wp-content/uploads/2020/02/lbl_tip-sheet_control-food-portions.pdf | 2021-09-22T11:34:24+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057347.80/warc/CC-MAIN-20210922102402-20210922132402-00184.warc.gz | 895,645,615 | 299 | eng_Latn | eng_Latn | 0.998793 | eng_Latn | 0.998793 | [
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Genesis 4:1-16
Adam and Eve have two sons—Cain is born, then Abel is born. Verse 1-2
Abel kept flocks and Cain worked the soil.
Each of the sons bring an offering to God. Cain brings some of the fruit of the soil while Abel brings portions of some of the firstborn of his flock. Verse 4
The Lord looked with favor on Abel and his offering, but on Cain and his offering he did not look with favor. Verse 5
1. What details about Adam and Eve and their family do we have of this first story of “family life” recorded in the Bible?
Adam and Eve after being expelled from the Garden. Two sons. Same mom and dad. One son is a shepherd and one is a farmer. Cain is born first; Abel is born second.
2. What offering did each bring to God? Why did they bring an offering to God?
3. Whose offering was accepted? Whose rejected? Why?
Several thoughts on this:
- Older commentaries—blood offering vs. grain offering; believe that God must have given instructions at some point. So it is a question of obedience. Preview of coming sacrificial system which pointed to the eventual sacrifice of Jesus.
- Abel offered the best of the best while Cain just offered what he had. Has to do with putting God first vs going through the motions.
- Hebrews 11:4 makes the central issue very clear when it declares, “By faith Abel offered God a better sacrifice than Cain did. By faith he was commended as a righteous man, when God spoke well of his offerings. And by faith he still speaks, even though he is dead.” Whatever we may say about the two offerings, the real difference was in the heart. Abel had faith; Cain did not. Abel believed God and offered the best that he had; Cain lacked faith and apparently just went through the motions. Note that Genesis 4:4 says that God looked with favor on Abel and his offering. The order is crucial: first the man, then the offering. Ditto for Cain. Man looks on the outward and makes his judgments that way. God always looks to the heart first and foremost. When he looked at Abel’s heart, he found faith there, and it was faith that he rewarded. Cain’s absence of faith guaranteed that his offering would be rejected. Sacrifice is acceptable to God only if it is offered in an acceptable spirit. Where there is no faith, even the finest offering cannot make up the difference.
4. What was God’s response to the offerings of each man?
5. How did Cain react to God’s response?
6. How did God specifically respond to Cain?
7. After the Fall, what is the progression of sin that takes place in this story?
Offering given to God not accepted; Cain is angry; Cain sulks/face was downcast; God offers guidance and warning; Cain blames his brother; Cain kills his brother; Cain lies to God. Cain denies responsibility and then questions that it should matter!
Cain turns from what it means to be human and look out for family.
8. Why would Cain react and attack Abel? Notice how quickly the heart turns from worship to murder!!!
9. What is Cain’s punishment?
- God sentences him to restless wandering v. 10-12,
- ground will no longer yield crops for him,
- fear and uncertainty v. 13-14; notice the selfish focus; hurting people are selfish/sinning people are selfish
- God promises protection in the midst of being punished (v. 15)
- Cain lives separated from God. v. 16
**Genesis 4:17-26**
“Without God, the more power we have the sooner we destroy ourselves; without God, the richer we are the sooner we rot.” W. L. Watkinson
A. Construction 17-18
“Cain lay with his wife, and she became pregnant and gave birth to Enoch. Cain was then building a city, and he named it after his son Enoch. To Enoch was born Irad, and Irad was the father of Mehujael, and Mehujael was the father of Methushael, and Methushael was the father of Lamech” (Genesis 4:17-18).
B. Corruption 19
“Lamech married two women, one named Adah and the other Zillah” (Genesis 4:19).
C. Culture 20-22
“Adah gave birth to Jabal; he was the father of those who live in tents and raise livestock. His brother’s name was Jubal; he was the father of all who play the harp and flute. Zillah also had a son, Tubal-Cain, who forged all kinds of tools out of bronze and iron. Tubal-Cain’s sister was Naamah” (Genesis 4:20-22).
D. Crime 23-24
“Lamech said to his wives, ‘Adah and Zillah, listen to me; wives of Lamech, hear my words. I have killed a man for wounding me, a young man for injuring me. If Cain is avenged seven times, then Lamech seventy-seven times’” (Genesis 4:23-24).
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Uncontrolled cell division is called cancer. Understanding how cells reproduce is an essential component of understanding cancer.
**Cancer**: a broad group of diseases that result in uncontrolled cell division.
Cancer results from a change occurs in the cell, affecting the DNA that controls the cell cycle, thus preventing the cells from staying in interphase for the normal length of time. Hence, the cell and all its daughter cells continue to undergo cell division uncontrollably.
When a cell’s DNA is changed, it is known as a **mutation**. (A change in the usual order of a gene’s A, C, T and G building blocks is called a mutation.)
**Apoptosis** is the normal death of a cell that is no longer useful or is not functioning normally. Death of cells allows space for new healthy cells to grow.
A **cancer cell** is a cell with abnormal genetic material that divides uncontrollably and can spread to other body parts.
Cancer cells are irregular in shape with less cytoplasm than normal cells. They have thicker chromosomes, less cytoplasm, and do not fit together as well as normal cells.
Many cancer cells have been found to make an enzyme called ‘telomerase’, which signals they do not have to stop dividing. Thus, they keep reproducing, even if their DNA has been mutated.
Normal cells usually live for ~ 50 – 60 cell divisions, cancer cells can seem to be “immortal” because they do not stop dividing. A normal cell will undergo apoptosis if it is damaged genetically, whereas a cancer cell will continue to divide. Normal cells stick together to form masses of cells as appropriate, however cancer cells do not stick to other cells, they behave independently.
**Cell Growth Rates and Cancer**
A cancer cell continues to divide despite messages from the nucleus or surrounding cells to stop growing and undergoing cell division. This uncontrolled growth and cell division results in creating a rapidly growing mass of cells that form a lump or tumour. Tumours reduce the effectiveness of other body tissues.
**Tumour**: a mass of cells that continue to grow and divide without any obvious function in the body; i.e. an abnormal clump or group of cells.
Example: a lung tumour takes up space in the lung that should be filled with normal cells performing normal lung functions. Also abnormal cells use up nutrients that are required by normal cells.
If the cells of the lump, i.e. the tumour have no effect on the surrounding tissues, then this is called a **benign tumour**.
**Benign tumour**: a tumour that does not affect surrounding tissues.
However, if this mass of cells interferes with the functioning of the surrounding cells, such as in the production of enzymes and hormones, then this tumour is known as a **malignant tumour**, it is a cancerous tumour.
Sometimes, the mass of cancer cells breaks away from the original, i.e. the primary tumour and moves to a different part of the body — continuing to grow and divide uncontrollably creating a new secondary tumour. This process of cancer cells breaking away from the primary tumour and establishing another secondary tumour is known as **metastasis**.
**Causes of Cancer**
1. A random change in the DNA, i.e. mutation
2. Carcinogens: environmental factors, e.g. X-rays, UV rays from tanning beds and sunlight, tobacco smoke, asbestos
3. Viral infections, e.g. human papilloma virus (HPV), hepatitis B
4. Certain chemicals in plastics, many organic solvents
5. Some cancer causing mutations are genetic, i.e. hereditary, i.e. the DNA passed from one generation to the next may contain information that leads to disease, (e.g. breast cancers and colon cancers)
**Carcinogen**: any environmental factor that causes cancer.
**Mutagens**: are chemicals or other forces that cause mutations in the DNA.
Carcinogens are often linked to a higher rate of cancer in humans. They are useful in predicting higher probabilities of incidence of cancer, but carcinogens have different effects on different people.
Cancer is a complex disease, and its causes are varied, and how and what causes mutations are unknown.
**Cancer Screening**
**Cancer screening** means checking for cancer even if there are no symptoms.
Many early stages of cancers have no noticeable symptoms. However, many screening tests are available to diagnose cancer early and improve treatment success rates.
**Methods of screening**:
Medical check-up, specialist appointments, self-examination, for women a regular Pap test, blood test called the PSA: screen for prostate cancer for men, blood test for colon cancer, skin test by doctor or dermatologist to look at moles, new growth and sores (ABCD of moles: asymmetry, border, colour, and diameter).
**Reducing Your Cancer Risk**
The risk of cancer can be reduced by making lifestyle decisions to reduce the intake of carcinogens, eating healthy foods, and performing regular self-screenings to detect cancer in its early stages.
**Diagnosing Cancer**
Various imaging technologies can be used to identify abnormalities and diagnose cancer.
**Imaging techniques**: Endoscopy, X-ray, Ultrasound, CT scanning (or CAT scan), MRI
**Summary of different imaging technologies**:
| Technology | What it does | Used for viewing (for example) |
|------------|--------------|-------------------------------|
| X-ray | forms image of body tissues | breast |
| ultrasound | sound waves form visual image | heart, liver, soft tissue |
| endoscopy | fibre-optic cable enters body | digestive system |
| CT scan | multiple X-rays from different angles gives 3-D images | liver |
| MRI | magnetic 3-D image, higher resolution than CT | brain |
Examining Cells
If any of the medical tests or images show abnormalities, the next step is to examine a sample of the suspected cancer cells under a microscope.
This can be done by a blood test, (e.g. for leukemia), or removing a sample of the tumour cells surgically and examining under a microscope, known as “taking a biopsy”.
Treatment for Cancer
The main purpose of cancer treatment is to slow down the growth of the tumours or to destroy as many cancer cells as possible.
There are three main methods of treating cancer:
1. Surgery: involves cutting out the cancerous tissue. Surgery works well incases where the cancerous tissue is well defined. When the cancerous tissue is diffuse, it is not possible to remove it without harming the patient.
2. Chemotherapy: employs drugs to kill cancer cells or stop them from growing, and reduces the size of the tumour.
3. Radiation therapy: uses high energy radiation to kill cells and reduces the size of the tumour; and leave surrounding healthy tissue intact.
Chemotherapy and radiation can both eliminate more diffuse cancers. However both of these methods can cause damage to healthy tissue.
All three of these methods can fail to remove all cancerous tissue.
The new method in fighting cancer is biophotonics: the technology of using beams of light energy to diagnose, monitor, and treat living cells and organisms, it has fewer side effects than conventional radiation treatment, as it can more accurately target the cancerous tissue.
Comparison of Healthy cells with Cancer Cell
| | Rate of cell division | Level of specialization | Length of mitosis | Appearance of cell | Ability to move |
|------------------|-----------------------|-------------------------|-------------------|--------------------|-----------------|
| Healthy cells | low | high | long cycle | regular | do not usually migrate |
| Cancer cells | high | none | short cycle | irregular, odd shaped | able to migrate |
Assignment: Cell Division Going Wrong: Cancer
1. Give two examples in your body where you would find cells that live for a short time. Explain why.
2. Describe three conditions during the cell cycle that determine whether the cycle will be allowed to continue.
3. Some treatments for cancer involve the use of drugs that specifically attack cells that are actively dividing. Why is this treatment effective for fighting cancerous cells?
4. A drug used in chemotherapy results in chromosomes to move incorrectly during mitosis. As a result, the daughter cells have either too much or too little genetic information. Explain why this drug causes the cancer cells to die.
5. Sunscreens protect your skin by blocking types of ultraviolet radiation. Explain why the population is encouraged to use sunscreens.
6. Three samples of cells from three different patients were unlabelled. One sample was from an 80-year-old man, one was from a 10-year-old boy, and one was from a person with skin cancer. Explain how you could determine which sample belonged to which patient.
7. Complete the following statements:
a. The only way to confirm cancer is by ________________________________.
b. Taking a _______________ is a technique in which part of a tumour is removed surgically to look at under a microscope.
c. Cancer is a group of diseases that result from _____________________________.
d. Some cancer cells are able to move to new areas of the body in a process called ____________.
e. ____________ and ______________ minimize the risk of cancer.
f. The process in which cancer cells break away from the original (primary) tumour and move to a different part of the body is called ________________.
g. Tumours that are found to be cancerous are called ________________.
h. Random changes in the DNA that may lead to cancer cells are called ________________.
i. ______________ uses beams of light to detect and treat cancer and has fewer side effects than conventional radiation treatment, as it can more accurately target the cancerous tissue.
8. Explain why an X-ray may represent an increased danger to a fetus.
9. Explain why being unusually tired is one of the symptoms that someone with cancer might have.
10. Predisposition to cancer can be passed on genetically. Why do you suppose this is true?
11. How would the cell cycle of a cancer cycle be different from that of a normal cell?
12. What are some features of cancer cells that make them dangerous?
13. Why are skin cells so susceptible to cancer?
14. Some antibiotics interfere with a bacterial cell’s ability to copy DNA.
a. How would this type of antibiotic be able to stop a bacterial infection?
b. These antibiotics do not have any effect on the DNA replication of human cells. Why is this important?
15. Explain the connection between mitosis and cancer.
16. Explain why cancer is rare even though mutations happen constantly in cells.
17. Draw and label a diagram of the cell cycle of a cancerous cell.
18. Compare and contrast the terms mutation and mutagen.
19. Why is radiation considered to be a mutagen and carcinogenic?
20. Explain why biophotonics is a preferred technique for cancer treatment. | <urn:uuid:0acf951e-805c-4fa3-833e-5c9e17622723> | CC-MAIN-2019-09 | http://www.savitapall.com/tissues_organs/notes/Cell%20Division-Cancer.pdf | 2019-02-15T18:55:27Z | crawl-data/CC-MAIN-2019-09/segments/1550247479101.30/warc/CC-MAIN-20190215183319-20190215205319-00344.warc.gz | 421,295,633 | 2,271 | eng_Latn | eng_Latn | 0.998473 | eng_Latn | 0.999173 | [
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Read Free Freak The Mighty Chapter Quiz
1. What is the name of the main character in the book?
- Freak
2. Who is the best friend of the main character?
- Max
3. What is the main conflict in the story?
- The struggle between the main character and his disability.
4. How does the main character overcome his challenges?
- With the help of his best friend, Max.
5. What is the theme of the book?
- Friendship and overcoming adversity.
6. Which chapter is the most challenging for the main character?
- Chapter 8, where he faces a difficult decision.
7. What is the significance of the title "Freak The Mighty"?
- It represents the main character's journey from being seen as a freak to becoming a mighty person.
8. How does the main character change throughout the story?
- He becomes more confident and independent.
9. What is the message of the book?
- The importance of friendship and perseverance in overcoming challenges.
10. What is the author's style of writing?
- The author uses a mix of dialogue and descriptive language to create an engaging narrative. | <urn:uuid:cf5c0286-664a-4ba6-80c4-a145e8c4dfc1> | CC-MAIN-2021-04 | http://bradabrahams.co.uk/freak_the_mighty_chapter_quiz.pdf | 2021-01-23T01:34:50+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531702.36/warc/CC-MAIN-20210123001629-20210123031629-00748.warc.gz | 16,820,895 | 261 | eng_Latn | eng_Latn | 0.999394 | eng_Latn | 0.999394 | [
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11th January
David is $x$ years old
Martin is 3 years older than David
The sum of their ages is 37
Write an equation based on this information
\[2x + 3 = 37\]
Solve the equation
\[2x = 34\]
\[x = 17\]
Work out the gradient of line L
\[\frac{2}{1} = 2\]
Calculate the shaded area
\[20 \times 11 = 220 \text{ cm}^2\]
\[\pi \times 4^2 = 50.265...\]
\[220 - 50.265... = 169.7345 \text{ cm}^2\]
Solve the simultaneous equations
\[5x - 2y = 4 \quad (1)\]
\[3x - 6y = 6\]
Answer
\[x = 0.5 \quad \& \quad y = -0.75\]
State the condition why these triangles are congruent.
SAS
Side - angle - side | <urn:uuid:37a8deee-115f-46e3-a735-bc37e48b9b82> | CC-MAIN-2021-04 | https://corbettmaths.com/wp-content/uploads/2016/10/jan-11-foundation-plus-answers.pdf | 2021-01-23T02:31:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703531702.36/warc/CC-MAIN-20210123001629-20210123031629-00746.warc.gz | 292,159,563 | 228 | eng_Latn | eng_Latn | 0.582045 | eng_Latn | 0.582045 | [
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Alabama Contemporary Art Center has partnered with Strickland Youth Center for the third year to bring art education to court-involved youth through Strickland Youth Center’s Summer Art Program – now on its ninth year. This year, Amanda Solley (AS), local artist and Curator of Education at Alabama Contemporary Art Center, worked with Judge Edmond Naman and Strickland staff to develop a project that would benefit both the young adults involved and the public. The focus for this year’s project was “community and collaboration through art”, which was explored through the creation of two murals and an interactive chalkboard for the public to express their favorite aspects of their city.
The Downtown community has been increasingly active in Alabama Contemporary’s green space on Dauphin Street over the past few months with the expansion of community gardens and small mural panels, and the contemporary arts organization has had hopes to include an installation similar to the popular “Before I Die” installation of 2012. After a series of meetings between the two organizations, it was decided that something celebrating the city of Mobile would be a positive addition to the park, so they worked with the kids to develop the idea further. What emerged was a semi-permanent installation featuring a chalkboard that reads “I Love My City Because _____”, and two murals (one on either side) that illustrate community, collaboration, and the arts.
The program, held at Strickland from July 25 - August 6 on weekdays from 1:30-4:30, was a reward for the participants, not a punishment or extra detention. Each day of the camp was planned to ensure the installation would be completed, but allowed time for changes to the project in the spirit of collaboration. As an icebreaker, the students were divided into two smaller groups and were encouraged to select imagery from books and magazines that reflect aspects of themselves that they were proud of. Each student selected around three images, and was then encouraged to create a unique image inspired by what they chose. For example, one young lady was inspired by the patterns of a map in an old magazine. After discussing how this would be integrated into a mural, she decided she would like to paint a map of the United States. Another student was inspired by flower doodles in a grown up “anti-stress” coloring book; the simple doodle he first saw was the catalyst for the three-dimensional flowers that act as the focal point of his group’s mural.
Amanda Solley: “When the students met in their groups, they were instructed to work as a team to ensure everyone’s image was represented in the painting. This led to many of the participants changing or modifying their ideas in order to deliver a more cohesive work of art. Witnessing this was the most rewarding aspect of the program, as the primary goal of the project was not only to teach them about art, but to show them the value of collaboration and community, and how ideas can evolve for the better when shared with others. It was also very impressive to see the kids organically settle into roles within their groups. For instance, one young man was nicknamed ‘The Foreman’ by his group due to his delegation skills. Another student displayed a talent for identifying and matching colors and became the official ‘paint-mixer’ of the group.”
Over the course of the two-week program, the students learned technical aspects of painting such as idea development through sketches and drawings, the color wheel/color mixing, the value scale, and proper usage of painting tools. Other, more abstract lessons were also explored such as self-expression, and respect for others, ourselves, and our environments. The participants of the program are all in their teens, so the value of creativity in future professions was touched upon as well, which ignited discussions about the group’s future aspirations.
As an art educator, I hear the phrase, ‘I can’t draw,’ ‘This stinks/doesn’t look right’, and the dreaded, ‘I quit’, time and time again. Witnessing the sense of pride from these young adults after they pushed past the self-doubt that plagues even the most prolific artists was remarkable and inspiring. The arts are finally being studied and turned to as a means of reducing recidivism through increased self-expression and confidence; I cannot yet speak to the former, but the increased confidence of the students was evident, and I believe many, if not all, of them now see the value of the humanities as a result.”
Come show your support for all who have participated in the Art Program and Video Program during Art Walk, Friday, September 8, 2017. From 6PM until 9 PM. The program will be featured in the Mobile Arts Council Building at 318 Dauphin Street, on Cathedral Square next to the Police Precinct.
All are encouraged to support these children and the future impact they will have on the arts in Mobile. | <urn:uuid:41f6046e-3ecb-47dd-9c17-79526614790f> | CC-MAIN-2017-39 | http://stricklandyouthcenter.org/index2.php?option=com_content&do_pdf=1&id=206 | 2017-09-23T01:54:35Z | crawl-data/CC-MAIN-2017-39/segments/1505818689413.52/warc/CC-MAIN-20170923014525-20170923034525-00655.warc.gz | 332,494,234 | 991 | eng_Latn | eng_Latn | 0.99864 | eng_Latn | 0.998653 | [
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From colonial times to about 1920, the major increases in farm production were attributable to the expanding acreage that was being used for agriculture. New farms were created on the frontier of settlement and virgin forests and grassland were cleared and plowed for crops. Later, farmers began to apply manures, rotate crops, put on lime, and carry out other practices in order to maintain production on established farms on which the inherent fertility of the virgin soils had been depleted. Yet the application of these practices was subordinate to the expansion of the total cropland acreage in bringing about increases in production on American farms.
About 1920, or following World War I, a remarkable shift in farming began to take place. The total cropland acreage was to become stabilized at acreages ranging from 480 million acres to about 460 million acres during the next 40 years. Yet during these 40 years the population of the United States increased from 106 million to 181 million people, who now enjoy a level of living superior to that available in 1920. How has agricultural production been increased during the past 40 years so that an additional 75 million persons could be fed better on about the same acreage of cropland? No major changes in farm imports have occurred during this period, except for increased per capita consumption of some foreign agricultural commodities such as coffee and bananas, which are not produced in the 48 original States.
The mechanization taking place on farms has played a significant role in expanding the farm output available for human consumption. About a fourth of the expanded output for human use was a result of the substitution of the tractor for horses and mules on the farms of this country. The other three-fourths of this increase was brought about by a remarkable increase in the per-acre productivity of the land used and also by the increased productivity of the livestock. The development of new techniques and materials through agricultural research and the application of this technology in the farming operation have been highly significant in accounting for this major change.
The yields per harvested acre of some of the principal crops indicate how striking this increase in productivity of the cropland has been. In the table below, yields of corn, wheat, cotton lint, and hay crops are shown for the 1920's and for the 1950's along with the percentage increases in those yields:
| Item | Yield per harvested acre |
|---------------|--------------------------|
| | 1920 | 1950 | Change (percent) |
| Corn | bushels | 27 | 43 | 58 |
| Wheat | bushels | 14 | 20 | 43 |
| Cotton (lint) | pounds | 162 | 362 | 124 |
| Hay | tons | 1.22 | 1.51 | 24 |
The increases in livestock production per breeding unit have also been very striking. This production per breeding unit increased by more than 50 percent between the decades of the 1920's and the 1950's. Milk production per cow increased by nearly 1,400 pounds, which amounts to an increase of one-third over the average for the 1920's. The average laying chicken produced 6 dozen more eggs in the 1950's than were produced per layer in the 1920's.
Striking increases in production also occurred for other crops and other types of livestock, as well as those cited briefly above.
The maps and graphs that follow depict the distribution of the major crop and livestock components of American agriculture and some of the changes that have taken place in recent years. Particularly in the captions that accompany the maps, attention has been given to a brief description of major changes in the distribution of the production of crops and livestock as well as to major changes in the total acreage of crops or number of livestock units which have occurred. | <urn:uuid:96d66fe1-382e-4d89-9c58-f39112e824cc> | CC-MAIN-2024-30 | https://agcensus.library.cornell.edu/wp-content/uploads/1959-A_Graphic_Summary_of_Land_Utilization-CHARTS_AND_MAPS-971-Table-53.pdf | 2024-07-22T23:17:49+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517927.60/warc/CC-MAIN-20240722220957-20240723010957-00442.warc.gz | 75,435,202 | 796 | eng_Latn | eng_Latn | 0.998774 | eng_Latn | 0.998774 | [
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How to Help Your Child Stop Hitting and Pushing
Like many parents and caregivers, you may have found yourself in a situation where, despite your best efforts, your child continues to hit and push you or other children. To begin to address this behavior, it is important to understand that your child has his own opinions and probably wants to do more things for himself, yet he may not have the language skills or impulse control to make those things happen. This experience can be frustrating for him and his first reaction might be to hit or push. Young children often express difficult emotions such as frustration, anger or embarrassment by acting out physically. Many children do not know a different way to handle difficult emotions. Parents often feel embarrassed by this behavior and frustrated when it continues. When parents spank, laugh or ignore the hitting and pushing, they are telling their child that it is acceptable to hit and push. New behaviors that the child can use instead of hitting need to be taught and modeled by parents and caregivers. With patience and time, you can teach your child appropriate ways to handle disappointment and frustration that will allow him to feel confident and successful when playing with friends and siblings.
Try This at Home
- Read the book *Hands Are Not for Hitting* by Martine Agassi. This story helps children understand why they feel like hitting and teaches things they can do instead. Go to [http://csfel.vanderbilt.edu/booknooh/hands/hands_new.pdf](http://csfel.vanderbilt.edu/booknooh/hands/hands_new.pdf) where you will find many ideas you can use when reading this story with your child to help her understand how to use her hands in an appropriate way.
- Teach your child about her emotions. Notice and label a variety of feelings. “I see that you are getting angry. Your hands are in fists and your face is scrunched up! You can tell me that you are mad, but you can’t hit me.” To learn more about teaching emotions, go to challengingbehavior.org and read the Backpack Connection series handout titled *How to Help Your Child Understand and Label Emotions*.
- Trace your child’s hands on a piece of paper and place them on the wall. Teach her to push on the paper on the wall when she is frustrated or disappointed. With enthusiasm, tell her, “You are getting out the frustration in your body! What a great way to deal with your feelings!”
- Tell your child what she can do! You can say to her, “When you are frustrated, you can scream into a pillow, push on the wall or say ‘help please.’”
Practice at School
Children learn safe and healthy ways to express their emotions at school through stories, puppets or role playing. Teachers also post class rules showing children that we keep our friends, selves and toys safe. If a child hits or pushes another child at school, teachers first give attention to the child who is injured and have the other child help her feel better. This could include getting an ice pack, offering her a hug or bringing her a stuffed animal to hold. Once the injured child has been helped and everyone is calm, teachers talk to the child who hit. Together, they talk about how he was feeling and think of a different way he could have handled the situation.
The Bottom Line
Aggressive behavior, like hitting or pushing, happens when a child does not know how to handle strong emotions. While parents must tell their child that hitting and pushing are not ok, it is also important for parents to teach a new behavior that he can use instead when he feels angry, frustrated or embarrassed. Parents can help children learn new, positive ways to solve problems or express feelings before aggressive behavior is likely to occur. With practice and encouragement, children can feel confident managing their body and emotions. | <urn:uuid:571c1aa6-52f6-4907-8398-77b9d94d984f> | CC-MAIN-2017-47 | https://cainclusion.org/teachingpyramid/materials/family/bkpk_hitting.pdf | 2017-11-17T19:19:02Z | crawl-data/CC-MAIN-2017-47/segments/1510934803906.12/warc/CC-MAIN-20171117185611-20171117205611-00123.warc.gz | 574,607,404 | 773 | eng_Latn | eng_Latn | 0.997597 | eng_Latn | 0.997597 | [
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PUBLIC AWARENESS AND URBAN FORESTRY IN OHIO
by Ralph C. Sievert, Jr.
Why does a city with an active tree program lack the funds needed to do an ideal job of managing public trees? Often the answer is that residents are unaware of where tax dollars are going. When this happens, even the most effective municipal tree program may find itself short-changed during budget appropriation time. However, with the most Tree City USA's in the nation for five consecutive years, Ohio's urban residents have proven that this need not be the case.
The reason behind the success of urban forestry in Ohio is a commitment to public awareness. In the past a shade tree commission or municipal forest manager would concentrate solely on the planting, maintenance and removal of public trees. Now it is recognized that a portion of their time must be directed towards public awareness. The reason for this added responsibility is that the public is more likely to support those municipal services that are considered desirable.
This does not mean that a municipality should allow planting, maintenance and removal to suffer for the sake of public awareness. In fact, each of these tasks provides a sound foundation on which to base public relations techniques. They all work together to form a positive image of a community tree program.
The uniting component of public awareness is media coverage. Newspaper, radio and television exposure all serve to maximize the results of positive action. When used in combination with individual and group meetings, it is possible to target virtually all benefiting taxpayers.
While public awareness techniques that are successful in one town may not be so elsewhere, they often lead to ones that are. By sharing ideas, municipalities are able to find comfortable ways to reach residents on this important topic. The following are some of the successful public awareness methods being used in Ohio today.
Planting new street trees is the most visible way of demonstrating the benefits of a tree program. Often a city will install new trees without informing the adjoining property owner. Since the early 1950's Wooster, Ohio has held neighborhood meetings to let property owners express their tree preferences within the parameters set by the shade tree commission. Residents gather at a neighbor's home to hear a presentation by the shade tree commission on choosing a suitable tree for their street. This not only involves participants in the decision making process but develops a sense of unity among neighbors regarding the trees planted.
It's a known fact that homeowners will care for trees more if they have an investment in them. Findlay, Ohio uses an adopt-a-tree program to encourage participation in its street tree planting program. The process begins with the homeowner filing an application at city hall. The tree commission purchases the tree and approves the planting site. In the spring homeowners can pick up their tree for planting but first pay a minimal administrative fee. The combinations of a financial and labor investment result in the participant providing extra care for the growing tree.
Community involvement also occurs in Wadsworth, Ohio. Citizens may request trees on their street by obtaining a petition from the service director. The residents then canvas their block for signatures. A majority of signatures on the petition assures that the area will be considered for planting by the shade tree commission. Because participating residents are assessed according to the frontage of their property, there is a financial commitment as well as a genuine desire for trees.
If such intensive public contacts are not possible, a simple letter can help. In Dover, Ohio, residents are informed that their street will be planted and are provided a description of the selected tree. After planting, another letter encourages watering and seeks support in the form of contributions or a letter to council.
Often cities find creative ways to encourage tree planting. In Hudson, Ohio, contributions may be made for a memorial tree to be planted on the village square. To celebrate their one hundredth anniversary, the Sugarcreek shade tree commission used boy scouts to plant a tree at the high
"A Christmas tree for a park" is one way that Delaware, Ohio obtains trees to plant. In exchange for a tax deductible donation, a potted evergreen is delivered for use as a Christmas tree. After the holidays, the city plants the trees in their parks for all to enjoy. Residents are pleased to know they have helped beautify their city in this manner.
