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Divine Design in the Library
Saskatchewan School Library Association
THE MEDIUM – FALL 2014
Tracy Woodward
Divine Design in the Library
Saskatchewan School Library Association
I remember clearly walking in to this library for the first time. It looked pretty much like every other school library I had seen. Book shelves packed to their ends with books around the perimeter? Check. Tables and chairs crowded into the centre of the room? Check. Tables of computers? Check. Orange shag carpet? Check.
At about the same time, I was reading a great deal about 21 st Century Libraries and the Learning Commons. Schools were in the news for throwing out books and adding coffee shops to their libraries. I was completing course work in Teacher-Librarianship, and I was learning more about not only the nature of my role as a Teacher-Librarian but also the library space. Libraries and Teacher-Librarians were rapidly evolving. The 21 st century library is a space that works for multiple groups of people and multiple purposes. It is a gathering space, a teaching space, an inquiry space, a comfortable reading space, and more!
There was a clash between the reality of the library in which I found myself and the practice about which I was learning. I began to look critically at my space and how it functioned.
The Physical Space
The space was an excellent meeting room. There were enough tables and chairs for our large teaching staff and other groups who needed to meet. The library was working well as a computer lab. Housing 25 computers, classes booked in to use the computers and practice their typing or to type their reports. It was also working well as a book repository. In fact, there were books housed here since the 40s and 50s! Weeding had not been a popular practice in previous years. Finally, it was working great as a place to sign out books! Each day, classes dutifully filed in and out in their 15 minute time slots to sign out books for the week. What the library was not doing was working for the students it claimed to serve. It was not a space where students could work collaboratively, be inspired, easily access multiple modes of information, create and share their work or even read comfortably.
I worked in the library for a year without making any changes. I needed to see how the space worked, how it was used, and what was used regularly. I also needed to learn more about the culture of the school, and take time to build relationships before making a massive overhaul.
At the time, my school served a K-5 population. In two years the school would operate as a K-3 school, the only primary school in the province. During my second year in the library, I began to critically and purposefully evaluate the space and how it was used. I read and researched more about school libraries that were making a difference in student learning and what was happening in those spaces, and I gradually developed a vision for what I wanted my school library to be.
I accessed Learning Support Facilitators in our school division, Samantha Mirwald and Patricia Peech. I had a vision in my head, but I wasn't exactly sure how to go about achieving it. These ladies helped me to think through the vision and develop a plan. Two videos really helped me to see what I knew I wanted.
The first video was about the Anythink Library in Brighton. I liked that this library focused on creating a space that worked for the patrons. This library is not a book repository. I liked the comfortable seating, the open space, the flexibility of the space, the variety of activities that could occur, the inclusion of technology and (gasp!) the shift in how books were organized!
The second video that had a big impact on me was from Amesbury School in New Zealand. Their school library was the hub and heart of the school, students had easy access throughout the day and the space was used for reading, research, creation and sharing. I wanted our library to be busy, to be comfortable, to be accessible, and to have technology for learning (not typing).
With a plan in place, I made a presentation to my administration team that included not only what I wanted to change, but more importantly why I wanted to make the changes and how they would impact student learning. Thankfully my principal is very supportive of the library. Aside from allotting me a budget of $5000 to make the changes, he also advocated for and was successful in getting our 30 year old orange shag carpet replaced!
I had to first consider my students. I was going to be serving K-3 students. Some of the challenges we had:
* The furniture was not suited for small children (too high)
* There was a lack of accessibility (students visited only once per week) as well as practical fact that shelving was too high
* The library used as a computer lab
* It did not work for multiple groups at once
* There were a lack of tools and space to create artifacts that demonstrated their learning (space was not flexible)
* The space was not inspiring
* How to create independence for students who may not be able to read, read well and who did not understand Dewey
I thought about how furniture could be arranged so that it could be flexible and to create zones. I used furniture and fabric to accomplish this.
In one corner I have a story pit. I hung some sheer fabric around it to define it, but that would allow light to come through. This space works for students who want to read quietly or for group story times or meetings.
Next to the pit, I placed a large curved table that I found second-hand and put it on wheels so it could be moved around. I purchased some small stools to go around it. There is space to add more if needed or the table and seating can be moved so it can be a large empty space for a group to work on a larger project. Most of the time, small groups work here and frequently students like to sit together here to look at books.
Finally, the last corner across the back. I draped fabric over the ceiling and down the front to create the feeling of a cozy tent. I filled this space with bean bags and large pillows and have added a couple of comfy chairs. This is another space that works easily for students wanting to read, small groups, or can easily be a space for a whole class to sit and learn.
I had all of the computers except for a pod of five removed from the library. I gained 20 iPads as well. I wanted the technology to be used for learning, but not for a typing class.
The centre of the library holds three book shelves for picture books. In the middle I placed some lovely second-hand furniture. It looks like a sitting room and it can be easily pushed out of the way to make room for the book fair, or to host an author or artist for a larger group of students.
The physical change to the space was perhaps the easiest part of the change in the library. This was the first step to creating an inspiring, comfortable, collaborative space that suited the learning needs of students. The real hard work was yet to come. Next I tackled the collection. This is where I began to challenge traditional library organization and organize the collection to allow K-3 students to be more independent in the library and at the same time increase our circulation.
You can read more in the next issue of The Medium.
Resources:
Brooks Kirkland, A. (2011, October). Designing virtual library learning spaces [Web log message]. Retrieved from http://bythebrooks.pbworks.com/w/file/fet ch/ 4 6 3 4 4 82 1 / H W C DSB_ L LC . p df
Hamilton, B. (2007, September 18). Six trends in school library centers for the 21st century [Web log message]. Retrieved from http://theunquietlibrarian.wordpress.com/2007/09/18/six-trends-in-schoollibrary-media-centers-for-the-21st-century/
Loertscher, D. (2008). Flip This Library: School libraries need a revolution. School Library Journal (online). Retrieved October 16, 2014, from http://www.slj.com/2008/11/sljarchives/flip-this-library-school-librariesneed-a-revolution/
School Libraries Project. (n.d.). Retrieved October 16, 2014, from http://www.schoollibrariesproject.org/
Sullivan, M. (2011). Divine Design: How to create the 21st century library of your dreams. School Library Journal (online). Retrieved October 16, 2014, from http://www.slj.com/2011/04/buildings-design/divine-design-how-tocreate-the-21st-century-school-library-of-your-dreams/#_
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LONNIE KNOWLES & TERI HJELTE
Short Game:
Putting, Chipping, Pitching & Sand Shots
Direction
Always use a routine to incorporate the following:
Consider the 3 D's:
Distance
Decide
1) GRIP: left hand muscle pad on top of the club, feel the club in your fingers for all shots other than Putting (Grip is in the palms, life line of your hands)
2) AIM: Stand behind the ball & pick a target; address the ball parallel left of your target line (visualize the railroad track)
3) POSTURE: bow forward from your hips, arms hang relaxed
Putting:
-Foucs on the 3 D's:
1. Direction: what line to start the ball on
2. Distance: how long of swing
3. Decide: trust your decision
Short Game Approach:
Pre-Shot
1) Pick a spot to land the ball
2) Decide on the club based on how far it should roll
3) Distance is controlled by length of backswing
Shot Implementation
4) Address the ball (use GAP)
5) Feel the club head brush the grass/sand
6) Swing to the target
4) Observe shot & learn from what the ball did
Quality vs. Quantity Practice
www.pgacouple.com
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22222 Monetary Policy
and the Economy
U
sing the tools of monetary policy, the Federal Reserve can affect the volume of money and credit and their price—interest rates. In this way, it influences employment, output, and the general level of prices.
-
THE FEDERAL RESERVE ACT LAYS OUT the goals of monetary policy. It specifies that, in conducting monetary policy, the Federal Reserve System and the Federal Open Market Committee should seek "to promote effectively the goals of maximum employment, stable prices, and moderate long-term interest rates."
GOALS OF MONETARY POLICY
Many analysts believe that the central bank should focus primarily on achieving price stability. A stable level of prices appears to be the condition most conducive to maximum sustained output and employment and to moderate long-term interest rates; in such circumstances, the prices of goods, materials, and services are undistorted by inflation and thus can serve as clearer signals and guides for the efficient allocation of resources. Also, a background of stable prices is thought to encourage saving and, indirectly, capital formation because it prevents the erosion of asset values by unanticipated inflation.
However, policymakers must consider the long- and short-term effects of achieving any one goal. For example, in the long run, price stability complements efforts to achieve maximum output and employment; but in the short run, some tension can arise between efforts to reduce inflation and efforts to maximize employment and output. At times, the economy is faced with adverse supply shocks, such as a bad agricultural harvest or a disruption in the supply of oil, which put upward pressure on prices and downward pressure on output and employment. In these circumstances, makers of monetary policy must decide the extent to
which they should focus on defusing price pressures or on cushioning the loss of output and employment. At other times, policymakers may be concerned that the public's expectation of more inflation will get built into decisions about wages and prices, become a self-fulfilling prophecy, and result in temporary losses of output and employment. Countering this threat of inflation with a more restrictive monetary policy could risk small losses of output and employment in the near term but might make it possible to avoid larger losses later should expectations of higher inflation become embedded in the economy.
Beyond influencing the level of prices and the level of output in the near term, the Federal Reserve can contribute to financial stability and better economic performance by limiting the scope of financial disruptions and preventing their spread outside the financial sector. Modern financial systems are highly complex and interdependent and potentially vulnerable to wide-scale systemic disruptions, such as those that can occur during a plunge in stock prices. The Federal Reserve can help to establish for the U.S. banking system and, more broadly, for the financial system a framework that reduces the potential for systemic disruptions. Moreover, if a threatening disturbance develops, the central bank can cushion its effects on financial markets and the economy by providing liquidity through its monetary policy tools.
MONETARY POLICY AND THE RESERVES MARKET
The initial link between monetary policy and the economy occurs in the market for reserves. The Federal Reserve's policies influence the demand for or supply of reserves at banks and other depository institutions, and through this market, the effects of monetary policy are transmitted to the rest of the economy. Therefore, to understand how monetary policy is related to the economy, one must first understand what the reserves market is and how it works.
Demand for Reserves
The demand for reserves has two components: required reserves and excess reserves. All depository institutions—commercial banks, saving banks, savings and loan associations, and credit unions—must retain a percentage of certain types of deposits to be
held as reserves. The reserve requirements are set by the Federal Reserve under the Depository Institutions Deregulation and Monetary Control Act of 1980. At the end of 1993, 4,148 member banks,
6,042 nonmember banks, 495 branches and agencies of foreign banks, 61 Edge Act and agreement corporations, and 3,238 thrift institutions were subject to reserve requirements.
Since the early 1990s, reserve requirements have been applied only to transaction deposits (basically, interest-bearing and non-interest-bearing checking accounts). Required reserves are a fraction of such deposits; the fraction—the required reserve ratio—is set by the Board of Governors within limits prescribed by law (see appendix A).
he ultimate targets of monetary policy are specified in law as maximum employment, stable prices, and moderate long-term interest rates. T
Thus, total required reserves expand or contract with the level of transaction deposits and with the required reserve ratio set by the Board; in practice, however, the required reserve ratio has been adjusted only infrequently. Depository institutions hold required reserves in one of two forms: vault cash (cash on hand at the bank) or, more important for monetary policy, required reserve balances in accounts with the Reserve Bank for their Federal Reserve District.
Depositories use their accounts at Federal Reserve Banks not only to satisfy their reserve requirements but also to clear many financial transactions. Given the volume and unpredictability of transactions that clear through their accounts every day, depositories need to maintain a cushion of funds to protect themselves against debits that could leave their accounts overdrawn at the end of the day and subject to penalty. Depositories that find their required reserve balances insufficient to provide such protection may open supplemental accounts for required clearing balances. These additional balances earn interest in the form of credits that can be used to defray the cost of services, such as check-clearing and wire transfers of funds and securities, that the Federal Reserve provides.
Some depository institutions choose to hold reserves even beyond those needed to meet their reserve and clearing requirements. These additional balances, which provide extra protection against overdrafts and deficiencies in required reserves, are called excess reserves; they are the second component of the demand for reserves (a third component if required clearing balances are included). In general, depositories hold few excess reserves because these balances do not earn interest; nonetheless, the demand for these reserves can fluctuate greatly over short periods, complicating the Federal Reserve's task of implementing monetary policy. (See table 2.1 for the average amount of funds in each of these reserve categories in 1993.)
Supply of Reserves
The Federal Reserve supplies reserves to the banking system in two ways:
* Lending through the Federal Reserve discount window
* Buying government securities (open market operations).
Reserves obtained through the first channel are called borrowed reserves. The Federal Reserve supplies these directly to depository institutions that are eligible to borrow through the discount window. Access to such credit by banks and thrift institutions is established by rules set by the Board of Governors, and loans are made at a rate of interest—the discount rate—set by the Reserve Banks and approved by the Board. The supply of borrowed reserves depends on the initiative of depository institutions to borrow, though it is influenced by the level of the discount rate and by the terms and conditions for access to discount window credit.
S
In general, banks are expected to come to the discount window to meet liquidity needs only after drawing on all other reasonably available sources of funds, which limits considerably the use of this source of funds. Morover, many banks fear that their use of discount window credit might become known to private market participants, even though the Federal Reserve treats the identity of such borrowers in a highly confidential manner, and that such borrowing might be viewed as a sign of weakness. As a consequence, the amount of reserves supplied through the discount window is generally a small portion of the total supply of reserves.
The other source of reserve supply is nonborrowed reserves. Although the supply of nonborrowed reserves depends on a variety of factors, many of them outside the day-to-day control of the Federal Reserve, the System can exercise control over this supply through open market operations—the purchase or sale of securities by the Domestic Trading Desk at the Federal Reserve Bank of New York. When the Federal Reserve buys securities in the open market, it creates reserves to pay for them, and the supply of nonborrowed reserves increases. Conversely, when it sells securities, it absorbs reserves in exchange for the securities, and the supply of nonborrowed reserves falls. In other words, the Federal Reserve adjusts the supply of nonborrowed reserves by purchasing or selling securities in the open market, and the purchases are effectively paid for by additions to or subtractions from a depository institution's reserve balance at the Federal Reserve.
Table 2.1 Aggregate reserve measures, 1993 Billions of dollars; quarterly averages of daily data
PURPOSES&FUNCTI
Trading of Reserves
Depository institutions actively trade reserves held at the Federal Reserve among themselves, usually overnight. Those with surplus balances in their accounts transfer reserves to those in need of boosting their balances. The benchmark rate of interest charged for the short-term use of these funds is called the federal funds rate. Changes in the federal funds rate reflect the basic supply and demand conditions in the market for reserves.
Equilibrium exists in the reserves market when the demand for required and excess reserves equals the supply of borrowed plus nonborrowed reserves. Should the demand for reserves rise—say, because of a rise in checking account deposits—a disequilibrium will occur, and upward pressure on the federal funds rate will emerge. Equilibrium may be restored by open market operations to supply the added reserves, in which case the federal funds rate will be unchanged. It may also be restored as the supply of reserves increases through greater borrowing from the discount window; in this case, interest rates would tend to rise, and over time the demand for reserves would contract as reserve market pressures are translated, through the actions of banks and their depositors, into lower deposit levels and smaller required reserves. Conversely, should the supply of reserves expand—say,
O N S
because the Federal Reserve purchases securities in the open market—the resulting excess supply will put downward pressure on the federal funds rate. A lower federal funds rate will set in motion equilibrating forces through the creation of more deposits and larger required reserves and lessened borrowing from the discount window.
EFFECTS OF MONETARY POLICY ON THE ECONOMY
As the preceding discussion illustrates, monetary policy works through the market for reserves and involves the federal funds rate. A change in the reserves market will trigger a chain of events that affect other short-term interest rates, foreign exchange rates, long-term interest rates, the amount of money and credit in the economy, and levels of employment, output, and prices. For example, if the Federal Reserve reduces the supply of reserves, the resulting increase in the federal funds rate tends to spread quickly to other short-term market interest rates, such as those on Treasury bills and commercial paper. Because interest rates paid on many deposits in the money stock adjust only slowly, holding balances in money (that is, in a form counted in the money stock) becomes less attractive. As the public pursues higher yields available in the market (for example, on Treasury bills), the money stock declines. Moreover, as bank reserves and deposits shrink, the amount of money available for lending may also decline. Higher costs of borrowing and possible restraints on credit supply will damp growth of both bank credit and broader credit measures.
A change in short-term interest rates will also translate into changes in long-term rates on such financial instruments as home mortgages, corporate bonds, and Treasury bonds, especially if the change in short-term rates is expected to persist. Thus, a rise in short-term rates that is expected to continue will lead to a rise (though typically a smaller one) in long-term rates.
Higher long-term interest rates will reduce the demand for items that are most sensitive to interest cost, such as residential housing, business investment, and durable consumer goods (for example, automobiles and large household appliances). Higher mortgage interest rates depress the demand for housing. Higher corporate bond rates increase the cost of borrowing for businesses and, thus, restrain the demand for additions to plants and equipment;
and tighter supplies of bank credit may constrain the demand for investment goods by those firms particularly dependent on bank loans. Furthermore, higher rates on loans for motor vehicles reduce consumers' demand for cars and light trucks. Beyond these effects, consumption demand is lowered by a reduction in the value of household assets—such as stocks, bonds, and land—that tends to result from higher long-term interest rates.
The implications of changes in interest rates extend beyond domestic money and credit markets. Continuing with the example, when interest rates in the United States move higher in relation to those abroad, holding assets denominated in U.S. dollars becomes more appealing, and the demand for dollars in foreign exchange markets increases. A result is upward pressure on the exchange value of the dollar. With flexible exchange rates (rates that fluctuate as the supply of and demand for national currencies vary), the dollar strengthens, the cost of imported goods to Americans declines, and the price of U.S.-produced goods to people abroad rises. As a consequence, demands for U.S. goods are reduced as Americans are induced to substitute goods from abroad for those produced in the United States and people abroad are induced to buy fewer American goods.
Such changes in the demand for goods and services get translated into changes in total production and prices. Lessened demand resulting from higher interest rates and the stronger dollar tends to reduce production and thereby relieve pressures on resources. In an economy that is overheating, this relief will curb inflation. Production is the first to respond to monetary policy actions; prices and wages respond only later. There is considerable inertia in wages and prices, largely because much of the U.S. economy is characterized by formal and informal contracts that limit changes in prices and wages in the short run and because inflation expectations, which influence how people set wages and prices, tend to be slow to adjust. In other words, because many wages and prices do not adjust promptly to a change in aggregate demand, sales and output slow initially in response to a slowing of aggregate demand. Over a longer period, however, inflation expectations are tempered, contracts are renegotiated, and other adjustments occur. As a consequence, price and wage levels adjust to the slower rate of expansion of aggregate demand, and the economy gravitates toward full employment of resources.
LIMITATIONS OF MONETARY POLICY
Monetary policy is not the only force affecting output and prices. Indeed, the economy frequently is buffeted by factors affecting aggregate demand for goods and services or aggregate supply. On the demand side, the government influences the economy through changes in tax and spending programs. Such fiscal policy actions receive a lot of public attention and typically can be anticipated well in advance. In fact, their effect on the economy may precede their implementation to the degree that some businesses and households may alter their spending in anticipation of the policy change. Also, forward-looking financial markets may build such fiscal events into the level and structure of interest rates and thus further influence spending decisions before the government action.
Other changes in demand or supply can be totally unpredictable and can influence the economy in unforeseen ways. Examples of such "shocks" on the demand side are changes in households' propensity to consume and shifts in consumer and business confidence. Monetary policy in time can offset such shocks in privatesector demand but, because of their nature, not as they occur. On the supply side, matters can be even more complicated. Natural disasters, disruptions in the supply of oil, and agricultural losses are examples of adverse supply shocks. Because such events tend to raise prices and reduce output, monetary policy can attempt to counter the losses of output or the higher prices, but cannot completely offset both.
esides monetary policy, the economy is affected by such factors as government fiscal initiatives and unforeseen events. B
In practice, monetary policymakers do not have up-to-the-minute, reliable information about the state of the economy and prices. Information is limited because of lags in the publication of data and because of later revisions in data. Also, policymakers have a less-than-perfect understanding of the way the economy works, including the knowledge of when and to what extent policy actions will affect aggregate demand. The operation of the economy changes over time, and with it the response of the economy to policy measures. These limitations add to uncertainties in the policy process and make determining the appropriate setting of monetary policy instruments more difficult.
The central bank will have an easier time reaching its goals if the public understands them and believes the Federal Reserve will take the steps necessary to reach them. For example, a believable anti-inflation policy, implemented through a deceleration of aggregate demand, will more quickly lead the public to expect lower inflation, and such an expectation will itself help bring down inflation. In that case, workers will not feel the need to demand large wage increases to protect themselves against expected price hikes, and businesses will be less aggressive in raising their prices, knowing that doing otherwise would result in losses in sales. In these circumstances, inflation will come down more or less in line with the slowing of aggregate demand, with much less slack emerging in resource markets than if workers and businesses continued to act as if inflation were not going to slow.
GUIDES FOR MONETARY POLICY
The goals of monetary policy are spelled out in law. But how will the Federal Reserve know whether or not its current operations in the reserves market are consistent with those goals or whether it needs to be more restrictive or more accommodative? The actions taken in the reserves market affect the economy with considerable lags. If the Federal Reserve waits to adjust rates until it sees an undesirable change in employment or prices, it will be too late to achieve its objectives. Consequently, people have suggested that the Federal Reserve pay particularly close attention to guides to policy that are intermediate between operations in the reserves market and effects in the economy. Among those frequently mentioned are monetary and credit aggregates, interest rates, and the foreign exchange value of the dollar. Some suggest that one or the other of these measures be used as an intermediate target—that is, one with a specific formal objective. Others suggest that they be used less formally as indicators of the longer-term effects of monetary policy on the economy, to be judged in conjunction with a variety of other financial and economic information.