A cooperative tree planting project has proven quite successful in Sugarcreek, Ohio. Using a local club called the Swiss Wheelers, trees that would have been planted by contract were installed by volunteers. This resulted in considerable savings and in effect, allowed the shade tree commission to plant more trees throughout the village.
It is not uncommon to find a civic or service organization that is willing to take on such a project when they recognize the benefits it will derive. The Kiwanis Club in Navarre, Ohio not only purchases seedlings each year for the village nursery but takes an active role in planting and caring for trees on the streets. Using these dedicated individuals saves the village money and fulfills the club's responsibility for civic service.
Public awareness can even be used to accomplish necessary maintenance. Many towns organize pruning parties to spruce up overgrown trees. In downtown Delaware, Ohio, merchants joined in to remove lower limbs that were interfering with pedestrian traffic.
Community services are an integral part of public awareness. Sandusky takes an additional step by preserving several overgrown American Holly trees, in a nursery, as a source of decorations during the holiday season. Sugarcreek's shade tree commission updates urban forestry information at the local library for any interested citizens.
The high cost of energy has made woodburning stoves popular in Ohio. To aid residents, some cities are providing firewood to interested citizens. Orrville and Cambridge, Ohio have allowed interested citizens to remove fallen park trees for a nominal fee. This service has proven very popular with homeowners and saves the city the cost of disposal.
Occasionally a municipal forestry program will do something totally unique to develop public support. In Sandusky, Ohio, floral displays are constructed on the square to commemorate community events and organizations. They not only stop traffic during the summer but provide an added benefit at the end of the growing season. Residents are allowed to take cuttings from the displays before they are dismantled. This provides direct contact with a city service.
Cincinnati, Ohio started its street tree program in 1978 and has had excellent results. This is partially due to the use of two promotion ideas developed by the city forester. "Mr. Tree" is a fictitious character that promotes city trees through a unique appeal to both children and adults. He has become popular at parades, festivals and at Arbor Day celebrations. "Mr. Tree" regularly adorns the forestry newsletter also. The second promotional device, "Tree of the Week" has been a regular part of the local newspaper. This has helped to make people aware of many native trees. Public awareness of this kind creates an interest in the city's street tree program.
As a pesticide substitute, Toledo, Ohio released ladybugs to combat specific tree pests. A quick thinking city forester expanded this appealing program into a cooperative effort with local schools. Children, dressed as ladybugs, took part in a city wide celebration to help select planting sites for the following year. The resulting success showed the city's sensitivity to controversial issues and its ability to deal effectively with them.
To demonstrate an ongoing street tree program, Westerville, Ohio utilized the bicentennial celebration by involving residents in a contest to choose a favored tree for the city. The winning species has since been promoted as an example of community commitment to their tree program. This is supplemented with slide shows and public speeches to any interested group in the city.
School children were involved in the development of Chardon, Ohio's street tree brochure. A logo contest was held to obtain a design for the brochure and shade tree commission stationery. Winners received prizes from local merchants and the media provided coverage of the event.
Tree planting can even become a matter of pride in one's ancestry. Heritage Park in Lakewood, Ohio has a tree planted for each nationality in the city. This provides a positive
awareness in the cultural differences which exist among neighbors.
With the continual turnover in the population of a city, it's not surprising that many residents are unaware of the laws which cover trees. By consolidating tree policies into a brochure, residents can be kept informed of these rules. Salem, Ohio created their brochure by seeking contributions from local nurseries and garden centers so as to save tax dollars. By adding a list of trees by street to their brochure, Wadsworth, Ohio created a self-guided tour of city trees.
Probably the best rallying point for a municipal forestry program is Arbor Day. Every spring, Ohio cities and villages use a variety of methods to capitalize on this annual event.
The most successful Arbor Day programs involve school children. In 1956, the Wooster shade tree commission, in cooperation with service groups, began distributing potted dogwood trees to all first graders. Since then, over 12,000 have been planted throughout the city. It is not uncommon for a youngster to plant a new tree next to one that their parent received years ago. The program has since been expanded to include fifth graders too. School officials enjoy the favorable image provided by such programs but most importantly the public views trees as positive and beneficial.
The distribution of seedlings for Arbor Day can be successfully done on a large scale. Operating on a grant from the Cleveland Electric Illuminating Company, the City of Cleveland's Division of Urban Forestry and the Cleveland City Schools distributed 5,500 trees to the city's fourth graders in 1986. It is anticipated that vandalism will decrease over time because students will better understand the value of trees.
In order to recognize those who have made significant contributions to the beauty of Salem, Ohio, through tree planting, the Salem shade tree commission presents an annual Arbor Day award. During a ceremony at city hall, a personalized certificate is presented to a worthy recipient. With proper radio and newspaper coverage, such recognition serves to perpetuate an appreciation of trees.
A variety of events are used to celebrate Arbor Day in Dover, Ohio. Local merchants display Arbor Day messages on their signs during April. A display at the local supermarket helps to demonstrate the accomplishments of the program. New parents can receive a seedling to commemorate the birth of a child. A free tree drawing is held at all home football games.
Lisbon, Ohio holds an annual essay and poster contest as part of its Arbor Day celebration. The Shade Tree Commission organizes the event with school officials and merchants fund the prizes. Children receive either a potted seedling or a Tree City USA t-shirt, depending on their level of achievement.
When used in conjunction with an Arbor Day program, the Tree City USA award can be the crowning jewel on a municipal forestry public awareness program. This award, sponsored by the National Arbor Day Foundation, recognizes those municipalities that have reached a predetermined level of competency. Official recognition materials and a meaningful ceremony are ready made for media coverage. It is quite typical for such cities to proudly fly the Tree City USA flag above city hall.
Nine Ohio communities were so recognized in 1980. This figure grew to 86 in just six short years. Earning this award gives residents a source of pride and provides shade tree officials with a defense of their programs.
There are many other public awareness ideas just waiting to be used. For example, a fun run would be an excellent way of turning the jogging craze into a tree planting event. A calendar, displaying street tree scenes, could be sold as a money making project. Renting a sugar maple could develop interest in syrup production while supplying added income.
With the economic constraints facing cities today, urban forestry officials must seek to guarantee a financial commitment from their municipality if they expect to maintain a beneficial tree program. In Ohio and elsewhere, public awareness has proven to be a valuable tool in the justification of tree activities because it develops an interest group which helps to lobby for support.
The possibilities for creating public awareness in any town are virtually endless. Although political environments do vary, none is such as to totally exclude some opportunities. The secret to success will only be realized following a commitment by the shade tree commission and/or municipal forest manager. Those that recognize this potential are destined to cash in on the benefits which only increased public awareness can provide.
4394 W. 168th Street
Cleveland, Ohio 44135
Abstracts
ANONYMOUS. 1987. A case study of the gypsy moth. Arbor Age 7(3): 12-13, 16, 18-20, 42-45.
The gypsy moth is a major defoliator of oak trees, birch trees, aspens, willows and others. Primarily it preys on the northeastern United States, but seemingly no area is safe. Early this year they were doing aerial spraying against the moth as far west as the Los Angeles suburb of Encino, CA. A scourge of forests primeval and urban, this deadly little tree pest doesn't always hit town on the wing. It's not too proud to hitch-hike. Some states have set up border inspections to reduce the migration of the gypsy moth by egg masses attached to trucks and campers. Gypsy moths kill trees by defoliating them—but not always. Sometimes recurrent attacks by the gypsies over a period of years, combined with a series of unfortunate circumstances, will result in dead, leafless trees. At other times, given fewer attacks and/or more favorable conditions, the trees will make a comeback. Whether a tree ends up as a cut-off stump or remains a functional, living plant after defoliation depends on how badly it was affected by losing its leaves. This in turn depends on several factors: how much foliage was eaten, whether the tree refoliated, how many years in succession the tree was defoliated, when during the year refoliation occurred, what the weather conditions were after defoliation, if disease organisms and other insects attacked the tree, how healthy or vigorous the tree was before defoliation.
SHIGO, ALEX L. 1987. Trees and people must communicate--or else! Arbor Age 7(3): 12-14, 16, 18, 20-21.
Making better medicine and more efficient tools is not going to be the complete answer to our problems in arboriculture. We must learn more about the entire system we're working with. We must learn more about trees. For this to happen, communication is necessary—communication from the trees to us, and from us to others. I define communication as transmission of information. This means that information goes from one source to another. And it is understood and accepted, and some action that supports survival takes place. What is information? It is news, intelligence, facts and ideas that are acquired and passed on as knowledge. Information is a message. And a message is the orderly arrangement of items or things. Not only must the arborist learn more about trees, he or she must also inform the public about trees. The right messages must be sent. We have a responsibility that goes far beyond mere public relations. We cannot go out and buy an image. We must acquire it. We have to work for it and earn it. | <urn:uuid:b81b86d6-9885-4dd3-816e-f20224001387> | CC-MAIN-2021-49 | https://joa.isa-arbor.com/request.asp?JournalID=1&ArticleID=2198&Type=2 | 2021-12-06T19:43:27+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363312.79/warc/CC-MAIN-20211206194128-20211206224128-00523.warc.gz | 406,151,179 | 3,109 | eng_Latn | eng_Latn | 0.998993 | eng_Latn | 0.999049 | [
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Instructions:
1. The question paper has five parts namely A, B, C, D and E. Answer all the parts.
2. Use the graph sheet for the question on linear inequalities in Part-D.
PART-A
I Answer ALL the questions: \[10 \times 1 = 10\]
1. If \(A = \{1, 2\}, B = \{3, 4\}\) and \(C = \{5, 6\}\) find \((A-B) \times C\).
2. Find the range of the function \(f(x) = \sqrt{9 - x^2}\), where \(x \in \mathbb{R}\).
3. Express \(\frac{5\pi}{3}\) in degree measure.
4. Find the modules of \(\frac{1+i}{1-i}\).
5. Solve \(7x + 3 < 5x + 9\), \(x \in \mathbb{N}\).
6. Find ‘n’ if \(_nC_7 = _nC_6\).
7. Find the 10\(^{th}\) term of 5, 25, 125, ....
8. Write the negation of “Every natural number is greater than zero.”
9. Name the plane in which the point \((-3, 0, 4)\) lies.
10. Two series A and B with equal means have standard 9 and 10 respectively. Which series is more consistent?
PART-B
II Answer any TEN questions: \[10 \times 2 = 20\]
11. If \(U = \{1, 2, 3, 4, 5, 6, 7, 8, 9\}, A = \{2, 4, 6, 8\}\) and \(B = \{2, 3, 5, 7\}\). Verify that \((A \cup B)^c = A^c \cap B^c\).
12. Let \(A = \{1, 2, 3, \ldots, 14\}\). Define a relation \(R\) from \(A\) to \(A\), by \(R = \{(x, y) : 3x - y = 0\}\), where \(x, y \in A\). Write down its domain and range.
13. Let \(A = \{1, 2\}\) and \(B = \{3, 4\}\). Write \(A \times B\). How many subsets will \(A \times B\) have?
14. Find the value of \(\cos 15^\circ\).
15. Find the general solution of \(\sin 2x + \cos x = 0\).
16. Express \(\left(\frac{1}{3} + 3i\right)^3\) in the form \(a + ib\).
17. Find the point on the \(x\)-axis, which is equidistant from the points \((7, 6)\) and \((3, 4)\).
18. Find the equation of ellipse, whose ends of major axis \((\pm 3, 0)\) ends of minor axis \((0, \pm 2)\).
19. Show that the points \((-4, 6, 10), (2, 6, 6)\) and \((14, 0, -2)\) are collinear.
20 Evaluate \[ \lim_{x \to 1} \left( \frac{x^{15} - 1}{x^{10} - 1} \right). \]
21 Write contrapositive and converse of the statement “If a number \( n \) is even than \( n^2 \) is even.”
22 Find the sum to \( n \) terms of the A.P., whose \( k^{th} \) term is \( 5k + 1 \).
23 How many words, with or without meaning can be formed using all the letters of the word EQUATION, using each letter exactly once?
24 Given \( P(A) = \frac{3}{5} \), and \( P(B) = \frac{1}{5} \). Find the \( P(A \text{ or } B) \), if \( A \) and \( B \) are mutually exclusive events.
PART-C
III Answer any TEN questions: \[ 10 \times 3 = 30 \]
25 In a group of 65 people, 40 like cricket, 10 like both cricket and tennis. How many like tennis only and not cricket? How many like tennis?
26 Let \( f = \{(1,1), (2, 3), (0, -1), (-1, -3)\} \) be a function from \( \mathbb{Z} \) to \( \mathbb{Z} \) defined by \( f(x) = ax + b \), for some integers \( a, b \). Determine \( a \) and \( b \).
27 Prove that \( \sin 3x = 3\sin x - 4\sin^3 x \).
28 Convert the complex number \( \frac{-16}{1 + i\sqrt{3}} \) into polar form.
29 Determine \( n \) if, \( ^{2n}C_3 : ^nC_3 = 12 : 1 \).
30 Find the term independent of \( x \) in the expansion of \( \left( \frac{3}{2}x^2 - \frac{1}{3x} \right)^6 \).
31 Find the focus, directrix, and length of the latus rectum of the parabola \( x^2 = -16y \).
32 Evaluate \( \lim_{x \to \frac{\pi}{2}} \left( \frac{\tan 2x}{x - \frac{\pi}{2}} \right) \).
33 Find the derivative of \( \cos x \) w.r.t. \( x \) from the first principles.
34 The sum of first three terms of a GP is \( \frac{39}{10} \) and their product is 1. Find the common ratio and the terms.
35 Verify by the method of contradiction that: “\( \sqrt{2} \) is an irrational number.”
36 Find the angle between the lines \( y - \sqrt{3}x - 5 = 0 \) and \( \sqrt{3}y - x + 6 = 0 \).
37 In how many ways can the letters of the word PERMUTATIONS be arranged if the
(i) words start with P and end with S
(ii) vowels are all together.
(iii) there are always 4 letters between P and S?
38 Find the probability that when a hand of 7 cards is drawn from a well shuffled deck of 52 cards, it contains (i) all kings (ii) 3 kings (iii) at least 3 kings.
PART-D
IV Answer any SIX of the following: \[6 \times 5 = 30\]
39 Define greatest integer function. Draw its graph write its domain and range.
40 Prove that \( \cos^2 x + \cos^2 \left( x + \frac{\pi}{3} \right) + \cos^2 \left( x - \frac{\pi}{3} \right) = \frac{3}{2} \).
41 Using principle of mathematical induction that, \(1^2 + 2^2 + 3^2 + \ldots + n^2 = \frac{n(n+1)(2n+1)}{6}\).
42 Solve the system of inequalities graphically: \(3x + 2y \leq 150, \quad x + 4y \leq 80, \quad x \geq 0, \quad y \geq 0\)
43 For all reals \(a, b\) and positive integer \(n\), prove that, \((a+b)^n = ^nC_0 a^n + ^nC_1 a^{n-1}b + ^nC_2 a^{n-2}b^2 + \ldots + ^nC_n b^n\)
44 Derive an expression for the co-ordinates of a point that divides the line joining the points \(A(x_1, y_1, z_1)\) and \(B(x_2, y_2, z_2)\) internally in the ratio \(m:n\). Hence find the co-ordinates of the midpoint of \(AB\) whose \(A=(1, 2, 3)\) and \(B=(5, 6, 7)\).
45 Derive angle between two lines with slopes \(m_1\) and \(m_2\) and \(\theta\) is the angle between two lines is of the form \(\theta = \tan^{-1} \left| \frac{m_1 - m_2}{1 + m_1 m_2} \right|\).
46 For any positive integer \(n\), prove that \(\lim_{x \to a} \left( \frac{x^n - a^n}{x - a} \right) = na^{n-1}\).
47 A group consist of 4 girls and 7 boys. In how many ways can a team of 5 members be selected if the team has (i) no girl, (ii) at least one boy and one girl (iii) at least 3 girls?
48 Find the mean deviation about mean for the following data.
| Marks obtained | 10-20 | 20-30 | 30-40 | 40-50 | 50-60 | 60-70 | 70-80 |
|----------------|-------|-------|-------|-------|-------|-------|-------|
| Number of students | 2 | 3 | 8 | 14 | 8 | 3 | 2 |
PART-E
V Answer any ONE of the following \[1 \times 10 = 10\]
49 a) Prove geometrically that: \(\cos(x+y) = \cos x \cos y - \sin x \sin y\). Hence deduce that \(\cos \left( \frac{\pi}{2} + x \right) = -\sin x\).
b) Find the sum to \(n\) terms of the series: \(5 + 14 + 19 + 29 + 41 + \ldots\)
50 a) Define Hyperbola. Derive its equation in the form \(\frac{x^2}{a^2} - \frac{y^2}{b^2} = 1\).
b) Find the derivative of \(\frac{x^2 \cos \left( \frac{\pi}{4} \right)}{\sin x}\) w.r.t \(x\). | <urn:uuid:c0ffaa7a-4a00-4133-a5da-c26b771766a2> | CC-MAIN-2023-23 | https://www.jaincollege.ac.in/pdf/vvpuram-mockpapers-2020/science/I-PUC-mathematics-2020.pdf | 2023-06-01T10:34:06+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647639.37/warc/CC-MAIN-20230601074606-20230601104606-00501.warc.gz | 920,418,334 | 2,357 | eng_Latn | eng_Latn | 0.751284 | eng_Latn | 0.80354 | [
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At Herren, we want to help families grow, heal and thrive together. We encourage you to make “family dinner” a goal this week and beyond. Take this time to start (or continue!) the conversation about wellness, mental health and substance use.
Connecting With Your Kids is Key!
According to the Center on Addiction, children of all ages, especially teens, who sit down with their families three or more times per week are less likely to engage in risky behavior like using drugs and alcohol. They eat healthier, do better academically, have better relationships with their parents and peers and are less likely to be overweight. Genuine family connection can be a big part of wellness.
We know that life is busy and sometimes, three dinners a week just isn’t possible, so make the most of the time you do have. Even if it’s just one dinner a week.
Ask your kids how they are… how they really are. Listen and ask how you can best support them. Give advice when the moment is right and guide them to healthy coping skills to help them live well. Remind them you love them and are here for them. Sometimes, this simple reminder can go a long way.
Tips for Starting Family Dinners
It may not be easy at first to get everyone on board with a family dinner. Some might say they’re too busy, others might “not want to”. That’s alright! We all begin somewhere. If you can’t find time to make dinner happen, find 30 minutes a day to connect in other ways - go for a walk, talk on the way to school, even just chat with your kids about their day and if anything made them feel a certain way. The key is to start a conversation, no matter how big or small or when it is.
Have a family meeting to pick a day (or days) and time of the week that works for everyone.
Set a goal for how long you can sit down & work to increase the time every week.
Stick to your weekly schedule! Consistency is key and eventually, you’ll create a habit and they’ll feel more comfortable coming to you when they need support.
Plan and cook the meal together. Introduce a theme or a cuisine. Make it fun. Even have a family contest to see who can make the best dish for your meal!
- Italian night
- Asian night
- Mexican night
- Breakfast for dinner night
Invite guests to your family dinner from time to time.
Real Talk – Start the conversation on wellness, mental health and substance use.
- Ask how their day was
- Ask how they are feeling
- Check in about situations they are/were stressed about
- Ask about their friends and/or significant other
- Talk about healthy ways of handling stress
- Educate them on how substances make problems worse and how wellness can make a positive difference
- Share your personal experiences
- Keep it positive
- Be a good listener
No topic is off limits. Don’t be afraid to talk about uncomfortable things. Create a safe space for talking about anything. Value their opinions.
The Family Day Parent Toolkit provides tools for enriching and strengthening conversations with your children. We have developed a series of conversation starters you can use, organized by age. The conversation starters were designed to make it especially hard for your child to reply with one-word answers!
Try these out with your children. We invite you to share your successes, tips, challenges and even failures with us on our Family Day Facebook page.
**Easy Questions for Busy Families**
**Elementary School (Ages 8-10)**
**Favorites**
• Who is your best friend? Why is he/she your best friend?
• What is your favorite subject in school? Why?
• What is your favorite holiday? Why?
• Who is your favorite superhero? Why?
• Who is your favorite teacher? What does he/she do that makes you happy?
**Likes**
• What games do you like to play during recess? Do you like playing alone or with friends?
• If you could be a character from a fairy tale, who would you be?
• What’s the funniest joke you have ever heard?
• If you could have any pet, what animal would you pick?
• What do you like most about our family?
• What’s the luckiest thing that has ever happened to you?
**Future Aspirations**
• What do you want to be when you grow up? What about that makes it sound like fun?
**Middle School (Ages 10-12)**
**Favorites**
• Who is your favorite musical artist? Why?
• What is your favorite book? Why?
• What is your favorite thing to do with your friends?
• Who is your personal hero? Why do you admire them?
• Who are your favorite teachers? How do they inspire you?
**Open Ended Questions**
• How would you describe your perfect day?
• If you could change one thing in the world, what would it be?
• What do you like most about yourself?
• What qualities do you value most in a friend?
**Future Aspirations**
• What do you want to be when you grow up? What do you think it takes to become that? | <urn:uuid:8e523505-3ae6-47a2-983f-ce0669513e18> | CC-MAIN-2021-39 | https://herrenproject.org/wp-content/uploads/DinnerDiscussions_compressed.pdf | 2021-09-20T21:04:22+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057091.31/warc/CC-MAIN-20210920191528-20210920221528-00300.warc.gz | 350,686,223 | 1,059 | eng_Latn | eng_Latn | 0.997403 | eng_Latn | 0.997755 | [
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SAFETY FIRST
YOUR CELL PHONE
A DANGER WHILE DRIVING!
A 2005 study suggesting that when teenagers and young adults talk on cell phones, while driving, their reaction times are as those of elderly drivers. The AAA Foundation for Traffic Safety in the USA also recommends that you not use your cell phone while driving -but if you absolutely have to, the AAA suggests:
- Recognize that driving requires your full attention.
- Before you get into the car, become familiar with the phone's features.
- Use the phone only if it is absolutely necessary.
- Use the phone only when and where it is safe to do so.
- Ask passenger to place the call for you and to do the talking.
- Keep the call short.
- Tell the person at the other end that you are driving.
- Get off the phone as soon as possible, especially in traffic or bad weather.
- Do not combine a phone conversation with other distractions.
- Secure your phone so it does not become a projectile in a crash.
From Wellness Unit
051 506 1613 | <urn:uuid:aecdc52a-aae4-44d8-affb-2e0080775f70> | CC-MAIN-2023-50 | http://fsagric.fs.gov.za/docs/wellness/SAFETY%20FIRST.pdf | 2023-12-05T07:50:21+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100550.40/warc/CC-MAIN-20231205073336-20231205103336-00218.warc.gz | 17,556,132 | 218 | eng_Latn | eng_Latn | 0.999458 | eng_Latn | 0.999458 | [
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Otters
Otters are part of the Mustelid family which also includes ferrets, weasels, badgers, skunks and minks. There are 13 species of otter worldwide, and every continent of the world is home to at least one species of otter except Australia and Antarctica. Otters have been on earth for 30 million years.
Asian Small-clawed Otter
Both sexes generally weigh between 2.5 to 3kg. Of the 13 species of otter found throughout the world, this is the smallest, attaining a body length of 41 to 64cm and a tail length of 25 to 35cm. Otters have one of the most flexible backbones of all vertebrates, as well as a very streamlined body for fast swimming and agility. Asian small-clawed otters have fully webbed ‘feet’ and partially webbed ‘hands’, which greatly assist survival in their primarily aquatic lifestyle.
Habitat
Asian small-clawed otters are found through South-East Asia in countries such as Indonesia, Malaysia, Philippines, South China and Himalayan regions. They select areas with equal amounts of land and running water. Otters will inhabit rivers, streams, rice paddies and coastal mangroves. They build a den, called a holt, into the side of river banks.
Diet
The diet of the Asian small-clawed otter consists of fish, crustaceans, shellfish, small land prey and eggs. In the wild they can take down prey twice their own size. They are excellent hunters due to their speed. Asian small-clawed otters eat one third of their body weight in food each day. They are very active and have an extremely high metabolism. They can spend 40-60% of their day just on hunting and eating.
Breeding
Asian small-clawed otters are sexually mature as early as 12 months of age, but usually do not reproduce until 2-3 years of age. They mate for life and can produce two litters of young per year. Each of these litters can produce up to six cubs. Otters are very social and will live in large family groups of up to 20 individuals.
Australia Zoo Asian Small-clawed Otter profiles
Rosie
Rosie arrived at Australia Zoo in late 2010. She resides with our two male otters but is very distinct in appearance, with her golden yellow whiskers making her a stand out next to the boys. While she enjoys the company of both brothers, she has a particular attachment to Káos. The two of them can often be seen sitting together grooming each other. Rosie has so much personality and is an incredibly cheeky, playful otter who loves daily interaction. She is very clever, loves her food, and so quickly picks up new skills when treats are on offer!
Threatened Species!
Otters are facing extinction within the next fifty years.
Visit us: www.australiazoo.com/our-animals/amazing-animals | <urn:uuid:fc6ad7bb-f5e7-4af8-adca-5b9e69426f20> | CC-MAIN-2016-18 | http://australiazoo.com.au/our-animals/amazing-animals/fact-sheet/?animal=Asian%20Small-clawed%20Otter | 2016-05-02T21:19:35Z | crawl-data/CC-MAIN-2016-18/segments/1461860117783.16/warc/CC-MAIN-20160428161517-00133-ip-10-239-7-51.ec2.internal.warc.gz | 21,902,192 | 629 | eng_Latn | eng_Latn | 0.998639 | eng_Latn | 0.998639 | [
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The last page of the booklet is the answer sheet. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet.
When you have completed the examination, you must sign the statement printed at the end of the answer paper, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer paper cannot be accepted if you fail to sign this declaration.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN
Part I
Answer 30 questions from this part. Each correct answer will receive 2 credits. No partial credit will be allowed. Write your answers in the spaces provided on the separate answer sheet. Where applicable, answers may be left in radical form.
1 In the accompanying diagram, $\overrightarrow{BCD}$, $\overrightarrow{BEF}$, $m\angle 1 = 90$, and $m\angle 2 = 30$. Find the number of degrees in the measure of angle 4.
2 Determine the value of $b * (a * c)$ within the following system.
| * | a | b | c | d |
|---|---|---|---|---|
| a | c | a | b | d |
| b | a | b | c | d |
| c | b | c | a | d |
| d | d | d | d | b |
3 The ratio of the measures of the angles of a triangle are 2:3:7. What is the measure in degrees of the largest angle?
4 The slope of line $\overleftrightarrow{AB}$ is $\frac{3}{5}$ and the slope of line $\overleftrightarrow{CD}$ is $\frac{9}{k}$. If $\overleftrightarrow{AB}$ is parallel to $\overleftrightarrow{CD}$, what is the value of $k$?
5 Using the accompanying table, find the inverse element of 2.
| # | 0 | 1 | 2 |
|---|---|---|---|
| 0 | 0 | 0 | 0 |
| 1 | 0 | 1 | 2 |
| 2 | 0 | 2 | 1 |
6 Write another statement that is logically equivalent to $\sim(p \land \sim q)$.
7 In triangle $PQR$, the measure of angle $P$ is $59^\circ$ and an exterior angle at $Q$ measures $117^\circ$. What is the shortest side of the triangle?
8 If the following table defines a commutative operation, find the value of $b \oplus c$.
| $\oplus$ | w | a | b | c |
|---------|---|---|---|---|
| w | w | w | | |
| a | | c | | |
| b | | | a | |
| c | | | | c |
9 The accompanying diagram shows a pirate's map. A treasure is buried at a distance of 3 meters from the foot of tree $A$ and 5 meters from the foot of tree $B$. If $AB = 7$ meters, what is the total number of possible places in which the treasure might be buried?
10 In the accompanying figure of triangle $ABC$, $\overleftrightarrow{DE} \parallel \overleftrightarrow{AB}$, $DE = 4$, $CD = 6$, and $DA = 3$. Find $AB$.
11 The length of a side of an equilateral triangle is 10. What is the length, in radical form, of an altitude of the triangle?
12 Lines $\ell$ and $m$ are perpendicular. The slope of line $\ell$ is $\frac{4}{3}$. What is the slope of line $m$?
13 Find, in radical form, the length of the line segment that joins the points \( A(4,7) \) and \( B(7,9) \).
14 If one of the roots of the equation \( x^2 - x + q = 0 \) is 3, what is the value of \( q \)?
15 Find the number of combinations of 40 things taken 38 at a time.
16 How many different four-digit permutations are there from the numeral 1981?
17 A pair of dice is rolled once. What is the probability that both dice will not show the same number?
Directions (18—34): For each question chosen, write in the space provided on the separate answer sheet the numeral preceding the word or expression that best completes the statement or answers the question.
18 In the accompanying diagram, \( \overrightarrow{AB} \parallel \overrightarrow{EF} \), and the measure in degrees of the interior angles on the same side of transversal \( \overline{CD} \) are \( (x + 10) \) and \( (x - 10) \). What is the value of \( x \)?
\[
\begin{array}{ll}
A & C \\
E & D \\
B & F
\end{array}
\]
\((X-10)^{\circ}\)
\((X+10)^{\circ}\)
\((1) \quad 80\)
\((2) \quad 90\)
\((3) \quad 100\)
\((4) \quad 110\)
19 Line segment \( \overline{AB} \) has midpoint \( M \). If the coordinates of \( A \) are \((-3,2)\) and the coordinates of \( M \) are \((-1,5)\), what are the coordinates of \( B \)?
\((1) \quad (1,10)\)
\((2) \quad (1,8)\)
\((3) \quad (0,7)\)
\((4) \quad (-5,8)\)
20 In a right triangle, the altitude to the hypotenuse has length 6. If the altitude divides the hypotenuse into segments with lengths 4 and \( x \), the value of \( x \) is
\((1) \quad 6\)
\((2) \quad 8\)
\((3) \quad 9\)
\((4) \quad 10\)
21 If the lengths of two sides of a triangle are 5 and 7, the length of the third side may not be
\((1) \quad 12\)
\((2) \quad 7\)
\((3) \quad 3\)
\((4) \quad 5\)
22 An equation of the line which passes through the point \((0,2)\) and which has a slope of 4 is
\((1) \quad x = 2y + 4\)
\((2) \quad y = 2x + 4\)
\((3) \quad x = 4y + 2\)
\((4) \quad y = 4x + 2\)
23 Which statement is true?
\((1) \quad x^2 + 2x = 0\)
\((2) \quad x^2 + 2x = 0\)
\((3) \quad x + 1 = x\)
\((4) \quad x + 2 \neq 2 + x\)
24 The roots of \( 3x^2 + 9x - 2 = 0 \) are
\((1) \quad \frac{-9 \pm \sqrt{105}}{6}\)
\((2) \quad \frac{9 \pm \sqrt{105}}{6}\)
\((3) \quad \frac{-9 \pm \sqrt{57}}{6}\)
\((4) \quad \frac{9 \pm \sqrt{57}}{6}\)
25 Which is an equation of a parabola whose axis of symmetry is \( x = -2 \)?
\((1) \quad y = x^2 - 2\)
\((2) \quad y = x^2 + 4x + 1\)
\((3) \quad y = 2x^2 - 8x + 5\)
\((4) \quad y = -x^2 + 4x + 3\)
26 Which statement is true of the slope of the straight line that passes through the points \((5,2)\) and \((-1,2)\)?
\((1) \quad \text{It has no slope.}\)
\((2) \quad \text{It has a slope of zero.}\)
\((3) \quad \text{It has a slope of 3.}\)
\((4) \quad \text{It has a slope of } \frac{1}{3}.\)
27 The set \(\{1,3,5,7,\ldots\}\) is closed under which operation?
\((1) \quad \text{addition}\)
\((2) \quad \text{subtraction}\)
\((3) \quad \text{multiplication}\)
\((4) \quad \text{division}\)
28 Which is always false?
\((1) \quad p \land \neg p\)
\((2) \quad p \lor \neg p\)
\((3) \quad \neg(p \lor q)\)
\((4) \quad \neg(p \rightarrow q)\)
29 Given the true statements: "If a boy plays high school football, he must be passing in three subjects," and "Bob is not passing three subjects." It follows that
\((1) \quad \text{Bob plays on the football team}\)
\((2) \quad \text{Bob does not play on the football team}\)
\((3) \quad \text{few boys try out for the team}\)
\((4) \quad \text{no conclusion can be reached}\)
30 Which must have the same truth value as $p \rightarrow q$?
(1) $q \rightarrow p$
(2) $\sim p \rightarrow \sim q$
(3) $\sim p \rightarrow q$
(4) $\sim q \rightarrow \sim p$
31 Which point lies on the circle $x^2 + y^2 = 49$?
(1) $(5,24)$
(2) $(-4,3)$
(3) $(-7,0)$
(4) $(0,0)$
32 Two squares have areas of 9 square centimeters and 16 square centimeters, respectively. What is the ratio of the perimeter of the smaller square to the perimeter of the larger square?
(1) $81:256$
(2) $9:16$
(3) $3:4$
(4) $\sqrt{3}:2$
33 A parallelogram must be a rectangle if the diagonals
(1) are congruent
(2) are perpendicular
(3) bisect the angles
(4) bisect each other
34 If the midpoints of the sides of a quadrilateral are joined consecutively, the resulting figure will always be a
(1) rhombus
(2) square
(3) rectangle
(4) parallelogram
Directions (35): Leave all construction lines on the answer sheet.
35 On the answer sheet, construct the perpendicular bisector of side $AB$ of triangle $ABC$.
Answers to the following questions are to be written on paper provided by the school.
Part II
Answer three questions from this part. Show all work unless otherwise directed.
36 The vertices of triangle \(ABC\) are \(A(1,1), B(10,4)\), and \(C(7,7)\).
a Find the slope of \(\overrightarrow{AB}\). [2]
b If \(D(7,k)\) is a point on \(\overline{AB}\), find \(k\). [3]
c Write an equation for \(\overrightarrow{AC}\). [2]
d If \(E\) is a point on \(\overline{AC}\) such that \(\overrightarrow{DE} \parallel \overrightarrow{BC}\), find the coordinates of \(E\). [3]
37 There are 7 marbles in an urn: 4 white, 2 red, and 1 blue. The marbles are alike in all ways except color. A 3-marble selection is randomly made.
a How many such 3-marble selections are possible? [2]
b How many of these selections contain marbles which are all the same color? [3]
c What is the probability that if a 3-marble selection is made it will contain all marbles of the same color? [2]
d What is the probability that the 3-marble selection will contain one marble of each color? [3]
38 Solve for \(x\) and \(y\) algebraically and check.
\[
\begin{align*}
x^2 + y^2 &= 25 \\
x - y &= 1
\end{align*}
\] [8,2]
39 a Draw the graph of the equation
\[
y = 2x^2 + 4x - 3,
\]
using all integral values of \(x\) from \(x = -4\) to \(x = 2\). [6]
b On the same set of axes used in part \(a\), draw the graph of the equation \(y = 3\). [2]
c Write the coordinates of the points of intersection of the graphs in parts \(a\) and \(b\). [1,1]
40 Given: \((M,X)\), where \(M = \{0,1,2,3,4\}\) and \(X\) is multiplication mod 5 (clock 5).
a Construct a multiplication table for \(M\) as defined. [4]
b Use the table constructed in part \(a\) to answer the following:
1. What is the identity element? [2]
2. What is the inverse element of 3? [2]
3. Find all values of \(y\) when \(y^2 = 1\). [1,1]
41 In the accompanying graph, \(P\) is a point whose coordinates are \((3,5)\).
a Describe fully the locus of points at a distance \(d\) units from \(P\). [3]
b Describe fully the locus of points at a distance of one unit from the \(y\)-axis. [4]
c How many points satisfy the conditions in parts \(a\) and \(b\) simultaneously for the following values of \(d\)?
1. \(d = 2\) [1]
2. \(d = 4\) [1]
3. \(d = 5\) [1]
GO RIGHT ON TO THE NEXT PAGE.
Answers to the following questions are to be written on paper provided by the school.
Part III
Answer one question from this part. Show all work unless otherwise directed.
42 Given: \( \overline{AC} \cong \overline{CB}, \overline{CDE} \perp \overline{ADB}, \overline{EB} \parallel \overline{AC}. \)
Prove:
a \( \angle ACD \cong \angle BCD \) [4]
b \( \overline{CD} \cong \overline{DE} \) [6]
43 The points \( A(-1,4), B(3,-2), C(0,-4), \) and \( D(-4,2) \) form a quadrilateral. Prove \( ABCD \) is a rectangle. [10]
44 Given the following sentences:
If Brian is a junior, then he will be taking several Regents exams this week.
If he takes several Regents exams this week, he will not be on vacation.
Either he is a junior or a senior.
He is on vacation.
Let \( J \) represent: “Brian is a junior.”
Let \( R \) represent: “He will be taking several Regents exams this week.”
Let \( T \) represent: “He is on vacation.”
Let \( S \) represent: “He is a senior.”
a Using \( J,R,T,S, \) and proper connectives, express each sentence in symbolic form. [4]
b Using laws of inference, show that Brian is a senior. [6]
FOR TEACHERS ONLY
SCORING KEY
THREE-YEAR SEQUENCE FOR HIGH SCHOOL MATHEMATICS
COURSE II
Thursday, January 22, 1981 — 1:15 to 4:15 p.m., only
Use only red ink or red pencil in rating Regents papers. Do not attempt to correct the pupil's work by making insertions or changes of any kind. Use checkmarks to indicate pupil errors.
Unless otherwise specified, mathematically correct variations in the answers will be allowed. Units need not be given when the wording of the questions allows such omissions.
Part I
Allow a total of 60 credits, 2 credits for each of 30 of the following: [If more than 30 are answered, only the first 30 answered should be considered.] Allow no partial credit. For questions 18-34, allow credit if the pupil has written the correct answer instead of the numeral 1, 2, 3, or 4.
(1) 120
(2) \( b \)
(3) 105
(4) 15
(5) 2
(6) \( \sim p \lor q \) or \( p \rightarrow q \) or \( \sim q \rightarrow \sim p \)
(7) \( \overline{PQ} \) or \( PQ \) or \( r \)
(8) \( b \)
(9) 2
(10) 6
(11) \( 5\sqrt{3} \) or \( \sqrt{75} \)
(12) \( -\frac{3}{2} \)
(13) \( \sqrt{13} \)
(14) \(-6\)
(15) 780
(16) 12
(17) \( \frac{a}{b} \)
(18) 2
(19) 2
(20) 3
(21) 1
(22) 4
(23) 2
(24) 1
(25) 2
(26) 2
(27) 3
(28) 1
(29) 2
(30) 4
(31) 3
(32) 3
(33) 1
(34) 4
(35) construction
[OVER]
Please refer to the Department's pamphlet *Suggestions on the Rating of Regents Examination Papers in Mathematics*. Care should be exercised in making deductions as to whether the error is purely a mechanical one or due to a violation of some principle. A mechanical error generally should receive a deduction of 10 percent, while an error due to a violation of some cardinal principle should receive a deduction ranging from 30 percent to 50 percent, depending on the relative importance of the principle in the solution of the problem.
**Part II**
(36) \( a \frac{1}{3} \quad [2] \)
\( b \ 3 \quad [3] \)
\( c \ y = x \quad [2] \)
\( d \ (5,5) \quad [3] \)
(37) \( a \ 35 \quad [2] \)
\( b \ 4 \quad [3] \)
\( c \ \frac{4}{35} \quad [2] \)
\( d \ \frac{8}{35} \quad [3] \)
(38) \( x = -3, \ y = -4 \)
\( x = 4, \ y = 3 \quad [8] \)
(39) \( c \ (1,3), \ (-3,3) \quad [1,1] \)
(40) \( a \ x \mid 0 \ 1 \ 2 \ 3 \ 4 \)
\[
\begin{array}{c|ccccc}
0 & 0 & 0 & 0 & 0 & 0 \\
1 & 0 & 1 & 2 & 3 & 4 \\
2 & 0 & 2 & 4 & 1 & 3 \\
3 & 0 & 3 & 1 & 4 & 2 \\
4 & 0 & 4 & 3 & 2 & 1 \\
\end{array}
\]
\( b \ (1) \ 1 \quad [2] \)
\( (2) \ 2 \quad [2] \)
\( (3) \ 1,4 \quad [1,1] \)
(41) \( a \ (x - 3)^2 + (y - 5)^2 = d^2 \)
or
A circle with center at (3,5) having a radius of length \( d \)
\( b \ x = 1, \ x = -1 \)
or
Two lines parallel to the \( y \)-axis and one unit from it
\( c \ (1) \ 1 \quad [1] \)
\( (2) \ 3 \quad [1] \)
\( (3) \ 4 \quad [1] \)
**Part III**
(44) \( a \ J \rightarrow R \)
\( R \rightarrow \sim T \)
\( J \lor S \)
\( T \) | <urn:uuid:bb1ee92d-c668-4bda-be6d-4f7bc6b00228> | CC-MAIN-2017-39 | http://jmap.org/JMAPRegentsExamArchives/SEQUENTIALMATHEXAMS/SEQUENCEII/0181ExamSII.pdf | 2017-09-23T02:16:09Z | crawl-data/CC-MAIN-2017-39/segments/1505818689413.52/warc/CC-MAIN-20170923014525-20170923034525-00653.warc.gz | 178,065,208 | 4,661 | eng_Latn | eng_Latn | 0.839632 | eng_Latn | 0.959388 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
654,
2951,
6579,
7573,
9900,
11021,
12313,
13877
] | [
2.9375
] | 1 | 0 |
I. INTRODUCTION
Melodies and chords compose a basic music piece. Assigning chords for a music melody is an important step in music composition. This project is to apply machine learning techniques to assign chords to follow several measures of melody and generate pleasant music pieces.
In real music chord assignment process, to choose which chord to use for a measure, musicians normally consider the notes in this measure and how chords are progressed. So our aim is to learn the relationship between notes and chords, as well as the relationship between adjacent chords, and use that to assign chords for a new melody.
The input to our algorithm is a music piece with several measures. We then try different models to output a predicted chord for each measure. We will use basic models taught in the class (Logistic Regression, Naive Bayes, Support Vector Machine) as well as some advanced models (Random Forest, Boosting, Hidden Markov Model), and compare their performance for our problem.
II. RELATED WORK
There have been some previous works using machine learning techniques to generate music chords. Cunha and Ramalho[1] set a neural network and combined it with a rule-based approach to select accompanying chords for a melody, while Legaspi et al.[2] use a genetic algorithm to build chords. Chuan and Chew[3] use a data-driven HMM combined with a series of musical rules to generate chord progression. Simon et al.[4] use HMM and 60 types of chords to make an interactive product, which would generate chord accompaniment for human voice input. Paiement et al.[5] use a multilevel graphical model to generate chord progressions for a given melody.
III. DATASET
A. Data Source
We collected 43 lead sheets as our dataset. The chosen lead sheets have several properties: a) virtually each measure in the dataset has and has only one chord; b) the chords in the dataset are mainly scale tone chords, which are the most basic and commonly used chords in music pieces. The data we use are in MusicXML format, which is a digital sheet music format for common Western music notation. Measure information can be extracted from this format by MATLAB.
B. Data Preprocessing
To simplify our further analysis, we did some preprocessing of the dataset before training:
1) The key of each song is shifted to key C. The key of a song can determine the note and a set of common chord types the song uses. A song written in one key can be easily shifted to another key by simply increasing or decreasing all the pitches in notes and chords equally, without affecting its subjective character. Therefore, without any loss of music information, we can shift the key of each song to key C to make the dataset more organized as well as decrease the number of class types (chord types) in training process.
2) The chord types (class types) are restricted only to scale tone chords in key C, which are 7 types: C major, D minor, E minor, F major, G major, A minor, and G dominant. Other types of chords (like C Dominant, G suspended, etc.) are transformed to their most similar scale tone chords.
3) Some measures in the dataset have no chords or no notes (like rest measure). We simply delete these measures from the dataset.
4) A small number of measures in our dataset are assigned two chords continuously to accompany
different notes in the measure. To simplify the learning process, we regard the second chord as the chord of this measure and delete the first one. From an audiences perspective, it will sound better than deleting the second chord.
After preprocessing, the 43 lead sheets we chose have 813 measures in total.
The 7 chord labels are shown in TABLE I. They are the labels we are trying to assign. Now, our project turns into a multi-class classification problem.
| Label | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|-------|---|---|---|---|---|---|---|
| Chord | C | Dm | Em | F | G | Am | G7 |
TABLE I: Labels for different chord types
IV. Feature Selection
We started by extracting some indicative features. The basic units for prediction are the notes inside a measure. Then we chose our initial features from the following three aspects:
1) Note itself: whether a note is present in the measure; take value of 0 or 1. A chord is influenced by the notes that appear to create a sense of harmony.
2) Note vs. Beat: the notes on the beat in the measure since chords should accompany the beat tones.
3) Note vs. Duration: the longest notes in the measure since the long notes need to be satisfied by the assigned chords.
To represent a note in a measure, we quantified it as shown in TABLE II. It is labeled 1 to 12. Note that we don’t consider which octave the music note lies in, since the octave basically will not affect the chord type we choose (E.g. C4 and C5 are both labeled 1).
| Label | 1 | 2 | 3 | 4 | 5 | 6 |
|-------|---|---|---|---|---|---|
| Note | C | C#/Db | D | D#/Eb | E | F |
| Label | 7 | 8 | 9 | 10 | 11 | 12 |
|-------|---|---|---|----|----|----|
| Note | F#/Gb | G | G#/Ab | A | A#/Bb | B |
TABLE II: Labels for different note types
We chose notes on the 4/4 beats and 2 longest notes. In addition to the 12 type (1) features, we initially have 18 features.
To get the true effective features, we ran Forward Feature Selection based on Random Forest (which will be discussed further in the next section), by adding one feature at a time and selecting the current optimal one. The result is shown in Figure 1.
Fig. 1: Forward feature selection result
We can see the accuracy does not improve much after 6 features. Finally, we selected the next 6 features in our following analysis: the note pitches on the 4 beats and the 2 longest note pitches.
V. Models
A. Logistic Regression
We used multinomial logistic regression, i.e., softmax regression in R, with the log-likelihood as
\[
\ell(\theta) = \sum_{i=1}^{m} \log \prod_{l=1}^{k} \left( \frac{e^{\theta_l^T x^{(i)}}}{\sum_{j=1}^{k} e^{\theta_j^T x^{(i)}}} \right)^{1\{y^{(i)}=l\}}
\]
(1)
We could achieve the maximum likelihood estimate by using Newton’s method:
\[
\theta := \theta - H^{-1} \nabla_\theta \ell(\theta)
\]
(2)
since our feature size is small (\(n = 6\)) and it is easy to compute the inverse of the Hessian.
B. Naive Bayes
We applied Naive Bayes by using the Statistics and Machine Learning Toolbox in MATLAB. We used the multinomial event model with multiple classes. For any class \(c\), the maximum likelihood estimate gives
\[
\phi_{k|y=c} = \frac{\sum_{i=1}^{m} \sum_{j=1}^{n_i} 1\{x_j^{(i)} = k \land y^{(i)} = c\}}{\sum_{i=1}^{m} 1\{y^{(i)} = c\} n_i}
\]
(3)
\[
\phi_{y=c} = \frac{\sum_{i=1}^{m} 1\{y^{(i)} = c\}}{m}
\]
(4)
We then made the prediction on the posterior computed with the probabilities above.
C. Support Vector Machine (SVM)
SVM is one of the supervised learning algorithms which is to maximize the distance between training example and classification hyperplane by finding (use hard-margin as an example):
\[
\begin{align*}
\min_{w,b} & \quad \frac{1}{2} ||w||^2 \\
\text{s.t.} & \quad y^{(i)}(w^T x^{(i)} + b) \geq 1, i = 1, ..., m
\end{align*}
\]
(5)
By using kernel trick, SVM can efficiently perform non-linear classification or data with high-dimensional features. In this problem, we tried the following three kernels in R:
1) Linear kernel
\[
K(x_i, x_j) = \sum_{k=1}^{p} x_{ip}x_{jp}
\]
(6)
2) Polynomial kernel
\[
K(x_i, x_j) = \left(1 + \sum_{k=1}^{p} x_{ip}x_{jp}\right)^d
\]
(7)
3) Radial kernel
\[
K(x_i, x_j) = e^{-\gamma \sum_{k=1}^{p} (x_{ip} - x_{jp})^2}
\]
(8)
D. Random Forest
Random forest is based on bagging which is a kind of decision tree with bootstrapping and can decrease variance. For a classification problems with $p$ features, $\sqrt{p}$ features are used in each split in order to decrease the correlation of the trees[6]. We applied this model using R package.
After applying the model, we can generate the importance plot for the features as the figure below. All the features we are using have the similar importance level, which reinforces the conclusion from feature selection.
Fig. 2: Variable importance
E. Boosting
Boosting is a meta-algorithm to learn slowly to fit the new model from the residual of the current model. Its parameters include the number of trees to split, the shrinkage parameter and the depth of the tree[6]. We also applied this model in R.
Specifically, we tune these parameters using cross validation to make sure the model has the best performance. As a result, the number of trees is 200, the shrinkage parameter is 0.2 and the depth is 4.
F. Hidden Markov Model (HMM)
Up till now, these five models above make prediction based on the information of a single measure. We wanted to incorporate the relationship between measures. So, we also tried HMM to make prediction based on a sequence of measures.
In HMM, the system is being modeled to be a Markov process which has a series of observed states $x = \{x_1, x_2, ..., x_T\}$ and a series of related unobserved (hidden) states $z = \{z_1, z_2, ..., z_T\}$ ($T$ is the number of the states). Suppose there are $S$ types of observed states and $Z$ types of hidden states. An $S \times S$ Transition Matrix denotes the transition probabilities between adjacent hidden states. And an $S \times Z$ Emission Matrix denotes the probabilities of each hidden state emit each observed state. Given an observed series of outputs, if we know the Transition Matrix and Emission Matrix, we can compute the most likely hidden series using the Viterbi Algorithm[7].
In our chord assignment problem, the first note of each measure was considered as an observed state, and the chord of each measure was considered as a hidden state. Using our dataset, we computed the transition probability and emission probability and formed transition matrix and emission matrix. And then we computed the most likely chord progression using `hmmviterbi` function in Statistics and Machine Learning Toolbox in MATLAB.
VI. RESULTS & ANALYSIS
A. Cross Validation
We started at comparing different machine learning models to indicate how they perform. We used hold-out cross validation and 30% of the data as the validation set. In addition, we also tried $k$-fold cross validation. The cross validation results are used to represent the test accuracy and evaluate how our models perform.
B. Prediction on a Single Measure
The cross validation accuracy for the five different models we used is shown in TABLE III. ($k = 5, 10$ for $k$-fold)
| Model | 70%/30% | 10-fold | 5-fold |
|------------------|---------|---------|--------|
| Logistic Regression | 43.75% | 39.15% | 38.42% |
| Naive Bayes | 53.57% | 55.34% | 53.67% |
| SVM Linear | 48.21% | 36.97% | 38.35% |
| SVM Poly | 56.25% | 52.80% | 51.63% |
| SVM Radial | 65.17% | 61.39% | 63.13% |
| Random Forest | 62.50% | 64.06% | 63.73% |
| Boosting | 63.39% | 64.99% | 62.29% |
TABLE III: Accuracy for different models
To get an insight of the results above, we can have a look at the confusion matrix. Take SVM with radial kernel as an example:
\[
\begin{bmatrix}
45 & 0 & 1 & 6 & 1 & 6 & 2 \\
0 & 5 & 0 & 0 & 0 & 0 & 0 \\
0 & 0 & 0 & 0 & 0 & 0 & 0 \\
5 & 2 & 0 & 13 & 1 & 3 & 1 \\
2 & 1 & 1 & 1 & 4 & 0 & 0 \\
1 & 0 & 0 & 1 & 3 & 3 & 1 \\
0 & 0 & 0 & 0 & 0 & 0 & 3 \\
\end{bmatrix}
\] (9)
In the confusion matrix, the rows represent the prediction results, the columns represent the true labels and the diagonal values are the correct predictions. We can see the data is highly imbalanced, i.e., most of the labels are 1 or 4. In fact, for key C, the frequent chords are exactly C major (1) and F major (4). This data distribution will cause our models to suffer.
Now let’s visualize the accuracy results in the figure below.
Fig. 3: Visualization of accuracy for different models
As the figure shows, random forest and boosting are the most solid models. Apart from the imbalanced data, logistic regression and SVM with linear kernel have bad performance, mainly because the relation is highly nonlinear and these models cannot fit this dataset while high bias/low variance classifiers (e.g., Naive Bayes) could have a better performance. However, Naive Bayes also assumes that the features are conditionally independent. In reality, the four notes on the beat could influence each other, so such strong assumption could limit the performance of Naive Bayes. Random forest and Boosting perform best in our case since they are both complex and have a reduction in model variance.
C. Prediction on Sequential Measures
The following is the song “silent night” that is assigned chords by our HMM model.
Fig. 4: Generated lead sheet based on HMM predictions
The result we get for HMM varies greatly for different songs. The overall accuracy of HMM is 48.44% but for some pieces, it can achieve an accuracy over 70%. This could be caused by the limited information provided by the first note pitch observed. To add more pitches and regard a group of notes in the measure as an observation, the result can be improved but it will greatly complicate the model with a much larger state space.
The second reason is that, assigning chord is a more subjective than objective process. Two composers may choose different chord types for the same measure and both of them can sound pleasant. There is no single norm to decide if the chord is assigned correct or not.
VII. CONCLUSION & FUTURE WORK
From the results above, we can conclude that Random forest and Boosting perform best in prediction with single measure. HMM could also achieve a good result if we include more information as our observation states. But the highest accuracy we can achieve is only about 70%. This is caused by the subjectivity in our dataset.
This can be improved by choosing data from one composer with one genre. However, it is typically hard to achieve. A better way is to design an experiment to use human judgements to evaluate the performance of our model instead of only relying on the given labels.
REFERENCES
[1] Cunha, U. S., & Ramalho, G. (1999). An intelligent hybrid model for chord prediction. Organised Sound, 4(02), 115-119.
[2] Legaspi, R., Hashimoto, Y., Moriyama, K., Kurihara, S., & Numao, M. (2007, January). Music compositional intelligence with an affective flavor. In Proceedings of the 12th international conference on Intelligent user interfaces (pp. 216-224). ACM.
[3] Chuan, C. H., & Chew, E. (2007, June). A hybrid system for automatic generation of style-specific accompaniment. In 4th Intl Joint Workshop on Computational Creativity.
[4] Simon, I., Morris, D., & Basu, S. (2008, April). MySong: automatic accompaniment generation for vocal melodies. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 725-734). ACM.
[5] Paiement, J. F., Eck, D., & Bengio, S. (2006). Probabilistic melodic harmonization. In Advances in Artificial Intelligence (pp. 218-229). Springer Berlin Heidelberg.
[6] James, G., Witten, D., Hastie, T., & Tibshirani, R. (2013). An introduction to statistical learning (p. 6). New York: springer.
[7] Viterbi, A. J. (1967). Error bounds for convolutional codes and an asymptotically optimum decoding algorithm. Information Theory, IEEE Transactions on, 13(2), 260-269. | <urn:uuid:fbcaaea7-9baa-4ec1-afc1-ef45e918bc39> | CC-MAIN-2024-30 | https://cs229.stanford.edu/proj2015/136_report.pdf | 2024-07-22T19:18:34+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00342.warc.gz | 159,007,257 | 3,997 | eng_Latn | eng_Latn | 0.982566 | eng_Latn | 0.991996 | [
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5th Grade Supply List (2024-2025)
• 2 boxes of #2 pencils
• 1 package loose leaf paper, wide rule
• big eraser
• 1 solid plastic color pocket folder
• colored pencils-12 count
• 2 highlighters
• pack of 4 dry erase markers
• 1 single subject yellow notebook
• scissors
• pack of 2 glue sticks
• TWO large boxes of kleenex
• 1 blue ink pen
• TWO pairs of inexpensive earbuds compatible with chromebook (VERY important!)
• large zippered pencil bag (no pencil boxes, please)
• 2 container of Clorox Wipes
* It has been suggested that you may want to purchase extra items at the start of the year when items are less expensive so you can replace easily when needed.
6th Grade Supply List (2024-2025)
Prime time - 2 boxes of Kleenex
- Hand sanitizer
- Pair of inexpensive headphones or earbuds to keep at school
- 1 box pens/1 box pencils
CLASS NEEDS
- Notecards
- Colored pencils
- Gluesticks
- 2 notebooks - color doesn’t matter
- 6 folders of different colors
- Basic calculator
- Binder (3 ring) or trapper keeper type
- 1 package of highlighters
HUMBOLDT MIDDLE SCHOOL 2023-2024
7th Grade Supply Lists
**Prime Time**
- 2 Boxes of Kleenex
- 1 Pair of Earbuds/Headphones (not wireless)
- Folder for conferences
- 1 Clorox (or like) wipe
**Science**
- Folder
- 2-1 subject Notebook
- Notecards
- Pen/Pencils
**Math**
- Folder
- Pencils/Pens
- Scientific Calculator
(i.e. TI 30XIIS or TI-30XS Multiview)
**Literacy**
- Highlighters
- Folder
- Pencils
**Social Studies**
- 1 1-subject notebook
- Pens/Pencils
- Highlighters
**Life Skills**
- Folder
- Notebook
**Health**
- Folder
- Notebook
**STEM (PLTW)**
- Computer
- Pencil/Pen
**Art**
- Pencil (not mechanical)
- Big Eraser
We would like an assortment of colors for the folders and wide ruled for the notebooks. We would also like a higher quality of kleenex and clorox wipes. We would also like to have some bic mechanical pencils and some wooden pencils.
HUMBOLDT MIDDLE SCHOOL 8th Grade Supply Lists 2024-2025
**Prime Time**
1 boxes of Kleenex
1 small container of Clorox wipes
One pair of inexpensive headphones or earbuds to keep at school
2 24ct boxes of (sharpened) pencils
3 ct blue pen
1 12 ct box of colored pencils
1 12 ct box of markers
Pencil Pouch
3 pack of glue sticks
Source for Paper (such as loose leaf or extra notebooks)
**US History**
1 folder
**Science**
1 folder
Pack of **fluorescent** Highlighters (3-4 different colors) (recommend Sharpie brand)
**Language Arts**
1 folder
1 wide ruled notebook
**Explores-**
3 folders
2 Notebooks
**Math**
1 folder
1 spiral notebook (more sheets is usually better if possible)
Calculator
Pencils
**Algebra (*with Mr. Johnson only*)**
Paper and pencils
1 folder
calculator - needs to be scientific (Texas Instruments TI-30X II)
**PE:**
Students will be provided a locker and a lock. Students will be charged for missing/lost locks.
Clean running shoes
T-shirt (that is different than what they wore to school that day)
Flexible running shorts (that are different than they wore to school that day)
Deodorant-Pleasel
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From Sink to Source
The Honey Bee Network
Documents Indigenous Knowledge and Innovations in India
India has a natural wealth of biodiversity, thanks to variations in its climates and soil conditions and its geographical features, including rain forests, arid lands, and mountains. Yet many of India’s most biologically rich regions are prone to drought and floods or distant from the amenities of urban life. Many in these regions live in poverty and relative isolation: their local products are unfamiliar in most of the world, their public infrastructures are weak, and their skills are unrecognized. Subsistence in these regions is a constant challenge. Local individuals and tribal communities have long met those challenges by drawing on their local environments, inventing effective agricultural techniques, and learning the medicinal and nutritional value of nearby plants. Harsh conditions have done as much to induce individual creativity and innovation as to limit them.