Monetary and Credit Aggregates
The Humphrey–Hawkins Act has something to say about the guides for monetary policy: It specifies that each February the Federal Reserve must announce publicly its objectives for growth
S
in money and credit and that at midyear it must review its objectives and revise them if appropriate. This provision of the act was based on the presumption of a reasonably stable relation between growth of money and credit, on the one hand, and the goals of monetary policy, on the other—a relation that could be fruitfully exploited in achieving those goals. Control over the money stock, it was thought, could in effect anchor the price level in much the same way that the former gold standard was thought to have anchored the price level. 1
Nonetheless, the law foresaw that revision might be appropriate should, for example, the relation between the monetary or credit aggregates and the economy—the velocity of money or credit— change unpredictably (see the box for a description of the content of the monetary and credit aggregates). 2 In these circumstances, adherence to the initial objectives for money or credit growth would lead to an undesirable outcome for output or prices. The Federal Reserve is not required to achieve its announced objectives for these financial aggregates, but if it does not, it must explain the reasons to Congress and the public.
The usefulness of the monetary aggregates for indicating the state of the economy and for stabilizing the level of prices has been called into question by frequent departures of their velocities from historical patterns. As can be seen in chart 2.1, the velocity of M2 had until recently been fairly stable over long periods, although it did vary over shorter periods in ways related to the interest-rate cycle. In the early 1990s, the velocity of M2 departed from this pat-
1. Some economists have argued that, besides serving as a longer-term anchor for the price level, tight control over the money stock will stabilize the economy in the shorter run. To the extent that the relation between the money stock and the economy is very close, an overheating of the economy is associated with stronger demand for money. If the Federal Reserve sticks to a predetermined path for money growth and does not meet that demand, interest rates will rise and will choke off demand and inflationary pressures. Conversely, a weakening of the economy is associated with a decreased demand for money. If the Federal Reserve sticks to a predetermined path for money growth, interest rates will decline and aggregate demand will increase.
Most observers, however, have come to believe that the slippage between the money stock and the economy, at least in the short run, is sufficiently great that efforts to exert tight control over money may lead to less, rather than to more, economic stability.
2. Velocity is the ratio of nominal gross domestic product (GDP) to the money stock (or credit aggregate). If the money stock grows at the same rate as nominal GDP, velocity is steady. If the money stock grows less rapidly than nominal GDP, velocity rises; and if it grows more rapidly, velocity falls.
The Content of Monetary and Credit Aggregates
The Federal Reserve publishes data on three monetary aggregates. The first, M1, is made up of types of money commonly used for payment, basically currency and checking deposits. The second, M2, includes M1 plus balances that generally are similar to transaction accounts and that, for the most part, can be converted fairly readily to M1 with little or no loss of principal. The M2 measure is thought to be held primarily by households. The third aggregate, M3, includes M2 plus certain accounts that are held by entities other than individuals and are issued by
M1
M2
Currency (and travelers checks) Demand deposits NOW and similar interest-earning checking accounts
M1
Savings deposits and money market deposit accounts
1
Small time deposits
Retail-type money market mutual
fund balances
Overnight repur- chase agreements
(RPs)
Overnight
Eurodollars
1. Time deposits in amounts of less than $100,000, excluding balances in IRA and Keogh accounts.
banks and thrift institutions to augment M2-type balances in meeting credit demands; it also includes balances in money market mutual funds held by institutional investors.
The Federal Reserve publishes a broad measure of credit extended to domestic nonfinancial sectors.
The aggregates have had different roles in monetary policy as their reliability as guides has changed. Here are their principal components:
M3
Credit extended to (debt owed by)
M2
Large time deposits
Wholesale-type money market mutual fund balances
Term (beyond over- night) RPs
Term Eurodollars
Federal government
State and local governments
Households
Nonfinancial businesses
S
tern and drifted upward. This upward drift occurred even as market interest rates were moving down, a change that should have added to the attractiveness of deposits in M2 and lowered its velocity. Such departures from historical experience have made forecasting velocity, and thus the rate of monetary growth needed to achieve economic objectives, more difficult.
Many observers believe that the recent unusual monetary behavior is due to the growing variety of new financial assets offered to the public, such as new kinds of mutual funds and mutual fund services, and to changes in the way people manage their financial portfolios. Some analysts expect that rapid financial change will continue and will further undermine the value of the monetary aggregates as guides to policy. Others expect the process to settle down as people complete their shifts of investment-type balances to assets outside M2. In this view, once the shift is fairly complete, M2—perhaps measured somewhat differently—will again behave in a reliable way and can again be used effectively as a guide for monetary policy.
Short- and Long-term Interest Rates
Interest rates have frequently been proposed as a guide to policy. Surely, some argue, changes in the provision of reserves by the Federal Reserve can influence interest rates, and changes in interest rates affect various spending decisions. Moreover, information on interest rates is available on a real-time basis.
Arguing against giving interest rates a key role in guiding monetary policy is the uncertainty about what level or path of interest rates is consistent with the more basic goals. The appropriate level or path will vary with the stance of fiscal policy, changes in patterns of business and household spending, the productivity of capital, and economic developments abroad. It is difficult not only to gauge the strength of these various forces at any time but also to translate them into an appropriate level of interest rates. Moreover, real interest rates—that is, interest rates net of expected inflation—drive spending decisions. Expected inflation is not readily measured; thus, assessing what the level of real interest rates happens to be is difficult. However, failing to account for inflation expectations can result in misleading signals coming from nominal interest rates. For example, if the public expected more inflation, nominal interest rates would tend to rise, as investors sought protection for the greater loss of purchasing power, and might lead to the belief that monetary policy had become tighter and more disinflationary when, in fact, just the reverse had occurred.
Alternatively, the yield curve—the difference between the interest rate on longer-term securities and the interest rate on short-term instruments—has been proposed. Whereas short-term interest rates are strongly influenced by current reserve provisions of the central bank, longer-term rates are influenced by expectations of future short-term rates and thus by the longer-term effects of monetary policy on inflation and output. For example, a steep positive yield curve (that is, long-term rates far above short-term rates) may be a signal that participants in the bond market believe that monetary policy has become too expansive and thus, without a monetary policy correction, more inflationary. Such a curve would be telling the central bank to provide fewer reserves. Conversely, an inverted yield curve (short-term rates above long-term rates) may be an indication that policy is restrictive, perhaps overly so. However, various other influences, such as uncertainty about the
course of interest rates, affect long-term interest rates. Thus, a steepening of the yield curve may indicate not that the thrust of monetary policy is too expansive, but that market participants have become more uncertain about the outlook for interest rates. In other words, liquidity premiums embodied in long-term interest rates may have risen. More generally, interest rates can vary for a variety of reasons, especially over short periods, and the Federal Reserve must exercise considerable caution in interpreting and reacting to their fluctuations.
Foreign Exchange Rates
Exchange rate movements are an important channel through which monetary policy affects the economy, and they tend to respond promptly to a change in the provision of reserves and in interest rates. Information on exchange rates, like that on interest rates, is available almost continuously throughout each day.
Interpreting the meaning of movements in foreign exchange rates, however, is not always straightforward. A decline in the foreign exchange value of the dollar, for example, could indicate that monetary policy had become more accommodative, with possible risks of inflation. But foreign exchange rates respond to other influences, such as market assessments of the strength of aggregate demand or developments abroad. For example, a weaker dollar on foreign exchange markets could instead suggest lessened demand for U.S. goods and decreased inflationary pressures. Or a weaker dollar could result from higher interest rates abroad—making assets in those countries more attractive—that could come from strengthening economies or the tightening of monetary policy abroad.
Determining which level of the exchange rate is most consistent with the ultimate goals of policy can be difficult. Selecting the wrong level could lead to a sustained period of deflation and high levels of economic slack or to a greatly overheated economy. Also, reacting in an aggressive way to exchange market pressures could result in the transmission to the United States of certain disturbances from abroad, as the exchange rate could not adjust to cushion them. Consequently, the Federal Reserve does not have specific targets for exchange rates but considers movements in those rates in the context of other available information about financial markets and economies at home and abroad.
Conclusion
All of the guides to monetary policy discussed above have something to do with the transmission of monetary policy to the economy. As such, they have certain advantages. However, none has shown a consistently close enough relationship with the ultimate goals of monetary policy that it can be relied upon singlemindedly. As a consequence, makers of monetary policy have tended to use a broad range of indicators—those discussed above along with information about the actual performance of output and prices—to judge trends in the economy and to assess the stance of monetary policy.
Such an eclectic approach enables the Federal Reserve to use all available information in conducting policy. This may be especially necessary as market structures and economic processes change in ways that affect the usefulness of any single indicator. However, communicating policy intentions and actions to the public can be more difficult with the eclectic approach than with the approach, for example, of targeting the money stock if the linkage between the money stock and the economy were fairly close and reliable. And, by looking at many variables, which necessarily will give some conflicting signals, the Federal Reserve may delay taking needed action toward restraint or expansion suggested by one or more indicators. As a consequence, more aggressive measures may be needed later if the ultimate goals of policy are to be achieved. I
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A3-B500 Skills Warm up Routine
Key Points:
It is important for all players to have a puck on their stick. Multi pucks overload the nervous system. Split vision is developed as a tacit skill in crowded situations. Develop routines to minimize talking time and maximize puck time.
Description:
1. Start with players skating around the ice one lap each with 3 pucks then 2 then 1.
2. Goalies carry the multi pucks and go in the net when down to one for shots.
3. With one puck do the Russian big moves and shoot at each end.
4. All players move to the middle zone and carry a puck.
5. Partner pass with two pucks, parallel and one fwd one bkwd. Partners work 1-1 skills skating around each other.
a. Fast for about 5" on the whistle.
c. Add escape moves like a tight turn.
b. Add specific moves like the toe drag.
d. Players now exchange pucks for 60".
e. Keepaway-start by removing 1 or 2 pucks each whistle.
file:///D|/Hockey%20Diagrams/A3B500%20Skills%20Warm%20up%20Routine.htm (1 of 2)20/02/2010 3:56:38 AM
file:///D|/Hockey%20Diagrams/A3B500%20Skills%20Warm%20up%20Routine.htm (2 of 2)20/02/2010 3:56:38 AM
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Old World Archaeologist - Summer 1980
by George Rohrer
The old man's head had been crushed and severed from his body in the rockfall. By standards of 50,000 B.C., this Neanderthaler, aged forty, was very old. The accident had occurred in a large cave in Iraq near the mountain town of Shanidar. Shanidar I was one of nine skeletons unearthed at this site between 1957 and 1960.
Neanderthal man has been traced back 100,000 years to the third interglacial period. He is known to have survived for 80,000 years into the fourth or Wurm glaciation. His remains have been found in approximately seventy sites from Western Europe through Central Asia. Not until Shanidar I was found by excavators led by Ralph Solecki of Columbia University, had it been possible to determine the age of any individual by Carbon 14 testing.
Even before Darwin's "On the Origin of Species" appeared, the early 19th century had seen some discussion of evolution. Several pre-human skulls had been found, but no widespread interest was created until the summer of 1856. Workmen blasting in a limestone quarry in the Neander Valley near Dusseldorf in Germany came upon ancient bones.
The bones were shoveled away carelessly, but fragments of a skeleton and a skullcap were rescued. These were identified as the remains of a person who had lived 50,000 to 100,000 years before, and the designation "Neanderthal" entered the story of man.
A similar skull had been unearthed in Gibraltar in 1948, but had been generally ignored. The Gibraltar post office acknowledged the March 22, 1973 (Scott no. 296-8). The 4 pence shows a skull without the jaw. The 6 pence depicts a restored head, and the 10 pence portrays a family of three.
Between 1866, and 1910 half a dozen sites containing Neanderthal bones and tools were uncovered in France and Belgium.
In 1908 an important find was made at the cave site of le Moustier in southwest France. A Neanderthal boy, fifteen or sixteen years old, had been buried on his right side in a flexed position. His head rested on his forearm, under which a pile of flint served as a kind of pillow. The grave contained a finely wrought stone axe and charred bones of cattle. This last may have remained from a roast offered to provide sustenance for whatever lay ahead. The skeleton was the most complete of any yet found. From the name of this cave the designation "Mousterian" was adopted to identify the tool industry which characterized the work of the late Neanderthal or Middle Paleolithic period. This quality work extended into the early Cro-Magnon or Upper Paleolithic period.
1
The discovery of a skeleton the same year near the village of La Chapelle-aux-Saints in southern France proved to be a landmark in the exploration of prehistory. The specimen was sent to Paris and was examined by the paleontologist Marcellin Boule. The publications of this highly respected but mistaken scholar misguided the public for more than half a century.
Neanderthal man was pictured as shuffling along with "knee bent gait…". He traveled in a semi-erect posture. The head was not balanced on the spinal column, but hung forward. It was suggested that the feet might have been grasping organs like those of the apes. The specimen resembled a chimpanzee more closely than it did man.
This concept led to the caricaturing of the Neanderthal and fomented the appearance of absurd cartoons which enjoy credence in unenlightened quarters to this day. Regrettably, the representations of Neanderthal on the various stamps does little to dispel this clumsy notion.
In 1957 studies of this skeleton were made at Johns Hopkins University in Baltimore and at Saint Bartholomew's Hospital Medical College in London. The specimen was deemed not at all typical. The man was very old - forty or fifty years being really aged for the time. He had lost his molars years before his death. His skull had been damaged in the grave by shifting rock and soil. He was suffering from arthritis of the jaws, spine, and possibly lower limbs. It was concluded that there was no reason to assume that "the posture of Neanderthal man… differed significantly from that of present day man".
It is true that there are anatomical differences. The cranium and brain cavity were larger than ours. The brow was deeply ridged and the forehead receding. The front teeth were larger and the whole dental pattern was place in a forward position. This was because of the dimension of the jaw, which was longer than that of earlier or of later man. A profile view reveals a space between the third molar (wisdom tooth) and the ascending branch of the jawbone. This gap is rarely found except in Neanderthal anatomy. One dentist expressed the opinion that having a jaw of such proportions would obviate many of today's problems with wisdom teeth. There is lacking a pointed chin though the chin area is less receding than that of his predecessors. The skull pictured at the lower right on the 5 centavos 1967 Cuban stamp (Stanley Gibbons 1466) is unquestionably that of the old gentleman of La Chapelle-aux-Saints. In the sketched enlargement some teeth have been added to illustrate the space in front of the ascending branch of the mandible.
There are skeletal differences. Neanderthal was less tall than we but more robust. Heavy muscles were attached to massive limbs. The woman appears to have been similarly hefty. No one knows the skin color nor the extent of the hair covering.
The tools of Neanderthal were an improvement over those of his predecessors. Earliest man obtained a sharp-edged tool by splitting a stone. The Pithecanthropine successors struck rough tools from stone and seemed to specialize in axes. During Neanderthal's
80,000 years on earth he adapted tools to his needs, skillfully flaking them from cores. At least sixty different types have been uncovered. One authority places the tools in three classes:
Scrapers: used in preparing skins or clothes and shelters
Points: of different sizes useful in the manufacture of spears and axes
Knives: adapted to many functions
The community was thereby equipped to hunt, butcher, fish, process food, and generally prepare objects made of wood and other plant products. Hunting procedures apparently did not change much during the several hundred centuries of the ensuing Upper Paleolithic period, but improvements were made in the tool industry. The flaking process was continued, but flakes struck from the cores were longer and more readily shaped and varied. Cro-Magnon also produced small points and used bone and ivory for harpoons and needles, among other things.
We return to the Shanidar cave in Iraq. In the months that followed the excavating of Shanidar I two more skeletons - Shanidar II and Shanidar III - came to light. They, too, had been bashed about by rockfalls. Shanidar V's remains had been scattered and were incomplete.
Subsequent digging brought the searchers to more skeletal remains seven meters below the level of the cave floor. Shanidar IV (a man), VI and VII (women), and VIII (a child) seemed to lie in a scooped out niche. A border of stone blocks along two sides of the depression suggested a kind of crypt. Shanidar IV had received the last and most impressive burial. Soil samples were taken from the area and sent to Paris for analysis by Madame Arlette Leroi-Gourhan, a paleontologist.
From these samples Madame Leroi-Gourhan isolated pollen of flowers which had been laid upon Shanidar IV's grave. The great concentration of pollen grains at the spot fifteen meters from the cave mouth eliminated the possibility of their having been borne by wind or animals. One interesting circumstance was the botanist's finding the scale of a butterfly wing. A butterfly had settled upon the flowers while they were fresh.
The five genera of plants prevalent on the grave may be represented by a yarrow, cornflower, ragwort, grape hyacinth, and hollyhock. While burial of the dead, as we have seen, was common practice among the Neanderthalers, the evidence of the offering of flowers is unique. Many circumstances point to the conclusion that Neanderthal possessed a concept of the spirit world.
After so many thousands of years it is difficult to distinguish between injuries acquired during life and the damage done to fossils by shifts in rock and soil. Definite assessment
can be made, however, of bone injuries which have healed. Traumas suffered by individuals included smashed eye socked, arthritic degeneration, broken rib, head injury, withered arm, severed hand, and broken hip. An apparent stab wound to the chest of Shanidar I marks a rare case of violence among people.
The incidence of so much physical damage tells of a dangerous and strenuous life. How could the Neanderthal folk have survived the rigors of danger and cold without their incredible strength?
Another observation has raised some speculation. The plants represented by the pollen have been used in later times as medicines. They have served as emetics, nerve stimulants, purgatives, and have been used for the relief of asthma, dropsy, and toothache. The choice of plants now known to have medicinal value may have been a coincidence, but Dr. Solecki considers it worthy of thought.
Did Neanderthal enjoy the first cuisine? Dr. Loring Brace of the University of Michigan considers the evidence. The remains of many hearth fires have been recognized. Some of the hearths from the Mousterian era reveal a depth and form which indicate a pit lined with stones. They strongly suggest roasting ovens.
Neanderthalers with their hafted weapons hunted large game such as deer, cattle, goats, and even rhinoceros and mammoth. After the feast which followed the kill the preservation of the remaining flesh presented no problem in the Ice Age. However, no one could have enjoyed chewing on frozen leftovers. Thawing rendered the flesh easier to chew, and cooking made it more palatable. The practice of eating cooked foods may explain the reduction in size of teeth by the time Neanderthal man had vanished.
This disappearance coincided with the appearance of Cro-Magnon man about 35,000 years before the present.
What happened to Neanderthal people?
One view is that the new Cro-Magnon invasion engulfed and exterminated the older race. The origin of the newcomers remains in the realm of the mysterious.
A modified explanation claims that the Neanderthal population was assimilated in the mass of the arrivals. This still leaves unexplained whence the new people came.
Liberman, a linguist at Brown, and Crelin, an anatomist at Yale, offer a theory relating to Neanderthal's extinction. They constructed a model of vocal equipment based on a Neanderthal skull. Their study convinced them that the sounds had to proceed from the vocal folds directly to the oral center without passing through the throat. Certain sounds were thus rendered impossible. The experimenters submit that the people were restricted in their vocal expression because of anatomical limitations. This handicap made them
unable to compete with a race possessing a superior culture and facile communication. Needless to say, this premise does not go unchallenged.
While many anthropologists and prehistorians deny that Neanderthal man is our direct ancestor, some authorities are convinced that the Neanderthaler did evolve into Homo sapiens sapiens. It is pointed out that the skeletons found at Skhul on Mount Carmel in Israel, although Neanderthal, had definite Upper Paleolithic aspects. The teeth and facial features are smaller than those of the typical Neanderthaler and the skeletons are less sturdy. It is proposed that these individuals be called "Neanderthaloid". Significantly, they are dated at 35,000 years B.P., the same age as some Upper Paleolithic specimens which also display transitional features. Skulls found at Predmost and at Brno (Brunn) in Czechoslovakia had retained definition, heavy brow, facial features, and the area of neck muscle attachment which reflect the Neanderthaler. Natural selection had to be involved in effecting the Neanderthaler. Natural selection had to be involved in effecting the similarity in appearance, which is seen as evidence of evolution.
In France, as elsewhere, the early Cro-Magnons occupied caves and shelters which had been in use through Mousterian times without perceptible interruption. The population eventually increased and the socio-cultural pattern became more complex. The new culture witnessed the beginning of cave art and small sculptures on bone, stone, and ivory.
One authority has stated that the only points of agreement among anthropologists on the subject of Neanderthal are that he existed in the Wurm or fourth glacial period, that similar men existed in Europe and in the Near East, and the cranial morphology of Homo sapiens neanderthalensis differed from that of Homo sapiens sapiens. Much more fossil evidence must be assembled before authorities come close to concurrence on many points.
Whatever befell the Neanderthal people, one is profoundly impressed by the stamina and ingenuity of human beings who survived for 80,000 years in a cruel environment. Meanwhile, the field of study is most lively and intensely interesting.
Reprinted through the kind permission of the Old World Archaeological Study Unit.
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AN APPEAL FROM ASIA TO ADDRESS DESERTIFICATION
By Mr. Ryutaro Hashimoto*
It is a great honour for me to be designated as an Honorary Spokesperson for the International Year of Deserts and Desertification and I am firmly committed to performing the important tasks entrusted upon me.
Desertification is a major challenge facing the world, also in the Asia region. More than one third of degraded arable drylands is in Asia. Yet how many Asian people are actually aware of the seriousness of the situation and are responding to it in an appropriately urgent manner? The reality is that this crisis cannot be tackled unless those who don't actually live in affected areas, and are therefore not directly involved with the problem, also come to recognize the true impact of desertification and its consequences.
Every year in early spring, yellow dust and sandstorms blow particles over 4000 km from mainland China to Japan. Yet how many Japanese understand the real story behind this yellow sand or dust? In order to raise awareness of its implications among the Japanese people, I would like to make an appeal "from Asia to the world" on various challenges posed by desertification. I will undertake such a campaign in collaboration with various other partners, including the Japanese Ministry of Environment and the United Nations University.
This is a complex problem and there is no magic wand which can be waved in order to solve it. It takes a collective effort, from each and every one of us, to do whatever lies in our power to stop further desertification on this planet. I sincerely hope that people will resolve to take action on this serious issue so that we can we leave the legacy of a healthy global environment to future generations.
* Mr. Ryutaro Hashimoto, former Japanese Prime Minister, is Honorary Spokesperson for the International Year of Deserts and Desertification.
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New York Times
Obstacles to Danish Wind Power
By JAMES KANTER
COPENHAGEN — During howling winter weather two years ago, the thousands of windmills dotting Denmark and its coastline generated so much power that Danes had to pay other countries to take the surplus.
The incident was the first of its kind, and lasted only a few hours. Low temperatures were an aggravating factor, because Denmark's combined heat and power plants were also running full bore and generating a lot of electricity.
Since then, there have been just two more instances in which the price of wind power in Denmark turned negative for a significant period of time because of excess wind, according to the national grid company, Energinet.dk.