Such local knowledge, in India as elsewhere, is in danger of disappearing, not just in high-risk environments but also in developed regions in rural and urban areas. Traditionally strong links between grandparents and grandchildren are weakening as mobility increases. Few mechanisms exist for documenting indigenous innovation. Those that do exist may be rightly viewed with suspicion: for decades whenever outsiders have “discovered” local knowledge, they have often commercialized or published it without attribution.\(^1\) Yet at the same time, traditional knowledge is increasingly valued in the global marketplace, as illustrated by the dramatic worldwide growth in demand for herbal remedies over the past two decades.\(^2\)
Increasingly, the issue is not whether, but how, traditional knowledge and innovations should be documented and recognized. How can those who seek to document local inventions ensure reciprocity between the innovators and those who may later seek to use and perhaps even commercialize documented ideas?
Anil K. Gupta is the Kasturbhai Lalbhai Chair in Entrepreneurship at the Indian Institute of Management, Ahmedabad, the co-ordinator, SRISTI and Honey Bee Network, and the Executive Vice Chair, National Innovation Foundation (India). Further information on SRISTI and Honey Bee Network is available at <www.sristi.org>.
© 2006 Tagore LLC
What mechanisms would help inventors to further develop, share, or commercialize their inventions, when they are so inclined? How can this work be accomplished without undermining the communities from which the knowledge originates?
In 1988-89, I established the Honey Bee Network to help address these very questions. A honey bee connects one flower to another through pollination, removing the nectar without harming the flowers. Similarly, the Honey Bee Network consists of a database plus members who scout out, develop, sustain, and reward grassroots innovators, without diminishing the value that the invention has for the inventor. Rather than looking at inhabitants of poor regions collectively as a sink for aid and advice, we recognize their contributions formally as a source of inventions and innovations.
In the 18 years since its foundation, Honey Bee has documented 50,000 innovations and traditional knowledge practices in a database of ideas. While we do not have the resources that would let us fully evaluate the effectiveness of all of the knowledge we have documented, much of it is currently being assessed or has survived more detailed scrutiny. A handful of inventions have resulted in patents. The Honey Bee Newsletter, which includes information on inventions and discoveries, now reaches people in over 75 countries. My parent institution, the Indian Institute of Management in Ahmedabad, provides editorial and logistical support while the Society for Research and Initiatives for Sustainable Technologies and Institutions (SRISTI) helps print it in seven different Indian languages. In the last year, an affiliated organization responsible for the business development of ideas, the National Innovation Foundation (NIF), has received 166 inquiries from 33 countries for 54 technologies documented by the network.
Despite the growth and reach of our current activities, it is evident to us that we are only beginning to build awareness of the potential value of indigenous innovation in India—we are far from realizing its full value to inventors and users of the inventions. Yet the experience of the Honey Bee Network over the past decade and a half has established how critical it is to document traditional knowledge as a first step in such a process.
RETHINKING OUR APPROACH TO HELPING THE RURAL POOR
Two decades ago I spent a year in Bangladesh working with the Bangladesh Agricultural Research Council and Institute. My task was to help the council orient its research more towards the problems of disadvantaged farmers, many of whom had nothing more than their homestead.
Our work succeeded. My scientist colleagues discovered many on-farm innovations. We began to see the potential of learning from such “grassroots” creativity. I completed several studies on participatory learning in various dry and tribal regions. Yet after a time I began to notice that, while I had benefited personally and professionally, the local people who had shared their knowledge with us had not. My studies, written in English, had no prospect of connecting these local people
and their knowledge with one another. The way I had reported on their innovations had rendered them anonymous.
Rather than give up on the work because of this evolving ethical dilemma, I set about creating an organization that could overcome the asymmetries in knowledge, recognition, and reward to which I was newly sensitized. The Honey Bee Network is the product of that initial effort. The premises behind the network’s activities are the same now as they were at the outset. First, people must be given credit for whatever knowledge they share with the network; they should not become anonymous. Second, the shared knowledge should be used only after the inventor has given his or her Prior Informed Consent; inventors have a right to know what we do with their knowledge. Third, inventors should be able to dip into the network’s shared knowledge through their own language; we should not require inventors to learn English in order to participate actively in the network. Finally, if we get any income, including a consultancy or award, through exchanging or disseminating the knowledge, some reasonable share of that income should go back to the source.
FORMING THE NETWORK
When Honey Bee printed its first newsletter in May 1990, it had 44 subscribers, including scientists, public aid workers, financiers, farmers, and craftsmen. My colleagues and I had collected information on a handful of innovations through our own previous work, plus letters and word of mouth; it took us another year to gather enough information for a second newsletter. By May of 1991, the network had become more tangible. We had produced our newsletters in English and Tamil and had plans to do so in Gujarati and Hindi. An Oriya version was in the pipeline. Most importantly, the work of those early years was emblematic of Honey Bee’s core activities: scouting and documenting grassroots innovations and traditional practices and sharing this learning with a wider audience.
As one means of scouting, we had organized several community workshops and had surveyed the arid region of Saurashtra in Gujarat, in southwestern India. Through this survey, Honey Bee members and participating students of Gandhian rural institutions collected a hundred innovations and planned another survey the following year to learn more. We did not verify the practices experimentally, though we did try to collect plant and other material samples wherever possible.
We published these ideas along with their sources in the hope that each would be worth pursuing or might provide new concepts or new ways of using known materials. By communicating the innovations, we created a dialogue between farmers, scientists, researchers and others with a wide range of other backgrounds. Maneka Gandhi, the former Indian Minister of the Environment, was and is still a regular reader. Army officers and highly paid professionals began to participate, sometimes by assessing an idea or acting as mentors, and later, as the network matured, by providing venture capital. More recently, the Honey Bee Network has attracted the attention of government officials in Brazil, South Africa, and China.
Among the many traditional practices we published during the summer of 1990 in Gujarat were 14 cures for foot and mouth disease, a highly contagious virus that causes ulcers in the hooves and mouths of infected animals. Farmers are reluctant to use vaccines and medicines to prevent and treat the disease; they may balk at the high cost or mistrust the medication.
One farmer, Maganbhai Hirabhai Patel, forced his infected animals to walk on hot sand. The farmers who practice this technique believe that the hot sand kills the organisms responsible for the disease. Others, such as Ambavibhai Gokulbhai Dubaria, treat hooves and mouths with brine, sometimes pouring brine directly into the hooves.\(^3\)
The publication of these and other innovations captured the attention of several scientists. In our April 1992 newsletter, we published the reactions of a few scientists who tested or analyzed the effects of some of the local traditions. For example, Dr. D. V. Rangnekar commented on the value of several foot and mouth disease practices. He noted that making animals walk on hot sand, and rubbing their mouths with jaggery, a form of unrefined sugar, were both helpful in healing ulcers while brine, an anti-viral treatment, helps animals by preventing a secondary infection.\(^4\)
Not all of the scientific analysis was positive, however. Most scientists were skeptical and dismissed the ideas out of hand. Scientists approach problem-solving differently than local experts. Often, local experts have a symbolic language through which they communicate their understanding of a problem. Many scientists and policymakers do not appreciate this style of communication because they are accustomed to more precision. They often jump to the conclusion that such informal symbolic knowledge involves more “mumbo jumbo” than actual skill.\(^5\) In some cases, this might be so, but it would be unfair to generalize this over entire bodies of traditional knowledge.
Consequently, this first step in evaluating the performance of indigenous knowledge stirred up quite a debate within the network. Word had circulated that scientists had dismissed many of the innovations, though they had actually tested very few. Some network members felt that the network should not make modern science seem superior by using it to validate or invalidate farmers’ practices.\(^6\) One member holding this view was my colleague T. M. Mukundan, a graduate of both the Indian Institute of Technology, Madras and the University of California, Berkeley who has studied Indian techniques for harvesting rainwater.
I agreed that it is not scientific to dismiss a farmer’s innovation without experimental validation or explanation. At the same time, my colleagues and I recognized that we needed both to create dialogues between institutional scientists and farmer innovators and to somehow combine reductionist, experimental science with holistic practices.\(^7\) These combinations have been key for us ever since. The *Honey Bee Newsletter* fills an important need because so few journals focus on the knowledge and creativity of local people. Scientific input is valuable because farmers can benefit from external validation of their ideas and from scientific insights that might improve their innovations. Together, both sides learn about new
resources, new methods and new applications from one another.
Through this debate, we made some progress. Scientists participating in our network began to look differently at the innovations, gradually viewing them not as folklore to be dismissed but as hypotheses to be tested. A few partner universities responded by hosting seminars about farmer innovations that included as participants both farmers and members of the scientific community.
THE SHODH YATRA: FINDING INVENTIONS
In March of 1998, Honey Bee members conceived of a novel way to gather local innovations. A group of farmers interested in encouraging organic farming techniques gathered in their village in the Junagarh district and wondered how they might connect with far-flung farmers to exchange organic farming techniques. At around the same time, in Ahmedabad, participants discussed the same subject in a workshop on how to develop interactions between experimenting farmers and scientists.
One farmer, Gafarbhai Kureshi, attended both meetings and proposed a solution. He invited the group on a Shodh Yatra, a “journey of exploration,” starting at his orchard in Junagarh. The journey, which started on May 15 of that year and ended on May 23, took 18 members of the Honey Bee Network on a 250-kilometer walk. The “Yatris,” as we call ourselves, traveled by foot in heat up to 43 degrees Celsius (over 100 degrees F.) through 47 different villages.\(^8\)
Our aims were to meet farmers, learn about their experimental techniques, and share what we learned. We also aimed to get children interested in creative farming techniques and to educate those we encountered along the way. To inform the farmers about our activities and objectives, we distributed Honey Bee publications and displayed some of the agricultural implements our members had invented. To carry our luggage and the audio-visual equipment during the entire Shodh Yatra, we used inventions that Honey Bee had scouted out: a three-wheeled tractor developed by Bhanjibhai Mathukia of Junagarh and a tilting cart developed by Amrutbhai Agrawat of Gujarat.
Shodh Yatras have become a Honey Bee tradition now. They typically follow a route away from any regular roads or transport lanes, making the yatra more challenging. Shodh Yatris meet the villagers, farmers, and artisans individually; collectively they prepare a report on their experiences in both Gujarati and English. The Yatris look for the oddball—anybody doing something differently—and try to understand the logic behind it. We also seek out new methods of crop protection and cattle rearing and any villagers’ improvements in implements. When we share the Honey Bee database with the villagers, we ask them for their feedback and we all benefit from the resulting discussion.
The Honey Bee Network uses the Shodh Yatras to promote informal learning among children. We have arranged biodiversity contests, where young people can show off their knowledge of local plants and their medicinal and nutritional applications. Prizes and certificates are granted on the spot. Through these competitions, more knowledge is transferred from grandparents to grandchildren in a few days than would normally occur in years. We have come across children who know more than 500 plants and their uses. Yet most such children eventually drop out of school only to become part of a pool of unskilled laborers.
More formally, during Shodh Yatras, we hold evening meetings with villagers, which provide a forum for mutual sharing of creativity and innovations. We hold recipe contests where women compete to cook the most nutritious meal from local ingredients. We also reward prominent villagers—those who have helped publicize the Shodh Yatra, those who have developed new methods, those involved in organic farming, and the oldest members of the community—by presenting them with a variety of publications.
The tractor that proved so useful on our first Shodh Yatra also became one of our technology transfer success stories. Grassroots innovator Bhanjibhai Mathukia, who has the equivalent of a 4th grade education and comes from a small village in the Jungarh district, developed the 10 horsepower tractor out of various readily available components. He used the gearbox and rear wheels of an old Mahindra jeep, and the front tires of a Fiat Padmini, a miniature car popular in India, along with a fixed-speed “stationary” engine normally used to pump water. Since his village was located close to Rajkot, a major foundry hub, he was able to get some components and parts manufactured.
The resulting invention, a small, low-cost and highly efficient tractor, fills a vital demand gap in this and other local Indian markets. In the Saurashtra region of western India, where this tractor was developed, the soil is light, the land holdings are large, and there is little rain, except during the monsoon season. Farmers need a way to work large amounts of dry land very quickly. The smallest tractors currently available on the market are in the 24 horsepower range and cost over 225,000 rupees (about US$5,000). Since annual farm incomes in the most productive regions average only 37,000 rupees (about US$800), farmers cannot afford these tractors and must use bullocks, which are becoming increasingly expensive because of fodder shortages. Their other option is to use power tillers, but their small wheels have low clearance, and their poor traction and few attachments make them inappropriate for the volume and type of work required in this region.
This tractor was so promising that the Honey Bee Network developed a technology transfer agreement for it. In this work it was joined by its recently formed and more formalized institutional counterparts: the Gujarat Grassroots Innovation Augmentation Network (GIAN) and the Society for Research and Initiatives for Sustainable Technologies and Institutions (SRISTI). The agreement gives M/s Pramal Farmatics Pvt. Ltd. exclusive rights to manufacture and market the tractor in the states of Gujarat, Maharashtra, Rajasthan, Madhya Pradesh and Uttar Pradesh under the “Vanraj” brand in a deal valued at over 10,000,000 rupees (about US$220,000). M/s Parman Farmatics acquired the technology for an upfront transfer fee of 300,000 rupees (about US$6,600). Mr. Mathukia will receive a 2.25 percent royalty and has a 20 percent equity stake in a proposed marketing company that will have exclusive dealership and distribution rights for two disMr. Mathukia has already received 125,000 rupees (about US$2,700) for producing the first tractor to order. Since its inception in 1997, GIAN has successfully undertaken 13 such technology transfers of grassroots technologies to entrepreneurs.
Since that first Shodh Yatra in 1998, we have traveled 17 more, and have discovered many other successful inventions. During the third Shodh Yatra, through the Bharuch district, we discovered a promising agricultural sprayer. We scouted out other sprayers from Gujarat through a statewide contest for innovations. The winners were Arvindbhai R Patel, Gopalbhai Surtiya, Khimjibhai Kanadia, and Lalit Surana. Though none of these innovators have much formal education, they all show great creative spirit.
Each sprayer has a unique design and application. Mr. Patel designed a knapsack sprayer in which a spring-loaded dead weight taps into the user’s natural body movements to generate the compression needed for spraying. The innovative design makes the user more productive by lowering his or her fatigue. Mr. Surtiya’s sprayer uses the rotational energy of a wheel to power the spraying. Mr. Kanadia’s lightweight backpack sprayer is designed to suit the needs of small farms, nursery owners and women. Mr. Surana devised a motorized micro-sprayer. Patents are pending for the first three of these technologies.
Satasiya Industries in Ahmedabad has signed a national and non-exclusive license to manufacture the three patent-pending sprayers. It has paid a few hundred thousand rupees so far (about US$5,000), and has agreed to pay a 2.5 percent royalty on sales turnover for five years, with the possibility of renewing the agreement. The inventors have received half of the license fee and have agreed to donate nearly an equivalent amount to the Western Indian Grassroots Innovators Alliance for Nurturing Creativity (WIGIANiC). They also will be donating 5000 rupees (about US$110) to activities in their regions related to community welfare and environmental conservation.\(^1\)
A LONG TAIL FOR INVENTION?
IDEAS AS PROPERTY FOR PEOPLE IN POOR PLACES
Of the inventions documented by the Honey Bee Network, the overwhelming majority are not of types that can be readily and formally protected as intellectual property. Still, a few inventors have been awarded patent protection with support from the network. The Aruni-tilting bullock cart, which we towed behind the Vanraj tractor during the first Shodh Yatra, earned a patent from the United States Patent and Trademark Office (USPTO). Invented by Amruthbhai Agrawat of Gujarat, the four-wheeled cart has a rope and pulley mechanism that tilts the cart, allowing farmers to more easily distribute manure and other loads by dumping them en masse, drastically reducing the manual labor required.
Another invention patented by USPTO has also been a commercial success: a motorcycle-based tractor developed in Amreli, a rain-fed but dry region of Gujarat. The few tractors that are available in Amreli are expensive to rent.
The scope of the Honey Bee Network expanded in 1993 with the founding of SRISTI. While the network does not receive outside funding, in the past SRISTI has received limited funds from the International Development Research Centre of Canada, the World Bank, the Global Environmental Facility, the International Fund for Agricultural Development, India’s Department of Scientific and Industrial Research, and the Government of India.
The SRISTI Mission:
- To expand space in society for building upon sustainable technological, institutional and educational initiatives and grassroots innovations and traditional knowledge.
- To document, analyze and disseminate innovations developed by people themselves.
- To validate and add value to local innovations through experiments (on farms and agricultural stations) and laboratory research to generate nature-friendly sustainable technologies.
- To conserve local biodiversity through in situ conservation and experiments with markets and community-based institutions.
- To protect the intellectual property rights of grassroots innovators.
- To generate monetary and non-monetary incentive models for recognizing, respecting and rewarding grassroots creativity and associated ethical values and norms of individuals and communities.
- To provide support including micro-venture capital to the local innovators to scale up products and services based on grassroots innovations through commercial and non-commercial channels.
- To embed the insights learned from grassroots innovations in the formal educational system in order to expand the conceptual and cognitive space available to these innovations.
Traditionally, farmers have relied on bullocks to pull plows, but fodder there has also been scarce. These farmers asked a local mechanic, Mansukhbhai Jagani, for help. He created a multi-use machine out of a motorcycle by developing removable attachments. Now farmers have a machine to use for sowing, plowing, and, with a quick changeover, for transportation. Other patented inventions include a device for climbing coconut trees, and a cotton stripper.
One of the network’s most pivotal and challenging roles has been our effort to act as advocates for grassroots innovators and help them benefit as owners of intellectual property. We have made progress in this area, particularly in helping inventors get their innovations recognized and commercialized. Much remains to be done, however, to help indigenous people gain access to international patent systems. Box 1 describes efforts related to intellectual property issues.
While protecting inventions has been difficult, an even greater challenge is protecting traditional knowledge. For instance, knowledge about the medicinal and agricultural value of plants is often considered prior art, though that designation is the subject of debate. Prior art is information that is already known to the public and therefore knowledge that cannot be patented. For innovators in developing nations, this creates a distinct disadvantage because they rarely document their ideas or communicate them in any way beyond speaking about them. Innovators become vulnerable to outsiders coming in, extracting their knowledge, and publishing it without crediting them. We see the need for a mechanism to protect local innovators and their oral knowledge in cases where outsiders have not yet documented the knowledge in public journals and databases.
The economic significance of Indian biodiversity underscores the importance of this dilemma. Domestic trade in medicinal herbs and extracts has reached US$66,000,000 and is increasing. Many of these plants and exports bring in great profits on the international market but Indians see little of that income. One example is “tetu lakda” twigs, a source for anti-cancer drugs.\(^{12}\) In India, these twigs sell for 9 rupees per kilogram; on the international market, their extracts sell for 500,000 rupees.\(^{13}\) If we assume that knowledge about the benefits of these twigs is a prior art, the holder of that idea cannot collect compensation from others who use it for commercial purposes.
The few patents that have emerged from the work of the Honey Bee Network are not likely to have a major impact on the broad array of challenges that face the communities from which the inventions originated. Those challenges are great, and will not be easily solved. They are significant because they show that creativity is subject to the same sort of “long tail” phenomenon that has recently been noted in consumer markets.
Clearly, the global distribution of inventiveness is dominated by a few corporations and institutions of learning, if we quantify it by patent counts or other conventional measures. On the other hand, what if we could count the innovators and document this phenomenon? It is at least possible that if we added up the small number of inventions per capita among the many people in the world’s poorest places we would get a number comparable to the output of the presumed “invention leaders.” The “long tail” in the distribution of creativity is a statistical way of expressing the notion that a very large number of small-scale efforts can add up to a major contribution. We have found that even children can add to the list of valuable inventions, as described in Box 2.
**HOW SCIENCE ADDS VALUE**
Local knowledge diffuses throughout the Honey Bee community in several ways. SRISTI, the institutional extension of Honey Bee, has a help line that people can call to get answers to questions. It also publishes local language newspapers. Collaborators have organized training programs to educate youth and others about animal treatments and ways to make herbal pesticides. New plant varieties
Box 2. The inventive capacity of children
Remya Jose from Palghat, Kerala was very bright; in the tenth grade she had achieved marks of almost 90 percent. She had earned distinctions in several extracurricular contests, including recitations and writing an essay and a one-act play. But to get to school, Remya had to take two busses each way. Then, while she was in eleventh grade, her mother, a teacher, became ill; her father was already being treated for cancer. Her household chores increased, squeezing her already tight study time.
Among her many household chores, washing clothes took a great deal of time. It occurred to her that she could design a washing machine operated by the same kind of foot pedals used in a bicycle. Her father helped her by taking her drawings to a local mechanic. She also interacted with the mechanic and soon her washing machine was ready. Because it involved cycling, it let her do the wash and also get some exercise. The total cost of her machine was under $40. She submitted it as an entry at NIF’s national competition for grassroots innovations and traditional knowledge and got a Presidential Award in the Student Category. NIF now receives business queries about this machine not only from India but also from abroad, as many poor people are searching for ways to reduce the drudgery in their lives.
Vishnu Bhachubhai Dumania was 10 years old when he left school because his family needed him. His family was involved in salt making in Surendranagar and they needed young Vishnu to monitor the level of water in the tank and switch off the pump when the water supply ran out. The water developed by farmers have diffused mainly through the farmer-to-farmer network, and sometimes through locally branded seeds sold by commercial dealers.
Over time, these activities evolved and Honey Bee now focuses on developing the herbal formulations derived from grassroots practices into viable, user-friendly and marketable products through conventional research and development. We have gathered information on approximately 30,000 herbal and biologically-based innovations and traditional practices for aiding plant, human and animal health. Now Honey Bee has formed a partnership between scientists and the traditional knowledge base with the dual goals of adding value to traditional practices and helping pool the best ideas. That partnership has matured beyond our initial debates in the *Honey Bee Newsletter* and has been formalized into the National Innovation Foundation of India (NIF), established in 2000 with a budget of US$5 million. In 2004 the NIF signed an agreement with the Council of Scientific and Industrial Research to support four areas of research: herbal, mechanical, food processing and nutraceuticals (engineered foods with added health benefits) and energy. NIF formed a similar partnership with the Indian Council of Medical Research in 2006 to add value to non-codified, folkloric traditional herbal knowlsource is located about a kilometer from the place where the salt is processed. Someone must constantly monitor the water level because the pump will break down if it runs without water in the tank.
Because Vishnu dearly wanted to pursue his education, his challenge was to find a way he could go to school like other children and yet not neglect his family duty. He had to design a system that could monitor the water level, indicate when the water level dropped beyond permissible limits, and then automatically switch off the pump. His solution was to attach a box with a rope to the pipe that discharges the wastewater. On the other end of the rope, he attached a stone that weighed as much as the box when it was full of water. He attached a red flag to this stone. When the water level decreases, the flow of water into the box slows down. The box becomes lighter and moves up and the stone at the other end moves down. The flag attached to the stone also drops. When the flag moves out of the visible range, it is a signal that the pump is about to exhaust the water in the reservoir. Vishnu attached a mechanism that would switch off the motor as the stone moved down.
With his invention in place, he no longer needed to spend time monitoring the water level. Moreover, the design was so popular that most salt making families in the area began using it. It is an effective labor-saving device. More importantly, for Vishnu, it freed him from his daily chore and let him pursue his studies.* Many children in India face similar challenges. Immediate family needs pull them out of school early and, even if they do remain in school, their local knowledge and innovations count for little in the academic world.
* Anil Gupta, “When Necessity Calls and the System Fails,” *Honey Bee Newsletter*, 16 (3).
One example of how science has added value to local traditional practices comes from recent research into the tradition of using milk to manage diseases in crops. Farmers and scientists alike have described milk as a natural inhibitor of plant viruses; it also sticks well and spreads well. It has proven effective against viruses and fungi in various plants, including winter wheat, tomatoes, peppers, tobacco, potatoes, and sugar cane. In 1992, the *Honey Bee Newsletter* published an editorial about a farmer’s practice of dipping his hands in milk before sowing tobacco seeds. In 2005, researchers in Jodhpur examined two other specific applications of milk and shared their results in the newsletter. In one study, they compared the effectiveness of two treatments to prevent downy mildew in pearl millet plants: soil treatment with *Gliocladium virens*, a biological pesticide, versus seed treatment using raw cow’s milk. They found both treatments to be equally effective.
In another study, the scientists investigated using raw cow’s milk to prevent chili crop damage and loss from leaf curl disease. Pesticides alone have not been an effective treatment for this problem. The researchers found that a combination of both milk and a pesticide, what they called an “alternative disease management
technology,” worked well. When they soaked seeds and treated the ground with milk and a pesticide, rather than solely using pesticides, the amount of pesticides required dropped, resulting in lower costs, and the yield increased by 25 percent. In turn, 12.5 percent more jobs became available.
Because our network has collected such a variety of valuable practices, one of its underlying activities is campaigning for and promoting public awareness of traditional knowledge and sustainable practices. We have done so through a variety of avenues. We have installed experimental computerized networked kiosks, called Gyan Manthan Kendra (Knowledge Churning Centers), in different villages, allowing local people to browse for innovations in multiple languages. We have also set up on-farm experiments and formed local innovators’ clubs. And we have collaborated with a major national television channel to air a series called Avishkar India (India Innovates) in addition to extensive radio and television coverage on the BBC World Service and the Discovery Channel.
Members of Honey Bee also spread their knowledge at local festivals. Sattvik, a food festival focusing on traditional and organic food, has proven to be a unique and successful way to encourage people-to-people learning. The two-day festival provides an opportunity for organic farmers to show urban people the benefits of diverse crop varieties and to emphasize the importance of organic farming.
Organic food shows real promise. A recent market survey by *Business Standard* reveals that the global market for organically produced food is US$26 billion and is estimated to increase to US$102 billion by 2020.\(^9\) However, the organic business has not yet taken off in India. Sattvik helps address this problem by bringing farmers and urban consumers together to collaborate and share best practices and novel ideas for tapping into this growing international market.
Our second Sattvik, in December 2004, attracted 18,000 people from nine Indian states; we hosted sixty stalls, a 50 percent increase from the first Sattvik held in February 2004. During the festival we held a meeting to discuss organic certification and marketing and agreed that all involved should pool their knowledge and expertise. Some attendees suggested developing a website or helpline to provide information about organic produce. As part of an ongoing research effort by SRISTI to understand organic and traditional food issues, business and journalism students at various local colleges conducted a survey to gauge people’s understanding of organic farming. They found that 90 percent of people wanted to read more about organic food to deepen their understanding of it. Over half said Sattvik festivals should be held more often, and over 70 percent were willing to pay a premium for organic food.
We organized a third and even larger Sattvik in December 2005. Farmers not only sold their produce at the festival, but also connected with urban markets and urban consumers and learned about the market potential for their products. According to Arvind Paramar, who brought 18 farmers to the festival, “all of the grains were sold, and we also got a lot of contacts at the festival.” One farmer, Khimjibhai (first name unknown) said, “The festival has provided an opportunity for me to understand the market for organic produce. I have used this knowledge
and set up a shop for organic produce in the village. Not only do I sell my produce, but I also procure it from other farmers and sell it if the demand is high. The festival has helped me become an entrepreneur.”
The Honey Bee Network has also tapped into inventors addressing other pertinent issues, such as energy efficiency and renewable energy. Over 70 percent of Indians live in rural areas, and nearly 90 percent of the total energy that rural people consume consists of non-commercial fuels such as firewood, cow dung and agricultural waste, according to the Gujarat Energy Development Agency, an organization focused on promoting and developing renewable energy. Still, many rural poor must purchase kerosene for their cooking stoves, and its price is rising. Thus people are looking for new fuels and innovative ways to make cooking more efficient.
Honey Bee has documented several responses to these problems. One day a farmer, George David Raj of Kanyakumari District, stumbled on the idea of cooking with the gas that emanates from cow urine. He had made a pit into which he could drain cow urine and covered it with a concrete slab to contain odors and keep out insects. When he opened the pit, he was overwhelmed with a strong odor and as he placed his cigarette on a nearby pile of straw, the straw burst into flames. If the fumes were that flammable, he reasoned, they might work as cooking fuel. Now he drains urine from the yard into a tank 11 feet deep. He keeps the tank full to 9 feet, draining the excess into the garden as fertilizer. The gas that forms from the urine occupies the top 2 feet of the tank and he pipes it into the kitchen through a regulated valve mechanism.
BEYOND HONEY BEES: EXPANDING THE SCOPE
SRISTI, the institutionalized extension of the Honey Bee Network, has evolved into a very forceful voice to protect the intellectual property rights of both individuals and communities. SRISTI has discussed many policy reform proposals at meetings of the World Intellectual Property Organization, and has campaigned for an International Network for Sustainable Technological Applications and Registration (INSTAR). Such a registry has yet to evolve. If implemented, however, this registry would allow people in one part of the world to learn from creative people in another part and would provide a low-cost clearinghouse for connecting innovations with investment and entrepreneurial support.
More importantly, such a registry would be one way to provide innovators with a means of protecting their ideas. Historically, property has provided a foothold for poor people to gain power. Governments have denied voting and other basic rights to people who lack title to property. Today, intellectual property rights are the modern foothold to the global marketplace. Developing nations are making the transition from nature-based economies, with local knowledge based on local resources, to market economies, where knowledge and products have value beyond their immediate use to a villager. As they do so, individuals in these developing nations need the title to their unique knowledge in order to have the
Five kinds of change can protect indigenous knowledge, innovations and practices so that informal knowledge systems continue to grow and interact symbiotically with modern science and technology:
- Reform intellectual property rights systems to make them accessible to small grassroots innovators.
- Use modern information technology applications to overcome information asymmetries in formal and informal knowledge systems.
- Establish venture funds and incubators dedicated to converting innovations into enterprises.
- Reform the mandate and responsibility of the institutions in the Consultative Group on International Agricultural Research (which apply science-based solutions to global food and nutrition problems) so that these institutions are obliged to place a priority on adding value to local innovations.