Still, the incidents have highlighted the risks of expanding the reliance on renewable sources like wind before necessary grids, storage and other technologies are established to handle their intermittency and volatility.
The incidents also make the recent proposal by the Danish government — to generate half the nation's power from wind within eight years, up from less than a quarter currently — look all the more ambitious.
Danish consumers already pay more than the European average for their power, and the Danish Parliament still must approve the target amid concerns that realizing the plan would be expensive and could damage competitiveness.
A major part of the expansion into wind will be at offshore sites that are comparatively costly to build and maintain, compared with onshore sites and many other energy sources.
Martin Lidegaard, the Danish minister for climate and energy, has portrayed the plan as an insurance policy against the rising costs of fossil fuels.
Expanding wind is "a good investment if energy prices increase more than we forecast, and there is a significant risk of that happening," he said.
Yet the biggest challenges may be more technical than financial.
Meeting the government's target was "possible but not straightforward," said Jens Moller Birkebaek, a vice president at Energinet.dk.
A major concern is that the supply of electricity might exceed demand for about 1,000 hours each year by 2020 unless there are substantial changes in the way electricity is managed in Denmark, Mr. Birkebaek said.
Denmark already must store abroad, where the geography is more suitable, large amounts of excess energy from its fleets of windmills.
In Norway and Sweden, wind power from Denmark pumps water uphill to reservoirs. That water is released and drives turbines when power is in demand.
But the Danes often pay more for the repurchased power than they received for the surplus because prices depend on demand in the broader Nordic power market.
Improved weather forecasting could help power companies anticipate when other countries need Danish power or to anticipate when those countries are in a position to sell power to Denmark.
Denmark also is expected to take advantage of an existing plan to remove overhead power lines and bury them underground to install a more efficient and responsive domestic grid to help handle variations in the wind.
But experts say that the critical factor for enabling the government to meet its goal will be investment in new and bigger interconnectors to trade more electricity with neighboring countries.
Along with projects already under way in Scandinavia, there are plans for new interconnectors between Denmark and the Netherlands, and there are early discussions about building an interconnector with Britain, said Anders
Eldrup, the chief executive of Dong Energy, the biggest Danish power utility.
"It is a steep increase to go from 20 percent to 50 percent wind in just a few years time, so there is a challenge there," Mr. Eldrup said. "But I think our experience tells us that there also solutions to these challenges."
Mr. Eldrup said using vastly more wind is part of his strategy to switch off coal plants within 20 years by using a combination of power generated from wind, biomass and gas, which is less polluting than coal and can be fired up quickly when the wind is not blowing.
"Big-scale wind and gas are a sort of yin and yang," Mr. Eldrup said.
To encourage this, governments would need to allow utilities to earn a premium rate for using gas to encourage the utilities to switch it on and off when needed, he said.
New storage technologies to manage the increase in wind power might also be necessary, he said.
Among the most promising is electrolysis, or extracting hydrogen from water. The hydrogen could then run fuel cells or be used to synthesize gas to provide power when wind was unavailable.
A breakthrough is possible before the end of the decade but "the technology is not mature there yet," Mr. Eldrup said.
One storage strategy that Dong is already focused on is the anticipated electrification of the transport sector.
Two years ago Dong Energy took a stake in the Danish subsidiary of Better Place, a U.S. company that leases batteries and builds charging facilities for electric vehicles, including home charging equipment and battery swap stations.
Renault, the French car manufacturer, has received orders in Denmark for about 1,000 models of its all-electric Fluence that will operate on battery systems from Better Place. Delivery of those cars should start in coming weeks, and there could be 20,000 electric cars on Danish roads by 2014, according to Better Place.
That is still a tiny fraction of the two million cars on Danish roads — but enough to help to start balancing power on the national grid, said Torben Andersen, the chief commercial officer for Better Place Denmark.
"Electric cars are basically big batteries on wheels that have the virtue of being largely paid for by consumers and managed by companies like ours," Mr. Andersen said. "That's a hugely attractive proposition for utilities in countries like Denmark that need to find outlets for their renewable energy."
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Home Power Saver
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BEAUMARIS PRIMARY SCHOOL BULLYING POLICY
(Student, Staff and Parent)
Definition:
A person is bullied when someone, or a group of people, deliberately upsets or hurts another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
Rationale:
The school will provide a positive culture where bullying is not accepted, to ensure that all will have the right of respect from others, the right to learn or to teach, and a right to feel safe and secure in their school environment at all times.
Aims:
- To alert everyone within the school community about the signs and evidence of bullying and to ensure bullying is reported whether a person is a bystander or a victim.
- To reinforce within the school community what bullying is, and the fact that it is unacceptable.
- To ensure that all reported incidents of bullying are followed up appropriately.
- To seek parental and peer-group support and co-operation at all times.
Implementation:
- Bullying may consist of physical harm, harassment, verbal insults or hurtful remarks, or actions designed to hurt somebody's reputation, social standing or to cause humiliation. Bullying may be carried out directly or indirectly and may include the use of digital technologies such as social network sites, websites or on-line chat rooms.
- Our school has adopted a zero tolerance position on bullying.
- We have adopted a four-phase approach to bullying.
- Our school will combat bullying by providing a safe, secure and stimulating learning environment.
1. Primary Prevention:
- Each classroom teacher to clarify with students the types of bullying, as well as the consequences and impact of bullying.
- Professional development for staff relating to bullying, harassment and proven counter measures.
- Community awareness and input relating to bullying, its characteristics and the school's programs and responses, complemented by clear processes for reporting suspected bullying.
- Teachers will be trained in cybersafety. Cybersafety awareness programs will be provided for parents (biannually) and cybersafety will form part of each student's ICT curriculum.
- The provision of programs that promote inclusiveness, resilience, life and social skills, assertiveness, conflict resolution and problem solving will form an integral part of our curriculum. In particular, assertiveness training and bystander training that builds skills in students to challenge and/or report unacceptable behaviour will be central to our curriculum.
2. Less Serious Incidents:
- Parents are encouraged to contact the school if they suspect a bullying or behaviour problem.
- All instances of suspected bullying or inappropriate behaviour must be responded to by staff.
- The school will reinforce with students the importance of appropriately reporting incidents of inappropriate behaviour involving themselves or others, and it is imperative that staff respond appropriately and
proportionally to each allegation consistent with the school's Student Code of Conduct, including the proper reporting and recording of the incident on our on-line behaviour tracker.
- Parents are to be contacted if their child is alleged to have been bullied or experienced inappropriate behaviour, or if their child appears to have behaved inappropriately or bullied someone else.
- Appropriate and proportional consequences may include a verbal apology, writing a letter of regret, completing a Think Paper, loss of privileges etc.
3. Serious Incidents:
- Serious incidents and/or repetitive incidents of bullying or unacceptable behaviour must be reported, responded to by staff and documented.
- All such incidents or allegations will be properly investigated and documented. Depending upon the nature of each incident, they may also be reported to police, reported to the Student Critical Incident Advisory Unit, and/or reported to the Department's Emergency and Security Management Unit.
- Serious incidents are those that include physical assault, sexual assault, criminal activity involving theft or serious damage of property, serious threats, racial, religious or homophobic bullying etc.
- The school may contact support professionals such as Welfare officers, Welfare coordinators or Councillors and/or Student Support Officers for assistance and support.
- Both bullies and victims will be offered counselling and support.
- Students and staff and parents identified by others as bullies will be informed of allegations.
- All repetitive or serious incidents must be brought to the attention of the principal class members of the school.
- Regional Office will provide support as appropriate, and the Principal will monitor the investigation and review the situation until matters are appropriately resolved.
- The most appropriate staff member will contact parents of the targeted student. Principal class members will contact alleged bullies unless advised by police or other relevant authority not to do so.
- Consequences of repetitive or serious incidents may include criminal charges, suspension, expulsion, loss of privileges, counselling, conciliation or any other consequences consistent with the school's Student Code of Conduct.
- A management strategy for all parties will be developed in consultation with the students and parents involved.
- Parents or community members who bully or harass or abuse staff will be provided with official warnings, and if necessary referred to the police, and/or have trespass restrictions placed upon them by the Principal consistent with the Summary Offences Act.
4. Post Incident:
- conciliation meetings between all parties
It is important that appropriate strategies are put in place after the incident has been resolved for all students involved. Appropriate strategies may include:-
- ongoing monitoring of students involved.
- follow-up meetings regarding each student's management strategy.
- identification of an agreed key contact staff member for each student involved.
- ongoing communication with parents.
- reinforcement of positive behaviours and appropriate behaviour strategies.
- counselling from appropriate agencies of support officers etc for both parties.
- support and counselling will be offered in the event of malicious or fictitious claims.
Evaluation:
This policy will be reviewed as part of the school's review cycle.
Support materials: http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/students.aspx
Ratified by School Council:
2016
To be reviewed: 2019
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What evidence is there that the UK secondary education system is inadequately addressed to the needs of particular groups of children? Give illustrations of this.
Using the concepts introduced in your course also consider both:
1. What political channels exist for different groups of people to influence the provision of education and how effective are they?
2. Explain the economic principles behind the system of Local Management of Schools outlined in DES Circular 7/88 on the implementation of this aspect of the Education Reform Act 1988. What effect did these changes have on the quality of secondary education?
Inequality within the education system is a complex issue, complicated further by the lack of apposite data: even though data regarding pupils' attainment is collected today, there are still variations in the way in which ethnicity is recorded. From 1988 to 1997 the number of pupils of all ethnicities achieving grades A* - C in five or more GCSEs has risen. Figures 2 and 3 in inequality (Gillborn & Mirza, 2000 (Appendix A, page 13ff.)) illustrate the differences between the percentage of high passes within each ethnic group. It can be seen that the difference between white children and the lowest attaining group has widened from 13% to 16%. It should be noted that in 1991 the percentage of Indian children with high passes exceeded the percentage of white children. This may suggest either an element of positive discrimination, or reflect a difference in the attitudes of the children to schoolwork. However, the majority of other ethnic groups continue to perform less well in exams than their white counterparts.
While black pupils can be seen to have the lowest attainment level at GCSE, if their progress is considered from the start of their education, an interesting pattern can be discerned. Figure 5 (Appendix A, page 16) shows that in one LEA, black pupils' attainment was initially the highest of all ethnic groups, but by GCSE it had fallen to the lowest. This, and the fact that Pakistanis and Bangladeshis never reach the LEA average, could suggest that the curriculum throughout compulsory schooling is Anglocentric. Indeed Arnot (2000) suggests that "the Education Reform Act 1988 made only passing reference to the needs for schools to promote cultural diversity within existing programmes of study". Alongside attitudes to work, the greater level of attainment by Indians could also be attributed to the expectations and stereotyping by their teachers (Arnot, 2000) and their greater positive self-image than other ethnic groups.
Social class is another difficult category by which to compare children's attainment, however by grouping the occupations of their parents into manual, and non-manual inequality (Figure 6 (Appendix A, page 20)) shows fewer children from manual backgrounds within each ethnic group reaching the high grades attained by their non-manual parented compeers. By comparing the results of all the ethnicities on the same chart, Gillborn and Mizra (2000) show that the achievements of 'middle class' black pupils are hardly better than those of 'working class' children from other ethnic groups.
Although Gillborn and Mizra (2000) illustrate the gender difference in attainment to be statistically the least significant, "it is no longer in question whether or not gender equality is a legitimate educational issue" (Burchell & Millman, 1989). In the 1980s centralised government made it possible for the differences to be studied, and changes were made in teacher training to try and help reduce the gender differences. Looking back, any initiatives seem to have made little difference, and the 2000 report shows the gender achievement gap widening through the 1990s.
Considering gender with ethnicity (inequality figure 8 Appendix A, page 23), the exam results retain their ethnic groupings, with girls achieving higher than boys from the same ethnic background. It is therefore Indian females who attain the highest results, and black males the lowest.
Overall the ethnic differences are still observed even when other sociological variances are examined. This indicates an education system that it not designed to support children of non-white backgrounds, or at least that the methods of assessment are biased towards white and Indian children. Researchers have also considered the higher rates of exclusion of non-white pupils as an important factor for underattainment (Skellington and Morris, 1992), and the lack of non-white teachers in positions of educational authority.
With such apparent discrepancies arising within the education system, the need for change and adaptation is clear. While statistics are useful in helping bring about change, government also receives input from parents, religious groups, professional educators, pressure groups, and employers. Indeed, the Church of England has recently been "challenged to press for the biggest expansion in Anglican education since the 19 th century", and "much of the money […] can come from government sources" (Holness, 2001); this influence over the provision of education to promote Christian attitudes within this country is clear.
Teachers are able to offer their input through their union bodies, however there are several unions of which it is possible for teachers to be members. Whilst the choice is beneficial for the teachers, the NUT suggest the diversity "dissipated the potential for influence that the teachers collectively possessed" (Coates, 1972). The NUT is still the largest teachers' union, however the existence of other groups serve to weaken the sway held by any union over policy changes.
To stand a reasonable chance of success, any pressure group attempting to influence provision, whether it is a single issue outsider group, or a large influential insider group, needs to have the financial resources to be able to observe the current situation, and present proposals to government staff. Moran (1983) suggests that the only way that groups have been able to influence policy making is "bureaucratically". This suggests a rather bleak prospect for people outside parliament trying to have an effect on education provision. It should be mentioned that while some groups seek only to influence government, the Runnymede Trust (1998) also describes its role as to "draw attention to the likely impact on ethnic minorities of any existing or proposed legislation" thereby offering essential feedback to inform debate.
This can be compared to the results of petitioning by groups within government. In 1987, three groups concerned with education were formed in the Conservative Party, most importantly the Hillgate Group. It was this group that "urged introduction of a detailed national curriculum for all pupils" (Chitty, 1992). Although more work had to be done by the then Education Secretary, Kenneth Baker, to convince other neo-liberals to support the idea, the concept of a national curriculum was nevertheless introduced in the Education Reform Act 1988 illustrating the power that an insider group can have.
While influencing decisions on a national scale appears to be difficult, the 1988 ERA increased the power of the individual at a local level by changing the make up of schools' governing bodies. The changes included "increasing parental governor representation […] decreasing LEA representation […] and increasing co-opted membership" (Flude and Hammer, 1990). The purpose of the first two changes are immediately obvious, but the third was intended to increase community involvement, with an emphasis on "people representing the business community". This is an indication of the government bowing to a demand for greater vocational training, the first acknowledgement of which was seen in 1983 with the introduction of the Technical and Vocational Education Initiative (TVEI) conceived by Young's Manpower Services Commission; which in itself is another example of a group consisting of politicians being in a position to influence government policy successfully.
The concept of Local Management of Schools introduced in the 1988 Act created a market led education system. A market is concerned with the most efficient allocation of resources, and education became no exception. Budgets to schools were no longer fixed, 75% of funding was determined by the number of pupils in the school. Therefore the larger the school, the greater funding it received which would in turn attract pupils from smaller, less well resourced schools. This spiral would inevitably lead to the schools either being closed down naturally, thereby absolving the government of the stigma of school closures, or they would become Grant Maintained whereby they would receive a fixed grant from the government.
As it put parents in a position to chose which school to use, there had to be some means by which to measure the output of the schools. To allow this to be done equitably the schools' curriculum was centralised and decreed by the government. Having a standard curriculum meant that that the output of the school could be measured using assessments throughout a student's compulsory schooling. The results of these assessments could be published in the form of league tables to give the consumer, or parent, greater information about the choice that they were making. The centralisation of the curriculum is in stark contrast to the budgetary decisions which, under the provision of funding by the Act, were to be done by each school individually.
The Act had the combined effect on schools of stimulating and simulating competition: it had created a quasi market where one previously had not existed. The management of the schools had to adopt to their new roles quickly to avoid failing and, due to the rapid reaction of a market economy, possibly closing. It was not only the role of management within schools that changed, the teachers had suddenly become more accountable, whether it is to the pupils, parents, employers, or government is beyond the scope of this essay, and their actions could have dramatic consequences for the school as a whole. While people generally do not like quasi markets, as they challenge existing thinking, are not clearly understandable, and can have unpredictable effects, they do appreciate being given more information, such as league tables, to facilitate the decision making.
Having created a market in which competition is rife can only, in the longer term, serve to improve the levels of teaching in the education system as all the protagonists are held accountable and high results are demanded. It is therefore concerning to see that while higher levels of attainment are being reached by pupils, there are still dramatic divisions between children of different ethnicities.
(1595 words)
Bibliography and References
Appiah, L, and Chunilal, N (1999) 'Examining school exclusions and the race factor', The Runnymede Trust, Briefing Paper, December 1999
Arnot, M (2000) 'Equal opportunities and educational performance: gender race and class', Key Issues in Secondary Education ed. Beck, J and Earl, M, London: Cassell
Burchell, H, and Millman, V (1989) Changing perspectives on gender, Milton Keynes: Open University Press
Chitty, C (1992) The education system transformed, Manchester: Baseline Book Company
Coates, D (1972) Teachers, Unions, and Interest Group Politics, London: Cambridge University Press, quoted in Grant, W (1995) Pressure Groups, Politics and Democracy in Britain
Coxall, B and Robins, L (1994) Contemporary British Politics, Basingstoke: Macmillan Press Ltd
Evans, J and Lunt, I (1990) Local Management of Schools and Special Educational Needs, London: Institute of Education
Flude, M and Hammer, M (1990) The Education Reform Act 1988, Its origins and implications, Basingstoke: The Farmer Press
Gillborn, D and Mirza, HS (2000) inequality, London: Office for Standards in Education (Appendix A)
Grant, W (1995) Pressure Groups, Politics and Democracy in Britain, Hemel Hempstead: Harvester Wheatsheaf
Hill, D, Oakley Smith, B and Spinks, J (1990) Local Management of Schools, London: Paul Chapman Publishing Ltd.
Lawton, D (1992) Education and Politics in the 1990s: Conflict or Consensus, London: The Falmer Press
Holness, M (2001) 'Church must seize the moment for more schools'. Church Times, Issue 7217 (15 June, 2001)
Moran, M (1983) 'Power, policy and the City of London', quoted in Grant, W (1995) Pressure Groups, Politics and Democracy in Britain
Runnymede Trust, The (1998) 'Race policy in education', The Runnymede Trust, Briefing Paper, July 1998
Skellington, R and Morris, P (1992) 'Race' in Britain today, London: Sage Publication
Appendix A
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Corporate Social Responsibility in India. – An overview.
P
1 D.Uma Maheswari, 2 Dr. K.Uma
P
P
P 1 PResearch scholar, J.J College of Arts and Science, Pudukottai-Tamil nadu
P 2 PAssistant Professor, J.J College of Arts and Science, Pudukottai-Tamil nadu
Introduction
Parting with surplus money by the traders for the society was prevalent in India as old as about 600BC as recorded in the Arthashastra. The Indian ethos, visible all along ChanakyaSutras, is meaningful even in the present context of globalisation of businesses. It summarises ethics as: 'The world is looked after through ethics. The chief wins people by showing empathy and following truth; hence they are revered like mother which ultimately result in happiness in this world by the distribution of wealth'. India is fortunate to have business leaders like Ratan Tata and Narayan Murthy in this context. The tradition of Tata philanthropy goes back to 1892 when Jamsetji first gave grants to two lady doctors to go abroad and specialise in gynaecology. During the next hundred years the JN Tata Endowment for the higher education of the Indians was to give loans to 2000 students towards their studies abroad. The book 100 Great Modern Lives by John Canning concludes: 'Probably no other family has ever contributed as much in the way of wise guidance, economic development and advancing philanthropy, to any country as Tatas have to India'.
What is Corporate Social Responsibility?
Ethical conduct in all the functions and processes of a business is the cornerstone of its social responsibility and hence they should be open to all kinds of disclosures and be always accessible to all the stakeholders involved. Businesses should always strive towards improving the quality of life of people by offering safe and excellent products or services to its customers. Further, they should respect, protect, and make efforts to restore the environment by using the principle of 'reduce-reuse-&-recycle'. Recently, as one of the CSR activities, Tata Steel invested in a waste separation project which ultimately resulted in earning the company twenty times of the amount invested by selling this separated waste.
IJISET - International Journal of Innovative Science, Engineering & Technology, Vol. 2 Issue 8, July 2015.
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Banks, Financial Institutions, Venture Capitalists and Angel Investors are now inclined to provide access to capital to socially committed companies. They are giving preferred treatment to these 'companies with social sustainability' as they have found relevance of 'sustainable development and governance' on equity-valuations. One of the main reasons is that these companies are increasingly seen as lesser risky ones due to their social commitment and environmental compliance. Reserve Bank of India recently asked banks to look in the domain of sustainable development. Infosys is another example in this context whose annual reports are supposed to best in the world in terms of clarity and details. The company believes long-term investment could be attracted only by keeping the company's operations and financial dealings transparent.
Advantage CSR: Cases from Indian Businesses
As the product differentiation is becoming difficult day by day; emotional binding with the customer or the consumers provide a one stop solution in sustaining brand image of the companies. Through the eChoupal, IBD has changed the business model of commodity trading. By marrying technology with trading in rural market, IBD has brought in a new paradigm. The strategy of dealing with the end farmer directly has been very successful with both farmers and the erstwhile middlemen being co-opted.
Moving on, Bindeshwar Pathak of Sulabh believed in a different philosophy as against the usual about earning more and pocketing it to shareholders. Sulabh International had a Rs. 10 crore overdraft in SBI to be utilised for organising a world toilet summit and for the trip to women employees in the US. These employees were supposed to stay right opposite the UN building against any cheap hotel. The company believes, 'the benefits of globalisation should go to the poor'.
Mahima Mehra of Haathi Chaap wanted to work on recycling, but not as NGO and she ended up starting a business of handmade paper. As corporate social responsibility 8 % of Haathi Chaap's profits go towards funding an elephant ambulance in Jaipur. Aavishkaar Social
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Venture Fund supported rural entrepreneurs in India and today it has 23 companies which generate profits, returns to investors and addresses an important social cause simultaneously. Further, Rangasutra run by Sumita Ghose, a for-profit-venture; sources craft and textile from villages and retails through Fabindia.
Through Ecosphere, Ishita Khanna promotes eco-tourism and berry processing resulting in the duel benefit of economic incentives to mountain folk and the preservation of their majestic heritage. Other stories in livelihood include Saloni Malhotra who is generating BPO jobs in rural Tamilnadu; Umadevi Swainathan is fetching the farmers better prices for their agricultural produce and Aruna Kappagantula reviving India's bamboo industry. Shantha Biotech recruits people who have a hunger to do something for the country. The company helped the underprivileged by crashing price of a vaccine from Rs. 750 to Rs. 50 and today the vaccine is sold for as little as Rs. 15.
Moving on, Arvind Eye Hospital's paramedical staff is the key to the success of its business model. The tenth standard pass girls are recruited from the villages and are trained for a couple of years and placed as nurses. These girls are found to be tremendously satisfied employees; the satisfaction derived from helping people regain their sight and earn respect and recognition in the community. Other stories in healthcare include Kousalya Periasamy helping HIV positives to shake off the stigma and Devi Shetty providing low-cost health-care for the masses through his Narayana Hrudayalaya.
The efficient use of resources in a business to benefit all the stakeholders involved has an across-the-board impact on financial performance and reduced operating costs. This ultimately results in increased revenue for the businesses. This usually happens if a sense of social responsibility spreads throughout the organisation in all the business processes and become a routine practice among its employees. This honest conduct, committed leadership and its responsible policies establish a sense of openness and trust within and without the organisation. APJ Abdul Kalam rightly believe in the context of responsible development that 'it does not make sense to achieve a 'developed' status without a major and continuing
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upliftment of all Indians who exist today and of the many more millions who would be added in the years to come.
CSR determinants for Indian firms
Eventually, due to the factorization, the essence of the factors underwent changes. Consequently, the factors were re-interpreted. It can be advocated on the basis of this comparison that these 5 identified factors given in table 7 will play a significant role in enhancing the competitiveness, financial growth and stakeholder relationship of Indian firms through CSR. Three categories were made as per the understanding of the academic knowledge developed from the study of the long standing literature on the subject of research. The present analysis highlighted major influencing factors or keystones for Indian firms. These keystones provided thoughtful account of 18 sub-keystones which are identified as crucial factors
Financial Health Keystone captured two factors . These factors highlighted that CSR should not be seen purely as a charitable deed or unnecessary cost, withal CSR is more than this. CSR helps firms to innovate in order to satisfy its consumers, grab market opportunity and differentiate themselves from others in an ethical way to become competent. The further CSR firm would be less damaged by negative events and would face less downside risk because of strong reputation. Corporations are confident that being responsible, they are better able to snatch the business expansion opportunities, refinance the capital structure, win market competition, lower the debt, have low cost production factors and the cost of capital, high operating leverage and easy availability of resources for raising capital. Being responsible means being judgmental towards your deeds which may ultimately lead to good public image, employee retention and motivation, better access to capital and investor relationship and can affirm in value creation.
The Competency Keystone lies in CSF2 which carries important factors addressing the issues of corporate sustainability and competitive advantage from responsible business practices. It was reported that CSR helps in generating healthy competition with ethical foundation and steers the corporations towards Transparency and Disclosures. Importantly, it specifies
IJISET - International Journal of Innovative Science, Engineering & Technology, Vol. 2 Issue 8, July 2015.
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significant difference between organizational profile for Competency. This is quite obvious as, for different size of firms, the level of competency differs. Large firms are better able to provide great remuneration to retain expert workforce, may invest in heavy technologies, may have their own R&D centers, may spend large amounts on Marketing and Advertising and may bear the huge
CSR investments which ultimately all lead to competitive advantage. It can be said that CSR seems to be one of the ingredients for the recipe of Competitive Advantage.
The Companies Act, 2013
India`s new UCompanies Act 2013U (Companies Act) has introduced several new provisions which change the face of Indian corporate business" Companies Act 2013 (Companies Act) has introduced several new provisions which change the face of Indian corporate business. One of such new provisions is Corporate Social Responsibility (CSR). The concept of CSR rests on the ideology of give and take. Companies take resources in the form of raw materials, human resources etc from the society. By performing the task of CSR activities, the companies are giving something back to the society.
Ministry of Corporate Affairs has recently notified Section 135 and Schedule VII of the Companies Act as well as the provisions of the UCompanies (Corporate Social Responsibility Policy) Rules, 2014U (CRS Rules) which has come into effect from 1 April 2014.
Applicability: Section 135 of the Companies Act provides the threshold limit for applicability of the CSR to a Company i.e. (a) net worth of the company to be Rs 500 crore or more; (b) turnover of the company to be Rs 1000 crore or more; (c) net profit of the company to be Rs 5 crore or more. Further as per the CSR Rules, the provisions of CSR are not only applicable to Indian companies, but also applicable to branch and project offices of a foreign company in India.
CSR Committee and Policy: Every qualifying company requires spending of at least 2% of its average net profit for the immediately preceding 3 financial years on CSR activities. Further, the qualifying company will be required to constitute a committee (CSR Committee) of the Board of Directors (Board) consisting of 3 or more directors. The CSR Committee shall formulate and recommend to the Board, a policy which shall indicate the activities to be undertaken (CSR Policy); recommend the amount of expenditure to be incurred on the
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activities referred and monitor the CSR Policy of the company. The Board shall take into account the recommendations made by the CSR Committee and approve the CSR Policy of the company.
Definition of the term CSR: The term CSR has been defined under the CSR Rules which includes but is not limited to:
* Projects or programs relating to activities specified in the Schedule; or
* Projects or programs relating to activities undertaken by the Board in pursuance of recommendations of the CSR Committee as per the declared CSR policy subject to the condition that such policy covers subjects enumerated in the Schedule.
This definition of CSR assumes significance as it allows companies to engage in projects or programs relating to activities enlisted under the Schedule. Flexibility is also permitted to the companies by allowing them to choose their preferred CSR engagements that are in conformity with the CSR policy.
Activities under CSR: The activities that can be done by the company to achieve its CSR obligations include eradicating extreme hunger and poverty, promotion of education, promoting gender equality and empowering women, reducing child mortality and improving maternal health, combating human immunodeficiency virus, acquired, immune deficiency syndrome, malaria and other diseases, ensuring environmental sustainability, employment enhancing vocational skills, social business projects, contribution to the Prime Minister's National Relief Fund or any other fund set up by the Central Government or the State Governments for socio-economic development and relief and funds for the welfare of the Scheduled Castes, the Scheduled Tribes, other backward classes, minorities and women and such other matters as may be prescribed.
Local Area: Under the Companies Act, preference should be given to local areas and the areas where the company operates. Company may also choose to associate with 2 or more companies for fulfilling the CSR activities provided that they are able to report individually. The CSR Committee shall also prepare the CSR Policy in which it includes the projects and programmes which is to be undertaken, prepare a list of projects and programmes which a company plans to undertake during the implementation year and also focus on integrating
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business models with social and environmental priorities and process in order to create share value.
The company can also make the annual report of CSR activities in which they mention the average net profit for the 3 financial years and also prescribed CSR expenditure but if the company is unable to spend the minimum required expenditure the company has to give the reasons in the Board Report for non compliance so that there are no penal provisions are attracted by it.
The nine principles of National Voluntary Guidelines are:
Principle 1: Businesses should conduct and govern themselves with ethics, transparency and accountability.
Principle 2: Businesses should provide goods and services that are safe and contribute to sustainability throughout their life cycle.
Principle 3: Businesses should promote the wellbeing of all employees.
Principle 4: Businesses should respect the interests of, and be responsive toward all stakeholders, especially those who are disadvantaged, vulnerable and marginalized.
Principle 5: Businesses should respect and promote human rights.
Principle 6: Business should respect, protect, and make efforts to restore the environment.
Principle 8: Businesses should support inclusive growth and equitable development.
Principle 9: Businesses should engage with and provide value to their customers and consumers in a responsible manner.
The Best CSR Driven Companies in India
In the pre-legislation phase, only 10 corporates have been recorded to have been spending more than 2% of their PAT. ET Dossier in co-ordination with Futurescape and IIM Udaipur has come out with the list of top CSR spenders for 2014. Let's take a peek at the top 5 Indian companies
| Company Name | Foundation name | Cause |
|---|---|---|
| Tata Steel | TSRDS, TSFIF, | Provided healthcare services in collaboration with HP and |
| | TSTCS, TSSDS |
|---|---|
| Tata Chemicals | TCSRD |
| Mahindra Group | Mahindra Foundation |
| Maruti Suzuki | Maruti Suzuki Foundation |
In this list we have been talking about the top donors, but let's not forget that every penny gone towards a social cause matters and is in no way insignificant. We have to laud every organization that does it's bit to the society's betterment.
Conclusion:
CSR activities of many Indian companies are mainly handled by public relations or human resources department rather than a CSR department which is consistent with results of Sagar and Singla (2004). A dedicated CSR team or department should be formed to identify the core performance areas. It was also noted that respondents were unable to differentiate CSR and philanthropic activities. Firms should initiate and implement the strategic CSR into business operations and should provide training and learning to all the personnel. The response rate of CSR reporting was not high, though most of the firms are not following structured reporting on a regular basis but these are large scale firms. Intense shining projects were related to community development rather than focusing on internal practices such as corporate governance, transparency and disclosures. Hence, it is recommended to develop a sound strategy of CSR aiming at long term goals of firms with strong focus on the other key
areas for equal growth.
Bibliography
Agarwal, Sanjay K. (2008). Corporate Social Responsibility in India. New Delhi: Response Books (Business Books from SAGE).
Bansal, R. (2010). Connect The Dots. Ahmadabad: Eklavya Education Foundation.
Bansal, R. (2011). I have a Dream. Chennai: Westland.
Biyani, K., & Baishya, D. (2007). It Happened in India. New Delhi: Rupa & Co.
CII-Taskforce, & Ravindranath, S. (2010). The CII Entrepreneur's Book: Practical Advice for Starting a New Business. Chennai: Westland.
Garde, A. R. (2008). Chanakya on Management. Mumbai: Jaico Publishing House.
Guha, R. (2010). Makers of Modern India. New Delhi: Viking (Penguin Group).
Kalam, APJ & Rajan, Y. (1998). India 2020 – A Vision for the New Millennium. New Delhi: Penguin Books.
Lala, R. M. (1992). Beyond The Last Blue Mountain: A Life of JRD Tata. New Delhi: Penguin Books.
Laxmikanth, M. (2011). Governance in India. New Delhi: Tata McGraw-Hill Education (P) Ltd.
Munshi, P. (2009). Making Breakthrough Innovations Happen. Noida: Collins Business.
Outlook Business. (2009, September 5). 50 Social Entrepreneurs, p. 2.
www.ijiset.com
Semler, R. (1993). Maverick. London: Arrow Books.
Sen, A. (2005). The Argumentative Indian. New Delhi: Penguin Books.
Vedpuriswar, A. V. (2005). Business Innovation Lessons from Great Companies. New Delhi:
Vision Books (Orient Paperback).
Vise, D. A., & Malseed, M. (2005). The Google Story. London: Pan Books (McMillan).
ISSN 2348 – 7968
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6. RESOURCES
YouTube
We are building our Feelgood FirstAid YouTube channel and will continue to upload videos and links to videos that are instructions on running activities, clips that we find funny, and informative clips.
Funny films and audio.
Because laughter helps us be in a state of relaxation, watching funny films can help our health, happiness and stress levels. Everyone has their own taste, so gather films and audio that make you laugh. Please send in your suggestions to firstname.lastname@example.org
Party Games
As we develop the toolkit we will add some favourites. Please send in your suggestions to email@example.com.
EVERYONE'S OWN RESOURCE KIT
Make a list of your top things to do based on these two principles:
- It is good to be with people and in places that make us happy.
- Every day see if we can have a treat, a challenge and an adventure.
Gather things that make us smile and create a sense of playfulness that is appropriate.
Look for humour around us and appreciate appropriately.
Keep a laughter journal. And if we wish and if it suits us, wear bright clothes. Be creative.
CONTRAINDICATIONS NOTICE
Laughter is part of everyday life and we laugh naturally as a release. However sometimes in laughter sessions something happens and we can end up laughing quite vigorously. So we have to look after ourselves and be responsible for what we join in.
There are guidelines to check to explain more:
https://laughteryoga.org/wp-content/uploads/2015/10/contraindications_to_ly.pdf https://www.laughteronlineuniversity.com/laughter-contra-indications/
SCIENTIFIC RESEARCH
Research has been carried out for many decades into the effects of laughter on our body, brain and behaviour. There are lots of papers and reports on the internet.
Here are some examples of books and reports:
* BBC, Laughter 'boosts blood vessels', retrieved 5 th October 2009 from http://news.bbc.co.uk/1/hi/health/4325819.stm
* Cousins, N. (2005) Anatomy Of An Illness As Perceived By The Patient. (Paperback edition). New York, W.W. Norton and Company Inc
* Fry W. The physiological effects of humor, mirth, and laughter J Am Med Assoc 1992; 267: 1857–8
* Fry W and Savin W. Mirthful laughter and blood pressure Humor: Int J Humor Res 1988; 1: 49–62
* Goodheart, A. (1994) Laughter Therapy. Santa Barbara, Less Stress Press.
* Holden, R. (1993) Laughter The Best Medicine. London, Thorsons.
* Physorg, Just the expectation of a mirthful laughter experience boosts endorphins 27 percent, HGH 87 percent, retrieved 5 th October 2009 from http://www.physorg.com/pdf63293074.pdf
WHAT NEXT
Leader's experience and developing ideas
Our best advice is to lead some sessions so that you gain confidence and find what works for you. The more you lead, the more you will move from having to think what to do next to intuitively knowing. Once you have experience and confidence you can try out your own ideas.
Training
Contact us if you would like to train either as a Laughter Yoga Leader, Laughter Facilitator or Gibberish Professor at firstname.lastname@example.org.
Involve laughter professionals and come to events
We can run a workshop for you and your organisation where we look at laughter in more depth. We can also train you on using this toolkit. And look out locally for Laughter Clubs and events such as the Laughter Championships! email@example.com.
Version 2 of the Toolkit
We plan to keep developing this toolkit, adding more resources and ideas. If you would like us to keep you up-to-date with occasional emails then contact us at firstname.lastname@example.org
DISCLAIMER
In creating this toolkit, we have made every effort to ensure that the instructions, examples and guidance for leading are safe and accurate. However, it is the responsibility of groups and leaders to ensure that everything is suitable, safe and carried out with due diligence, including having insurance, checking the list of contraindications online, and carrying out a risk assessment. It is always essential to seek medical advice from a trained medical professional in case of any concerns about suitability of activities or if having any of the conditions listed in the contraindications. Laughter can involve some physical strain and an increase in intra-abdominal pressure and involve other physiological changes. This is just a toolkit with ideas, and not a training manual: the author and organisation cannot accept liability for any resulting injury or damage to persons or property, however it may arise.
THANK YOU
The first draft of this toolkit has been created with the help of an Awards for All National Lottery grant.
Workshops were run with organisations to help with generating ideas and trying out ideas to include in the Toolkit. Thank you to all of these:
ARC
Wai Yin
Salford Heart Care
YASP
The Monastery Gorton.
Support and guidance have come in particular from:
Vanessa Goodwin
Jonny Wineberg
And everyone who has helped in creating the video clips.
Cover photo image Courtesy of Chris Furlong, Getty Images.
Version 1 of this toolkit: © Robin Graham October 2018 for Feelgood Communities CIC.
email@example.com
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Name:
Date:
1. What is the molecular weight of HC 2 H 3 O 2
1.
2. What is the molecular weight of Al(C 2 H 3 O 2 ) 3
2.
3. What is the molecular weight of Sc 2 (C 2 O 4 ) 3
3.
4. What is the molarity of a solution made from 25.0 grams of Mg(OH) 2 dissolved in 175.0 mL of water?
4.
5. How many grams of HCl are required to make 105.0 mL of 2.75 M HCl?
5.
6. Given the reaction: 2 NaOH(aq) + 1 H 2 SO 4 (aq) −−→ 1 Na 2 SO 4 (aq) + 2 H 2 O(l) how many grams of Na 2 SO 4 can be produced from 25.0 grams of NaOH.
6.
]
7. What is the molarity of a solution made from 25.0 grams of NaOH dissolved in 350.0 mL of water?
7.
8. How many grams of NaOH are required to make 250.0 mL of 1.25 M NaOH?
8.
9. 27.5 mL of 0.35M NaOH is how many grams of NaOH?
9.
10. Jay performed a titration and noted that 225.0 mL of 0.85 M NaOH completely neutralized 175 mL of H 2 SO 4 . What is the Molarity of the H 2 SO 4 solution? (Hint: 2NaOH(aq) + H2 SO 4 (aq) −−→ 2HOH(l) + Na 2 SO 4 (aq) + heat.
10.
11. Jay performed a titration and noted that 15.0 mL of 8.0 M NaOH completely neutralized an unknown volume of 6.5 M H 2 SO 4 . What is the volume (in mL) of the H 2 SO 4 solution? (Hint: 2NaOH(aq) + H2 SO 4 (aq) −−→ 2HOH(l) + Na 2 SO 4 (aq) + heat.
11.
12. How many grams of HCl are required to make 750.0 mL of 3.000 M HCl?
12.
13. What is the molarity of a solution made from 15.0 grams of AgNO 3 dissolved in 275.0 mL of water?
13.
14. Answer the following questions about the given the reaction: 2 H 3 PO 4 (aq) + 3 Mg(OH) 2 (aq) −−→ 1 Mg 3 (PO 4 ) 2 (aq) + 6 H 2 O(l) + 12.0kJ
(a) How many grams of Mg 3 (PO 4 ) 2 can be produced from 125.0 grams of Mg(OH)2 . 14(a)
. 14(b)
(b) How many grams of H 3 PO 4 are required to react with 11.0 grams of Mg(OH)2
1 of 4
15. Bob performed a titration and noted that 75.0 mL of 0.65 M Mg(OH) 2 completely neutralized 250.0 mL of HCl. What is the Molarity of the HCl solution? Hint: 1 Mg(OH) 2 (aq) + 2 HCl(aq) −−→ 2 HOH(l) + MgCl 2 (aq).
15.
16. How many mL of 0.55 M NaOH are required to neutralize 195.0 mL of 1.87 M H 2 SO 4 ? Hint: 1 H 2 SO 4 (aq) + 2 NaOH(aq) −−→ 2 HOH(l) + 1 Na 2 SO 4 (aq).
16.
17. Todd performed a titration and noted that 115.0 mL of 0.85 M Mg(OH) 2 completely neutralized 135.0 mL of H 3 PO 4 . What is the Molarity of the H 3 PO 4 solution? Hint: 3 Mg(OH) 2 (aq) + 2H 3 PO 4 (aq) −−→ 6 HOH(l) + Mg 3 (PO 4 ) 2 (s). 17.
18. How many mL of 3.25 M Mg(OH) 2 are required to neutralize 240.0 mL of 1.25 M H3 PO 4 ?
Hint: 3 Mg(OH)
2
(aq) + 2 H
3
PO
4
(aq) −−→ 6 HOH(l) + Mg
3
(PO
4 )
2 (s).
18.
19. Jay is baking apple pies using the following recipe: 3 Apples + 2 cups sugar + 5 teaspoons Cinnamon + 4 cups Flour −−→ 2.5 apple pies. In my cupboard I have the following: 24 apples, 10 cups of Sugar, 30 teaspoons of Cinnamon and 25 cups of Flour. Answer the following questions:
(a) What is the limiting ingredient?
19(a)
(b) Amount of Apples left:
19(b)
(c) Amount of Sugar left:
19(c)
(d) Amount of Cinnamon left:
19(d)
(e) Amount of Flour left:
19(e)
(f) Number of pies made:
19(f)
20. Given the reaction: 3 Mg(OH) 2 (aq) + 2 H 3 PO 4 (aq) −−→ Mg 3 (PO 4 ) 2 (aq) + 6 HOH + 543 kJ 25.0 g of Mg(OH) 2 was reacted with 50.0 g of H3 PO 4 . MW: Mg(OH) 2 = 58.3258 g/mol, H3 PO 4 = 97.9937 g/mol, Mg 3 (PO 4 ) 2 = 262.87 g/mol, and HOH = 18.0158 g/mol.
(a) What was the limiting reactant?
20(a)
(b) Moles Mg(OH) 2 left:
20(b)
(c) Moles H 3 PO 4 left:
20(c)
(d) Moles Mg 3 (PO 4 ) 2 left:
20(d)
(e) Moles HOH left:
20(e)
(f) Is the reaction Endothermic or Exothermic?
20(f)
(g) How much heat is consumed/produced in the reaction?
20(g)
2 of 4
CHE 101 - Extra Practice - F18
21. Given the reaction: 2 Al(OH) 3 () + 3 H 2 SO 4 (aq) −−→ Al 2 (SO 4 ) 3 (s) + 6 HOH + 115kJ 35.75 g of Al(OH) 3 was reacted with 40.25 g of H2 SO 4 . MW: Al(OH) 3 = 77.97 g/mol, H2 SO 4 = 98.09 g/mol, Al2 (SO 4 ) 3 = 342.11 g/mol, and H2 O = 18.02 g/mol.
(a) What was the limiting reactant?
21(a)
(b) Moles H 2 SO 4 left:
21(b)
(c) Moles Al(OH) 3 left:
21(c)
(d) Moles Al 2 (SO 4 ) 3 left:
21(d)
(e) Moles H 2 O left:
21(e)
(f) Is the reaction Endothermic or Exothermic?
21(f)
(g) How much heat is consumed/produced in the reaction?
21(g)
22. Given the reaction: 2 C 2 H 6 + 7 O2 −−→ 4 CO 2 + 6 H2 O + 75 kJ 22.25 g of C 2 H 6 was reacted with 22.05 g of O2 . MW: C 2 H 6 = 30.07 g/mol, O2 = 32.00 g/mol, CO2 = 44.01 g/mol, and H2 O = 18.02 g/mol.
(a) What was the limiting reactant?
22(a)
(b) Moles O 2 left:
22(b)
(c) Moles C 2 H 6 left:
22(c)
(d) Moles CO 2 left:
22(d)
(e) Moles H 2 O left:
22(e)
(f) Is the reaction Endothermic or Exothermic?
22(f)
(g) How much heat is consumed/produced in the reaction?
22(g)
23. Answer the following questions about the reaction below. Clearly label and show work in the space provided below, or on a separate sheet of paper.
Hint: 1 Al(NO
3 )
3
(aq) + 3 NaI(aq) + 75.0kJ−−→ 3 NaNO
3
(aq) + 1 AlI
3 (s).
(a) What is the limiting reagent if you start with 15.0 grams of NaI and 10.0 grams of Al(NO 3 ) 3 ?