- Rethink and redefine the role and responsibility of international financial institutions and United Nations agencies with respect to ethical, institutional and financial support for grassroots innovations and local knowledge systems.
Gaining that title isn’t simple, however. Part of the problem is the perception that traditional knowledge is old and common. That is, some believe that local people hold in common all the knowledge about the local use of biodiversity to treat various ailments of humans and animals, to produce vegetative dyes, and to develop biological pesticides, for example. People suppose that people have transferred this knowledge to successive generations over very long periods without much change or improvement.
On the contrary, not all such knowledge is traditional. Villagers do not carry all of it forward in fossilized form from one generation to another. Rather they have improvised it over successive generations. Not all of it is collective in nature, and, even if communities know certain traditions, they don’t all reproduce all of it. Moreover, these communities produce knowledge of considerable economic importance.
Because the external perceptions are so disconnected from the internal reality of individuals, the intellectual property community considers much of the local, traditional knowledge that Honey Bee has collected to be prior art. For this reason, powerful corporations can use the knowledge without crediting those who developed it. They can extract the knowledge and the plants, in a form of “bio-piracy” in which the original creators of the knowledge gain nothing. In fact, they may lose in the end as corporations extract their local plants and inflate the value of these resources beyond their reach. Box 3 suggests some ways to counter this problem.
BOX 4. Building Incubators
While SRISTI and NIF have made great progress in expanding and formalizing the work of the Honey Bee Network, after an international conference on Creativity and Innovations at Grassroots held at the Indian Institute of Management, Ahmedabad in January 1997, we realized that a link was missing. We had no venture capital in the chain that SRISTI was building. We proposed a venture fund; the Gujarat state government came forward to collaborate with SRISTI and IIMA to set up the first Gujarat Grassroots Innovation Augmentation Network (GIAN).
GIAN plays three roles:
- Incubate promising grassroots ideas and knowledge into marketable technologies.
- Protect the intellectual property of inventors.
- Help innovators take their ideas to market.
Along similar lines, to strengthen the support for innovations, the Small Scale Industrial Development Bank of India (SIDBI) joined hands with NIF after Yashwant Sinha, the Finance Minister, announced in Parliament that a Micro Venture Innovation Fund of about $1 million would be set up in October 2003. While micro finance is not new, micro venture finance is a novel idea. It recognizes the creativity that exists at the grassroots level and acknowledges that if these innovations are to reach their potential as products or value-added technology, the innovators need the support of venture capital.
ENGAGING THE GOVERNMENT AS A PARTNER
By 1998, the Honey Bee Network had documented about 10,000 innovations and examples of traditional knowledge. We had been lobbying the government to scale up Honey Bee in a more formalized structure with dedicated funding. After considerable effort, in December 1998 we finally met with Dr. E.A.S. Sarma, then the Secretary of Economic Affairs. As a scientist, he could appreciate the merit of the Honey Bee database. He invited Dr. Vijay Kelkar, the Finance Secretary, who also found the idea worth scaling up. The result was the National Innovation Foundation (NIF), to be chaired by a champion of innovations in India: Dr. R. A. Mashelkar, FRS, Secretary of the Department of Scientific and Industrial Research. In February 1999, Yashwant Sinha, the Finance Minister, announced the foundation’s formation in his budget speech in Parliament; on February 28, 2000, NIF formally came into existence with a budget of approximately US$5 million. Box 4 describes the funding and objectives of an affiliated innovation incubator organization.
NIF has mobilized an additional 40,000 innovations and examples of traditional knowledge, bringing the total database to more than 50,000 practices from over 400 districts. One key accomplishment has been to strengthen ties between
villagers and the scientific community through its formal research agreements with the Council of Scientific and Industrial Research and the Indian Council of Medical Research. It has also helped file 77 patents; among these were six filed in the United States and three granted in the U.S and 14 in India. Other organizations formed by NIF include chapters of the Student Club for Augmentation of Innovations at Grassroots (SCAI), individuals at universities who provide technical and business assistance to the grassroots innovators. NIF has also established Grassroots Innovation Design by Students (GRIDS) clubs, which encourage students of engineering, agriculture, and pharmacy to undertake projects that support grassroots innovations.
NIF has organized three award functions and has planned a fourth. Abdul Kalam, the President of India, has given the awards at the last two functions. Having the head of state honor grassroots innovators and traditional knowledge holders makes a powerful statement. Never before had extremely common people pursuing uncommon distinctions imagined that they would receive such consideration from the president of one of the world’s largest democracies.
ON THE HORIZON: A NETWORK WITHOUT BORDERS
SRISTI organized the first international scouting contest in 1999 through the International Fund for Agricultural development (IFAD). Several criteria were used to evaluate the entries: uniqueness of practice, novel use of ingredients and their apparent effectiveness, use of locally available material, prospects for research and development and wide applicability. SRISTI honored the award winners, who came from three different countries, at a Global Knowledge Conference held in Malaysia in March 2002. A second international contest included Central, South, and East Asia and the Pacific Islands. The awards were presented in Bangkok in July 2003, to a traditional community representative from China, a Maharashtrian village community for local management of forest resources, and an innovator from Vietnam. SRISTI is planning to hold similar competitions in Brazil and China.
Other efforts to internationalize our grassroots network have evolved. Students from IIMA designed a web site, www.indiainnovates.com, to assist the grassroots innovators in developing and testing their products for a global market. Already, some of these technologies have been commercialized in the USA, Singapore, and Pakistan.
Several countries are coming together in what may eventually amount to a global GIAN, or global innovation incubator. Brazil and China have made connections with SRISTI and Malaysian and South African science and technology departments are in touch with Honey Bee to explore extending these networks into their countries. Their goal is to make commercialization less expensive for entrepreneurs by attracting investors from around the world. Such a unified network may evolve into a virtual global incubator for green grassroots innovations.
More recently, SRISTI has further expanded its scope. It now includes
women’s knowledge systems, educational innovations, and a natural product laboratory for adding value to traditional knowledge, set up with the help of the private Sadhbhav trust in Mumbai. SRISTI continues to organize the Sattvik traditional food festivals, which have helped generate demand for organically grown and diverse foods made by using local crops and recipes.
CONCLUSION: TENDING OUR ROOTS
The Honey Bee Network started with a simple revelation: creative individuals at the grassroots level can be a source of valuable innovations. We have attempted to help these creative individuals on many levels—from the grassroots level itself to the national political level and extending into international law. As we look forward, it is critical that we not forget our roots.
It will take a substantial, distributed effort to foster these roots so that a tradition of creativity and invention continues in future generations. Those of us involved in the Honey Bee Network are committed to contributing to this effort by encouraging curiosity and collaboration among children. The biodiversity competitions, for example, instill a sense of appreciation, care and concern among children towards the environment and nature. A “concrete school project” has established several alternative schools in areas that lacked any kind of schooling infrastructure. And SRISTI has helped to set up a separate Academy for Augmenting Sustainable Technological Inventions, Innovations and Traditional Knowledge (AASTIIK) to provide innovators an opportunity to do research into their own network and strengthen their cooperative ways of learning.
We must also continue to forge links between local university researchers and local innovators so that we can help ourselves become leaders in traditional knowledge and innovation. Gandhian rural vidyapeeths (colleges) in Gujarat agreed that each year three students studying agronomy, extension and veterinary science should focus their dissertations on themes such as organic farming and understanding traditional practices. So far they have produced over 100 dissertations.
In terms of technology and invention, similar opportunities exist in our pool of approximately 400,000 technology students in India. Each one conducts one project each year. No mechanism yet exists to link their projects with local innovations, traditional knowledge or current local or regional problems. But if only one per cent of these projects were based on innovations that have already been scouted out and documented, in order to improve and standardize them, this would be a great achievement. By extending the practices of Honey Bee, perhaps by creating a web-based database of information on such projects and a correlated list of urgent local or regional problems, we might make another set of connections that will further propel our local innovations forward from within.
We invite reader comments. Email <email@example.com>.
1 Examples abound. In the 19th century, for instance, when outsiders discovered Assam tea, they took over its production and export. Then, as today, few of the local people who work long hours on tea plantations can afford to drink Assam tea themselves.
2 In the early 1980s, research showed that 80 percent of modern plant-based medicines are used for the same purposes that were discovered by native peoples (N.R. Farnsworth, 1988, “Screening Plants for New Medicines,” in: E.O. Wilson, and F.M. Peter eds., *Biodiversity*, Washington DC, National Academy Press.) More recently, investigators focusing on a part of Nigeria calculated that the correlation between claims of local communities and the evidence from modern pharmacological science was more than 85 percent. (Maurice Iwu, 1999, *Traditional Igbo Medicine*; Report of a project sponsored by the Institute of African Studies, University of Nigeria, Nsukka).
3 Anil Gupta, “Animal Husbandry Practices,” *Honey Bee Newsletter* 2 (1) p. 20, Centre for Management in Agriculture, Indian Institute of Management, Ahmedabad.
4 Anil Gupta, “Scientific Comments on Farmers Practices,” *Honey Bee Newsletter* 3 (2).
5 Anil Gupta, “Rewarding Traditional Knowledge and Contemporary Grassroots Creativity: The role of intellectual property protection,” <http://www.cid.harvard.edu/cidbiotech/events/anil_gupta_paper.htm>.
6 Anil Gupta, “Editorial,” *Honey Bee Newsletter* 3 (3 & 4).
7 These colleagues include Kirit Patel, Riya Sinha, Vijay Sherry Chand, Hema Patel, Mahesh Parmar, Dilip Koradiya, Ramesh Patel, Srinivas Chokkakula, and Shailesh R.Shukla.
8 Society for Research and Initiatives for Sustainable Technologies and Institution, “1st Shodh Yatra,” undated, http://www.sristi.org/cms/en/1st_shodh_yatra.
9 National Innovation Foundation India, “Technology Transfer of 10 HP Mini Tractor,” October 17, 2004 press release <http://www.nifindia.org/bd/pressroom_item_3>.
10 Consultative Group on International Agricultural Research, “Watershed Projects Aim to Improve Farmers’ Incomes,” *cgianNews*, September 2006.
11 National Innovation Foundation India, “GIAN announces a first-of-its-kind Grassroots Innovations Technology Transfer in India,” August 14, 2004 press release, http://www.nifindia.org/bd/pressroom_item_2.
12 Edgar DaSilva and Lucy Hoareau, “Medicinal plants: a re-emerging health aid,” *Electronic Journal of Biotechnology*, 2 (2), http://www.ejbiotechnology.info/content/vol2/issue2/full/2/index.html
13 Anil Gupta, “Rewarding Traditional Knowledge and Contemporary Grassroots Creativity: The role of intellectual property protection,” http://www.cid.harvard.edu/cidbiotech/events/anil_gupta_paper.htm.
14 Arun Kumar, et. al, “Validating People’s Knowledge: The Role of Formal Sciences,” *Honey Bee Newsletter*, 16 (4).
15 Arati Menon Carroll, “How green is my bazaar,” *Business Standard*, October 15, 2006, http://www.business-standard.com/bsonline/storypage.php?autono=202986&leftnm=11
16 Anil Gupta, “Sattvik 2005,” *Honey Bee Newsletter*, 16 (4).
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Preliminaries
- Transformation of graphs (shifting and stretching)
Objectives
- Graph a hyperbola, given the equation.
- Find the equation of a hyperbola, given the graph.
**Standard Hyperbola**
\[ x^2 - y^2 = 1 \]
**Standard Hyperbola - Vertical**
\[ y^2 - x^2 = 1 \]
**Stretched Hyperbola**
\[ \frac{x^2}{a^2} - \frac{y^2}{b^2} = 1 \]
The hyperbola is stretched \(a\) times wider and \(b\) times taller.
**Writing the equation from the graph**
\[
\left( \quad \right)^2 - \left( \quad \right)^2 = 1
\]
Center at \((2, -1)\)
General Equation of a Hyperbola- Horizontal
\[
\frac{(x - h)^2}{a^2} - \frac{(y - k)^2}{b^2} = 1
\]
Center at \((h, k)\)
Asymptotes have slope \(\pm \frac{b}{a}\) and pass through the center
Vertices at \((h + a, k), (h - a, k)\)
General Equation of a Hyperbola - Vertical
\[
\frac{(y - k)^2}{b^2} - \frac{(x - h)^2}{a^2} = 1
\]
Center at \((h, k)\)
Asymptotes have slope \(\pm \frac{b}{a}\) and pass through the center
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A. What state do you live in now?
B. __________________________
A. What city?
B. __________________________
A. What’s the capital of your state?
B. __________________________
A. What other states have you lived in?
B. __________________________
A. What other states have you visited?
B. __________________________
There are fifty states in the United States. Each state has a capital city. The governor of the state lives in the capital city. Each state has a special flag, a special name, and a special flower. Write about your state here.
1. I live in ________________ (state).
2. The state capital is ________________.
3. The special name of my state is ________________.
4. My state flower is ________________.
5. The colors of my state flag are ________________.
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Kaley Underwood
Northmont Middle School- 8th grade
Teacher- Mrs.Henderson
3701 Greenbay Dr. (937)-510-7104
Email: firstname.lastname@example.org
Third Place
Div. I Group B
Prose
If “a hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles,” then Magda Herzberger is certainly a hero (Christopher Reeve). She, an author, poet, and Holocaust survivor, went through some awfully terrible times in her life. Still, she carried on. Magda Herzberger persevered despite having to withstand the atrocious deeds of the Nazis during the Holocaust.
When Magda Herzberger was in fourth grade, Nazis started taking over the government in Cluj, Romania. She was incessantly bullied by her teachers and classmates for simply being Jewish. Her father lost his job because Jews could no longer work in public positions, and as a result, her family moved to a small apartment. However, not long after they moved there, they were relocated to a ghetto on the borders of town. This area was essentially a dump. Herzberger and her family had to sleep on the ground next to an old factory. They did not even have running water. Worse, she and her family were deported and sent to concentration camps. On her way, she was locked in a cattle cart for three days with no food or bathrooms. Herzberger was already being faced with the treatment of an animal, and she was only 17 at the time (Ellis). Little did she know what was waiting for her later on.
Magda visited three concentration camps, Auschwitz, Bremen, and Bergen Belsen, places “where love and compassion were dead” (Hansen). There, she was forced to do dreadfully difficult labor without sufficient nutrition to keep her healthy. Prisoners became so weak that they were described as “walking skeletons” (Ellis). Not only were the victims malnourished, the barracks were infected with lice, dysentery,
typhus, and tuberculosis. Herzberger had to sleep outdoors next to the dead bodies to avoid getting sick. People died every day from malnutrition, cruel experimentation, disease, or being gassed. The air reeked of rotting flesh. Due to the harsh camp conditions and despicable acts of the Nazis against her well-being, Herzberger was lying in a pile of corpses on the verge on death when a British soldier found her and liberated her.
Despite all her struggles, Magda Herzberger persevered. After being liberated from the Bergen Belsen camp, she suffered from PTSD and depression. Often, she would have nightmares about her horrifying past. Nevertheless, she overcame this. Her new motto became “Start the day with a smile and not a tear; but with courage and no fear” (Cruz). Instead of ignoring her difficulties, she faced them head on. Even after being a victim of such cruel treatment, she “put a ray of hope inside when all [she] saw was darkness” (Cruz). She published eight books, some of which describe her experiences during the Holocaust. Although she struggled doing so, Herzberger believed it was her duty to “revisit hell” in order to share her story.
Magda Herzberger lived through obstacles in her earlier life, but she overcame them. What is most inspiring about her is that she did not let those obstacles stop her from making her mark on the world. In fact, she brought those negative experiences to her advantage by writing and speaking about them which inspired hope and change. Not only is her writing motivational, but her story is encouraging in itself. It shows that no matter what you have going against you, where there is a will, there is a way. It is up
to you whether you are willing to have enough guts to keep going when the going gets tough.
Cruz, Jeannette. “Holocaust Survivor to Recount Tale of Horror.” GCU Today, Made with FlippingBook, 26 Feb. 2018, news.gcu.edu/2018/02/holocaust-survivor-recount-tale-horror/.
Ellis, Mark. “God Gave Holocaust Survivor the Will to Live.” God Reports, 2 Mar. 2018, blog.godreports.com/2016/12/god-gave-holocaust-survivor-the-will-to-live/.
Hansen, Nathan. “Holocaust Survivor Herzberger to Share Her Story Thursday.” La Crosse Tribune, La Crosse Tribune, 4 Apr. 2016, lacrossetribune.com/news/local/holocaust-survivor-herzberger-to-share-her-story-thursday/article_893b0ee5-2f7f-5a25-85d0-c86ed566459e.html.
Grace Brown
9030 Getter Lane, Brookville, Ohio
Email: email@example.com
Phone Number: (937) 533-3866
Eighth Grade
Northmont Middle School
Mrs. Kristen Henderson firstname.lastname@example.org
HM
Div. I Group B
Prose
He was executed. This man was killed just like the millions of others in camps during the Holocaust. He was beaten, bruised, bloodied, and broken at the hands of the SS and Nazis. But this man was more than just one of the masses of bodies that had been mercilessly littered throughout Germany. Johan (Joop) Westerweel was more than just another number; he was a teacher, a father, and a rescuer. During his short-lived life Joop had to make many hard choices and decisions, but all his work did not go without recognition. Because of the choices he made during his life Joop inspired and saved hundreds from facing death, even if he could not save himself.
Joop Westerweel was born in the Netherlands in the year 1899. His parents were Derbits, and they raised him with a “strict Christian background” (“Teachers Who Rescued Jews”). Religion “instilled in him a sense of justice for all and a belief in the basic goodness of mankind” (“Teachers Who Rescued Jews”). Joop carried his religion with him his entire life; and as the war was beginning, more and more men were being forced to join the army. Due to his religious beliefs Joop refused and was fired from his teaching position in the Dutch Indies (“Teachers Who Rescued Jews”). Nevertheless, he did not let this minor setback stop him from continuing his career. Next, he taught at Werkplaats in Bilthoven, left that position, and then became principle of a Montessori school (“Teachers Who Rescued Jews”). A Montessori education is one that is “based on self directed activity, hands-on learning and collaborative play” (“What is a Montessori Education?”). He also married and had four children with his wife Wilhelmina. Even with four kids and careers of their own, Joop and his wife “dedicated their lives to helping
others” (“Teachers Who Rescued Jews”). Because of their inspirational drive to help others, the Westerweel’s began a journey that would change their lives forever.
Being a teacher, Joop began to come in contact with many Jewish students in need of aid. To help them, he and his wife would even take the “Jewish refugees into their home” (“Teachers Who Rescued Jews”). During this time the Germans were pushing the Jews out, but Joop was letting them in. It took lots of courage to go against the power, but Joop did it even if it meant putting his own family at risk. After the family had begun taking in Jews they got word that a group of *halutzim* (Zionist pioneers) were about to be deported (“Teachers Who Rescued Jews”). Determined to save them, Joop got his colleagues to band together and form a group to save the people of the *halutzim*. Together the group created an “escape route for young Jews fleeing the Netherlands” (“Ona Simaitė, Joop Westerweel, Irena Sendler”). As time went on the plan proved very effective and the Westerweel group was getting people out of German territory safely. They “smuggled between 150-200 Jews to Belgium on to France, and from there to Switzerland and Spain” (“Ona Simaitė, Joop Westerweel, Irena Sendler”). This continued until things went sideways when “[o]n March 11, 1944, Joop and his co-worker Bouke Koning were caught at the Belgium border” (“Teachers Who Rescued Jews”).
While Westerweel escorted two Jewish women out of Germany and into Belgium, he was captured and arrested on site (“Teachers Who Rescued Jews”). Joop was then taken to Vught concentration camp which had two sections. The section that he was in was meant for Dutch and Belgium prisoners, which housed men and women (“Concentration Camps: Vught”). The other half housed Jewish prisoners. At the camp, “food was nearly non-existent” (“Concentration Camps: Vught”). Also the SS guards “provoked the dogs to attack prisoners” leaving many with
severe wounds ("Concentration Camps: Vught"). Torture was a common occurrence as well; Joop was one of the prisoners who had to experience this. During his brutal torture, the guards tried to break him into revealing who he was working with. But even through malnourishment and torture, Joop never revealed his contacts within the Westerweel group ("Teachers Who Rescued Jews"). He was then executed in front of the entire camp. Wilhelmina had been moved to the Vught concentration camp, and witnessed her own husband's execution ("Teachers Who Rescued Jews"). A man who had only ever used his life to help people had been murdered in cold blood.
Joop Westerweel is an inspiration. He bested adversity, saved many, and changed lives. He took Jews into the comfort and sanctity of his own home ("Teachers Who Rescued Jews"). Joop brought it upon himself to create a group to save people during the Holocaust, many of whom were Jews and he was not even Jewish. He saved them because it was the right thing to do. During the short time before his execution, he even "became a spiritual leader for many of the prisoners" ("Teachers Who Rescued Jews"). It was said that he still had "unfailing high spirits in the face of the brutality of camp" ("Teachers Who Rescued Jews"). Joop was more than just an inspiration, he was a good person. No matter the circumstances he did what he knew was the right thing, and everyone should aspire to have this level of self confidence in their actions. Joop did not even know the people he was saving. Everything that he did in his life was an inspiration to many, and will be for a long time.
Joop Westerweel had a very courageous personality that inspired many, and drove him to save people during the Holocaust. He did many things in his life that showed this. For example, even in hard times, he kept to his religion. He also created a rescue group and put the
lives of others before his own. What he did was important because not only did he save lives, Joop stayed true to his beliefs. Although ultimately resulting in his death, his strength of character and determination allowed him to help many. Joop was a true hero during the Holocaust. In order to save others, Joop Westerweel took a stand against the powerful Nazi regime, even in the hardest and darkest of times. Perhaps someone could have done the same for him.
Works Cited
“Concentration Camps: Vught.” Suleyman, www.jewishvirtuallibrary.org/vught-concentration-camp.
“Ona Simaitė, Joop Westerweel, Irena Sendler.” United States Holocaust Memorial Museum, United States Holocaust Memorial Museum, encyclopedia.ushmm.org/content/en/article/ona-simaite-joop-westerweel-irena-sendler.
“Teachers Who Rescued Jews During the Holocaust.” Feng-Shan Ho, www.yadvashem.org/yv/en/exhibitions/righteous-teachers/westerweel.asp.
“What Is Montessori Education?” Montessori Northwest - Montessori Teacher Training & Professional Development in Portland, Oregon, montessori-nw.org/what-is-montessori-education. | <urn:uuid:768f14b9-5707-47a8-b35a-b7a163dfa4db> | CC-MAIN-2019-47 | https://jewishdayton.org/wp-content/uploads/2019/08/2019-Lydia-May-Division-I-Prose-Group-B.pdf | 2019-11-20T17:46:39 | crawl-data/CC-MAIN-2019-47/segments/1573496670597.74/warc/CC-MAIN-20191120162215-20191120190215-00222.warc.gz | 459,099,430 | 2,617 | eng_Latn | eng_Latn | 0.846678 | eng_Latn | 0.997392 | [
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INTRODUCTION
An activity for older children to create a life sized interactive board game. In this game the child makes the rules, using their own ideas for challenges and prizes.
WHAT WE NEED
- Paper/Card/Cardboard
- Pens
- A Dice
WHAT TO DO
First encourage the child to think of an idea for their game, for example they could have prize spaces, challenge spaces, move forward, move backwards, and roll again.
Write ‘Start’ on one piece of paper and ‘Finish’ on another, then fill as many other spaces as required. Help the child to lay out the spaces in any format they like. Grab a dice and have fun! | <urn:uuid:85956ea5-def3-4bb3-86f6-b16bbb7d5499> | CC-MAIN-2025-08 | https://www.smartplaynetwork.org/_files/ugd/33d2a7_8494a2b3bc364eeb9a3368407d7ed38d.pdf | 2025-02-09T23:41:01+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00767.warc.gz | 945,574,970 | 136 | eng_Latn | eng_Latn | 0.997424 | eng_Latn | 0.997424 | [
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Common True/False Formats
The following formats can be adapted for online courses using Canvas or face-to-face courses.
**Scantron with A or B Answer Choices**
The following questions are True-False questions. If the statement is true, darken the circle under A on your answer sheet; if the statement is false, darken the circle under B on your answer sheet. Be sure that the question number that you are marking on the answer sheet corresponds to the question number of the question you are answering.
- According to cognitive theorists, a learner will learn by rote if he lacks a cognitive structure.
- According to the cognitive theorists, learning something new is a matter of seeing where it “fits in.”
- Bypassing less abstract stages of learning is sometimes desirable for the improvement of understanding without memorization.
- *The Readers’ Guide to Periodical Literature* is the oldest indexing periodical that includes educational items.
**Circle Format**
The following sentences may (or may not) contain grammatical errors. In front of each question are a “C” and an “I”. If the sentence is *grammatically correct*, circle the “C”. If it is *grammatically incorrect*, circle the “I”.
| | | |
|---|---|---|
| C | I | 1. I heard you was at the bowling party. |
| C | I | 2. He don’t plan to study engineering at college. |
| C | I | 3. Are you calling us? |
| C | I | 4. The rear tires had wore out. |
The following questions are True-False questions. If the statement is true, circle T, and go to the next question. If the statement is false, circle F, write the specific portion of the statement that makes it false in space A, and rewrite the incorrect portion so that it is true in space B.
1. An achievement exam is designed to measure a pupil’s ability to perform in school subjects.
A ________________________________
B ________________________________
2. A profile is a graphic method for representing an examinee’s scores on several exams.
A ________________________________
B ________________________________
3. Intelligence is defined as innate ability.
A ________________________________
B ________________________________
4. Individual intelligence exams are more reliable than group intelligence exams.
A ________________________________
B ________________________________ | <urn:uuid:dc7d55d1-d7d4-4cbc-8d71-89c5e426fbc4> | CC-MAIN-2021-21 | https://facultyinnovate.utexas.edu/sites/default/files/True-False-Questions.pdf | 2021-05-17T17:00:29+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991258.68/warc/CC-MAIN-20210517150020-20210517180020-00156.warc.gz | 283,112,031 | 494 | eng_Latn | eng_Latn | 0.99744 | eng_Latn | 0.999123 | [
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Problems
Worldwide 2-3% of GDP is lost as a result of malnutrition (World Bank)
Nearly 850 million people in the world are hungry and >2 billion are micronutrient deficient.
In India, 44% of children are malnourished – more than double that of sub-Saharan Africa. (UNICEF, 2015)
A long lasting solution is to work with rural communities to grow and consume diverse, healthy foods.
The impact pathway for healthier communities through sustainable solutions in agriculture is:
1. Identify the major nutritional needs of the community
2. Analyze the agricultural options for growing foods that best help with the nutritional needs and match these with the consumer preferences
3. Undertake community driven approaches to achieve diversity on farm and appropriate agricultural practices
4. Build awareness and capacity on nutrition, health and good practices
5. Develop markets by linking farmers to value chains that offer traceability and confidence to consumers
6. Develop a buzz and excitement around nutritious foods.
Nutri-kitchen Gardening program launched on International Women’s Day
Around 100 institutions of the State of Andhra Pradesh held events on International Women’s Day at the International Development Centre (IDC) to launch the Nutri-Kitchen Gardening program in its nutrition education centers. More than 4,000 women participants from these centers hold in three Indian states of Telangana, Andhra Pradesh and Karnataka.
At all schools, colleges, women and school children who have enrolled their names will be able to grow vegetables and fruit seeds to grow either in their school premises or in the community gardens under the Nutri-Kitchen orientation program. The Nutri-Kitchen Gardening program is a part of the larger Nutri-Kitchen project in India to address the issue of malnutrition in India. According to the latest survey, 38% of women and 40% of children are Malnourished. This developmental activities. The aim was to bring them together to share their experiences, learn from each other and inspire more women to participate in ICRISAT’s programs.
Women’s Day celebrated in Kothapally for the first time
Over 200 hundred women farmers in the state of Telangana contributed to the celebrations which aimed at building the mothers’ self-esteem and skills, and also to create awareness about the importance of nutrition and health among the women farmers. The event was organized by the Agriculture Department of Kothapally and the Nutrition Department of the District Administration. ICRISAT’s regional office in Hyderabad, India, provided technical support during the program. ICRISAT’s Director General, Dr David Bergvinson, addressed the gathering and emphasized the importance of nutrition in the lives of women and children. He also highlighted the need for more research and development in the field of nutrition and health.
EQUINUT, a high-energy weapon fighting malnutrition
Malnutrition in Malian children is being tackled by a combination of improving a familiar traditional food recipe and eliminating toxic contamination from its main ingredient.
This increases the chance of the bio-fortified food Equisetum being accessible and achieving its aim of reducing the high mortality rate in children under the years, while greater awareness of the contamination risks associated with asbestos (toxic and carcinogenic substance) will help prevent the use of such plant varieties. The improved recipe also offers women the potential to improve family livelihoods by selling Equisetum.
Better diets for women and children begin at home
Smallholder farmers are learning homegrown solutions to fix their diet of malnutrition and inadequate childhood diets thanks to targeted intervention with highly nutritious recipes based on local ingredients.
Education and training underpins the success of the Malawi Smallholder Nutrition and Health (S NäH) project. The project has helped smallholder farmers leave off cashcropping, switching to vitamin and mineral-rich crops that can be grown on their farms. In addition, the project has helped farmers in Malawi, Kenya and Mozambique learn how to introduce local foods into their diets, thereby increasing their consumption of the nutrient-dense foods that improve food security and reduce the risk of malnutrition.
The project has also helped smallholder farmers diversify their diets by introducing new or alternative food resources based on local ingredients. For example, the project has helped smallholder farmers in the Mzimba region of Malawi adopt a kit of locally-sourced foods that includes sorghum, millet, maize, beans and vegetables.