23(a)
(b) What is the theoretical yield of AlI 3 in grams?
23(b)
(c) How many grams of the excess reagent will be left over?
23(c)
(d) What is the percent yield if you performed the reaction in lab and produced 12.50 grams of AlI 3 ?
23(d)
(e) Is the reaction exothermic or endothermic?
23(e)
(f) How much energy (in Joules) is consumed/produced in the reaction?
23(f)
3 of 4
24. Answer the following questions about the reaction below. Clearly label and show work in the space provided below, or on a separate sheet of paper.
Hint: 3 Mg(OH)
2
(aq) + 2 H
3
PO
4
(aq) −−→ 6 HOH(l) + 1 Mg
3
(PO
4 )
2
(s) + 320. kJ.
(a) What is the limiting reagent if you start with 25.0 grams of Mg(OH) 2 and 25.0 grams of H 3 PO 4 ?
24(a)
(b) What is the theoretical yield in grams of Mg 3 (PO 4 ) 2 in grams?
24(b)
(c) How many grams of the excess reagent will be left over?
24(c)
(d) What is the percent yield if you performed the reaction and produced 12.50 grams of Mg 3 (PO 4 ) 2 ?
24(d)
(e) Is the reaction exothermic or endothermic?
24(e)
(f) How much energy (in Joules) is consumed/produced in the reaction? vspace0.1in
24(f)
25. Given the reaction: H 2 SO 4 (aq) + 2 NaOH(aq) −−→ Na 2 SO 4 (aq) + 2 H 2 O + 784 kJ 34.7 g of H 2 SO 4 was reacted with 75.0 g of NaOH. MW: H2 SO 4 = 98.09 g/mol, NaOH = 40.00 g/mol, Na 2 SO 4 = 142.05 g/mol, and H2 O = 18.02 g/mol.
(a) What was the limiting reactant?
25(a)
(b) Grams H 2 SO 4 left:
25(b)
(c) Grams NaOH left:
25(c)
(d) Grams Na 2 SO 4 left:
25(d)
(e) Grams H 2 O left:
25(e)
(f) Is the reaction Endothermic or Exothermic?
25(f)
(g) How much heat is consumed/produced in the reaction?
25(g)
26. Answer the following questions about the reaction of Sodium Iodide with Barium Chloride to produce Sodium Chloride and Barium Chloride. (Clearly label and show work in the space provided below.) 2NaI + BaCl 2 + 200kJ −−→ 2NaCl + BaI 2 (s)
(a) What is the limiting reagent if you start with 50.0 grams of NaI and 35.0 grams of BaCl 2 ?
26(a)
(b) What is the theoretical yield in grams of BaI 2 in grams?
26(b)
(c) How many grams of the excess reagent will be left over?
26(c)
(d) What is the percent yield if you performed the reaction and produced 15.0 grams of BaI 2 ?
26(d)
(e) Is the reaction exothermic or endothermic?
26(e)
(f) How much energy is consumed/produced in the reaction?
26(f)
4 of 4
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American Journal of Agricultural and Biological Sciences 6 (3): 377-383, 2011
© 2011 Science Publications
ISSN 1557-4989
Global Warming at the East Coast Zone of Peninsular Malaysia
Hayrol Azril Mohamed Shaffril, Bahaman Abu Samah, Jeffrey Lawrence D'Silva and Jegak Uli Laboratory of Sustainable Development and Agriculture Extension, Institute for Social Science Studies, University Putra Malaysia, Malaysia
Abstract: Problem statement: Global Warming is not a new phenomenon and it is already been felt by people all around the world. Not only the people affected by the global warming, but also our sea. There are a lot of potential threats that can be caused by global warming on the sea such as rise of sea level, changes in waves action, water current and wind velocity, but do one of the main users of the sea which are the fishermen have already felt these impacts? Approach: This is a quantitative study where a developed questionnaire was used to gain the data needed. Through a stratified random sampling a total of 300 registered fishermen from four states in the east coast zone of Peninsular Malaysia namely Kelantan, Terengganu, Pahang and East Johor have been selected. Results: This study provided a greater understanding of the fishermen views on the changes that happened to the sea due to the global warming impact. They stressed that the temperature, the rainfall season and the coastal areas have changed. Furthermore, according to them, the sea nowadays are no longer easy to predict as the water current, wind velocity and wave's actions can easily change their pattern and endanger them while they are at the sea. Conclusion/Recommendation: Effective actions can be taken to assist the fishermen to adapt to impacts of global warming. One of it is to provide them with more information on global warming. Besides, fishermen in Malaysia also can be provided with trainings in order to provide them with other skills besides fishing.
Key words: Global warming impact, social adaptation, fishermen, east coast zone
INTRODUCATION
What is Global warming?: The threats of global warming nowadays cannot be lightly taken by the community. This global phenomenon not only bring threats to the environment but also to the main users of the environment; Human. Global warming happens when the earth heats up (the temperature rises). It happens when the "greenhouse effect" (referring to certain gases in Earth's atmosphere) trap heat. These gases let in light but keep heat from escaping, like the glass walls of a greenhouse. The process will involve the sunlight shines onto the Earth's surface, there it will be absorbed and then radiates back into the atmosphere as heat. In the atmosphere, "greenhouse" gases trap some of this heat and the rest escapes into space. The more greenhouse gases are in the atmosphere, the more heat gets trapped. It is expected that the global temperatures will rise up to 1.5 and 4.5°C over the next century (Nelson and Serafin, 1996).
Global warming in Malaysia: Global warming has already been experienced by the community in
Malaysia. Wai et al. (2005) have detected a significant increase of the mean annual temperature, ranging from 0.99-3.44°C per 100 years and they also have detected that global warming trend in Malaysia has increased in the past 30 years. International Panel on Climate Change (IPCC) has supported the study done by Wai et al. (2005) when they found that the average temperature in Malaysia is predicted to increase between 0.6-4.5°C in 2060. Moreover, according to Deni et al. (2008), the frequency of long dry period tended to be higher with a significant increase in the mean and the variability of the length of the dry spells whereas all of the indices of wet spells in these areas show a decreasing trend. Atikah has stressed that even though Malaysia is categorized as a country with a moderate risk towards global warming impact, the flood disaster that happened at Johor, Pahang, Kedah and Kelantan has proven that the impact of global warming can endanger us. Tangang (2007) has emphasized that Malaysian must be ready to face the threats of the global warming as it will cause gradual increase in temperature, extreme events such as flood, drought and storm and shift in
climate patterns. Furthermore, the global warming also will exposes people to numbers of threats on their socio-economic aspects (Mia et al., 2011; Rashid et al., 2011; El-Nesr et al., 2010; Fuller and Harhay, 2010; Yan and Wu, 2009; Hamdi et al., 2009).
The global warming impact on the sea: One of the most affected elements of the global warming is our sea. In the fisheries industry, global warming has been identified to cause threats in air and inland water temperatures, changes in solar radiation, changes in sea surface temperature, changes in other oceanographic variables (current, wind velocity and wave actions, increase in frequency and intensity of extreme events and water stress. These changes will create physiological (growth, development, reproduction, disease), ecological (organic and inorganic scales, predation and ecosystem services) and operational (species selection, site selection,) changes. Besides the sea, threats that are caused by global warming especially on the coastal areas bring problems to us. World will become hotter and the sea level will rise by the expanding ocean water. Based on the research done by The International Panel on Climate Change (IPCC), the global average sea level is expected to rise between 0.6 and 2 feet (0.18-0.59 meters) in the next century McCarthy (2001) and Aung et al. (2009). Furthermore, coastal areas and coastal wetland systems are also affected by the global warming (McCarthy, 2001). Sea level rise also increases the vulnerability of coastal areas to flood during storms for several reasons. Shore erosion also increases vulnerability to storms, by removing the beaches and dunes that would otherwise protect coastal property from storm waves (FEMA 2000). Sea level rise also increases coastal flooding from rainstorms, because low areas drain more slowly as sea level rises. Other impacts of global warming may further enhance or mitigate coastal flooding. Flooding from rainstorms may become worse if higher temperatures lead to increasing rainfall intensity during severe storms. An increase in the intensity of tropical storms would increase flood and wind damages. Coastal water supply is also affected by global warming. Rising sea level increases the salinity of both surface water and ground water through salt water intrusion. If sea level rise pushes salty water upstream, then the existing water intakes might draw on salty water during dry periods. Salinity increases in estuaries also can harm aquatic plants and animals that do not tolerate high salinity. Based on the literature reviews, it is obvious that the sea has suffered from the global warming impact, the question that can be raised now is; are the fishermen in Malaysia which is among the main users of the sea has already experienced the impact of global warming? This study has the answer for this question.
Background of fisheries industries in the east coast zone of Malaysia: Fisheries is one of the main industries in Malaysia. The importance of this industry in ensuring the continuity of the food supply in Malaysia cannot be denied.
Table 2 has presented the number of registered fishermen in the east coast zone of Peninsular Malaysia. As in 2009, a total of 32,565 fishermen were registered and this number represents more than a quarter of overall registered fishermen in Malaysia. Terengganu has the biggest number of registered fishermen with 10,421 followed by Kelantan with 9,624 registered fishermen, Pahang with 7,024 registered fishermen and East Johor with 5,496 registered fishermen. Bachok and Pasir Puteh (Kelantan) is the district with the highest number of registered fishermen (6430), followed by Kuantan (Pahang) with 3,720 registered fishermen and Mersing (Johor) with 3,041 registered fishermen.
The east coast zone of Peninsular Malaysia is one of the major contributors for this supply. As been depicted in Table 1, there are 17 fisheries districts in Malaysia where 11 of the districts are located at Terengganu, 4 at Kelantan and 3 each at Pahang and East Johor Fig. 1.
Table 3 presents the number of productivity of the fishermen of the east coast zone of Peninsular Malaysia. Data presented has shown us that there was instability in terms of the productivity. There is a possibility that global warming is one of the contributors of this instability. In 2005 the number of productivity was 318,642 tonnes and increased to 386,263 tonnes in 2006, however, in 2007 a decrease in the fisheries industry productivity in the east coast zone of Peninsular Malaysia was recorded where there was only a total of 336,099 tonnes. In 2008 the productivity recorded was 361,578 tonnes; an increase of 25,479 tonnes compared to the last year productivity. However, once again the productivity recorded showed a decrease in 2009 where a total of 334,864 tonnes has been landed, a decrease of 26,714 tonnes.
Table 1: Fisheries districts on the east coast zone of Peninsular Malaysia
Table 2: Number of registered fishermen at east coast zone of Malaysia
Table 3: Productivity of east coast fishermen in Malaysia (in tonnes)
MATERIALS AND METHODS
Based on the stratified random sampling employed, a total of 300 registered fishermen were selected as the respondents. The number was gained from four states located at the east coast zone of Peninsular Malaysia namely Kelantan, Terengganu, Pahang and East Johor. Each of the states was represented by 75 respondents. To gain the data needed, an instrument was developed and pre-tested earlier before the actual data collection took place. There are four elements of the environment included in the instrument and the elements were (1) temperature; (2) sea; (3) rain and (4) coastal area. The questions included on the instrument were gained from the previous studies conducted on the global warming impact on the sea. For each of the question the respondents were asked on their agreement on the global warming impact on the four elements. For each of the question the respondents were given a five likertlike scale answer ranging from 1-strongly disagree; 2disagree; 3- moderately agree; 4-agree and 5-strongly agree. SPSS was used to run analyses such as frequency, percentage, mean and standard deviation.
RESULTS
Before we go to our main objective, it is better for us to look at the socio-demographic data of the respondents. Based on the results presented in Table 4, we can see that the respondents studied are the "senior" fishermen based on the mean score of age recorded which 42.21 years. Majority of the respondents (26.3%) were in the group age 41-50 years, followed by those in the group age of 51-60 years (25.0%) and those in the group age of 31-40 years (19.0%). In term of level of education, we can see that more than half of the respondents (51.3%) possessed a primary school level of education while 22.0% of them possessed SPM/SPMV level of education. It is a concern for us to know that the average income per month recorded for the respondents was RM669.62 which is below the poverty level set by government (>RM720). Majority of the respondents (45.3%) were detected to gain below RM500 per month. A total of 52.0% of the respondents have less than 5 household members while the remaining 48.0% have more than 5 household members. The mean score recorded for the experience of being the fishermen was 25.10 years which indicates to us that the respondents studied are experienced fishermen. A total of 14.1% of the respondents do have more than 41 years of experience of being a fisherman. The mean score recorded for days going out to the sea for catching fish was 18.90 days and majority of them (39.3%) went out to the sea between 16-20 days in a month. A large majority of the respondents (71.0%) were the coastal area fishermen.
In term of the respondents' perception towards the changes of the environment (sea), a total of four questions have been asked. It is a big concern for us to discover that a large percentage of the respondents answers were concentrated on agreed and strongly agreed on each question asked. For the statement of "the weather at the sea is unpredictable nowadays" a total of 47.0% agreed on this statement while 41.7% of the respondents strongly agreed on this statement.
Is the world getting hotter nowadays? Table 5 has clarified to us the data regarding the perceptions of the fishermen towards the changes of the environment (temperature). A total of three statements have been asked to the respondents and the highest mean score was recorded by the statement of "temperature gets hotter in your area (land) (M = 3.61), this is followed by the statement of temperature gets hotter in your area (sea) (M = 3.57) and the lowest mean score was recorded by the statement of "the area here become too dry" (M = 3.34).
Am. J. Agri. & Biol. Sci., 6 (3): 377-383, 2011
Table 4: Socio-demographic data of the respondents
Lower Secondary School Education Certificate; Malaysia Education Certficate/Malaysia Vacational Education Certificate
Table 5: Perceptions of respondents towards the changes of the environment (temperature)
Table 6: Perceptions of respondents towards the changes of the environment (sea)
A total of 47.3% of the respondents agree on the statement of "water current at the sea are uncertain nowadays" while 35.3% of the respondents strongly agreed on this statement. For the statement of "the wave's actions at the sea are uncertain nowadays" 38.3% of the respondents agreed on this statement while 32.0% of the respondents strongly agreed on this statement. Nearly half of the respondents (46.3%) agreed on the statement of "the wind velocity at the sea are uncertain nowadays" while nearly two fifth of the respondents (39.0%) strongly agreed on this statement (Table 6).
The respondents also were asked regarding their perception towards the changes of the environment (rain). A total of three questions have been asked and the highest mean score was recorded by the statement of "the rainfall season is uncertain nowadays" (M = 3.99), followed by the statement of "more frequent rain in this area" (M = 3.25) and "more frequent thunderstorm in this area" (M = 2.99) (Table 7).
The last questions asked to the respondents were focusing on their perception towards the changes of the environment (coastal areas). Based on the results portrayed on Table 8, we can see that more than half of the respondents (57.0%) agreed on the statement "the coastal area is eroded".
Table 7: Perceptions of respondents towards the changes of the environment (rain) (in%)
Table 8: Perceptions of respondents towards the changes of the environment (coastal areas)
Fig. 1: Fisheries districts on the east coast zone of Malaysia
More than one third of the respondents (36.3%) signalled their disagreement towards the statement of "mangrove areas are reducing". Majority of the respondents (73.0%) were agreed and strongly agreed when they were asked regarding are the number of fish landed in the coastal areas are reducing. A total of 27.3% of the respondents agreed on the statement of "lots of coral reef have been destroyed by the uncertain whether" while a total of 27.0% of the respondents moderately agreed on this statement. More than one third of the respondents (35.0%) agreed on the statement of "the coastal area become more shallow".
DISCUSSION
Agriculture has be one of the economic drivers for Malaysia and has be the effective mechanisms in enhancing the community standard of living (D'Silva et al., 2011; Shaffril et al., 2010; Uli et al., 2010; Samah et al., 2011) and it needs to be sustained as our dependent on this industry is high. As one of the agriculture branches fiheries industry is important However, due to several causes, the sea nowadays which is one of our main sources of protein has never been the same as before. Interestingly, our findings have revealed that majority of the fishermen agreed that their area (land and sea) are getting hotter nowadays; the obvious indicator of the global warming impact. Our findings here has something to do with a study done by Tanggang et al (2006), whereby he stressed that temperature in Malaysia has increased between 0.5 Celsius to 1.5 Celsius in the last 40 years and interestingly three of the studied areas were in Kuantan, Mersing and Kota Bharu which located at the east coast zone of Peninsular Malaysia. Furthermore, Wai et al. (2005) have detected a significant increase of the mean annual temperature, ranging from 0.99 to 3.44°C per 100 years and they also have detected that global warming trend in Malaysia has increased in the past 30 years. Majority of the respondents agreed and strongly agreed on the statement of the "rain season is uncertain nowadays" and "more frequent rain in this area", our findings has been supported by study done by Tanggang et al. (2006) in their study have revealed that since 1980s there are increasing number of days of extreme rainfall event and thunderstorm over Peninsular Malaysia including at the east coast zone of Peninsular Malaysia. This study also has revealed that a large majority of the respondents has agreed that the wind velocity, waves actions and water current at the sea are uncertain and this is not surprising as according to McCarthy (2001), global warming will cause threats in air and inland water temperatures, changes in solar radiation, changes in sea surface temperature, changes in other oceanographic variables such as water current, wind velocity and wave actions. The coastal areas at the respondents' areas have changed negatively due to the global warming. In a study done by McCarthy (2001), have revealed that land loss is another negative impact brought by global warming. Coastal areas and coastal wetland ecosystems including salt marshes and mangroves are particularly vulnerable to rising sea level because they are generally within a few feet of sea level (McCarthy, 2001). Effective actions can be taken to assist the fishermen to adapt to the impacts of global warming. One of it is to provide them with more global warming information. Perhaps with this kind of information they will know what to expect and get ready for it. Providing fishermen with training for developing their skills other than fishing is an essential step. Fishermen can seek for another job with the new skill developed if one day they are no longer able to be fishermen due to global warming impact.
CONCLUSION
Based on the results gained, it can be seen that majority of the respondents have agreed on one thing; the global warming has changed the sea and the environment at their areas. Majority of the respondents agreed that the sea nowadays are unpredictable and there are uncertainties in the pattern of the sea elements such as water current, wind and waves. The fishermen interviewed also agreed that the rain season is uncertain nowadays. They also agreed that their area; on the land and on the sea are getting hotter while they informed that their coastal areas were eroded.
REFERENCES
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Deni, S.M., A.A. Jemain and K. Ibrahim, 2008. The spatial distribution of wet and dry spells over Peninsular Malaysia. Theoretical Applied Climatol., 94: 163-173. DOI: 10.1007/s00704-0070355-8
D'Silva, J.L., N. Man, H.A.M, Shaffril and A.S. Bahaman, 2011. Acceptance of sustainable agriculture practice: The case of crop farmers. Am. J. Agric. Biol. Sci., 6: 227-230. DOI: 10.3844/ajabssp.2011.227.230
El-Nesr, M.N., M.M. Abu-Zreig and A.A. Alazba, 2010. Temperature trends and distribution in the arabian peninsula. Am. J. Environ. Sci., 6: 191203. DOI: 10.3844/ajessp.2010.191.203
Fuller, A.C. and M.O. Harhay, 2010. Population growth, climate change and water scarcity in the southwestern united states. Am. J. Environ. Sci., 6: 249-252. DOI: 10.3844./ajessp.2011.249.252
Hamdi, M.R., M. Abu-allaban, A. Al-Shayeb, M. Jaber and N.M. Normani, 2009. Climate change in jordan: A comprehensive examination approach. Am. J. Environ. Sci., 5: 58-68. DOI: 10.3844./ajessp.2009.58.68
Mia, M.S., R.A. Begum, A.C. Er R.D.Z.R.Z. Abidin and J.J.P. Malaria et al., 2011. Climate change: Discussion on economic impact. Am. J. Environ. Sci., 7: 65-74. DOI: 10.3844./ajessp. 73.82
McCarthy, J.J. IPCC, 2001. Climate change 2001: impacts, adaptation and vulnerability: Contribution of Working Group II to the third assessment report of the Intergovernmental Panel on Climate Change. 1st Edn., Cambridge University Press, ISBN: 0521015006, pp: 1032.
Nelson, J and R. Serafin, 1996. Environmental and Resources Planning and Decision Making in Canada: A Human Ecological Approach and Civics Approach. In: Canada in Transition: Results of Environmental and Human Geographical Research, Vogelsang, R. (Ed.). Brockmeyer University, pp: 191-191. ISBN: 3819604138
Rashid, M., J.J. Pereira, R.A. Begum, S. Aziz and M.B. Mokhtar, 2011. Climate change and Its Implications to national security. Am. J. Environ. Sci., 7: 150-160. DOI: 10.3844/ajessp.2011.150.160
Samah, B.A., H.A.M. Shaffril, M.A. Hassan and J.L. D'Silva, 2011. Can technology acceptance model be applied on the rural setting: The case of village development and security committee in Malaysia. J. Soc. Sci., 7: 113-119. DOI: 10.3844/jssp.2011.113.119
Tangang, F., 2007. Climate Change and Global Warming: Malaysia Perspective: Malaysia Perspective and Challenges. Paper presented at UKM Public Speech, Anuar Mahmud Hall, University Kebangsaan Malaysia.
Shaffril, H.A.M., J.L. D'Silva, J. Uli and A.S. Bahaman, 2010. Gender issues in contract farming: the case of Malaysian students. Am. J. Agric.Bio.Sci., 5: 204-209. DOI: 10.3844/ajabssp.2010.204.209
Uli, J., J.L. D'Silva, Shaffril, H.A.M. and A.S. Bahaman, 2010. the attitude, belief, support and knowledge level of the youth and their acceptance towards agriculture contract farming. J. Soc. Sci., 6: 350-355. DOI: 10.3844/jssp.2010.350-355
Yan, S. and G. Wu, 2009. What these trends suggest?. Am. J. Applied Sci., 6: 1116-1121. DOI: 10.3844/ajassp.2009.1116.1121
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air cadet publication ACP 33
flight volume 1 - history of flight
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CONTENTS
ACP 33 FLIGHT
Volume 1................. History of Flight
Volume 2 ................. Principles of Flight
Volume 3 ................. Propulsion
Volume 4 ................. Airframes
Volume 1
History of Flight
Chapter 1 ................ Lighter-than-Air Craft.
Chapter 2 ................ Heavier-than-Air Craft.