ICRISAT has already active in the chosen communities on nutrition and health issues through its nutrition and health projects. ICRISAT has been working closely with the mothers, and identified a wide range of challenges they face in terms of nutrition and health. The project has also worked with the Nutrition and the Agriculture Department of Kothapally and the District Administration to develop a nutrition education program for women farmers. The program included a workshop on nutrition, ICRISAT’s Director General, Dr David Bergvinson, addressed the gathering and emphasized the importance of nutrition in the lives of women and children. He also highlighted the need for more research and development in the field of nutrition and health. | <urn:uuid:cfda1c98-2a8f-4971-85f7-af157c4da036> | CC-MAIN-2018-09 | http://www.icrisat.org/idc-flyers/7_Building%20Healthier%20communities_CSR%20Flyers.pdf | 2018-02-26T01:32:01Z | crawl-data/CC-MAIN-2018-09/segments/1518891817908.64/warc/CC-MAIN-20180226005603-20180226025603-00437.warc.gz | 482,440,225 | 1,039 | eng_Latn | eng_Latn | 0.99575 | eng_Latn | 0.996884 | [
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The pre-historic period known as the Stone Age, which is said to have lasted for over three million years, was named because of the stone tools and equipment used at the time. The Stone Age is divided into three phases, although the exact dates for each section vary across the world.
During the Old Stone Age, known as the Palaeolithic era, the earliest relatives of humans, homo habilis, used simple stone tools and Britain was still connected by land to modern-day France and Denmark.
In the Mesolithic period (Middle Stone Age), the more developed humans lived hunter-gatherer lifestyles, constantly on the move in order to survive. At this point, Britain became an island.
During the New Stone Age (Neolithic period), farming began, pottery was developed and villages were built.
1. Find and copy a phrase which means the same as ‘Old Stone Age’.
2. In which phase did Britain become an island?
3. Summarise the main points of this text in 20 words or less.
4. How are the Mesolithic and Neolithic periods different? | <urn:uuid:bff14e6d-ec96-4826-bc46-5b5f69df0c21> | CC-MAIN-2025-05 | https://www.hernejunior.com/_site/data/files/documents/year%204%20curriculum/E4038BC1459A4844D7D874C6E103D679.pdf | 2025-01-25T18:23:32+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703699614.95/warc/CC-MAIN-20250125175744-20250125205744-00745.warc.gz | 837,379,727 | 220 | eng_Latn | eng_Latn | 0.998532 | eng_Latn | 0.998532 | [
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Snapshots of Ms. Tromley's Class
Week of November 13
What We're Learning
Math: Division concepts- division with remainders (2-digit ÷ 1-digit focus) & interpreting remainders.
Feeling stuck? Check out this lesson from Khan Academy.
Language Arts:
Writing- (Opinion) developing a rough draft- What animal makes the best pet and why?
Grammar- Progressive verb tenses (present, past and future)
Reading: Informational text structures- introduction to each type but with a focus on Description, text structure, review and use of close reading strategies.
Science: Waves- What is sound and how does it travel?
Social Studies: Introduction to Spanish Mission settlements and the Franciscans
Important Dates
THIS WEEK:
Tuesday, 1/14- Vocabulary Unit 2 Test
Friday, 1/17- Religion Chapter 10 Test & Thanksgiving Prayer Service @ 2:00pm
UPCOMING:
Monday, 11/20- Friday, 1/24- Thanksgiving Break
Tuesday, 1/28- Liturgical Music Practice with Brother Kevin
Thursday, 1/30- Field Trip to Mission San Diego de Alcala!
Notes from the Teacher:
❖ Don't forget to buy gift cards! Turn in your orders by Wednesday! The top 3 classes this week earn free dress!
❖ If you have not already, be sure to return your signed field trip permission slip!
November Birthdays
Elizabeth- November 27th
Happy Thanksgiving!
We give thanks to you, O God,
we give thanks, for your name
is near. We recount your
wondrous deeds.
Psalm 75:1
Weekly Homework
❖ Word Study activities
❖ Nightly Math review and practice
❖ Study for Vocabulary Unit 2 Test (Tuesday, 1/14)
❖ Study for Religion Ch.10 Test (Friday, 1/17)
❖ Read 10-20 minutes each night! | <urn:uuid:c636c099-027d-4813-99d5-a7cc327dcba2> | CC-MAIN-2018-09 | http://olg.org/UserFiles/Servers/Server_62739/File/nov13-nov17.pdf | 2018-02-26T01:23:11Z | crawl-data/CC-MAIN-2018-09/segments/1518891817908.64/warc/CC-MAIN-20180226005603-20180226025603-00446.warc.gz | 262,997,166 | 408 | eng_Latn | eng_Latn | 0.989336 | eng_Latn | 0.989336 | [
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Coastal Heathland Solutions:
1 Start World Heritage Wadden Sea: When has the Wadden Sea been nominated as a UNESCO World Heritage site? Please fill in the last figure of the year.
H2 Geest-Cliff: At which length no dike is needed in Cuxhaven?
H3 Invasive species (Neobiota): How many invasive species can be found on the rotary plate?
H4 Bats: How many bat species occur in Lower Saxony?
H5 Heather Species: How many different heather species are shown here?
H6 Viviparous Lizard: How many eggs can a female lizard have in one season?
H7 Wind Shear: Which number can you find encircled next to the title?
Solution: Please add the partial results and calculate: ______ x 2 = __________
With this final number you can open the “treasure chest” at the final board (No. 8).
Please note!
• It is not allowed to leave the paths in many areas of the National Park in order to protect flora and fauna. Please take notice of the signs!
• The information boards can be accessed from the paths!
• Dogs are allowed – but of course on a leash only.
• GPS receivers do not substitute your own sense of direction!
We unite humans and nature:
UNESCO World Heritage Wadden Sea Visitor Center
Cuxhaven
Hans-Claussen-Straße 19
27476 Cuxhaven–Sahlenburg
Phone.: 0 47 21 / 28 68 1
www.wattbzw.cuxhaven.de
Opening times:
01.04. - 31.10.
Mo. - Fr. 10:00 - 18:00 Uhr
Sa. - So. 10:00 - 18:00 Uhr
01.11. - 31.03.
Mo. - Fr. 10:00 - 15:00 Uhr
Sa. closed
Su. 13:00 - 17:00 Uhr
A NEW WAY TO DISCOVER NATURE AT CUXHAVEN’S COAST
Cuxnatur Geocaching
Nationale Naturlandschaften
Nationalpark Wattenmeer
WATTENMEER
WELTNATURERBE
NIEDERSACHSEN
Natur erleben in Niedersachsen
Das Wattenmeer ist Weltkulturerbe seit 2009
Stadt Cuxhaven
Department der Vereinten Nationen für Bildung, Wissenschaft und Kultur und Kooperationspartner
Das Wattenmeer ist Weltkulturerbe seit 2009
What is “Cuxnatur” Geocaching?
“Cuxnatur” Geocaching is a modern form of paper chase for young and old, also suitable for school classes and groups. It combines exercise and fun in the open air with a discovery tour. Equipped with a GPS receiver you can learn a lot about Cuxhaven’s coastal landscape following our educational trails.
The motto is: the journey is the reward!
How does “Cuxnatur” Geocaching work?
The Wadden Sea Visitor Center offers two educational paths: “Coastal heathland” and “Coastal forest”.
The coastal forest path has a length of about 5.5 km (duration about 3.5 hrs) and the coastal heathland path is about 4 km long (about 2.5 hrs).
Equipped with a GPS receiver, this flyer and a pen, follow the instructions on the screen to the first information board (cache). After having informed yourselves about the topic World Heritage Wadden Sea, you can solve the first task (Task start) and write down the answer into the box provided on the solution sheet. That way you will be able to calculate the final three-digit number composed of 7 information boards in total.
The 8th information board is the final one. With the help of the final number you can open a letter box containing an access code to a digital souvenir and a logbook.
If you register beforehand, a little souvenir will be deposited here.
GPS receivers can be hired at the Wadden Sea Visitor Center Cuxhaven for a protective fee of 3 € and a deposit. The number of devices is limited, thus a registration in advance is necessary.
Coastal Forest Solutions:
1 Start Wold Heritage Wadden Sea:
When has the Wadden Sea been nominated as a UNESCO World Heritage site?
Please fill in the last figure of the year.
W2 Tides and Storm Surges:
In which year did the “Grote Mandränke” take place? Please fill in the third figure of the year.
W3 Nature and Sports:
What is the motto of National Parks?
Write down the number of letters!
W4 Moor Frog and Common Toad:
How much longer does the European toad grow in comparison to the moor frog (in cm)?
W5 Trees:
How many leaf trees can be found on the board?
W6 Juniper Heathland:
Which height does the common juniper reach (in cm)?
W7 Werner Forest/Forest History:
How many hectares did administrator Werner enforest in 1880?
Solution: Please add the partial results
With this final number you can open the “treasure chest” at the final board (No.8). | <urn:uuid:40af02a2-e69a-4963-bd25-b4b25381141b> | CC-MAIN-2018-09 | http://cuxhaven.de/pics/medien/1_1341232136/Cuxnatur_Flyer_english.pdf | 2018-02-26T01:09:42Z | crawl-data/CC-MAIN-2018-09/segments/1518891817908.64/warc/CC-MAIN-20180226005603-20180226025603-00441.warc.gz | 82,884,788 | 1,103 | eng_Latn | eng_Latn | 0.975013 | eng_Latn | 0.988758 | [
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Dear Parents/ Carers,
I hope this letter finds you all safe and well. This first term is flying by, and it will soon be Christmas!
This half term, Year 6 will have a geography focus; our topic is named, ‘Improving the environment.’ We will be recognising the importance of renewable energy and reducing waste, and the actions that humans can take to improve the environment.
Our class text is *SeaBean* by Sarah Holding. *SeaBean’s* protagonist is Alice who lives on the small, isolated island of St Kilda with a handful of other families, who are all working on a way of harnessing wave power and turning it into electricity. Alice and her classmates discover a mysterious box, they soon realise it has extraordinary powers and can transport them anywhere in the world.
Attached to this letter are your child’s Knowledge Organisers which contain key facts, vocabulary and information about your child’s learning in class.
Our learning:
- In Writing, we will be writing a new chapter of the novel *SeaBean* with a focus on an environmental issue.
- For our second writing task we will be writing a persuasive piece about reducing waste.
- In Maths, we are focusing on fractions. We will be recapping learning from Year 5, and we will learn how to simplify, find equivalents, multiply and divide fractions. After fractions, we will be studying geometry: position and direction, we will be learning about translation and reflection on four quadrants.
- In Science, we are studying Biology with a focus on inheritance and evolution. We will be describing how fossils provide evidence for evolution and using the basic ideas of inheritance, variation and adaptation to describe how living things have changed over time and evolved.
- In Geography, we will be recognising the importance of renewable energy and reducing waste, and the actions that humans can take to improve the environment.
- In P.E, we will be learning gymnastics by linking sequences to specific things and football play to agreed rules.
- In Music, we will be getting into the groove by exploring rhythm and melody in singing, movement, and dance learning Christmas songs.
- In PSHE, we will be answering the questions: how can I challenge negative thoughts and feelings? What is stereotyping? How can the internet positively and negatively affect our mental health?
- In Design and Technology, we will be designing and building an aqueduct.
- In R.E, we will be looking at Christianity and the theme of Christmas. To answer the key question: do Christmas celebrations and traditions help Christians understand who Jesus was and why he was born?
Please let us know if you have any questions or concerns.
Our learning:
Please support your child at home in ensuring they know their times tables fluently, that they are reading each day independently and to you and that they have opportunities to be read to by an adult.
You can also use the information on their Knowledge Organisers to test their recall of facts and their understanding of the new vocabulary listed.
Homework:
Reading homework and a list of spellings will be sent home each Friday for the children to complete over the weekend in preparation for the following week’s reading learning and spelling test. Links to Spelling Shed and LetterJoin are available on the website to support your children further at home. Please ensure that your children are completing these tasks weekly. You can take pictures of the children’s work and send it through ClassDojo so that their hard work can be celebrated in class.
Children are expected to read at home either independently or to an adult at least three times a week (depending on their confidence and fluency). Children will be given two reading books from school which they will then be able to take a quiz on at school.
Children are also expected to spend some time on Timetable Rockstars weekly practising their times tables, this can be done on an iPad, tablet, laptop, computer or phone. If your child does not have access to one of these, please let their teacher know so that we can send home a paper copy and allow them time in school to access the website.
PE:
6 Oak – Friday
6 Elm- Friday
6 Cedar- Friday
This year, children can still come to school in their PE kits on the days they have PE. As we can now teach a full indoor and outdoor curriculum, children must wear the appropriate PE uniform: When children have outdoor games, they can come in their outdoor PE kit and shoes. When children have gym or dance, they can wear their indoor PE kit (shorts and t-shirt) under their outdoor PE uniform to school.
If you require any additional information, please contact your child’s class teacher who will be happy to assist you. Thank you for your continued support.
Yours sincerely,
The Year 6 Team | <urn:uuid:411604db-7ed4-4c60-8e47-3efe43df91b7> | CC-MAIN-2022-05 | https://www.abbeyheyprimary.org.uk/Portals/0/Autumn%202%20letter%20to%20parents_1.pdf | 2022-01-29T11:15:19+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304883.8/warc/CC-MAIN-20220129092458-20220129122458-00530.warc.gz | 658,102,730 | 965 | eng_Latn | eng_Latn | 0.998355 | eng_Latn | 0.998442 | [
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Proper Cleaning and Sanitizing
Steps to properly clean and sanitize
1. Scrape or remove food bits from the surface
2. Wash the surface
3. Rinse the surface
4. Sanitize the surface
5. Allow the surface to air dry
When to properly clean and sanitize. All food-contact surfaces need to be cleaned and sanitized at these times:
- After they are used
- Before working with a different type of food, example between prepping raw chicken and cutting lettuce
- After handling different raw TCS fruits and vegetables, example cutting melons then cutting leafy greens
- Any time there is an interruption during a task and the items being used may have been contaminated
- After four hours if items are in constant use
Cleaning and Sanitizing Stationary Equipment
- Unplug the equipment
- Take removable parts off. Wash, rinse and sanitize them by hand. If able and allowed they can be run though the dish machine
- Scrape and remove food bits from the equipment surface
- Wash the equipment surfaces
- Rinse the equipment surface with clean water
- Sanitize the equipment surfaces. Make sure sanitizer comes into contact with each surface.
- Allow all surfaces to air dry before putting the unit back together.
Preparing a Three-Compartment Sink
- Clean and sanitize each sink and the drain boards
- Fill the first sink with detergent and water at least 100*F (43*C)
- Fill the second sink with clean water
- Fill the third sink with water and sanitizer to the correct concentration
- Provide a clock with a second hand to let food handlers know how long items have been in the sanitizer
Proper Cleaning and Sanitizing
Cleaning and Sanitizing in a Three-Compartment Sink
1. Scrape items before washing them. If necessary, items can be rinsed or soaked.
2. Wash items in the first sink. Change the water and detergent when the suds are gone, or the water is dirty.
3. Rinse items in the second sink. Make sure to remove all traces of food and detergent from the item being rinsed. Change the rinse water when it becomes dirty or full of soap suds.
4. Sanitize items in the third sink. Change when the water temperature or sanitizer concentration falls below requirements. NEVER rinse items after sanitizing them. This could contaminate the surface.
5. Air dry items on a clean and sanitized surface. Place items upside down so they will drain. NEVER use a towel to dry items. This could contaminate them.
Machine Dishwashing
- Dishwashing machines sanitize by using either hot water or a chemical sanitizing solution.
- High Temperature Machines- The temperature of the final sanitizing rinse must be at least 180* (82*C).
- Chemical-Sanitizing Machines- They sanitize at much lower temperatures. Follow the dishwasher manufacturer’s guidelines.
- The dishwasher must have a built-in thermometer that checks water temperature at the manifold. This is where the water sprays into the tank.
Guidelines for different types of sanitizers
1. Chlorine
- Water temperature between 75-100*F
- Concentration between 50-99 PPM
- Sanitizer contact time 7 Seconds
2. Iodine
- Water temperature of 68*F
- Concentration between 12.5-25 PPM
- Sanitizer contact time 30 seconds
3. Quats
- Water temperature of 75*F
- Concentration level-follow manufacturer’s recommendations
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Recognising difference: One of the challenges of using a multiliteracies approach?
Robyn Henderson, QUT
It’s not unusual for a multiliteracies approach to literacy teaching to be equated with the literacies associated with computers and other information communication technologies. Although literacy educators need to take account of these emerging technoliteracies, a multiliteracies approach should encompass much more than that. What can sometimes be forgotten are the diverse social, cultural and literate practices of homes and communities – the literacy backgrounds that seem to often play a determining role in whether children are successful or not in school settings.
As The New London Group (2000) pointed out in their initial work on a multiliteracies pedagogy,
To be relevant, learning processes need to recruit, rather than attempt to ignore and erase, the different subjectivities, interests, intentions, commitments, and purposes that students bring to learning. Curriculum now needs to mesh with different subjectivities, and with their attendant languages, discourses, and registers, and use these as a resource for learning. (p.18)
In practical terms, this means that the cultural and linguistic diversity of our students should be considered at, and integrated into, every stage of our teaching – from the first spark of an idea for a unit and our consequent thinking and planning, through to the sequence of learning-teaching activities and the implementation of that plan in the classroom. Students’ strengths, what they *can do*, are the starting points for successful literacy learning. And in a world where we so often focus on deficits, a focus on strengths is not always that easy.
Whilst the idea of working from students’ strengths sounds fine in theory, it relies on teachers being able to “see” such strengths. Teachers need to be able to identify difference and to think positively about it – and it’s not very encouraging that research (e.g. Department of Education, Queensland, 2001) has suggested that teachers, at least in Queensland, are not particularly good at accommodating difference.
In conducting research with families, I’ve been struck by the differences that exist amongst them, even when they appeared at the outset to be a fairly homogeneous group. As a result, I am now intrigued when I hear teachers say, “In my school, diversity isn’t an issue,” or “Yes, we have diversity, but it’s not something that affects literacy learning.” In trying to reconcile these comments with my own understandings of the extent to which families are diverse – and the effects of that diversity on how we approach the teaching of literacies – I’ve become interested in the way that difference can be invisible. In this paper, then, I want to consider:
- Why is it that difference is not always visible to teachers?
- If recognising difference is one of the challenges of a multiliteracies approach, how can we work to address that challenge?
*Why is difference sometimes invisible?*
A lens analogy seems to be useful for thinking about this question. Photographers use lenses for framing subjects in different ways and teachers more or less do the same thing. Our “view” of children depends on the lens that we choose and our choice of lens helps to determine the picture that we see. For example, if we make judgements about children’s ability to follow a teacher’s instructions, then we might read children’s demonstrations of independence as naughty behaviour. However, if we use a lens that highlights independence, then the “naughty children” may very well be the competent ones. This was evident in Malin’s (1990) study of Aboriginal children in an urban classroom, where
three Aboriginal students were visible to their teacher and peers almost exclusively when being spotlighted for “doing the wrong thing”. In addition, they were largely invisible to the class when demonstrating the considerable competence which they had developed in their previous four years at home.
(Malin, 1990, p.312)
My current research has offered some further insights. In the case of data I collected about the three children – Leilani, Sepi and Sina – of a Tongan family, teachers considered the children’s academic progress as “okay under the circumstances.” At approximately six monthly intervals, the children moved between North Queensland and Victoria with their parents who were itinerant farm workers. As a result, the children changed residences, schools, states and education systems on a regular basis. When teachers talked about the children, they focused on the family’s itinerant lifestyle, thus applying a lens that foregrounded the children’s movement from place to place and the associated changes to the children’s education. Residential stability – or living in the one place – was seen as the “normal” way of life, while an itinerant lifestyle was understood as being out of the ordinary.
In literacy learning, the three children, particularly the two brothers (Sepi and Sina), were seen to be experiencing a range of difficulties. In interviews, teachers commented that:
**About Sepi:**
- Written comprehension . . . a little bit more difficult than just oral reading a story.
- He’s not obtaining meaning.
- I know the structure problems he was having.
- Composing, gets sentences down . . . they’re not grammatically correct.
**About Sina:**
- His reading is hesitant.
- His writing is a little bit disjointed.
- He’ll confuse words like ‘they’ and ‘there’.
- Spelling is a weaker area definitely. In spelling he’s borderline.
- His writing is also a bit hesitant at times and that also means that when he’s editing he doesn’t recognise if it’s wrong.
The teachers explained the children’s underachievement in literacy learning as a predictable result of the family’s way of life. They recognised the children as “regulars” who returned to the school year after year and, as one teacher said, “Like
they were here last year, then they left late in the year and they didn’t come back until this year, so the continuity was broken in the school structure and system.” In this way, teachers used an “itinerancy” lens to frame the children’s school experiences. The difficulties the children experienced in literacy were attributed to the family’s itinerancy, time missed at school, and problems caused by changing schools and school systems.
An important question, then, is to ask whether another lens – or another way of viewing, thinking and talking about Sepi and Sina’s reading and writing – would have made a difference?
When I thought about the teachers’ comments about Sepi and Sina’s reading and writing, I was reminded of the characteristics described by Gibbons (1991) as associated with the English of bilingual children. The characteristics listed by Gibbons were:
Characteristics associated with the English of bilingual children – reading:
- reads slowly
- has poor comprehension if the topic is unfamiliar
- has trouble paraphrasing and isolating the main idea
- has difficulty reading for meaning, drawing conclusions and, in a narrative, predicting what will happen next
- rarely self-corrects when reading aloud
Characteristics associated with the English of bilingual children – writing:
- has generally poor written language skills, especially in subject areas
- can write sentences but has difficulty writing a paragraph or sequencing paragraphs
- writes only in an informal, “chatty” style
- uses a limited vocabulary which lacks descriptive words
- uses simple sentence structures only
- makes grammatical errors not typical of a native speaker – for example, in word order, word endings, tense or prepositions
- spelling is poor.
- lacks the confidence to write at length
- tends always to write the same thing (such as a simple recount) in free choice writing
(Gibbons, 1991, p.5)
Yet, in the interviews where the teachers talked about the boy’s literacy learning, they did not make any links to their bilingual backgrounds. In applying a different lens – a lens that framed the children in terms of bilingualism and second language learning – I was seeing a different picture. So why didn’t the boys’ teachers link the difficulties in reading and writing with the characteristics of second language learners?
There were several reasons. Firstly, the children always spoke in English at school and many teachers were unaware that the children were bilingual and spoke in both English and Tongan at home. In interviewing the family, I had spent a considerable
amount of time in their home and I was privy to information that was not readily available to teachers.
Secondly, the children were popular with their peers and demonstrated that they were communicatively competent in both playground and classroom conversations. In other words, there was no visible evidence in the school setting that a second language learning or bilingualism lens would be appropriate.
Thirdly, children sometimes hide, at times deliberately and at other times unwittingly, information that would be useful to teachers. The Tongan children, for example, demonstrated effective strategies for coping with their arrival in new classes in a new school. They were skilled at checking with students sitting nearby to make sure that they had taken out the correct notebook from under their desks or that they were doing the correct activity. At all times, they demonstrated successful social interactions and were actively engaged with classroom learning tasks. However, despite the children’s best intentions, such behaviours masked the difficulties they were experiencing. During a conversation with Sina about a series of worksheets pasted into one of his notebooks, it became evident that he could not read some of the sheets, let alone complete the answers. Yet, the work in his notebook was complete. The transcript of our conversation reads:
Sina: This one – it’s hard, because I don’t know how to do it. See, (reading) List the, I can’t read that answer.
RH: Oh, you can’t read the question.
Sina: The big words.
RH: (Reading) List the features
Sina: (Continuing to read) on the TV. Undue
RH: (Reading) Underline
Sina: (Reading) Underline the
RH: (Reading) attributes. That is a hard word, isn’t it? So how did you get these answers?
Sina: My friend help me.
With the help of his friends sitting near him in the classroom, he had managed to get the tasks done, thus providing the teacher with “evidence” that he was coping well.
Whilst such an example illustrates how easy it is for children to unwittingly mislead their teachers into believing that they are coping with particular tasks, there were also times when the children admitted deliberately hiding their inabilities. They explained that the last thing they wanted to do on arrival in a new school was to admit, in front of their newly-met peers and a new teacher, that they couldn’t do something. In wanting to be like their peers, the students gave the impression that they were coping okay.
**Recognising diversity**
Such examples indicate how tricky it can be for teachers to recognise difference, particularly when children set out to blend with the other children in the class. This certainly does not mean that teachers are doing a bad job. What it does mean is that we need efficient and flexible strategies for recognising difference – a challenging task, in anybody’s terms.
Whilst there are no sure-fire answers to the recognition of difference, the following list might offer some starting points:
- **Use a wide lens.**
Hill, Comber, Louden, Rivilland & Reid’s (1998) study, *100 children go to school*, discusses the way that a “wide lens” opens up opportunities for teachers to consider socio-cultural practices and the children’s home and community contexts. Such an approach should offer opportunities to consider the complex issues that often impact on students’ lives.
- **Consider multiple lenses.**
Keep an open mind and consider the possibility that “my” way or “our” way of thinking about children might be only one of many possibilities. As with the Tongan family example, the dual lenses of itinerancy and bilingualism offered far more information that either could offer alone.
- **Question assumptions about children and families.**
A multiliteracies pedagogy incorporates critical framing, helping to show students that all literate practices are framed by social and cultural contexts. Apply that framing to your assumptions about children. You might ask some of the following questions:
- How have I constructed this child/family?
- Why do I think this?
- Am I stereotyping?
- Am I generalising from limited information?
- **Identify children’s strengths.**
Find out what children can do, rather than focusing on their deficiencies. Observe children in the playground and the classroom. The pedagogical framework of multiliteracies (The New London Group, 1996) incorporates Situated Practice, during which students are immersed in a range of practices and experiences that allow them to identify what they already know. This is a useful time for teachers to observe and talk with children.
- **Talk with students and their families whenever and wherever possible.**
Consultation is one of the assessment tools teachers already use in the classroom. Take every opportunity to talk with families. Assumptions about children and families are often based on flimsy evidence and sometimes a single case has been generalised to all families described in a particular way. Let’s move past such generalisations and do some investigation. In doing this, however, we also need to be willing to share some of our own narratives, as that’s also part of recognising difference.
Recently I read an article (Bausch, 2003) that discussed one teacher’s attempts to learn about the literacy practices of the community in which she and her students lived. She began by taking photographs “to document occasions of serendipitous literacy events” (p.215), but her efforts became more radical as time went on. As she explained,
Then it became more peculiar. I started picking up papers from the roads and parking lots of my town . . . I canvassed the streets with a plastic bag in one hand and rubber gloves in the other. I also kept field notes observing and documenting children helping family members read prescriptions, directions, and correspondence. (p.216)
I’m not suggesting that we need to go to such extreme lengths, but it’s important that we get to know the community, understand the community’s literate practices, and take account of differences amongst the students we teach.
References
Bausch, L. S. (2003). Just words: Living and learning the literacies of our students’ lives. *Language Arts, 80*(3), 215-222.
Department of Education (Queensland). (2001). *The Queensland school reform longitudinal study: A strategy for shared curriculum leadership*. Brisbane: Education Queensland.
Gibbons, P. (1991). *Learning to learn in a second language*. Newtown, NSW: Primary English Teaching Association.
Hill, S., Comber, B., Louden, W., Rivilland, J., & Reid, J. (1998). *100 children go to school: Connections and disconnections in literacy development in the year prior to school and the first year of school* (Vol. 1). Canberra: Commonwealth Department of Employment, Education, Training & Youth Affairs.
Malin, M. (1990). The visibility and invisibility of Aboriginal students in an urban classroom. *Australian Journal of Education, 34*(3), 312-329.
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. *Harvard Educational Review, 66*(1), 60-92. | <urn:uuid:96001314-a5a0-425a-828e-94221ab9c8fd> | CC-MAIN-2022-05 | https://eprints.usq.edu.au/2486/1/Henderson_Multiliteracies.pdf | 2022-01-29T10:16:23+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304883.8/warc/CC-MAIN-20220129092458-20220129122458-00537.warc.gz | 277,369,821 | 3,211 | eng_Latn | eng_Latn | 0.995715 | eng_Latn | 0.997736 | [
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Water ...at any Price
Greg Trainor, Advisory Committee, Water Center at CMU
From the incorporation of the town of Grand Junction in 1882 until 1911, the prospect of a firm water supply for Grand Junction citizens was in doubt. For almost thirty years, numerous recall elections, battles between the town and private water purveyors, and municipal expeditions to find mountain “water at any price” took up most of the official business of Grand Junction aldermen.
See-sawing back and forth between municipal ownership of the town water system and franchises to private companies to operate the system, the source of the town water supply also see-sawed between locations on the Colorado River at 5th Street and the Gunnison River near the Redlands Water and Power Company Diversion. In Spring, supply was up, but so was sediment and mud. In late summer and fall, flow was down and ability to keep pipes full of water for fire protection suffered.
In 1894 the citizens voted 88% to build and operate a municipal water system but it took thirteen years for the Town to finally file for a water right in Kannah Creek, twenty miles to the southeast. The town was desperate: could they afford a municipal system, who would buy bonds to pay for a system, where were there year-round supplies of water?
After having looked at mountain water supplies on Pinon Mesa near Glade Park, Kruzen Springs above Palisade, Whitewater Creek (later acquired by the City in 1989), the City settled on Kannah Creek. Ironically with the help of engineers from the Denver Union Water Company (later to become the Denver Water Department), the City filed
a petition in eminent domain in Mesa County District Court for the first 7.81 cubic feet per second of flow from Kannah Creek.
As owners of all of the direct flow water rights on Kannah Creek, ranchers and farmers in Kannah Creek were not long in joining together in their opposition to the City’s actions. Their water was in the cross hairs of the City. An action in eminent domain is not the same as a filing for a water right in Water Court. In the latter case, a filing is made for water and proof is presented to the Court that shows the water being put to beneficial use. The Water Court then establishes a priority date for use of the water, insuring that no other water user with a more senior water right is damaged. On the contrary, the City’s action in condemnation allowed the City to act under its powers of eminent domain and secure (“take”) water for the use of its citizens, provided, however, that the City make full compensation or satisfaction for all damages incurred by the taking.
In 1911, four years later, a jury awarded $182,940 to all parties from whom the City had acquired the water. The District Court also decreed that the City to be the owner of “a first, superior and paramount right to a continuous flow of 7.81 cfs over and above all other water rights claimed in Kannah Creek.” The City had the water, now it needed a way to get the water from Kannah Creek to Reservoir Hill above the City cemeteries, near 5th Street. After years of offerings, Colorado Fuel and Iron Company (Pueblo steel mills), purchased the water bonds which allowed Grand Junction to build a state-of-the-art wood stave water line from Kannah Creek to the water plant.
To this day, the City’s pre-1922, “paramount” water right is the backbone of the City’s water supply system. Since 1911, the City has continued to acquire additional water rights and ranch properties to insure that mountain water is available to its citizens.
These actions between 1907 and 1911 colored all relationships between the City of Grand Junction and the landowners in Kannah Creek. Storage of Kannah Creek water, easements and rights of way, water for livestock, treated water for safe drinking, reservoir ownership and maintenance, and administration of the Grand Mesa
“Pool,” were continuous issues that festered during the entire 20th century. Yes, the landowners in Kannah Creek have long memories.
Today, the efforts to affect a State Water Plan include ideas to share water between agriculture and municipal users. It is unlikely that municipal condemnation would be the first idea implemented, but rather a series of purchase options, water banking, water rentals, or payments for fallowing would be considered. However, when circumstances cause a municipal water provider to feel it has exhausted all methods to secure a safe and reliable water supply, condemnation remains as a tool that, at the direction of a water policy board, could be employed to acquire water “at any price.”
Note: Material for this article comes from “City of Grand Junction v. Kannah Creek Water Users Association, No. 27047, Supreme Court of Colorado, En Banc. December 20, 1976.
Greg Trainor is the recently retired Public Works and Utility Director for the City of Grand Junction. He is currently the Chair of the Advisory Committee for the Water Center at Colorado Mesa University and acting President of the Southwest Chapter of the River Management Society. | <urn:uuid:028065a5-d878-443e-95f2-2175b3f9c9a1> | CC-MAIN-2022-05 | https://www.coloradomesa.edu/water-center/documents/GJParamountwaterright.pdf | 2022-01-29T11:04:52+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304883.8/warc/CC-MAIN-20220129092458-20220129122458-00533.warc.gz | 730,565,639 | 1,065 | eng_Latn | eng_Latn | 0.996856 | eng_Latn | 0.997439 | [
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Many foreigners participated in the Disaster Prevention Drill on October 2(Sun.) last year.
▲昨年10月2日（日）の防災訓練には多くの外国人が参加しました
“At that time” What protects your life.
The Great East Japan Earthquake that the earthquake and tidal wave of maximum seismic intensity 7 struck the north-eastern gave a large impact throughout Japan. Hachioji city also received the impact not a little, and many people must have realized it as a “vicarious disaster”.
Let’s always think and perform with our family about preparedness and preparation for disaster to minimize the damage caused by major disaster like earthquakes etc. that can not predict when it happens. (Turn to next page)
“その時、あなたの命を守るのはー
最大震度7の地震と津波が東北地方を襲った東日本大震災は、日本全体に大きな衝撃を与えました。八王子も少なからず震災の影響を受け、多くの皆さんが震災を「我がこと」として実感されたのではないでしょうか。
いつ起こるかわからない地震など大災害の被害を最小限ににくい止めるために、日頃から災害に対する心構えや備えについて家族で考え、実行しましょう。（裏面につづく）
Registered Population of Non-Japanese Residents
As in the End of February 2012
Countries: 92
Male: 3,877 Female: 5,055 Total: 8,932
Family conference on disaster prevention
In case of emergency, let’s confirm in our family about the correct use of fire extinguishing equipment such as fire extinguisher etc., temporary shelter, shelter, evacuation route, and meeting place when family become separated.
Safety inspection in the house
Let’s examine the countermeasure of anti-tip furniture and the prevention of falling objects to prevent deaths and injuries caused by trapping under furniture. From usual, do not place flammable items around the place to use the fire. To put a shatter-resistant film on glass surface in the room and windows is also important.
In case of emergency
(Emergency goods)
Please be careful that carrying too many goods will cause trouble in an emergency. The rough standard for adult male is 15 kg, for adult female, 10 kg.
◆Valuables: Cash, Title deeds, Passbook savings, Licences, Health insurance card etc.
◆Clothing: Underwear, Jackets, Towels, Disposable diapers etc.
◆Emergency foods: Hardtack, Canned food (edible foods without cooking), Mineral water, Canteen etc.
◆Radio: Please stock enough backup batteries.
◆Emergency medical supplies: Eye drops, Cerate, Gastrointestinal drug, First aid plasters, Bandages, Antibiotics etc. (Please don’t forget drugs used for the sick and elderly)
◆Others: Flashlight (One for one person if it is possible, be careful not to forget backup batteries), Lighters, Tissue papers Body warmers, Cotton work gloves, Helmets, etc.
(Goods to protect the livelihood after the earthquake)
◆Foods:(Canned food, retort rice, and alpha rice are also convenient), Canned, Retort side dish, Confectioneries, Pickled plum, Seasonings. Please prepare foods like powdered milk, baby food, liquid diet, and rice porridge for the children, elderly, and sick people. Do not forget a can opener and bottle opener too.
※Points: Only hardtack, canned foods, and instant foods can not be the staple foods. Be sure to prepare the staple foods.(If they reduce, make additional purchases). You should also check supplies needed for cooking and eating like disposable wooden chopsticks, paper cups, plates, and knives.
◆Water: The guideline of drinking water is 3 liters per person a day.
※Points: The guideline of drinking water is 3 liters per person a day. You should drink water after boiling as a drinking water (Please use mineral water for children and sick people). You should always store daily use water (for cooking and washing) and extinguishing water in the tub and washing machine.
◆Fuels: Tabletop stove, Solid fuel
※Points: You must have a sufficient stock of tabletop stove gas cylinders. (About 2 hours per one cylinder). Please pay attention to ventilation and fire when using coal briquette and charcoal.
Inquiries: Disaster Prevention Section
Tel 042-620-7207 Fax 042-626-1271
**What’s up in Hachioji**
**Exhibition Schedule at Yume Art Museum**
Apr. 6 (Fri.) ~ May. 20 (Sun.)
-Paris Montmartre in Facination 1890-1910 ~ Cavaret Culture and Artists surrounding “Chat Noir”
Paris Montmartre at the end of the 19th century were popular with cavaret culture, so many artists like Lautrec, Verlaine, Zola, and Satie gathered in the famous cabaret, “Chat Noir”. We will introduce Paris at “the Good (Belle) times (Epoch)” with paintings, prints, posters, and shadow play.
**Inquires:** Yume Art Museum ☎ 042-621-6777
**Mt Takao Wakaba (young leaves) Festival**
Apr.1 (Sun.) ~ May.27 (Sun.)
Mt.Takao Wakaba Festival will be held for the purpose that a lot of people can enjoy the budding of the trees in spring at the foot and among Mt. Takao.
**Inquires:** Executive Committee of Mt. Takao Wakaba Festival ☎ 042-661-4151
**Cherry Blossoms Festival at Ruins of Takiyama Castle**
April 8 (Sun.)
At the ruins of Takiyama Castle on the hill of 160m above sea level, city’s famous cherry blossoms festival shall be held. A folk art, outdoor tea ceremony are performed and free service of the sweet alcoholic drink made from sake lees shall be served under approximately 5,000 cherry trees in the city.
**Inquires:** Culture Association of Ruins of Takiyama Castle ☎ 042-691-5215
**The 14th Yugi Flower Festival**
Apr. 28(Sat.)~29(Sun. Holiday)
Various events including the spring exhibition of Hanging Basket, Spring Container Garden Contest, Gardening Bazaar, Stage events, and Challenge game etc. will be held at Nakagai park in Minami-Osawa and at the promenade in front of Minami-Osawa station.
**Inquires:** Committee Secretariat of Yugi Flower Festival ☎ 042-648-1531
**Nagabusa Fureai Boy’s Festival**
May 4 (Fri. Holiday)/ 5(Sat. Holiday)
With the theme “Let’s let carp streamers swim high in the sky to the riverside of Asakawa !”, 1,000 numbers of carp streamers will fly in the blue sky of Minami-Asakawa.
**Inquires:** Resident’s Conference of Nagabusa District ☎ 042-664-4774
---
**【Part 4: Switching to Resident Card】**
◆ The Alien registration system will be abolished, and Resident Card will be issued to the subject on July 9, 2012. However, The Alien Registration Certificate can be used as a Resident Card during the period in the table below. <The deadline that the Alien Registration Certificate can be used after the Effective Date (July 9, 2012)>
| Permanent residents | Non-permanent residents | Special Permanent residents |
|---------------------|-------------------------|----------------------------|
| 16 years of age or older on the effective date | The date that will expire after 3 years | The date that the period of stay will expire | The later date of either the reference date for switching to Resident Card, or the date that will expire 3 years after the enforcement |
| Under the age of 16 on the effective date | The earlier date of either 3 years expiry, or 16 years old birthday | The earlier date of either the period of stay expires, or 16 years old birthday | 16 years old birthday |
◆ The update procedure of the Alien Registration Certificate will be regarded as switching to the Resident Card from one month before the effective date. However, the issuance will be after the effective date, so please be careful.
◆ The switching to a Resident Card is available at the Immigration Bureau after the enforcement of the new system. The special permanent resident can be accepted at the counter of the city hall any time to switching to the certificate of special permanent residents.
※The articles have been written in the series since “Ginkgo” September 2011 issue.
**Inquires:** Civic Affairs Division, Civic Affairs Section ☎ 042-623-1270
___Please take advantage of the open office on Sunday___
◆ Administrative procedures for alien registration will be done at Civic Affairs Section in the City Hall, Hachioji Station South Exit General Branch Office, and Minamiosawa Branch Office on Mar. 25 and Apr. 1 (Sun.).
---
**【第4回 在留カードへの切り替え】**
◆ 2012年7月9日、外国人登録制度は廃止され、対象者に在留カード等が交付されますが、下表の期間は外国人登録証を在留カード等として使用できます。
＜施行日（2012年7月9日）後、外国人登録証を有効できる期間＞
| 永住者 | 非永住者 | 特別永住者 |
|--------|----------|------------|
| 施行日に16歳以上 | 3年を経過する日 | 在留期間満了日 |
| 施行日に16歳未満 | 3年を経過する日と16歳の誕生日の早い方 | 在留期間満了日と16歳の誕生日の早い方 |
◆ 施行日1ヶ月前より、外国人登録証の更新手続きは在留カード等へ切り替えとみなされます。ただし、交付は施行後となりますのでご注意ください。
◆ 新制度施行後は、入国管理局にて在留カードへの切り替えが可能です。特別永住者の方は市の窓口にて特別永住者証への切り替えを随時受け付けます。
※記事は2011年9月号より連載しています
**問い合わせ先:** 市民部市民課 ☎ 042-623-1270
___日曜開庁をご利用ください___
◆/25、4/1（日）に本庁市民課、八王子駅南口総合事務所・南大沢事務所で外国人登録事務を行います。
**Emergency Numbers**
- **Alien Registration Counter, Civic Affairs Section, Hachioji City Office (1F)**
- 人夫市役所市民課外国人登録窓口
- 042-620-7231
- **Hachioji City Lifelong Learning Center Library (English, Chinese & Korean Books)**
- 人夫市生涯学習センター図書館（英、中、韓・朝鮮語の本）
- 042-648-2233
- **Information Center for Immigration Bureau**
- 入国管理局イマジネーションセンター
- 03-5796-7112
- **Narita International Airport, flight information (arrival and departure Info)**
- 成田国際空港（出発、到着に関する情報）
- 0476-34-5000
- **JR East Infoline (Timetables, fares, etc)**
- JR東日本（時刻、料金などに関する情報）
- 03-3423-0111
- **Fire/Ambulance (Emergency)**
- 火事・救急車（緊急時）
- 119
- **Hachioji Fire Department**
- 八王子消防署
- 042-625-0119
- **Police (Emergency)**
- 警察（緊急時）
- 110
- **Hachioji Police Station**
- 八王子警察署
- 042-645-0110
- **Takao Police Station**
- 高尾警察署
- 042-665-0110
- **Minamisawa Police Station**
- 南大沢警察署
- 042-653-0110
---
**Useful Information**
**The subsidy of surrogate guarantee fee for house rent:** Hachioji city assists a part of necessary expenses in case foreign students utilize the surrogate guarantor when they rent lease house in Hachioji City.
International Exchange Section, Hachioji City Office
- 042-620-7437
---
**Medical Information for Foreigners**
**AMDA (International Medical Information Center)**
- Everyday 9:00-20:00
- 03-5285-8088
**Tokyo Metropolitan Medical Institution Information "HIMAWARI"**
- Everyday 9:00-20:00
- 03-5285-8181
*The center introduces hospitals with language support and conducts medical consultation in foreign languages.*
**Tokyo Metropolitan Emergency Interpretation Service**
- Weekdays 17:00-20:00 / Holidays 9:00-20:00
- 03-5285-8185
---
**Counseling for Foreigners**
**Private Consultation for foreigners by Administrative Scrivener at Hachioji International Association**
- Every 2nd Sat. 14:00-17:00
- 042-642-7091
**Daily Life Consultation For Foreigners (Hachioji International Association)**
- Mon. ~ Sat., 10:00 ~ 17:00
- 042-642-7091
**Tokyo Metropolitan Foreign Residents Advisory Center**
- (Legal/Immigration, Education)
- English: Weekdays 9:30-12:00, 13:00-17:00
- 03-5320-7744
---
**Foreign Language Information**
**Plaza for Global Citizenship Newsletter**
- Issued by Hachioji International Association
- 集め市民のうたえをたてたい！八王子国際協会の広報紙
- 配布場所: 市役所 8 番窓口（外国人登録）、国際交流課、八王子国際協会、クリエイトホール1階情報プラザ、各市民センター
**Ginkgo**
- Publication of Active Line Hachioji
- ボルケーノ・テラデックスライン八王子の広報紙
- http://www.city.hachioji.tokyo.jp/profil/kokusai/gb_ginkgo.html
**Volcano**
- Publication of Active Line Hachioji
- ボルケーノ・テラデックスライン八王子の広報紙
- http://www.city.hachioji.tokyo.jp/profil/kokusai/gb_ginkgo.html
---
**Japanese Lessons**
**Elementary Japanese Class in Lifelong Learning Center**
- 初級日本語教室
- 生活学習センター
- 042-648-2231
**Hachioji Japanese Language Association**
- 日本にほんごの会
- マンツーマン方式の日本語指導
- Mr. Fujii 藤井
- 042-691-4446
**Hachioji International Friendship Club**
- 八王子国際友好クラブ
- Mr. Seki 誠
- 042-667-5420
**Japan-China Friendship Workshop**
- 日中友好学習会
- Teach Japanese to Chinese speakers
- 中国語講の方を対象とした日本語指導
- Mr. Sumikawa 澄山
- 090-1118-6098
---
**Learning Support**
**Multi-cultural Study Room Hachioji**
- 多文化学習室八王子
- Mr. Murakami 村上
- 080-1282-0797
**Children & Students Working Together for Multi-cultural Society Club**
- 世界の子どもと手をつなぐ学生の会
- University student's study support for foreign children
- 大学生が外国人の子どもに学習支援を行います。
- Ms. Takeda 竹田
- 080-5095-6817
**Learning Support Class for Foreign Children & Students**
- 外国人児童・生徒の学習支援教室
- Day: Every Wednesday
- 毎週水曜日 15:00~17:00, 17:00~19:00
- Inquiries: Hachioji International Association
- 042-642-7091
---
**Ginkgo**
The title “Ginkgo” represents Hachioji’s symbol tree. “Ginkgo” (ギンコ)とは、八王子市の木である“いちょう”を英語で表したものです。 | <urn:uuid:4f4afec6-5b87-438e-aba1-314ba93e4142> | CC-MAIN-2025-08 | https://www.city.hachioji.tokyo.jp/kurashi/shimin/004/004/gaikokujinnojyoho/p000112_d/fil/eng-ginkgo-2012_3.pdf | 2025-02-10T01:32:49+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951628.13/warc/CC-MAIN-20250209230119-20250210020119-00780.warc.gz | 657,581,232 | 3,680 | eng_Latn | eng_Latn | 0.838186 | eng_Latn | 0.940377 | [
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Stacking Blocks
Is it possible to stack blocks as shown in Figure 1, so that no part of the bottom block is below the top block? In general, how much horizontal distance can there be between the top block and the bottom block?
This is a good kind of math question to ask. If there’s a limit to how distant the top block can be from the bottom block it will be interesting to know what it is. It would also be interesting to discover that there’s no limit to this distance. In the end, this becomes a question of whether the top block’s position converges or diverges.
Professor Jerison has eight blocks; do you think he can achieve his goal with what he has?
In order to get the greatest possible horizontal distance, start at the top of the stack and work downward. The topmost block has to cover at least half of the block below it or else it will fall. Slide it so that its right end is at the midpoint of the block below it.
Next, slide the second block down as far to the left as you can without upsetting the tower. Then slide the block below it to the left as far as you can, and the one below that, and the one below that, and so on. In this way, Professor Jerison accomplished his goal using only 7 blocks.
How much further could we get if we had more blocks? Let’s calculate it.
**Calculation**
To make the calculations simple, let’s say that each block is 2 units long. Then if the left end of the topmost block is at position 0, then the left end of the block under it is at position 1.
In general the center of mass of the top $n$ blocks must always be above the block supporting them.
- Let $C_1 =$ the $x$ coordinate of the center of mass of the top block.
• Let $C_2 =$ the $x$ coordinate of the center of mass of the top two blocks.
• Put the left end of the next block below the center of mass of the previous ones.
**Question:** How do you know that this is the best way to stack them?
**Answer:** I can’t answer that in general, but I can tell you that this is the best we can do if we start building from the top – we’re using what computer scientists call “the greedy algorithm” and going as far as we can at each step.
If we tried using this algorithm starting from the bottom it wouldn’t work. We’d stack the second block with its end on the midpoint of the first block and then be unable to gain any distance beyond that.
It seems possible that there is some other strategy that’s better than using the greedy algorithm starting at the top. There isn’t, but we’re not going to prove that today.
According to our strategy we need to know $C_N$, the $x$ coordinate of the center of mass of the top $N$ blocks, in order to continue.
If the center of mass of the top $N$ blocks is on the line $x = C_N$, the center of mass of the $(N + 1)^{st}$ block will have $x$ coordinate $C_N + 1$. This shifts the center of mass of the stack to the right; the $x$ coordinate of the new center of mass of the top $N + 1$ blocks is given by the weighted average of the centers of mass of the stack:
\[
C_{N+1} = \frac{NC_N + 1(C_N + 1)}{N + 1}
\]
\[
= \frac{(N + 1)C_N + 1}{N + 1}
\]
\[
C_{N+1} = C_N + \frac{1}{N + 1}.
\]
Adding the $(N + 1)^{st}$ block added to the stack allows you to extend the stack $\frac{1}{N+1}$ units farther from its base.
So
\[
\begin{align*}
C_1 &= 1 \\
C_2 &= 1 + \frac{1}{2} \\
C_3 &= 1 + \frac{1}{2} + \frac{1}{3} \\
C_4 &= 1 + \frac{1}{2} + \frac{1}{3} + \frac{1}{4} \\
C_5 &= 1 + \frac{1}{2} + \frac{1}{3} + \frac{1}{4} + \frac{1}{5} > 2.
\end{align*}
\]
It takes at least 5 blocks to extend the top block beyond the base.
\[
C_N = 1 + \frac{1}{2} + \frac{1}{3} + \frac{1}{4} + \frac{1}{5} + \cdots + \frac{1}{N}
\]
This sum \( C_N \) is the same as \( S_N \) from a previous lecture:
\[
C_N = S_N = \sum_{n=1}^{N} \frac{1}{n}.
\]
We know that:
\[
\ln N < S_N < (\ln N) + 1.
\]
Since \( \ln N \) goes to infinity as \( N \) goes to infinity, \( S_N = C_N \) must go to infinity as \( N \) does. If we have enough blocks we can extend our stack as far as we want.
In this example, the fact that \( \sum_{n=1}^{N} \frac{1}{n} \) diverges means that it’s possible to extend the stack as far to the left as we wish, provided we have enough blocks.
On the other hand, the inequality \( S_N < (\ln N) + 1 \) tells us that it will take a lot of blocks to extend the top of the stack very far.
How high would this stack of blocks be if it extended across the two lab tables at the front of the lecture hall? One lab table is 6.5 blocks, or 13 units, long. Two tables are 26 units long. There will be \( 26 - 2 = 24 \) units of overhang in the stack. (We subtract 2 because the bottom block has no overhang and because the stack extends one unit past the center of mass of the top block.) Each block is approximately 3 centimeters tall.
If \( \ln n = 24 \) then \( n = e^{24} \) and:
\[
\text{Height} = 3\text{cm} \cdot e^{24} \approx 8 \times 10^8 \text{m}.
\]
That height is roughly twice the distance to the moon.
If you want the stack to span this room (\( \sim 30 \) ft.) it would have to be \( 10^{26} \) meters high. That’s about the diameter of the observable universe.
We can learn one more thing from this experiment — if we look at the stack sideways we see that it follows the shape of the graph of \( \ln x \). This experiment provides a concrete example of how slowly the function \( \ln x \) increases.
We did not discover an important number that limited the reach of the stack, but we did discover that that reach is infinite — infinity is also an important number. We also discovered a property of that infinite value; that the rate of extension of the stack is very slow. Infinity doesn’t have a single value; there are lots of different orders of infinity.
18.01SC Single Variable Calculus
Fall 2010
For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. | <urn:uuid:3ccc3a5e-60d6-4bc3-975b-9b4f38804761> | CC-MAIN-2022-05 | https://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/unit-5-exploring-the-infinite/part-b-taylor-series/session-96-stacking-blocks/MIT18_01SCF10_Ses96b.pdf | 2022-01-29T10:54:10+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320304883.8/warc/CC-MAIN-20220129092458-20220129122458-00535.warc.gz | 485,973,734 | 1,662 | eng_Latn | eng_Latn | 0.978071 | eng_Latn | 0.997143 | [
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During our projects in the Syrian Refugee Camp, Rohingya Refugee Camp, in the slums of Bangladesh and the villages of India and Bangladesh, we learnt that the children (boys and girls) in these areas face violence. Most of them are not aware of their rights and assume these kinds of violence are a part of their normal lives. Our first step has been to conduct extensive workshops to spread awareness. We tell them how to avoid these situations and places, to go in groups and to report it immediately to their parents (in case they are not the perpetrators) and to our workshop leaders, as well as educate them about the differences between good touch and bad touch. We use art and drama to train them on what they should do in case they are attacked. We also make them aware of their rights and encourage them to tell their parents to not get them married before they are at least 18.
The children are now leading our workshops, teaching their peers, using art and drama to explain these types of violence and what one should do as countermeasures. In this way, they are able to open up and share their own stories without having any stigma attached to it.
In the second stage, we invite their parents to these workshops where the children take the lead in engaging and educating their parents. The children in our workshops benefit from peer-to-peer communication since our Green Hope members are often the same age as some of the older children. Some of the children are so traumatized that they don't talk to their parents, but they do open up during our workshops as they interact with others their age. | <urn:uuid:0b5cc5d1-e6b1-4750-b1c5-1e29ff4ea7cd> | CC-MAIN-2023-23 | https://violenceagainstchildren.un.org/sites/violenceagainstchildren.un.org/files/map_child_participation/Category_2/Asia_And_The_Pacific/peer-to-peer_learning_and_communication_children_teaching_others-1.pdf | 2023-06-09T04:49:40+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655247.75/warc/CC-MAIN-20230609032325-20230609062325-00613.warc.gz | 653,644,462 | 320 | eng_Latn | eng_Latn | 0.99876 | eng_Latn | 0.99876 | [
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WHAT IS LOW IMPACT DEVELOPMENT?
Low Impact Development (LID) seeks to manage rainfall at its source, before it becomes stormwater. The benefits of LID include reducing pollution and erosion in waterways and reducing expenses for stormwater infrastructure. LID’s goals are to prevent runoff from increasing when land is developed, and to reduce runoff from already-developed areas. It makes use of design techniques that infiltrate, filter, store, evaporate, and detain stormwater close to its source. LID is not a way to treat stormwater after it has been collected in pipes or channels. It is intended to reduce the amount of water entering pipes and channels. Because vegetation is used to soak up, slow down and evaporate water, LID can improve the attractiveness of streets and neighborhoods.
Non-structural LID techniques include:
- Minimizing soil compaction,
- Minimizing total disturbed area,
- Protecting natural flow pathways,
- Protecting riparian buffers,
- Protecting sensitive areas, and
- Reducing impervious surfaces.
Structural LID techniques include:
- Rain Gardens
- Constructed wetlands
- Vegetated Swales
- Rain Barrels
- Cisterns
- Roof Top Disconnection (disconnecting downspouts from storm sewers and sanitary sewers)
- Infiltration Trenches
- Green Roofs
- Pervious Pavement
The Vermont Agency of Natural Resources has a Low Impact Development Guide and a Rain Garden Manual available online.
Stormwater Management
The Town Public Works Department is continuing to work on GIS (computer) mapping and evaluation of its drainage systems, building on the culvert and drainage inventory by the Regional Planning Commission and stormwater system review work by ANR. A program of Town drainage system improvements needs to be developed with the stormwater management/treatment needs described in the Natural Resources and Transportation sections of this Plan, and brought into the Public Works/capital improvements planning process. When large infrastructure projects are being considered, this Plan supports finding opportunities to incorporate modern stormwater practices into the design. On a smaller scale, the two rain gardens at the Marble Works provide excellent examples of how green stormwater infrastructure can be incorporated into existing landscaping.
Bike and Pedestrian Facilities
The Town’s sidewalk GIS mapping and evaluation needs to be updated by integrating the Public Works sidewalk plowing ‘end-of-winter’ evaluation, with other bike/ped studies for inclusion in the annual Public Works/capital improvements planning process.
Public Works standards for concrete sidewalks should be maintained. The alternative of wider asphalt sidewalks on a well-prepared base is appropriate for bike/ped shared paths. Examples include those extending out to peripheral areas such as Middle Road/South Ridge and for bike/ped path extension that are needed along Exchange Street and along Route 7 from the Marriott south to Boardman Street and to Stonegate.
The Town should require new sidewalks to be provided by developers of new residential and business projects on collector streets and to connect to existing sidewalk networks.
Sidewalks also need to be expanded/linked with recreation trails so that the development of pedestrian, bicycle and recreation trail systems can be coordinated to serve existing neighborhoods and planned growth areas. Town policy should ensure that streets, highways, and thoroughfares within the Town provide adequate access and safe conditions for walkers and cyclists. Wherever possible lanes should be painted to calm traffic and provide for bicycles and “sharrows” stenciled on Town collector and downtown streets.
Continued attention should be given to handicap access and safety; pedestrian crossings that are properly marked and signed and well-maintained throughout the year; pedestrian and bicycle-actuated traffic control devices that work promptly and reliably; and to the elimination of sidewalk and roadway hazards such as tripping hazards, dangerous drainage grates, and pavement holes and cracks. | <urn:uuid:3bb7c6a7-db41-4a5b-b5d9-4fb6aa6b2fd7> | CC-MAIN-2023-23 | https://cms5.revize.com/revize/middlebury/document_center/Boards%20Commissions/Infrastructure%20Comm/Meeting%20Packets/2022%20Meeting%20Packets/February%2010/2017%20Town%20Plan%20Excerpt.pdf | 2023-06-09T03:48:02+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224655247.75/warc/CC-MAIN-20230609032325-20230609062325-00613.warc.gz | 198,449,983 | 780 | eng_Latn | eng_Latn | 0.996746 | eng_Latn | 0.997057 | [
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Evolution and Morality as Interpreted by T. H. Huxley and Herbert Spencer. Elizabeth Hunt, Department of Biology, Indiana University, Bloomington, Indiana 47405.
Thomas Henry Huxley (1825-1895) and Herbert Spencer (1820-1903), biologists and Darwin critics, were both renowned as moralists during their lifetimes. Huxley, Darwin’s staunch supporter, addressed himself often to the meaning of morality in humans whom he saw as products of evolution by natural selection. Huxley’s work as a biologist and his particularly interesting idea of morality have been overshadowed by his reputation as “Darwin’s bulldog.” Because ideas originally developed by Darwin are paramount in biology today, Huxley’s impact upon evolutionary thought is worth serious consideration. Spencer, whose idea of evolution was founded upon other principles than that of natural selection, was a tremendously prolific moralist. Spencer’s life-work, *Synthetic Philosophy*, is a five-part treatise on biology, psychology (a discipline Spencer founded), sociology and morality. Spencer’s understanding of evolution was not merely the crux of his biological theories; Spencer also felt that this evolutionary mechanism was the driving force in society and morality as well. How science has influenced our ideas of morality (and the reverse) in the 19th century is apparent in the works of Huxley and Spencer.
The following is a list of the most common types of data that can be collected and analyzed using statistical methods:
1. **Quantitative Data**: This type of data is numerical in nature and can be measured or counted. Examples include age, income, height, weight, and test scores.
2. **Qualitative Data**: This type of data is non-numerical and cannot be measured or counted. Examples include opinions, attitudes, and behaviors.
3. **Cross-sectional Data**: This type of data is collected at a single point in time. Examples include data collected from a survey or a census.
4. **Longitudinal Data**: This type of data is collected over a period of time. Examples include data collected from a longitudinal study or a time series analysis.
5. **Categorical Data**: This type of data is divided into categories or groups. Examples include gender, race, and political affiliation.
6. **Continuous Data**: This type of data can take on any value within a range. Examples include temperature, weight, and height.
7. **Discrete Data**: This type of data can only take on specific values. Examples include number of children, number of cars, and number of books.