Instructors' Guide
Uncontrolled copy not subject to amendment
The first Hot-Air Balloon
LIGHTER-THAN-AIR CRAFT
Man takes to the air
1. For many years man had dreamed of flying through the air like the birds. It was not too surprising then that early attempts to fly tried to copy bird flight by using flapping wings. Leonardo da Vinci (1452-1519) the Italian artist and inventor produced many designs for aircraft which relied on flapping wings.
Fortunately he never built or tested any of his designs for they would never have worked - man's muscles are far too small to operate the massive wings that would be required to get him airborne.
2. It was not until the Montgolfier brothers built a hot air balloon in 1783 that man could realise his dream of getting airborne. The first balloon flight occurred at Annonay in France on 25 April 1783 where a 12m (39 ft) diameter un-manned balloon filled with hot air climbed to a height of 305m (1000ft) before the hot air in the envelope cooled and it began to descend. The Montgolfier brothers are said to
The first Hydrogenfilled Balloon
Why does a balloon fly?
have been unaware that hot air alone was responsible for the balloon rising, believing that a special light gas was generated by burning a mixture of wool and straw below the open neck of the envelope.
3. In September 1783 a further demonstration saw the balloon lift a sheep, a duck and a cockerel - the first living creatures to become artificially airborne. Later in the same year Francois Pilatre de Rozier accompanied by the Maquis d'Arlandes made the first free flight in the balloon, remaining airborne for 25 minutes and travelling a distance of 9km. Free flight in a lighter-than-air craft had at last been realised.
4. Although this was the beginning of manned flight, it was also the end of the Montgolfier balloon; almost immediately superseded by a much superior and practical hydrogen-filled balloon developed by J Charles. In this balloon both Charles and his assistant made a free flight from the gardens of the Tuileries in Paris on 1 December 1783, covering a distance of 43km (27 miles) and witnessed by over 400,000 people. The Charles balloon was so well designed that the gas-filled balloons used to this day are essentially similar to it - the main difference being that modern balloons use helium gas which does not burn, instead of hydrogen.
Why balloons fly
5. An inflated balloon displaces its own volume of air and so experiences a lifting force or upthrust. This upthrust is equal to the weight of air displaced. A helium balloon inflated to the size of a house would contain about 1 / 2 tonne of gas and would displace about 4 tonnes of air.
Controlling the balloon in flight
The difference between these two weights would be the lifting force on the heliumfilled balloon. If this lifting force is greater than the total weight of the balloon, including the gas, envelope and gondola or basket, then the balloon will float.
6. As the balloon ascends, the atmospheric pressure falls and the balloon expands. To prevent the balloon from bursting, its gas must either be released gradually or allowed to expand into spare envelope space.
Hot-air Ballooning
7. Hot-air ballooning is now a very popular sport and many companies fly specially designed balloons to advertise their names. Heating up air causes it to expand and become less dense. When this lighter air fills the balloon envelope it provides lift by displacing the heavier air outside, in much the same way as hydrogen and helium gas but at a fraction of the cost. The air is heated using large propane gas burners attached below the open neck of the balloon and, while in flight, ignited in short bursts to replace the cooling air. In this way the balloon is able to maintain altitude.
Making a balloon navigable
8. It was not long after the de Rozier's first flight in the Montgolfier balloon that the potential of such a vehicle used for military reconnaissance was seen. But there had to some way of steering it - a basic balloon is simply carried along by the wind. Early ideas of sails, oars and propellers proved useless. It had to be understood that if a lighter-than-air machine was to be steered, then there had to be a controllable force capable of propelling it independantly of the wind. From this realisation and
Some advantages of airships
Modern airships use helium gas over 100 years after Montgolfier's first flight, the first airship designs were produced. Engines were attached to provide independent forward motion and control was provided by using rudders to act on the airflow caused by this forward motion.
Airships
9. Airships are not very common nowadays but in the early 1900s they were considered by many people to be the way forward for air travel. They were quiet and provided passengers with a high degree of comfort. Their ability to remain stationary relative to the ground while using very little fuel made them ideal for scientific and military work. Their size and lifting capacity enabled them to carry large cargoes relatively cheaply. Unfortunately, they were filled with hydrogen gas which made them extremely dangerous - hydrogen gas can be ignited with a tiny spark and will explode with tremendous force.
10. Because of this, there were many airship accidents and finally, when the passenger airship Hindenberg burst into flames at its moorings in 1937, many people lost confidence in them and the airship era was effectively over. Although helium gas was just becoming available as a completely safe alternative to hydrogen, it had unfortunately arrived too late.
How are Airships controlled?
11. Modern airships are benefitting from a revival. They are made with strong lightweight materials and have powerful engines which make them highly manoeuvrable.
Airship rising
Airship descending
12. Inside the main balloon are two ballonets - inflatable air bags that keep the pressure of the helium gas slightly higher than atmospheric pressure. This prevents the balloon from over inflating as the airship rises, or sagging as it descends. Also, pumping air from one ballonet to the other trims the airship balance.
13. Airship rising. To get the airship to rise, valves release air from the ballonets into the atmosphere, reducing the weight of the airship and allowing the helium gas to expand - giving more lift.
Fig 1-7 Pumps force air into the ballonets and the airship descends.
14. Airship descending. To make the airship descend, pumps force air into the ballonets, increasing the airship's weight and compressing the helium gas so that lift is reduced.
Do not mark the paper in any way - write your answers on a separate piece of paper.
Sample Questions
1. In which year did the Montgolfier brothers first fly their hot air balloon?
a. 1673
b. 1783
c. 1883
d. 1973
2. Who first flew a man-carrying hydrogen-filled balloon?
a. Leonardo da Vinci
b. Montgolfier
c. Charles
d. de Rozier
3. What gas are modern airships filled with?
a. Helium
b. Hydrogen
c. Butane
d. Propane
4. An airship rises when:
a. The ballonets empty and the helium gas expands.
b. The ballonets empty and the helium gas is compressed.
c. The ballonets are filled with air and the helium gas is compressed.
d. The ballonets are filled with air and the helium gas expands.
Features that make a kite fly
Sir George Cayley's model glider
HEAVIER-THAN-AIR CRAFT
1. It is believed that the first man-made flying object climbed skyward at least 3000 years ago on the end of a piece of string. The early Chinese people flew kites most probably as signalling devices or military banners heralding the approach of their armies. The technology of kite flying quickly spread throughout the world, with some kites almost certainly built large enough to lift a man used as a military observer.
How does a kite fly?
2. The most important features of this typical kite are its shape, its tail and the way in which the string is attached. Together, they make sure that the kite flies at the correct angle to the wind. The weight of the kite is balanced by the force of the wind underneath it, and also by a less obvious force called lift, caused by the kite's shape. Lift is produced by the wind passing over the top of the kite creating an area of low pressure, and by the air underneath the kite, at a slightly higher pressure, lifting the kite upwards.
Free flight
3. The next most obvious step forward in achieving flight in an heavier-than-air machine was to develop a kite which could fly without a line to the ground. In 1804 the English Baronet Sir George Cayley built what is generally considered to be the first model glider. It was little more than a broomstick, to which was mounted a kite shaped wing at one end and vertical and horizontal tail surfaces at the other; nevertheless it was capable of stable flight over many metres.
Forerunner of the HangGlider
4. With this device Cayley was able to confirm that the principles of heavierthan-air flight were definitely possible. From this first model he evolved a glider that was capable of carrying a small boy, although there was no way of controlling this craft in flight.
Lack of power
5. Also, around this time there were many men beginning to improve the construction of fixed-wing aircraft that could fly. Their main problem, however, was to find a reliable and light enough engine to provide the power they required. In June 1848, John Stringfellow from Chard in Somerset successfully flew his 10-foot wingspan model, powered by a tiny steam engine, across a long room in a disused lace mill. Attempts to make larger versions of steam powered craft were unfortunately unsuccessful. The problems of suitable engines dogged aviation pioneers for many years.
6. The more practical aviators however, accepted this lack of sufficient engine power and concentrated on improving airframe design. They experimented with lightweight construction and tried to discover practical methods of controlling the aircraft in flight. Nobody was more successful in this than the German Otto Lilienthal (1848-1896) who built extremely lightweight gliders enabling him to make many thousands of flights. His gliders were the forerunners of the modern hang-glider, designed so that the mass of the body could be moved to allow some degree of control. Despite many successful flights Lilienthal was killed in a flying accident on 9th August 1896, when he was 48 years old.
The first controlled flight
7. In 1885 a German by the name of Gottlieb Daimler developed the world's first single cylinder internal combustion engine which produced a power-to-weight ratio far superior to any other form of engine available for aircraft propulsion - the long awaited power plant for aircraft had finally arrived.
The beginning of controlled flight
8. On a cold Thursday morning on the 17th December 1903 Orville and Wilbur Wright rolled out their 'Flyer' for the first test flight. With Orville at the controls the Flyer flew a full 120 feet in controlled flight. Three other test flights followed, the last and the best of that day covering 260m (852 ft) and ending with the elevator being damaged as the Flyer landed. Later Orville wrote:
"The course of the flight up and down was exceedingly erratic. The control of the front rudder (elevator) was difficult. As a result the machine would rise suddenly to about ten feet, and then as suddenly dart for the ground. A sudden dart, when a little over 120 feet from the point at which it rose into the air, ended the flight."
9. The important feature of these flights was that man had been airborne and in control of a powered heavier-than-air machine for the very first time.
Bleriot crosses the Channel
10. With improvements to the design of the Flyer, by the end of 1908 and flying from Auvours in France, Wilbur Wright had made more than 100 flights, totalling in excess of 25 flying hours. His last flight of the year, on 31st December lasted 2 hours 20 minutes during which time he covered a distance of 77 miles (124 km) to set a new world record and win the Michelin prize. While Wilbur was busy in Europe, Orville was demonstrating the Flyer at Fort Myer in Virginia. These demonstrations attracted and thrilled many thousands of people who came from miles around to see an areoplane in flight. Tragically they ended after only a few weeks when the aircraft crashed, seriously injuring Orville and killing his passenger - Lt Thomas E Selfridge - the first man in the world to be killed in a powered aircraft accident.
Louis Bleriot
11. Things were also happening much closer to home. On the 25 July 1909 a frail looking monoplane landed close to Dover Castle in Kent.
The pilot was a Frenchman called Louis Bleriot and he had just completed the first crossing of the English Channel by a heavier-than-air machine. Bleriot's Type XI monoplane had taken 37 minutes to make the crossing, but had very nearly ended in failure when his 3 cylinder Anzani engine started to lose power as it overheated. Fortunately a shower of rain cooled the engine sufficiently to complete the crossing. Bleriot's monoplanes went on to achieve many important world firsts, including first over the Alps (1910), first London to Paris non-stop flight (1911), the first official carriage of airmail in Britain (1911) and almost inevitably, the first use of an aeroplane in war (1911). Man had finally realised his dream of mastering the skies.
1914 to 1939
A Maturing Industry
12. By the time war was declared in August 1914, the leading nations' armed forces had already established air arms. The stimulus of war accelerated the development of aeroplanes and engines and the industry expanded rapidly. Skirmishes between observation aircraft early in the war led to the development of more sophisticated gun technology such as the Fokker synchronised-gear machine gun, which ensures that bullets were fired between propeller blades. The SE5a was one of the most popular British fighters, which continued its career after the war. Bombing was adopted to a limited extent, with little military effect, but stimulated the design of much larger twin-engined aircraft. Some of these designs provided the basis for the first post-war airliners.
13. After World War One, new uses for aircraft were pioneered. The machine which made the biggest impact in 1919 was the Vickers Vimy bomber. A converted Vimy flown by Alcock and Brown made the first non-stop crossing of the Atlantic. This was the first of many feats which showed the growing potential of aviation. Between the two world wars a number of women broke records and made pioneering long-distance flights. Amy Johnson flew a Gipsy Moth when in 1930 she made the first solo flight from England to Australia by a woman. There was a growth in popular flying and flying clubs multiplied. The Moth was typical of the practicable, sturdy aircraft used for the purpose, and evolved into a whole family of de Havilland light aircraft including the famous Tiger Moth, which became the Royal Air Force's trainer in World War Two.
The Schneider Trophy
14. Aeroplanes were pushed to ever greater speeds and altitudes. The Schneider Trophy was devised in 1912 to stimulate the development of sound, practicable transport aircraft – instead it produced a series of beautiful but freakish high-speed racers.
The Birth of the Modern Airliner
15. Airliner development made great strides in the USA in the 1930s. Fast, allmetal monoplanes were developed by Northrop, Lockheed, Douglas and Boeing. Significant advances included the development of wing flaps (to improve low-speed
1939 to 1945
1945 to Present Day
lift and reduce landing speed), variable pitch propellers and retractable undercarriages.
From Pistons to Jet
16. In 1939, war again accelerated technological development in the aircraft industry. The Battle of Britain (1940) was a contest as much between engines as between aircraft. The Rolls-Royce Merlin engine, which powered both the Spitfire and Hurricane, represented the pinnacle of engineering design and production skill.
17. The most important development towards the end of the war was the jet. British and German teams raced to develop jet designs. In June 1944 Germany launched pilotless, explosive-carrying jet planes against Britain: the V-1, nicknamed the 'Doodle Bug' and 'Flying Bomb'. The first British fighter, the Gloster Meteor, entered service one month later in an effort to destroy the V-1s. In the late stages of the war Germany used the rocket-powered Messerschmitt Komet fighters to intercept enemy bombers.
THE JET AGE
The Birth of the Jet
18. The technology developed during World War Two transformed aviation in the subsequent years. The jet engine – with it speed capability and high power-toweight ratio – inspired new experimental ideas and shapes. The results included jet passenger services, supersonic flight and vertical take-off and landing.
The First Jet Airliner
19. The world's first jet airliner was the de Havilland Comet 1, which flew in July 1949 and entered service in 1952. On long flights the Comet could have the journey time of piston-engined airliners. Smooth and quiet, its pressurised cabin enabled it to fly in all weather conditions. The most successful aircraft of this first generation of jet airliners was the swept-wing Boeing 707, which entered service in 1958.
Bigger or Faster?
20. In the 1960s commercial aviation began to follow two different paths – one leading to greater passenger-carrying capacity, the other to greater speed. The
Gossamer Condor wins the Kremer Prize
British and French governments funded a supersonic transport project which eventually produced Concord – an aeroplane that can fly at twice the speed of sound, but has served with only two airlines, British Airways and Air France, because of its high operating costs. In the USA Boeing started planning for an entirely different approach: a huge airliner with 400 seats. The resulting 747 produced a second revolution in jet transport and made international travel an almost commonplace experience.
21. The design and development of aircraft have come a long way from those early days of Lilenthal and the Wright bothers. There is no doubt that powered flight has, in less than a century, transformed the world. Journeys have shrunk from weeks to hours and travel across the world has become a possibility for everyone. There will however, always be new challenges to meet and goals to aim for. In 1977 for example, Dr. Paul McCready's Gossamer Condor aircraft, powered and controlled by racing cyclist Bryan Allen, was flown in a figure-of-eight circuit around two pylons 0.8km (0.5 mile) apart. This was the first significant man-powered flight, and won the £50,000 Kremer Prize which had been so long in finding a home. Dr. McCready's Gossamer Albatross aircraft went on in 1979, to set the world distance record for man-powered flight.
22. Aviation pioneers will always be with us testing new designs and pushing the frontiers of technology to their limits. The progress made in aircraft design in the past 100 years has been breathtaking - who knows what the future holds!
Do not mark the paper in any way - write your answers on a separate piece of paper.
Sample Questions
1. Who is thought to have produced the first model glider in 1804?
a. Wright brothers
b. Sir George Cayley
c. Louis Bleriot
d. John Stringfellow
2. Otto Lilienthal is well known for:
a. building controllable gliders considered to be the forerunner of the modern hang-glider.
b. Developing the world's first single cylinder internal combustion engine.
c. Flying non-stop from London to Paris for the first time.
d. Building the first heavier-than-air powered aircraft large enough to carry a man.
3. Who was the first person to fly a powered aircraft across the English channel?
a. Orville Wright
b. Bryan Allen
c. Wilbur Wright
d. Louis Bleriot
4. The aircraft to win the Kremer prize was called:
a. Gossamer Condor
b. Wright's Flyer
c. Gossamer Albatross
d. McCready's Flyer
Page 33.1.1-1 Para 1
INSTRUCTORS GUIDE
Archimedes Principle
Archimedes, a Greek mathematician, discovered why things float. It is believed that he formulated his principle, while lowering himself in to his bath. The story goes, that in his excitement he leapt out of the bath and ran to his workshop shouting Eureka (I have found it!) - completely forgetting to dress.
His principle states:
Any object immersed in a fluid (liquid or gas) experiences an upthrust (it appears to weigh less). The size of this upthrust is equal to the weight of the fluid displaced by the object. This means that an object will float in a fluid when it displaces it's own weight of fluid. For example:
A 1000 tonne ship floats when it has displaced 1000 tonnes of water.
A one tonne balloon will float when it displaces one tonne of air.
From the earliest times man had aspirations to fly. By the beginning of the Sixteenth Century Leonardo da Vinci considered the problem of aviation in a more scientific spirit. By observation he learned much about the mechanics of the gliding and soaring flight of birds. He concluded that the long, narrow, slightly curved outstretched wings supported them because of the upward pressure of the air.
In the centuries which followed many adventurous men killed or injured themselves by leaping off towers with flapping wings attached to their arms and legs. In the end it came to be realised that man's unaided muscles could never sustain him in controlled flight.
CHAPTER 2
Page 33.1.2-1 Para 3
INSTRUCTORS GUIDE
The Father of Aerial Navigation
The English Baronet Sir George Cayley (1773-1857) did much to deserve the title "Father of Aerial Navigation". In 1804 he built what is generally regarded as the first successful model glider which he used to confirm the principles of heavier-than-air flight.
He suggested the use of an internal combustion engine for powered flight and demonstrated that a curved aerofoil shape provides lift. He went on to demonstrate that biplane or triplane wings would provide maximum lift from a lightweight, robust structure.
In the same year that Cayley died a French naval officer, Felix du Temple, flew the first model aeroplane powered by a clockwork motor. Seventeen years later he was flight testing a full-size man-carrying aeroplane powered by a steam-engine. Piloted by an unknown sailor, at Brest, this aircraft was the first in the world to achieve a short hop into the air, following it's launch down an inclined ramp.
Page 33.1.2-2 Para 6
Making a paper glider
Experiment with the effects of control surfaces on this model.
Starting with an A4 sheet of paper
Staple the folds together
33.1.2b NOTES
Self Assessment Questions - Answer Sheet
Chapter 1 Page 33.1.1-7
1. b
2. c
3. a
4. a
Chapter 2 Page 33.1.2-7
1. b
2. a
3. d
4. a
PIONEERS – AIRCRAFT HISTORY
A
Alcock, John
Made the first transatlantic flight, 1919.
Antoinette, Marie
Witnessed early flight of the Montgolfier balloon, 1783.
Arlandes, Marquis d'
Made the first human flight, in a balloon, 1783.
B
Bedford, Bill
Test pilot of first vertical take-off and landing (VTOL) jet aeroplane, 1961.
Bleriot, Louis
Made the first crossing of English Channel, 1909.
Brown, Arthur Whitten
Made the first transatlantic flight, 1919.
C
Cody, Leila Marie
First woman to fly, 1902.
Cody, Samuel Franklin
Made the first powered flight in Britain, 1908.
D
da Vinci, Leonardo
Made one of the first scientific studies of flight, c1500
Daedalus
Greek mythological character who created wings for himself and his son Icarus.
F
Fokker, Anthony
Developed the synchronised-gear machine gun for aircraft, 1915.
Frost, Edward Purkis
Experimented with ornithopters, c1900.
H
Harding, H J
Early twentieth-century aeroplane enthusiast.
Hill, Captain C T R
Designed the Hill Pterodactyl, early 1920s.
I
Icarus
Greek mythological character who flew too near the Sun.
J
Johnson, Amy
First woman to fly solo to Australia, 1930.
K
King Louis XIV 1783.
Witnessed early flight of the Montgolfier balloon,
L
Levavasseur, Leon
French artist-designer who created the Antoinette, c1909.
Lilienthal, Otto
Foremost experimenter in flight in the nineteenth century.
M
Mitchell, Reginald
Aircraft designer who created the Supermarine Spitfire and S6B, 1930s and 1940s.
Montgolfier, Joseph
Developed the first hot-air balloon, c1783.
N
Northcliffe, Lord
Owner of the Daily Mail and aviation propagandist, c1906.
P
Pitts, Curtis
Designed the Pitts Special Aerobatic Biplane 1944
R
Roe, Alliott Verdon
One of Britain's great pioneers of aviation, c1909.
S
Savage, Major Jack
Pioneered the art of skywriting, c1922.
Sayer, Gerry
Test pilot of the first British jet aircraft, 1941.
Short, Eustaceand Oswald Pioneers of balloon flight, c1900.
W
Watson-Watt, Robert
Pioneered the use of radar in World War Two.
Whittle, Sir Frank
Developed Britain's first jet engine, 1930s.
Wright, Orville and Wilbur
First powered and controlled flight, 1903.
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PEOPLE MENTIONED IN WALDEN
PEOPLE MENTIONED OR ALMOST MENTIONED IN WALDEN:
ALBIUS TIBULLUS AND LYGDAMUS
PEOPLE MENTIONED IN WALDEN
Albius Tibullus (circa 54 BCE-circa 19 BCE) 1
ALBIUS TIBULLUS
ALBIUS TIBULLUS LYGDAMUS
WALDEN: I was never molested by any person but those who represented the state. I had no lock nor bolt but for the desk which held my papers, not even a nail to put over my latch or windows. I never fastened my door night or day, though I was to be absent several days; not even when the next fall I spent a fortnight in the woods of Maine. And yet my house was more respected than if it had been surrounded by a file of soldiers. The tired rambler could rest and warm himself by my fire, the literary amuse himself with the few books on my table, or the curious, by opening my closet door, see what was left of my dinner, and what prospect I had of a supper. Yet, though many people of every class came this way to the pond, I suffered no serious inconvenience from these sources, and I never missed any thing but one small book, a volume of Homer, which perhaps was improperly gilded and this I trust a soldier of our camp has found by this time. I am convinced, that if all men were to live as simply as I then did, thieving and robbery would be unknown. These take place only in communities where some have got more than is sufficient while others have not enough. The Pope's Homers would soon get properly distributed.–
PEOPLE OF WALDEN
"Nec bella fuerunt, Faginus astabat dum scyphus ante dapes." "Nor wars did men molest, When only beechen bowls were in request."