8. **Primary Data**: This type of data is collected directly from the source. Examples include data collected from a survey or an experiment.
9. **Secondary Data**: This type of data is collected from existing sources. Examples include data collected from a government report or a newspaper article.
10. **Descriptive Statistics**: This type of statistics is used to describe the characteristics of a dataset. Examples include mean, median, mode, standard deviation, and variance.
11. **Inferential Statistics**: This type of statistics is used to make inferences about a population based on a sample. Examples include hypothesis testing, confidence intervals, and regression analysis.
12. **Correlation Analysis**: This type of analysis is used to determine the relationship between two variables. Examples include Pearson correlation coefficient and Spearman rank correlation coefficient.
13. **Regression Analysis**: This type of analysis is used to model the relationship between a dependent variable and one or more independent variables. Examples include simple linear regression and multiple linear regression.
14. **ANOVA (Analysis of Variance)**: This type of analysis is used to compare the means of three or more groups. Examples include one-way ANOVA and two-way ANOVA.
15. **Chi-Square Test**: This type of test is used to determine if there is a significant association between two categorical variables. Examples include chi-square goodness-of-fit test and chi-square independence test.
16. **T-Test**: This type of test is used to compare the means of two groups. Examples include independent samples t-test and paired samples t-test.
17. **Non-parametric Tests**: These tests are used when the assumptions of parametric tests are not met. Examples include Mann-Whitney U test and Wilcoxon signed-rank test.
18. **Factor Analysis**: This type of analysis is used to identify underlying factors that explain the relationships between variables. Examples include principal component analysis and exploratory factor analysis.
19. **Cluster Analysis**: This type of analysis is used to group similar objects together. Examples include hierarchical clustering and k-means clustering.
20. **Time Series Analysis**: This type of analysis is used to analyze data collected over a period of time. Examples include autoregressive integrated moving average (ARIMA) models and exponential smoothing models. | <urn:uuid:e13cea07-9b93-450d-89f0-7e138f6a9123> | CC-MAIN-2016-18 | http://journals.iupui.edu/index.php/ias/article/download/7516/7534 | 2016-05-02T21:21:10Z | crawl-data/CC-MAIN-2016-18/segments/1461860117783.16/warc/CC-MAIN-20160428161517-00138-ip-10-239-7-51.ec2.internal.warc.gz | 155,818,265 | 986 | eng_Latn | eng_Latn | 0.996906 | eng_Latn | 0.998167 | [
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Dear Sir / Madam,
I am writing on behalf of [redacted] to object to the proposal to widen the road and bridge at Grindleton. I refer in particular to sites RW03 and RW04.
I would make the following points.
KEY STATEMENT EN 4
“The council will seek wherever possible to conserve and enhance the area’s biodiversity… and to avoid the fragmentation and isolation of natural habitats and help develop green corridors.
Negative impacts on biodiversity through development proposals should be avoided.”
- The site is used by a number of protected species.
(i) It is a roosting place for barn owls – these can often be seen at dusk as they leave the roost to hunt.
(ii) Swallows and House Martins nest under the bridge every summer. Their nesting sites are protected by law.
(iii) Black headed gulls, grey wagtails and kingfishers are frequently seen at the site, as it provides shelter and good feeding territory. All three of these species are considered to be at risk.
(iv) Less frequently the following protected species visit the site: greylag goose, curlew, dunnock, spotted flycatcher and reed bunting.
(v) A variety of species of bat roost under the bridge.
(vi) Otters pass through most nights as they hunt.
- The works adjacent to the river will inevitably lead to a considerable amount of pollution through silt. This is unlikely to directly result in fish kills. However, it has catastrophic consequences for the invertebrates at the bottom of the food chain; therefore there will a significant negative impact on fish and bird life.
- Parking heavy machinery adjacent to the river is likely to result in diesel / petrol leaking into the water system – the consequences of this could be catastrophic for wildlife. It is vital to ensure that such leakages cannot affect the water course.
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that control and manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that allow users to store, retrieve, and manipulate data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Graphics Software: These are the programs used to create and edit digital images.
6. Video Editing Software: These are the programs used to edit and manipulate video footage.
7. Audio Editing Software: These are the programs used to edit and manipulate audio files.
8. CAD (Computer-Aided Design) Software: These are the programs used to create and edit technical drawings and designs.
9. Animation Software: These are the programs used to create and edit animated graphics and videos.
10. Game Development Tools: These are the tools used to create and develop video games.
11. Data Analysis Software: These are the programs used to analyze and interpret large amounts of data.
12. Project Management Software: These are the programs used to manage and track projects and tasks.
13. Collaboration Software: These are the programs used to collaborate with others on projects and tasks.
14. Security Software: These are the programs used to protect computers and networks from cyber attacks.
15. Virtual Reality Software: These are the programs used to create and interact with virtual environments.
FLOODING / EROSION
A cursory inspection of the site will reveal that significant repairs have already been carried out both upstream and downstream of Grindleton Bridge. The effects of the proposed works would be to increase flood risk and cause further damage to the river bank in times of high water due to the increased turbulence.
LOSS OF AMENITY
- Many of our members are elderly. Some are therefore restricted to fishing within a couple of hundred metres of the bridge and rely on being able to park in close proximity to the bridge in order to enjoy their recreation. There would appear to be nowhere for the general public to park under the new proposals.
- As mentioned earlier, pollution from silt is inevitable and such pollution often renders the river unfishable.
In conclusion, I understand that the traffic must cross the river somehow. However, I note that there are plans to erect a new bridge over the river between West Bradford and Waddington. I would suggest that it makes much more sense to reduce the impact on the river and its attendant ecosystem by sending all the traffic this way, so that only one site is affected, so I urge you to reject the application to route the heavy traffic over Grindleton Bridge.
Yours faithfully
[Signature] | <urn:uuid:cfce6a83-9c46-4231-9335-b9ccaa40e7e6> | CC-MAIN-2024-30 | https://webportal.ribblevalley.gov.uk/planx_downloads/21_0661_3rd_1.pdf | 2024-07-22T21:05:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00341.warc.gz | 543,038,586 | 952 | eng_Latn | eng_Latn | 0.999205 | eng_Latn | 0.999361 | [
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Shark Puppet
What you need:
- Brown paper lunch bag
- Shark cut out
- Markers or crayons
- Glue stick
- Scissors
What you do:
- Print out the shark image.
- Color your shark.
- Cut out the shark image.
- Arrange paper bag so bottom fold is visible. Open the fold and glue the two mouth pieces into place.
- Place your brown paper bag flat on the table. Put it with the opening down, so your hand can go in it and the flap (or bottom) up.
- Glue the top half, the head, of the shark to the bottom flap of the bag. The flap when opened and closed by your hand will work the mouth open and closed.
- Glue the bottom half to the lower part of the bag.
Now you’re ready to put on your own puppet show!
Shark Template
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SECTION 2
Instructions for Section 2
Answer all questions in the spaces provided.
In all questions where a numerical answer is required, an exact value must be given unless otherwise specified.
In questions where more than one mark is available, appropriate working must be shown.
Unless otherwise indicated, the diagrams in this booklet are not drawn to scale.
Question 1 (12 marks)
Consider the region $A$ bounded by the curve $y = 4x - x^2$ and the $x$-axis for $x \in [0, 4]$.
a. Find the area of region $A$. 1 mark
b. Region $A$ can be subdivided into two regions, $B$ and $C$, by the line $y = x$. The points in $B$ are above the line $y = x$ and the points in region $C$ are below it.
Find the coordinates of the points of intersection of the line $y = x$ with the curve $y = 4x - x^2$. 1 mark
c. Find the area of region $B$. 2 marks
d. Consider the equation $y = mx$, where $m$ is a real constant such that $0 < m < 4$. This equation defines a whole family of lines. For each value of $m$, the line will intersect the curve $y = 4x - x^2$ at the origin and also at one other point, $P_m$. The line $y = mx$ will divide the region $A$ into two regions, $B_m$ and $C_m$ (with points in region $B_m$ above the line $y = mx$).
Find the coordinates of the point $P_m$ as a function of $m$.
e. Find the area of region $B_m$ as a function of $m$.
f. Hence, find an expression for the area of region $C_m$ in terms of $m$.
g. Find the particular value of $m$ for which the two regions $B_m$ and $C_m$ are equal in area. 2 marks
Question 4 (13 marks)
Consider the family of functions $f_a : R^+ \rightarrow R$, which is defined by $f_a(x) = \frac{a}{x} + \sqrt{x} - 3$, where $a$ is a real number and $a > 0$.
Part of the graph of $f_a$ is shown below.
a. State the interval for which the graph of $f_a$ is strictly increasing, in terms of $a$.
2 marks
b. Determine the absolute minimum value of $f_a$, in terms of $a$.
2 marks
c. Show that the equation of the tangent to the graph of $f_a$ at the point when $x = 4$ is $y = -\frac{(a-4)}{16} x + \frac{(a-4)}{2}$.
3 marks
The function $f_a(x)$ is transformed to form $g_a(x)$, where $g_a(x)$ is defined as $g_a(x) = f_a(x) + b$.
d. Find the value of $b$, in terms of $a$, such that the tangent drawn to the curve of $g_a(x)$ at $x = 4$ passes through the origin.
2 marks
Consider the graph of $f_a(x)$ for $a = 2$.
Let $h_a(x) = f_a(2x)$.
e. i. Find the value of the area that is bounded by the x-axis and the graph of $y = f_a(x)$ for $a = 2$, as shaded in the diagram below, correct to 3 decimal places.
ii. Hence, find the area that is bounded by the x-axis and the graph of $y = h_a(x)$ for $a = 2$, correct to 3 decimal places.
Question 3
a. The gradient of a curve at any point is given by $\frac{dh}{dt} = \sin\left(\frac{\pi t}{6}\right)$. The depth of water in a tidal pool can be modelled by $h$, where $h$ metres is the depth of the water and $t$ is the number of hours after 6 a.m. on a given day. Find an expression for $h$ in terms of $t$, if there is no water in the pool at 6 a.m.
b. It is only safe to swim in the tidal pool when the water level is at the most two metres. Between what hours, over a 24-hour period, is it safe to swim? Give the time to the nearest minute.
c. What is the exact average depth of water in the tidal pool over the 24-hour period?
d. Sketch the graph of $h$ and construct a rectangle whose area is the same as the area under the graph of $h$ over the 24-hour period.
e. Describe the transformations required to transform the graph of $y = \cos(t)$ into the graph of $h$.
f. Find the general solution to the equation $0 = \frac{-6}{\pi} \cos \left( \frac{\pi t}{6} \right) + \frac{6}{\pi}$.
g. Consider the functional equation $k(t + \pi) = k(t)$. Show that the function with rule $k(t) = \cos(2t)$ satisfies this functional equation. Give reasons for your answer.
2 marks
Total 15 marks
Question 4
The total surface area of a rectangular box with a square base and open at the top, is $675 \text{ cm}^2$.
a. Express $h$ in term of $x$.
2 marks
b. i. Find the dimensions of the box so that its volume is a maximum, and hence state the volume of the box.
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A right angle is an angle that equals 90° or a quarter turn.
Tick all the right angles.
1.
2.
3.
4.
Circle the right angles in these shapes.
5.
6.
7.
8.
9.
10. | <urn:uuid:f7310d44-d8ed-4821-beba-17788db8e384> | CC-MAIN-2020-40 | http://wyche.worcs.sch.uk/Homeschooling/Mrs%20Whitehurst/Wk2/Friday/Warm-up.pdf | 2020-09-26T11:44:28+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400241093.64/warc/CC-MAIN-20200926102645-20200926132645-00327.warc.gz | 228,490,203 | 59 | eng_Latn | eng_Latn | 0.862379 | eng_Latn | 0.862379 | [
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Boy, Orson, you sure are all decked out in your finest for this New Year’s Eve.
*Yep, this will be a very special one – it’s the start of a brand new decade.*
What do you hope for in the coming new year?
*I hope everyone in our Wells community will learn what they need to do to become more sustainable themselves in order that, collectively, we can keep the college moving ahead to become more sustainable.*
**Tips for a more sustainable holiday season**
*Make your own wrapping paper or do without*
Much mass-produced wrapping paper is *not recyclable* because of the shiny coatings, foils and colors, so it ends up in the trash. Get creative! Wrap presents with old maps, the comics section of a newspaper, or children’s artwork. Or use a scarf, attractive dish towel, bandana, or some other useful cloth item to wrap presents.
*Decorate your house and holiday tree with LEDs*
LED lights use 90% less energy than conventional holiday lights, and can save on holiday season energy bills. LEDs release little heat, so they don’t dry out your tree as fast, and they last for thousands of hours.
*Consider giving eco-friendly gifts,* such as items made with recycled content, or that are locally produced, organic, and/or *Fair Trade* certified. Shop at farmers’ markets, craft fairs, and locally-owned stores. Give gifts that encourage others to use less stuff, like books on repurposing items, or a re-usable carry-out container. Purchase gifts that don’t need batteries, are long-lasting, or that can be reused and later recycled.
---
**Make some **New Year’s Resolutions** to be more sustainable in Spring 2020 (and beyond!):**
- If you don’t already have one, pick up a new reusable beverage container over the break to use for hot and/or cold beverages
- Skip purchasing single-use bottled water – use the water bottle fill stations on campus.
- Check out the reuse areas on campus first before purchasing new. The *Bargain Basement* (ground floor of Main building) may have housewares, room furnishings, craft items, etc. The *RUMPUS Room* (Macmillan 111A) may have still usable school and office supplies.
- Simplify your life. Donate items you no longer need or want to the *Bargain Basement* or *RUMPUS Room* for others to use. You can always drop things off as these free reuse spaces are open 24/7.
- Consider sharing your ride if you are driving to town for shopping errands. Sign up to use the *Finger Lakes Rideshare* app to help find rides with others or to fill those empty seats in your car. [https://www.zimride.com/FLXRideshare](https://www.zimride.com/FLXRideshare)
- Be thoughtful in your usage of campus resources (electricity, water, food) – use what you need but don’t WASTE them.
---
“*Installment*” is a double play on words: we place them inside bathroom cubicles (“in stalls”) and the content changes monthly (“in installments”).
Get it? Got It? Good!
Before heading home for the *loooong* winter break, please do all the following in your room or office:
- Turn off and unplug *ALL* energy-using appliances and equipment
- Empty, defrost, and unplug your refrigerator
- Remove all perishable food items from the room. (Think about donating still-usable food items to the Food Pantry, Main Building Room 104).
- Close and secure windows
- Leave curtains and/or shades closed
- Empty trash and recyclables into the proper waste separation receptacles in your building
- Switch off all light(s).
If you have collected burned-out light bulbs, dead batteries, or disposable plastic shopping bags this semester, bring them over to the Sustainability Center classroom (Zabriskie 212) and put them in the labeled collection boxes. We will dispose of them properly over break.
Did we *getcha*? Did we spot you carrying and using your reusable beverage container? If so, don’t forget to redeem your Block 2 GOTCHA card at the GRIND Café by December 13. New GOTCHA cards will be issued for Spring semester Block 1.
Questions about more sustainable actions? email: email@example.com
---
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Healthy food choices abound in Valley markets
By DENISE KELLER
The approach of swimsuit season is not the only thing that has people watching their weight these days. The continually increasing number of studies linking obesity to health problems such as diabetes and heart disease is causing people to become more serious about maintaining a healthy body weight, according to Patricia Edwards, a clinical dietician at Yakima Regional.
Although obesity rates seem to be stabilizing, America is experiencing “an epidemic of obesity,” Edwards says. One in three American adults are obese, according to statistics from the Centers for Disease Control and Prevention.
Medical professionals define obesity as having a body mass index (BMI) of 30 or greater. BMI is a measure of body fat based on height and weight and can be calculated with an online tool.
Katie Wolff, chief clinical dietician at Yakima Valley Memorial Hospital, says it is less important to see a certain number on the scale than it is to be physically fit, exercise at least 30 minutes a day and eat right. However, those priorities are contrary to the sedentary lifestyle and busy schedules common to many families.
“You’re working long hours and running the kids around and just having a busy life, and by the time you eat, you’re doing fast food,” Wolff says. “It takes planning ahead to eat healthy and an actual conscious effort to look for things that are healthy.”
Healthy food can be found in any grocery store, dieticians say, if shoppers look in the right places.
“Always start off with the fresh fruits and vegetables and sticking with lean meats,” Edwards says. “We are lucky here in the Valley in the summertime with the Farmers’ Market, we have lots of fresh options. That’s an extra bonus. But year-round, grocery stores are wonderful here. They do have a good variety of fresh produce and lean meats. It’s what we pick as individuals.”
Wolff recommends staying away from processed foods, which are more likely to be high in calories, fat or salt. Look for things that are high in fiber and low in saturated fat. Keep in mind, though, that foods labeled as “fat-free” can sometimes be misleading, she says. They may have a lot of sugar or salt added instead.
“It’s just a change in what you’re looking for,” Wolff says. “And even your favorite types of meals can just be modified.” Change an enchilada recipe, for example, by cutting the amount of ground beef in half and substituting beans for the remainder to make the meal more nutritious.
Huckleberry’s Fresh Market, a department of Rosauers that carries all-natural and organic selections of food from bread to chicken, has been increasing in popularity, according to employee Megan Paulakis. Shoppers who want to make healthier food choices can find knowledgeable staff available to assist.
“We have a big book of information we call the ‘Health food Bible’ at the service desk,” Paulakis says.
Parents who eat nutritiously not only improve their own health, but also help develop healthy habits in their children. The rising rate of childhood obesity has been receiving special attention. In February, First Lady Michelle Obama launched “Let’s Move,” a nationwide campaign to solve the challenge of childhood obesity within a generation.
“Modeling is a big thing in terms of what we [as parents] prioritize,” Wolff says. “To tell them to do one thing and us not do it is probably not going to go over real well.”
Getting kids to adopt a healthy diet can be a challenge, Wolff says, but creativity is key. Cut sandwiches into fun shapes, serve fruits in smoothies or vegetables in wraps, and let kids dip fruit into flavored yogurt or veggies in a low-fat dressing.
“Keep introducing them to new tastes and new flavors. Some kids might like things raw and crunchy; others might prefer it cooked. It’s finding that individuality and running with it,” Edwards says.
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The Union flexes its muscle
President Abraham Lincoln was shot on April 14, 1865, just as the Union was securing victory in the Civil War. Despite his murder, Lincoln’s cherished program of government-sponsored infrastructure, education and science, his protection for industry and family farmers, continued and blossomed in the nurturing hands of the “Whig” nationalists, headquartered in Philadelphia. Lincoln had been one of them, himself a lifelong champion of the American System of political economy that opposed the British free-trade system.
Lincoln’s transcontinental railway to the California coast was completed in 1869, at a Federal government cost of $64 million and huge grants of land. The second Lincoln-authorized transcontinental rail line, the Northern Pacific to Washington state, immediately went into full construction.
With the power of a fully mobilized economy and the world’s most effective military behind them, the American nationalists envisioned technological and political progress in Eurasia that could in effect secure and extend the Union victory. The first steps toward the “land-bridge” focussed on Russia and Japan.
It was proposed that Russian Tsar Alexander II, Lincoln’s Civil War ally, should, with U.S. help, “construct a grand trunk railway from the Baltic to the Sea of Okhotsk [Pacific] of like gauge with our Pacific Central.” U.S. Gen. Joshua T. Owen was speaking at an 1869 send-off dinner given by Henry Carey for the new American ambassador to Russia, Andrew Curtin. “We have discovered that true glory is only to be attained through the performance of great deeds, which tend to advance civilization, [and] develop the material wealth of people,” General Owen continued. By participating in “girdling the globe with a tramway of iron,” Russia itself would be strengthened and unified. The general spoke bluntly: The allies could “outflank the movement made by France and England, for predominance in the East through the Suez Canal; and America and Russia, can dictate peace to the world.”
Henry Carey had for many years personally managed America’s pro-Russian policy; his widely circulated newspaper columns had turned U.S. public opinion toward Russia during the 1854-55 Crimean War against Britain and France. Among Carey’s invited dinner guests paying tribute to Ambassador Curtin (the former Pennsylvania governor), were the Russian legation, and America’s premier railroad and locomotive builders, along with their Philadelphia banker, Jay Cooke. Over the next few years, contracts were signed, under the supervision of the Carey political machine, for the sale of Philadelphia locomotives to Russia.
Meanwhile, in the 1868 Meiji Restoration in Japan, revolutionaries under Prince Tomomi Iwakura overthrew the feudal Tokugawa warlords; they set up a modern central government guided by Japanese students of Henry Carey.
The world at that time knew Carey as the leader of nationalist political thought, who had been the economic mentor to Abraham Lincoln and to the Union’s industrial strategy.
As Kathy Wolfe has reported (EIR, Jan. 3, 1992), Japan’s consuls in Washington and New York, Arinori Mori and Tetsunosuke Tomita, worked closely with Carey. Tomita commissioned the first Japanese translations of Carey’s works. Mori would return to Japan to form the Meiroku (Sixth Year of Meiji) Society, dedicated to “American System” economics, as opposed to British free trade; this Careyite grouping would spearhead Japanese industrial development.
In 1871, Carey’s student and political agent E. Peshine Smith was appointed economic adviser to the Meiji emperor. Other Carey associates were also then in Japan, working with
---
Henry Carey and Abraham Lincoln
Poultney Bigelow, the spoiled, Anglophile son of U.S. diplomat John Bigelow, was visiting Germany late in the nineteenth century. He asked a minor German official, who was the greatest American? The German replied, “Henry Carey.” Bigelow sputtered that this was outrageous—“No one in America talks about Henry Carey!”
But in fact, economist Henry Charles Carey had been the chief of the U.S.A.’s national party or pro-nationalist leadership, from the 1850s to his 1879 death, and his global influence continued for decades beyond.
Henry Carey, born in 1793, inherited this leadership from his father, Mathew Carey, who had been Benjamin Franklin’s revolutionary agent in Ireland, a full century before the events chronicled in this report. During America’s War of 1812, Henry Carey served in the Pennsylvania State Fencibles militia, until the defeat of the British. As Henry was growing up, his father’s political partners included Bank of the United States President Nicholas Biddle, German-American economist Friedrich List, Protestant missionary leader Jedediah Morse, U.S. Military Academy Superintendent Sylvanus Thayer, and such important Europeans as the Cotta family, publishers of the work of Friedrich Schiller.
Abraham Lincoln, though a Midwesterner, was of this Carey-led national party, the nationalist elite. In 1846-47, having just been elected to Congress, Lincoln made a set of notes for himself, in favor of economic nationalism (“Fragments of a Tariff Discussion,” in Lincoln’s Collected Works). He writes, “I... try to show, that the abandonment of the protective policy by the American Government must result in the increase of both useless labor, and
the new government identifying mineral resources, planning transport, and outlining protectionist tariff strategies.
On March 15, 1872, representatives of the new Japanese government arrived in Philadelphia, having travelled from Japan’s embassy in Washington under escort by U.S. Gen. William Painter.
The city fathers published the official *Diary of the Japanese Visit to Philadelphia in 1872* immediately afterwards, boldly contrasting American and British purposes in the world. The pamphlet described the visit as “an event of great importance . . . to the mission on which these pioneers of an advancing state of civilization in their own country were engaged . . . the development of a country which has hitherto been almost hermetically sealed against the commerce of the world,—for the least concession made to the foreign trader was immediately followed by the presentment of that aggressive policy, that arrogance, and grasping spirit of monopoly which have ever followed the British footfall on foreign soil,—so that, outraged and indignant, the Government of Japan has from time to time rescinded the privileges granted, thus retarding the progress of the mighty work of development, not from choice, but from a feeling of absolute necessity as a means to preserve its national and political autonomy.”
The first stop of the Japanese party was the Baldwin Locomotive Works. There, Japanese planners and engineers inspected engine models, machine tools, foundries, and plans for locomotives that Japan would purchase or build itself with American assistance.
Lincoln divides the work force into “useful labour, useless labor and idleness.” He explains that “all labour done directly and incidentally in carrying articles to their place of consumption, which could have been produced in sufficient abundance, with as little labour, at the place of consumption, as at the place they were carried from, is useless labour.” (Lincoln comments, that if all productive labor should cease, and each individual should “work” by carrying food produced by others “continually about his habitation”—exactly today’s “service economy”!!—then “none would be left living.”)
It is the “most worthy object of any good government,” Lincoln writes, to secure “to each labourer the whole product of his labour, or as nearly as possible.” Useless labor and idleness “are heavy pensioners upon” useful labor, “robbing it of its just rights.” So we should “drive useless labour and idleness out of existence” by “making war upon” useless labor.
Henry Carey was the potent force behind the Lincoln Republican Party. The Republicans first appeared in 1854 after the demise of the old Whig Party, but the first Republican national Presidential nominating convention was held in Carey’s Philadelphia, in 1856. That gathering was preceded by a Pennsylvania state Republican convention, chaired at the outset by Henry Carey himself. The party’s 1860 convention in Chicago was a showdown between the Lincoln candidacy, promoted by Carey, and the candidacy of William H. Seward of New York.
Carey wrote the economics platform on which Lincoln was nominated for President. Carey then supplied his own students and associates for the Lincoln administration. They implemented the radical economic-nationalist policies adopted during the Civil War, which brought about the unprecedented advancement of U.S. industry to the end of the century. | <urn:uuid:443e302c-157b-4851-a00b-f3fe2788dd65> | CC-MAIN-2024-30 | https://larouchepub.com/eiw/public/1997/eirv24n19-19970502/eirv24n19-19970502_032-henry_carey_and_abraham_lincoln.pdf | 2024-07-22T20:53:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517915.15/warc/CC-MAIN-20240722190551-20240722220551-00353.warc.gz | 309,721,345 | 1,783 | eng_Latn | eng_Latn | 0.996639 | eng_Latn | 0.996667 | [
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TYPES OF CHEMICAL REACTIONS
Match the following reactions to the examples on the next page:
1. **Synthesis Reaction**
- 2 or more simple substances combine to form a more complex substance.
- These reactions come in the general form of:
\[ A + B \rightarrow AB \]
2. **Decomposition Reaction**
- A more complex substance breaks down into its more simple parts. One reactant yields 2 or more products.
- These reactions come in the general form:
\[ AB \rightarrow A + B \]
3. **Single Replacement Reaction**
- A single uncombined element replaces another in a compound. Two reactants yield two products.
- These reactions come in the general form of:
\[ A + BC \rightarrow AC + B \]
4. **Double Replacement Reaction**
- Parts of two compounds switch places to form two new compounds. Two reactants yield two products.
- These reactions are in the general form:
\[ AB + CD \rightarrow AD + CB \]
5. **Combustion**
- Oxygen combines with another compound to form water and carbon dioxide.
- These reactions are in the general form:
\[ A + O_2 \rightarrow H_2O + CO_2 \]
6. **Acid – Base**
- Acid and base react with each other. The H⁺ ion in the acid reacts with the OH⁻ ion in the base, causing the formation of water.
- The product of this reaction is salt and water:
\[ HA + BOH \rightarrow H_2O + BA \]
Examples of different types of reactions.
Write the number 1-6 which matches to the proper reaction type:
_____ Silver nitrate combines with sodium chloride to form silver chloride and sodium nitrate
\[ \text{AgNO}_3 + \text{NaCl} \rightarrow \text{AgCl} + \text{NaNO}_3 \]
reactant + reactant → product + product
_____ Zinc combines with hydrochloric acid, the zinc replaces hydrogen.
\[ \text{Zn} + 2\text{HCl} \rightarrow \text{ZnCl}_2 + \text{H}_2 \]
reactant + reactant → product + product
_____ Reaction of hydrochloric acid and sodium hydroxide to form sodium chloride and water
\[ \text{HCl} + \text{NaOH} \rightarrow \text{NaCl} + \text{H}_2\text{O} \]
reactant + reactant → product + product
_____ Water can be broken down into hydrogen gas and oxygen gas.
\[ 2\text{H}_2\text{O} \rightarrow 2\text{H}_2 + \text{O}_2 \]
reactant → product + product
_____ Hydrogen gas combined with oxygen gas can produce a more complex substance → water!
\[ 2\text{H}_2 + \text{O}_2 \rightarrow 2\text{H}_2\text{O} \]
reactant + reactant → product
_____ Methane combines with oxygen to form water and carbon dioxide
\[ \text{CH}_4 + 2\text{O}_2 \rightarrow 2\text{H}_2\text{O} + \text{CO}_2 \]
reactant + reactant → product + product
Indicate which type of reaction is represented by the following equations:
1. \(2\text{NaBr} + \text{Ca(OH)}_2 \rightarrow \text{CaBr}_2 + 2\text{NaOH}\)
Type of reaction: _______________________
2. \(2\text{NH}_3 + \text{H}_2\text{SO}_4 \rightarrow (\text{NH}_4)_2\text{SO}_4\)
Type of reaction: _______________________
3. \(4\text{C}_5\text{H}_9\text{O} + 27\text{O}_2 \rightarrow 20\text{CO}_2 + 18\text{H}_2\text{O}\)
Type of reaction: _______________________
4. \(3\text{Pb} + 2\text{H}_3\text{PO}_4 \rightarrow 3\text{H}_2 + \text{Pb}_3(\text{PO}_4)_2\)
Type of reaction: _______________________
5. \(\text{Li}_3\text{N} + 3\text{NH}_4\text{NO}_3 \rightarrow 3\text{LiNO}_3 + (\text{NH}_4)_3\text{N}\)
Type of reaction: _______________________
6. \(3\text{HBr} + \text{Al(OH)}_3 \rightarrow 3\text{H}_2\text{O} + \text{AlBr}_3\)
Type of reaction: _______________________
7. \(2\text{Mg} + \text{O}_2 \rightarrow 2\text{MgO}\)
Type of reaction: _______________________
8. \(\text{CaCO}_3 \rightarrow \text{CaO} + \text{CO}_2\)
Type of reaction: _______________________
9. \(\text{NaOH} + \text{KNO}_3 \rightarrow \text{NaNO}_3 + \text{KOH}\)
Type of reaction: _______________________
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