"You who govern public affairs, what need have you to employ punishments? Love virtue, and the people will be virtuous. The virtues of a superior man are like the wind; the virtues of a common man are like the grass; the grass, when the wind passes over it, bends."
ALEXANDER POPE
ALBIUS TIBULLUS
LYGDAMUS
CONFUCIUS
MENCIUS
PEOPLE MENTIONED IN WALDEN
Crassus attacked the Parthians with a Roman army, but was overthrown and killed at Carrhae in Mesopotamia. His lieutenant Cassius would collect together what remained of the army and prevent the Parthians from conquering Syria.
Cato the Younger became praetor.
In about this year Albius Tibullus was born wealthy, perhaps in Pedum near Praeneste, probably as a member of the Roman equestrian order. His lover would be a lad named Marathus.
The south-eastern coast of Albion was brought under the protection of the Pax Romana. The Dumnonii (Veneti or Loegrians) of southwest Albion migrated to Caledonia (Scotland).
PEOPLE MENTIONED IN WALDEN
As a teenager Albius Tibullus seems to have lost much of his property during the confiscations by Mark Antony and Octavian (as has recently been so aptly described in the HBO television series "Rome").
During this year and the following one there would be an extended conflict in Perusia between the legions of Octavian, on the one side, and those of Lucius Antonius (a brother of Mark Antony) and his wife Fulvia.
Mark Antony met Cleopatra at Tarsus and followed her to Egypt, where he would spend the winter. Cleopatra would become again pregnant.
At Cleopatra's insistence, Antony ordered the execution of her younger sister Arsinoe, who had sought sanctuary at Ephesus.
Finally Octavian defeated Antony's brother Lucius Antonius and his wife Fulvia, at Perusia.
ALBIUS TIBULLUS
At about this point, when Octavian Caesar dispatched Marcus Valerius Messalla Corvinus to restore the Pax Romana in Aquitania, his friend Albius Tibullus may have accompanied him to Gaul in his campaigns against the Parthians and the Germans.
PEOPLE MENTIONED IN WALDEN
19 BCE
In the 1st Century BCE the job of the "architect" (the term derives from the Greek for "master" and "builder") was considerably broader that the specialty that we today know under that rubric. It included such categories as arms manufacturer, hydraulics engineer, and city planner — the only actual building we know of that the 1st Century BCE "architect" Vitruvius worked on is a basilica completed during this year at Fanum Fortunae on the Adriatic coast (this is now the town of Fano, where is no trace of such a structure, one hypothesis being that its ancient site may now be beneath the Christian basilica).
At about this point Albius Tibullus died. He may have been assassinated. During his lifetime he had published love elegies about a "Delia" (she was a married woman whose husband was at war, Tibullus was not her only lover, and her real name was Plania) and a "Nemesis" (this one, a courtesan, also had other admirers). After his death a 3d publication would encompass some doubtfully attributed pieces in addition to poems by others. A snippet from one of the poems in this posthumous book, apparently by an otherwise unattested Roman poet
ALBIUS TIBULLUS
named Lygdamus rather than by Tibullus himself, would appear in Thoreau's WALDEN:
WALDEN: I was never molested by any person but those who represented the state. I had no lock nor bolt but for the desk which held my papers, not even a nail to put over my latch or windows. I never fastened my door night or day, though I was to be absent several days; not even when the next fall I spent a fortnight in the woods of Maine. And yet my house was more respected than if it had been surrounded by a file of soldiers. The tired rambler could rest and warm himself by my fire, the literary amuse himself with the few books on my table, or the curious, by opening my closet door, see what was left of my dinner, and what prospect I had of a supper. Yet, though many people of every class came this way to the pond, I suffered no serious inconvenience from these sources, and I never missed any thing but one small book, a volume of Homer, which perhaps was improperly gilded and this I trust a soldier of our camp has found by this time. I am convinced, that if all men were to live as simply as I then did, thieving and robbery would be unknown. These take place only in communities where some have got more than is sufficient while others have not enough. The Pope's Homers would soon get properly distributed.–
"Nec bella fuerunt, Faginus astabat dum scyphus ante dapes." "Nor wars did men molest, When only beechen bowls were in request."
"You who govern public affairs, what need have you to employ punishments? Love virtue, and the people will be virtuous. The virtues of a superior man are like the wind; the virtues of a common man are like the grass; the grass, when the wind passes over it, bends."
ALEXANDER POPE
ALBIUS TIBULLUS
LYGDAMUS
CONFUCIUS
MENCIUS
February 16: John Evelyn's diary entry for this day was in part as follows:
John Evelyn's Diary
I went to Lond[on] presented my Sylva to the Society. & 17: To his Majestie to whom it was dedicated, to my Lord Treasurer, & Lord Chancellor:
Evelyn recommended to those concerned over the insatiability of the maws of the pudding furnaces of England for charcoal, in his, Jonathan Goddard's, Christopher Merret's, and John Winthrop's (et al), 2 SYLVA; OR, A DISCOURSE OF FOREST-TREES, AND THE PROPAGATION OF TIMBER IN HIS MAJESTIES DOMINIONS / BY J.E. ESQ. AS IT WAS DELIVER'D IN THE ROYAL SOCIETY THE XVTH OF OCTOBER, MDCLXII, UPON OCCASION OF CERTAIN..., that "'Twere better to purchase all our iron out of America than thus to exhaust our woods at home." Trees were a source of timber vital to the navy, and defense industry should be kept at home. Therefore, let the American colonists trash America by processing their bog iron while reserving our English woods for timber.
(see the following screen)
Henry Thoreau would check this book relevant to his interests and relevant to Concord history out of the Boston Society of Natural History on April 6, 1852.
THIS DAY IN PEPYS'S DIARY
2. This work which would be studied by Thoreau, printed in London by Jo. Martyn and Ja. Allestry as the work of Evelyn, actually was a work product of a committee of the Royal Society involving at least these three other gentlemen of the period. In this year Evelyn would also publish a gardening calendar and careful scholars have noted how closely this calendar, which would be published in ten editions during Evelyn's lifetime, does mimic a similar French effort which had been published in 1658 and which we know to have been familiar to our English gent. In other words, we are dealing here neither with sole authorship nor with great originality.
ALBIUS TIBULLUS
PEOPLE MENTIONED IN WALDEN
ALBIUS TIBULLUS
PEOPLE MENTIONED IN WALDEN
On its page 46 this work quoted and translated two lines from the ELEGIES of Albius Tibullus (Volume III, the posthumous questionable one, 11.7-8), lines not actually by Tibullus himself but by an otherwise unknown poet named Lygdamus, and it would appear that Henry Thoreau extracted these lines about the preferability of common beechen bowls ( ) over too-precious golden ones for insertion into an appropriate voluntary-simplicity context in WALDEN:
WALDEN: I was never molested by any person but those who represented the state. I had no lock nor bolt but for the desk which held my papers, not even a nail to put over my latch or windows. I never fastened my door night or day, though I was to be absent several days; not even when the next fall I spent a fortnight in the woods of Maine. And yet my house was more respected than if it had been surrounded by a file of soldiers. The tired rambler could rest and warm himself by my fire, the literary amuse himself with the few books on my table, or the curious, by opening my closet door, see what was left of my dinner, and what prospect I had of a supper. Yet, though many people of every class came this way to the pond, I suffered no serious inconvenience from these sources, and I never missed any thing but one small book, a volume of Homer, which perhaps was improperly gilded and this I trust a soldier of our camp has found by this time. I am convinced, that if all men were to live as simply as I then did, thieving and robbery would be unknown. These take place only in communities where some have got more than is sufficient while others have not enough. The Pope's Homers would soon get properly distributed.–
"Nec bella fuerunt, Faginus astabat dum scyphus ante dapes." "Nor wars did men molest, When only beechen bowls were in request."
"You who govern public affairs, what need have you to employ punishments? Love virtue, and the people will be virtuous. The virtues of a superior man are like the wind; the virtues of a common man are like the grass; the grass, when the wind passes over it, bends."
ALEXANDER POPE
ALBIUS TIBULLUS
LYGDAMUS
CONFUCIUS
MENCIUS
PEOPLE MENTIONED IN WALDEN
1810
Alexander Chalmers's THE WORKS OF THE ENGLISH POETS, FROM CHAUCER TO COWPER; INCLUDING THE SERIES EDITED WITH PREFACES, BIOGRAPHICAL AND CRITICAL, BY DR. SAMUEL JOHNSON: AND THE MOST APPROVED TRANSLATIONS, a revised and expanded version of Dr. Johnson's 1779-1781 LIVES OF THE POETS, began to come across the London presses of C. Wittingham. It would amount to 21 volumes and the printing would require until 1814 to be complete. According to the Preface, this massive thingie was "a work professing to be a Body of the Standard English Poets" 3 :
3. When the massive collection would come finally to be reviewed in July 1814, the reviewer would, on the basis of Chalmers's selection of poems and poets, broadly denounce this editor as incompetent.
PEOPLE MENTIONED IN WALDEN
PERUSE V OLUME I
PERUSE V OLUME III
PERUSE V OLUME IV
PERUSE V OLUME V
PERUSE V OLUME VI
PERUSE V OLUME VII
PERUSE V OLUME VIII
PERUSE V OLUME IX
PERUSE V OLUME X
PERUSE V OLUME XI
PERUSE V OLUME XII
PERUSE V OLUME XIII
PERUSE V OLUME XIV
PERUSE V OLUME XV
PERUSE V OLUME XVI
PERUSE V OLUME XVII
PERUSE V OLUME XVIII
PERUSE V OLUME XIX
PERUSE V OLUME XX
PERUSE V OLUME XXI
ALBIUS TIBULLUS
PEOPLE MENTIONED IN WALDEN
WALDEN: Breed's hut was standing only a dozen years ago, though it had long been unoccupied. It was about the size of mine. It was set on fire by mischievous boys, one Election night, if I do not mistake. I lived on the edge of the village then, and had just lost myself over Davenant's Gondibert, that winter that I labored with a lethargy, –which, by the way, I never knew whether to regard as a family complaint, having an uncle who goes to sleep shaving himself, and is obliged to sprout potatoes in a cellar Sundays, in order to keep awake and keep the Sabbath, or as the consequence of my attempt to read Chalmers' collection of English poetry without skipping. It fairly overcame my Nervii. I had just sunk my head on this when the bells rung fire, and in hot haste the engines rolled that way, led by a straggling troop of men and boys, and I among the foremost, for I had leaped the brook. We thought it was far south over the woods, –we who had run to fires before,– barn, shop, or dwelling-house, or all together. "It's Baker's barn," cried one. "It is the Codman Place," affirmed another. And then fresh sparks went up above the wood, as if the roof fell in, and we all shouted "Concord to the rescue!" Wagons shot past with furious speed and crushing loads, bearing, perchance, among the rest, the agent of the Insurance Company, who was bound to go however far; and ever and anon the engine bell tinkled behind, more slow and sure, and rearmost of all, as it was afterward whispered, came they who set the fire and gave the alarm. Thus we kept on like true idealists, rejecting the evidence of our senses, until at a turn in the road we heard crackling and actually felt the heat of the fire from over the wall, and realized, alas! that we were there. The very nearness of the fire but cooled our ardor. At first we thought to throw a frog-pond on to it; but concluded to let it burn, it was so far gone and so worthless. So we stood round our engine, jostled one another, expressed our sentiments through speaking trumpets, or in lower tone referred to the great conflagrations which the world has witness, including Bascom's shop, and, between ourselves we thought that, were we there in season with our "tub", and a full frog-pond by, we could turn that threatened last and universal one into another flood. We finally retreated without doing any mischief, –returned to sleep and Gondibert. But as for Gondibert, I would except that passage in the preface about wit being the soul's powder, –"but most of mankind are strangers to wit, as Indians are to powder."
INSURANCE
ALEXANDER CHALMERS
BASCOM & COLE
THE ENGLISH POETS:
Joseph Addison, Akenside; Armstrong; Beattie; Francis Beaumont;
ALBIUS TIBULLUS
PEOPLE MENTIONED IN WALDEN
Sir J. Beaumont; Blacklock; Blackmore; Robert Blair; Boyse; Brome; Brooke; Broome; Sir Thomas Browne; Charles Butler; George Gordon, Lord Byron; Cambridge; Thomas Carew; Cartwright; Cawthorne; Chatterton; Geoffrey Chaucer; Churchill; William Collins; William Congreve; Cooper; Corbett; Charles Cotton; Dr. Cotton; Abraham Cowley; William Cowper; Crashaw; Cunningham; Daniel; William Davenant; Davies; Sir John Denham; Dodsley; John Donne; Dorset; Michael Drayton; Sir William Drummond; John Dryden; Duke; Dyer; Falconer; Fawkes; Fenton; Giles Fletcher; John Fletcher; Garth; Gascoigne; Gay; Glover; Goldsmith; Gower; Grainger; Thomas Gray; Green; William Habington; Halifax; William Hall; Hammond; Harte; Hughes; Jago; Jenyns; Dr. Samuel Johnson; Jones; Ben Jonson; King; Langhorne; Lansdowne; Lloyd; Logan; Lovibond; Lyttelton; Mallett; Mason; William Julias Mickle; John Milton; Thomas Moore; Otway; Parnell; A. Phillips; J. Phillips; Pitt; Pomfret; Alexander Pope; Prior; Rochester; Roscommon; Rowe; Savage; Sir Walter Scott; William Shakespeare; Sheffield; Shenstone; Sherburne; Skelton; Smart; Smith; Somerville; Edmund Spenser; Sprat; Stepney; Stirling; Suckling; Surrey; Jonathan Swift; James Thomson; W. Thomson; Tickell; Turberville; Waller; Walsh; Warner; J. Warton; T. Warton; Watts; West; P. Whitehead; W. Whitehead; Wilkie; Wyatt; Yalden; Arthur Young.
T RANSLATIONS:
Alexander Pope's Iliad & Odyssey; John Dryden's Virgil & Juvenal; Pitt's Aeneid & Vida; Francis' Horace; Rowe's Lucan; Grainger's Albius Tibullus; Fawkes' Theocritus, Apollonius Rhodius, Coluthus, Anacreon, Sappho, Bion and Moschus, Museus; Garth's Ovid; Lewis' Statius; Cooke's Hesiod; Hoole's Ariosto & Tasso; William Julias Mickle's Lusiad.
COMMENTARY:
William Julias Mickle's "Inquiry into the Religion Tenets and Philosophy of the Bramins," which Thoreau encountered in 1841 in Volume 21 (pages 713-33).
PEOPLE MENTIONED IN WALDEN
1839
August 1: Waldo Emerson reported that "Last night came to me a beautiful poem from Henry Thoreau, 'Sympathy.' The purest strain & the loftiest, I think, that has yet pealed from this unpoetic American forest."
COMMENTARY:
[I am going to include several pages of commentary here, because the above was the poem that would become the controversial "To a Gentle Boy."]
There've been Gay Pride parades in which posters of Henry Thoreau have been proudly carried. The evidence that he was gay was that he wrote a poem to one of his students, the little brother of the girl to whom he proposed marriage, and from the circumstance that after she turned him down he never did marry. Let us go into this in order to see that it is a simpleminded and as wrong as the idea of long standing, that Thoreau had no sense of humor. This is going to be a bit complicated, so pay attention. William Sewell [Willem Séwel Amsterdammer] published THE HISTORY OF THE RISE, INCREASE AND PROGRESS OF THE CHRISTIAN PEOPLE CALLED QUAKERS in English as a corrective to Gerard Croese's HISTORY OF QUAKERISM. 4 The records of the Salem library show that Nathaniel Hawthorne used their edition of this book for a week in 1828 and a month in 1829. The book recounted the activities of some of his ancestors, such as his great-great-great-grandfather William Hathorne (1607-1681) who sailed on the Arbella in 1630, settling in Dorchester in New England and then moving to Salem, who served at the rank of major in wars against the Americans, who became a magistrate and judge of the Puritans, and who had one Anne Coleman whipped out of the town of Salem for being a Quaker:
...naked from the waist upward, and bound to the tail of a cart, is dragged through the Main-street at the pace of a brisk walk, while the constable follows with a whip of knotted cords. A strong-armed fellow is that constable; and each time that he flourishes his lash in the air, you see a frown wrinkling and twisting his brow, and, at the same instant, a smile upon his lips. He loves his business, faithful officer that he is, and puts his soul into every stroke, zealous to fulfill the injunction of Major Hawthorne's warrant, in the spirit and to the letter. There came down a stroke that has drawn blood! Ten such stripes are to be given in Salem, ten in Boston, and ten in Dedham; and, with those thirty stripes of blood upon her, she is to be driven into the forest.... Heaven grant that, as the rain of so many years has wept upon it, time after time, and washed it all away, so there may have been a dew of mercy, to cleanse this cruel blood-stain out of the record of the persecutor's life!
And such as William's son John Hathorne (1641-1717), a chip off the old block, a colonel in the Massachusetts militia and a deputy to the General Court in Boston who was a magistrate during the Salem witch episode which featured one person being tortured to death and nineteen hanged. Hawthorne was much stimulated by
ALBIUS TIBULLUS
PEOPLE MENTIONED IN WALDEN
4. William Sewell. THE HISTORY OF THE RISE, INCREASE AND PROGRESS, OF THE CHRISTIAN PEOPLE CALLED QUAKERS; WITH SEVERAL REMARKABLE OCCURRENCES INTERMIXED, WRITTEN ORIGINALLY IN LOW-DUTCH, AND ALFO TRANFLATED INTO ENGLISH, BY WILLIAM SEWEL. THE THIRD EDITION, CORRECTED. The title varies slightly from edition to edition (1722, 1725, 1728, 1774, 1776, 1811, 1844), for instance ...WITH SEVERAL REMARKABLE OCCURRENCES INTERMIXED, TO WHICH IS PREFIXED A BRIEF MEMOIR OF THE AUTHOR, COMPILED FROM VARIOUS SOURCES, and WRITTEN ORIGINALLY IN LOW DUTCH, AND TRANSLATED BY HIMSELF INTO ENGLISH, Baker & Crane, No. 158 Pearl-Street, New-York. The author's name was, according to Alexander Chalmers's GENERAL BIOGRAPHICAL DICTIONARY of 1812-1817, Volume 27, page 361, a recognized variant of "Sewell": there was a Henry Sewall who spelled his name also as Sewell and Seawell, and there was a loyalist "Sewall" who changed the family name to "Sewell" in London in order to confuse the American authorities and better protect his children in America –and his American properties– after being proscribed. Among recorded immigrants, the "United States Index to Records of Aliens' Declarations" show a proportion of 1 Sewel, 11 Sewalls, and 30 Sewells. Henry Thoreau first encountered this book in this 1774 third edition prepared and sold by Isaac Collins of Burlington, New-Jersey:
HISTORY OF THE... PEOPLE CALLEDQUAKERS
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the blood curse that Sarah Good had placed on her executioners, "God will give you Blood to drink." His tale "The Gentle Boy" of 1831 made reference to this history.
Let us thank God for having given us such ancestors; and let each successive generation thank him, not less fervently, for being one step further from them in the march of the ages.
This was Hawthorne in 1840, according to a portrait painter, Samuel Stillman Osgood:
"The Gentle Boy" was published anonymously in a gift annual of The Token magazine in 1831, and then republished under Hawthorne's name as a part of TWICE-TOLD TALES in 1832 and 1837 after deletion of the detail that, in being attacked by a gang of vicious Puritan children, the gentle Quaker boy had been struck in "a tender part." The book THE GENTLE BOY: A TWICE-TOLD TALE, when published in 1839, was dedicated to Sophia Amelia Peabody (to become Sophia Peabody Hawthorne), some of whose ancestors are also in Sewel's history, and included a drawing by her. Printing was interrupted briefly to make the boy's countenance more gentle in the engraved version of the drawing.
In 1842 Nathaniel and Sophia Peabody got married and moved to Concord, where Henry Thoreau had just prepared for them a large garden. Although Hawthorne was vague on the spelling of Thoreau's name, and his bride thought Thoreau repulsively ugly, Thoreau visited them several times in the Old Manse where Waldo Emerson had penned "Nature," and for $7. 00 sold them the boat he and his brother had used on their famous trip – so that they could row out and pluck pond lilies. Although Thoreau read little fiction, he could not have been unaware of their newly republished "Gentle Boy" story, at least by its title.
With this background, we can now consider the gay speculation about the poem Thoreau wrote to his pupil Edmund Quincy Sewall, Jr., "Once there was a gentle boy." Is this poem's emphasis on the nonmasculine characteristics of a young boy to be interpreted as evidence of a homoerotic longing on Thoreau's part, or, since the age of eleven is not the age of sexual maturity, interpreted as evidence of an incipient pederasty? No, because the poem's use of "gentle boy" might well have been a deliberate tie-in to the Hawthorne story. We must ask, what might have been the motivation for calling this particular story to Edmund's attention? There are several reasons having nothing to do with sexuality or with Henry Thoreau's personal needs. The nonviolent Quaker boy in the story is treated with utter viciousness by a gang of local Puritan children, and in particular by one boy whom he had nursed with kindness and attention during an illness. Was Edmund, a visitor in Concord, having trouble being accepted by some of the local children in Thoreau's school? This historian William Sewell referred to by Hawthorne, was he one of Edmund's ancestors? 5 Were some of the
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people described in that history Sewall ancestors, as some were Ha(w)thorne ancestors and some Peabody ancestors? If so, the Thoreau family would surely have been aware of it, since they had known intimately at least three generations of the Sewall family starting with Mrs. Joseph Ward, Cynthia Thoreau's star boarder, the widow of a colonel in the American revolutionary army, the mother of Caroline Ward who in turn was the mother of Ellen Devereux Sewall and Edmund Quincy Sewall, Jr.
Hawthorne's story is of a boy in an adoptive family, a "little quiet, lovely boy" who is heartsick for his parents. In the tale, in the face of the most extreme religious persecution of Friends by Puritans, the boy's birth mother had violated her "duties of the present life" by "fixing her attention wholly on" her future life: she left her child with this Puritan family to venture on a "mistaken errand" of "unbridled fanaticism." That is, after being whipped out of town by the Puritans, she followed a spirit leading to become a traveling Friend. At the end, the boy's mother returns to him.
Hawthorne's tale involves the hanging of an innocent person. Would this have been of interest to Edmund Quincy Sewall, Jr.? Yes, for a Sewall was involved in the hanging of the nineteen witches in Salem on September 22, 1692. This Samuel Sewall was a lifelong bigot (he once refused to sell a plot of land because the bidders wanted to build a church, and they were Protestants but not of his own denomination) but he was worse than a bigot: not only did he hang women for being in league with the devil, he helped condemn and hang one of his Harvard peers, the Reverend George Burrough –whom he had once heard preach on the Sermon on the Mount– for being in league with the devil. It was an interesting period, a period in which one could lose control of oneself and cry out during the Puritan service, and be suspected of having acquired a taint of Quakerism, and be placed in great personal danger. And that was an interesting day, August 16, 1692: an arresting officer for the court, one John Willard, was "cried out upon" for doubting the guilt of the accused, and was hanged beside the Reverend Burrough. We find this in Sewall's diary:
Mr. Burrough by his Speech, Prayer, protestation of his Innocence, did much move unthinking persons, which occasions their speaking hardly concerning his being executed. Mr. Burrough by his Speech, Prayer, protestation of his Innocence, did much move unthinking persons, which occasions their speaking hardly concerning his being executed.
A few years later, after some bad events in his family, Samuel suffered pangs of conscience: a public fast was declared for January 14, 1697 and he stood in Old South Church in Boston while the minister read a statement that the Sewall family had been cursed of God because of the trials, and that he took "the Blame and shame" upon himself. The twelve jurors were in attendance to acknowledge that they had "unwittingly and unwillingly" brought "upon ourselves and this people of the Lord the guilt of innocent blood."
This Puritan's son, the Reverend Joseph Sewall, was the father of Samuel Sewall, who was the father of Samuel Sewall, Jr., who was the father of the Reverend Edmund Quincy Sewall, Sr., who was of course Master Edmund Quincy Sewall, Jr.'s father. It is an interesting question, how a teacher can help a young man like this 5. According to Patrick Hanks and Flavia Hodges's 1988 A DICTIONARY OF SURNAMES (Oxford UP), "Sewall" is a variant of "Sewell," which can be from the Old English "Sigeweald," meaning government by right of conquest, or "Sœ¯weald" [œ with ¯ over it], meaning rule over the sea – an appropriate name for a family that included some wealthy shipbuilders in Maine! The same dictionary of surnames denies Thoreau's derivation of his name from Thor, the god of lightning, giving "Thoreau," "Thoret," "Thoré," and "Thorez" as variants of "Thorel," a nickname for a strong or violent individual (like Uncle "J.C." Charles Jones Dunbar!), from the Old French "t(h)or(el)" meaning bull. However, this dictionary allows that the name may also have originated in a diminutive of an aphetic short form of the given name "Maturin," or that it may be from a medieval given name which was an aphetic short form of various names such as "Victor" and "Salvador" ("Salvador" is equivalent to the Hebrew "Yehoshua"), or that it may be related to an Italian/Spanish nickname for a lusty person, or metonymic occupational name for a tender of bulls: "Toro!" (Now going to a bullfight in Spain and rooting for the bull, something I had the opportunity to do when I was a teenager, couldn't be the same for me.)
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venture into his manhood, after the decency of manliness has been utterly destroyed as an option for him in such a manner, by the indecency of a male ancestor. I would suggest that teacher Henry Thoreau's tactic – to emphasize to this lad Edmund the nominally feminine virtue of gentleness by providing him with a poem into which to grow – constitutes a legitimate and even profound maneuver on extremely difficult terrain. I would suggest, in addition, that those who seek to appropriate Thoreau by interpreting this "Once there was a gentle boy" poem as evidence of an unconscious erotic impulse are, in effect, debasing him. Debasing him not by accusing him of homosexuality – for it is not base to be gay – but by interpreting a complex and difficult situation in a manner that is merely simpleminded and doctrinaire. I want to emphasize the open-endedness of the questions involved: was Edmund, the new boy in town, having the sort of trouble with his peers that would have caused him to be in the situation of the gentle boy in the Hawthorne tale – ganged up against, beaten as a sissy? The American Antiquarian Society in Worcester has preserved pages of Edmund's Concord journal that may contain an answer. And what exactly was the perception of a blood guilt and an inherited shame among the Sewels and Sewells and Seawells and Sewalls? We should be led by this story, not into considerations of eroticism among 19th-Century virgins (which would be a mere shallow –not demeaning, surely, but surely both appropriative and dismissive– sidetrack) but into a full consideration of how a compassionate and concerned teacher like Henry Thoreau can help a young male pupil grow to maturity even in a situation in which the option "manhood" has for this pupil been virtually eliminated – by the foul deed and foul mind of a Samuel Sewall, his blood ancestor.
We need to begin to take into account various of the cultural influences upon Thoreau which we have not previously been considering due to the fact that few people read the dead languages anymore. There's quite a body of ancient evidence to indicate that the poet Virgil may well have been by inclination a pederast, and the scholar S. Lilja confirms that Virgil's apparent sexual persona does inform a great deal of his poetry, including of course his AENEID. If one refers to John F. Makowski's "Nisus and Euryalus: a Platonic Relationship," in
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Classical Journal (1985) 1-15, and also to J. Griffin's LATIN POETS AND ROMAN LIFE, one finds that:
* In Virgil's autobiographical poetry of the Catalepton, poems 5 and 7, in which he sings of Sextus his cura curarum and of the boy aptly named Pothos, poems for the authenticity of which Buechler and Richmond indicate that there is now strong consensus, Thoreau could have read of a sexuality seems to have been grounded in life experience rather than merely to have been following in the literary convention we now term "posing as sodomites."
* In Donatus's life of Virgil, Thoreau could have read: "(sc. Vergilius) libidinis in pueros pronioris, quorum maxime dilexit Cebetem et Alexandrum, quem secunda bucolicorum ecloga Alexim appellat, donatum sibi ab Asinio Pollione, utrumque non ineruditum, Cebetem vero et poetam." Donatus goes on to say that Virgil, invited by a friend to partake of a heterosexual liaison, "verum pertinacissime recusasse."
* Apuleius Apologia 10 pretty much agrees with the picture presented to Thoreau by Donatus.
* By the time of Martial a joking tradition was in place that the Muse behind Virgil's prodigious poetic output was his Alexis, his love slave, given to him (note the divergence from Servius) by Maecenas rather than by Pollio. See epigrams 5.6, 6.68, 7.29, 8.56, 8.73 in which he attributes the sad state of contemporary poetry to the failure of patrons to provide poets with beautiful boys a la Maecenas and Virgil. This material was available to Thoreau.
* Juvenal echoes this tradition in Satire 7.69.
* In Philargyrius, Thoreau could have read: "Alexim dicunt Alexandrum, qui fuit servus Asinii Pollionis, quem Vergilius, rogatus ad prandium cum vidisset in ministerio omnium pulcherrimum, dilexit eumque dono accepit. Caesarem quidam acceperunt, formosum in operibus et gloria. alii puerum Caesaris, quem si laudasset, gratem rem Caesari fecisset. nam Vergilius dicitur in pueros habuisse amorem: nec enim turpiter eum diligebat. alii Corydona, Asinii Pollionis puerum adamatum a Vergilio ferunt, eumque a domino datum..."
* What did Servius mean to say to Thoreau, and to us, when he offered that Virgil had not loved boys turpiter (disgracefully)? Possibly Servius meant that Virgil had been able to do so without loss of personal dignity (the courting of the beloved, whether woman or boy, could involve erotic service that was seen as beneath the dignity of a free man), the other that he did so without ever achieving, or perhaps even pursuing, physical consummation (which would have taken the form of sodomizing the lad if he was willing to submit, but Dover's GREEK HOMOSEXUALITY --which seems to be in large part valid for Roman society as well-- shows that nice boys were supposed to say no in thunder and that men who insisted upon using their penises might have to settle for intercrural satisfaction). We should probably take into account as well the poetry of a man who died in the same year as Virgil, Albius Tibullus, from whom Thoreau would quote (or would suppose he was quoting) in WALDEN. What is conventionally known as "Book 1" of Tibullus contains poems on his beloved Delia but also several on a beloved boy named Marathus (4, 8, 9); these can offer some insight into the process of courting a boy. Another possibility, of course, is simply that Virgil's love had nothing cruel or abusive about it, but perhaps the most plausible explanation for judging a liaison as turpis is the man's loss of dignity in becoming enslaved to the object of his desire, his loss of face. Two examples that come to mind from Virgil's own time are Anthony's passion for Cleopatra and Maecenas's scandalous affair with the ballet-dancer Bathyllus.
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Horsfall's COMPANION TO THE STUDY OF VIRGIL summarizes the "evidence" such as it is. Although he demonstrates that there is not one detail in the ancient LIVES OF VIRGIL that can be taken at face value, the persistent availability of such materials about the life of Virgil has been such as to make this a moot point. Whether true or false it has obviously had an influence, and may well have had an influence of some sort on Henry Thoreau. Those scholars could all be found to have been mistaken, and yet we will still need to deal with the manner in which Virgil was being received during the first half of the 19th Century, and I am not certain that we have done that, and of course it is important, in dealing with a situation such as Thoreau's temporary involvement with the gentle young Sewall boy, that we most carefully do that. In none of these texts, nor in Servius, would Thoreau have been able to find any suggestion of a condemnation of what Virgil was projecting as being his proclivities.
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COPYRIGHT NOTICE: In addition to the property of others, such as extensive quotations and reproductions of images, this "read-only" computer file contains a great deal of special work product of Austin Meredith, copyright 2012. Access to these interim materials will eventually be offered for a fee in order to recoup some of the costs of preparation. My hypercontext button invention which, instead of creating a hypertext leap through hyperspace —resulting in navigation problems— allows for an utter alteration of the context within which one is experiencing a specific content already being viewed, is claimed as proprietary to Austin Meredith — and therefore freely available for use by all. Limited permission to copy such files, or any material from such files, must be obtained in advance in writing from the "Stack of the Artist of Kouroo" Project, 833 Berkeley St., Durham NC 27705. Please contact the project at <email@example.com>.
"It's all now you see. Yesterday won't be over until tomorrow and tomorrow began ten thousand years ago."
– Remark by character "Garin Stevens" in William Faulkner's INTRUDER IN THE DUST
Prepared: February 27, 2012
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ARRGH AUTOMATE DRESEARC HR
EPORT G ENERATIO N H OTLINE
This stuff presumably looks to you as if it were generated by a human. Such is not the case. Instead, upon someone's request we have pulled it out of the hat of a pirate that has grown out of
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the shoulder of our pet parrot "Laura" (depicted above). What these chronological lists are: they are research reports compiled by ARRGH algorithms out of a database of data modules which we term the Kouroo Contexture. This is data mining. To respond to such a request for information, we merely push a button.
Commonly, the first output of the program has obvious deficiencies and so we need to go back into the data modules stored in the contexture and do a minor amount of tweaking, and then we need to punch that button again and do a recompile of the chronology — but there is nothing here that remotely resembles the ordinary "writerly" process which you know and love. As the contents of this originating contexture improve, and as the programming improves, and as funding becomes available (to date no funding whatever has been needed in the creation of this facility, the entire operation being run out of pocket change) we expect a diminished need to do such tweaking and recompiling, and we fully expect to achieve a simulation of a generous and untiring robotic research librarian. Onward and upward in this brave new world.
First come first serve. There is no charge. Place your requests with <firstname.lastname@example.org>. Arrgh.
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Name:
If you wish, complete the three questions below. I will use your score on these to modify your test score accordingly. (+7% for attempting all three, and then some question replacement effects.)
1. A uniform solid cylinder of mass m1 and radius R is mounted on frictionless bearings about a fixed axis through O. The moment of inertia of the cylinder about the axis is I = ½m1R 2 . A block of mass m2, suspended by a cord wrapped around the cylinder as shown above, is released at time t = 0.
a. On the diagram below draw and identify all of the forces acting on the cylinder and on the block.
b. In terms of ml, m2, R. and g, determine each of the following.
i. The acceleration of the block
ii. The tension in the cord
iii. The angular momentum of the disk as a function of time t.
1. A system consists of a ball of mass M2 and a uniform rod of mass M1 and length d. The rod is attached to a horizontal frictionless table by a pivot at point P and initially rotates at an angular speed ω, as shown above left. The rotational inertia of the rod about point P is 3 1 M1d 2 . The rod strikes the ball, which is initially at rest. As a result of this collision, the rod is stopped and the ball moves in the direction shown above right. Express all answers in terms of M1, M2, ω, d, and fundamental constants.
3. An inclined plane makes an angle of θ with the horizontal, as shown above. A solid sphere of radius R and mass M is initially at rest in the position shown, such that the lowest point of the sphere is a vertical height h above the base of the plane. The sphere is released and rolls down the plane without slipping. The moment of inertia of the sphere about an axis through its center is 2MR 2 /5. Express your answers in terms of M, R. h, g, and θ.
a. Determine the following for the sphere when it is at the bottom of the plane:
a. Derive an expression for the angular momentum of the rod about point P before the collision.
b. Derive an expression for the speed v of the ball after the collision.
c. Assuming that this collision is elastic, calculate the numerical value of the ratio M1 / M2
d. A new ball with the same mass M1 as the rod is now placed a distance x from the pivot, as shown above. Again assuming the collision is elastic, for what value of x will the rod stop moving after hitting the ball?
i. Its translational kinetic energy
ii. Its rotational kinetic energy
b. Determine the following for the sphere when it is on the plane.
i. Its linear acceleration
ii. The magnitude of the frictional force acting on it
The solid sphere is replaced by a hollow sphere of identical radius R and mass M. The hollow sphere, which is released from the same location as the solid sphere, rolls down the incline without slipping.
c. What is the total kinetic energy of the hollow sphere at the bottom of the plane?
d. State whether the rotational kinetic energy of the hollow sphere is greater than, less than, or equal to that of the solid sphere at the bottom of the plane. Justify your answer.
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Point of Balance
Point of Balance is a simple mathematical / engineering problem that is set, and can be solved, just by folding a square of paper. Ideally that paper should be white on one side and coloured on the other.
Setting the problem
Begin with your square arranged white side up.
1. Fold your square in half edge to edge in both directions, unfolding both times, to locate the centre of the square.
3. Fold the top edge onto the top point of the front layer whilst making sure that the new crease starts from the left hand corner of the square, which must remain sharp.
2. Fold the bottom point into the centre.
4. The two coloured triangles are the ends of two prisms of uniform density. The problem is to work out whether the top prism is balanced, or if it is not, which way it will fall. Take a guess before you try to work it out. Balanced? Right? Or left?
Solving the problem
In order to solve the problem we need to find the centre of mass of the top prism. If the centre of mass is directly above the top point of the bottom prism it will be balanced, if not it will fall either right or left.
The centre of mass is the point at which the medians of the triangle Intersect. Any two medians will do.
Medians are lines, or creases, drawn from one corner of a triangle to the centre point of the opposite edge.
6
2 crease forms between the centre of the left sloping edge and the right corner of the triangle marked in grey in picture 6.
6. The centre point of the left sloping top edge has already been found as this edge is bisected by one of the creases made in step 1.
David Mitchell / Point of Balance
13
Copyright David Mitchell 2015 www.origamiheaven.com
13. The point where the creases made to mark the medians in steps 7 and 10 intersect is the centre of mass of the top prism. Dropping a line from this point shows that the centre of mass is to the left of the top point of the bottom prism and the top prism will therefore fall to the left.
Note that this problem could be made slightly more difficult to solve by finding the centre of the square in step 1 by folding in half diagonally in both directions, in which case extra folds to locate the centres of the two edges of the top prism would be necessary.
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God and the Problem of Evil
We live in a world in which a child dies every five seconds of starvation. Every five seconds. Every minute there are twenty-five people who die because they do not have clean water to drink. Every hour 700 people die of malaria. Where is God in all this? We live in a world in which earthquakes in the Himalayas kill 50,000 people and leave 3 million without shelter in the face of oncoming winter. We live in a world where a hurricane destroys New Orleans. Where a tsunami kills 300,000 people in one fell swoop. Where millions of children are born with horrible birth defects. And where is God? To say that he eventually will make right all that is wrong seems to me, now, to be pure wishful thinking. 1
-Dr. Bart Ehrman
Intellectual vs. Emotional Problem
-different answers for different people
Evil Points to God
-two kinds of words: descriptive vs. judgement
-definition of evil: strong departure from the way things are supposed to be
-three options: human minds; physical world; transcendent, spiritual mind
In a universe of blind physical forces and genetic replication, some people are going to get hurt, other people are going to get lucky, and you won't find any rhyme or reason in it, nor any justice. The universe that we observe has precisely the properties we should expect if there is, at bottom, no design, no purpose, no evil, no good, nothing but blind, pitiless indifference… DNA neither cares nor knows. DNA just is. And we dance to it's music. -Richard Dawkins 2
Why Does God Allow Evil?
-need for trust
-God not necessarily obligated to tell why
-most common answers: mystery, free will, soul making
1 http://www.beliefnet.com/columnists/blogalogue/2008/04/why-suffering-is-gods-problem.html#StPoctuEyh51TI4g.99
2 Richard Dawkins , River Out of Eden: A Darwinian View of Life , p155 (Basic Books; Reprint edition (August 23, 1996))
-my view:
-God cannot do logically impossible
-free will in heaven? - experience evil on earth so not in heaven
-some people sin no matter, so can't go in heaven
-atheists need to be sure that no other possible reason
Conclusion
-God does not promise easy, pain-free life
-focus on how God changing soul
-trust
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Preachers' Pen Points
OK. Maybe the words "pen points" are a little outdated, but they go well with "preacher"! The fact is, I wouldn't exchange my computer and Microsoft Publisher software for a thousands ink pens; but I do look forward to sharing some ideas with you through this weekly column.
For the next few weeks I want write about church growth and to think out loud with you about Perry Heights—where we've been and where we're going in view of the principles we'll consider together. I hope that you will find the series interesting and useful. Let's think about:
Church Growth Cycles
People who study churches professionally have affirmed that virtually all of them go through organizational stages or cycles of growth. Let's consider those stages and some of the characteristic features of each stage.
Stage one—Pioneering & Growing
Most churches begin bound by a common vision of what kind of church they intend to be. There is great enthusiasm and passion to recruit others and the members acknowledge the challenges of the future with confidence and hope. Each person sees a role he can fulfill in achieving the church's goal. All these ingredients work together to produce steady if not explosive growth.
Stage two—Programming and Slowing
As the church moves toward maturity, emphasis shifts to accommodation of the new growth, implementation of programs for the congregation, and less stress on evangelism. There is the need for planning and building accommodations and setting in motion programs for the newly acquired members. The "who will we reach and why" of the stage one has changed to "how can we serve those already reached" in stage two. The church is very busy; but growth is slowing as time for evangelism is replaced by other activities.
Stage three—Maintaining and Plateauing
The successful organization and implementation of needed programs and facilities tends to give a church a sense of arrival and reputation. It is as if all that the pioneer church hoped for has been achieved. Thoughts of evaluation and meaningful change are rare. Now the future depends upon teaching our children and continuing to preserve the structures implemented. Conversion of outsiders has become increasingly rare. Already the seeds of decline have been planted and are awaiting their full manifestation.
Stage four—Declining & Losing
At this stage the church has begun to lose members. The losses may be due to various factors, some over which the church has little control and some which the church has created. The morale of the church wanes as attendance figures slide downward. Weak members are the first to move away. Stronger members of the church can be overcome with depression, discouragement, and even capitulation to the downward trend. Here the church is faced with a critical decision— to make the needed changes to turn things around or to let things run their course and watch the church be reduced to a shell of what it once was or even become an "ex-church".
(Next time we'll explore in more detail the common characteristics of churches in decline.)
—Johnny Felker
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Epilobium canum 'Catalina'
California fuchsia
Onagraceae
Exposure
Water
No summer water
Sun or part shade
Height
Flower color
Bloom time
Form
Perennial
3 feet
Red
Fall
This selection of California fuchsia from Catalina Island has gray foliage and grows to 3 feet tall. It grows in full sun but can take light shade. Give it good drainage. Winter dormant.
Dry slopes
Habitat
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Major Chris+an Denomina+ons
Research Guide
Reference Sec)on
REF 203 CON The concise Oxford dictionary of the christian church
REF 270 OXF The Oxford illustrated history of Christianity
Library Catalogue
-‐ Lutheran church
(Use the check boxes: Search Method – Whole Word; Results sorted by – Call Number) Search under these subject headings:
-‐ Church of England
-‐ Presbyterian
-‐ Salva+on Army
-‐ Uni+ng church in Australia
-‐ Bap+st
-‐ Methodist
-‐ Assemblies of God
-‐ Orthodox
-‐ Seventh Day Adven+sts
Browse the shelves at these numbers:
201 Christianity
230 Christianity
270 Christianity
284.194 Lutheran Church
285.294 Presbyterian
286 Baptist
287 Methodist
287.9 Salvation Army
287.93 Uniting Church in Australia
Online Resources
World Book
Access World Book via the Avila Library website (Go to 'Online Resources' -
'Encyclopedias')
Go to 'Student' to access student website. Suggested pages:
- Lutherans
- Church of England
- Anglican Church of Australia
- Salvation Army
- Presbyterians
- Uniting Church in Australia
- Methodists
- Baptists
- Assemblies of God
- Seventh Day Adventists
Encyclopaedia Britannica
Access Encyclopedia Britannica via the Avila Library website (Go to 'Online Resources' 'Encyclopaedias')
Go to the 'High School' link to access secondary school resources. Suggested pages:
- Lutheranism (Christianity)
- Church of England
- Anglican Church of Australia
- Salvation Army (religious organisation)
- Presbyterian
- Methodism
- Baptist (denomination)
- Assemblies of God (protestant denomination)
- Seventh-Day Adventist (Protestantism)
Websites
The websites owned by each church will provide the greatest amount of information for your research. However, if there is a question that you cannot answer, try the generalised BBC and Religion Facts websites next.
BBC - Christian denominations
Religion Facts - Christian denominations
Lutheran Church
Church of England - Anglican Church
Salvation Army
Uniting Church in Australia
Methodist
Baptist
Assemblies of God
Seventh Day Adventists
Orthodox - Eastern Orthodox
Coptic Orthodox
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Treasurer
* Collects real and personal property taxes
* Keeps an account of township receipts (revenues) and expenditures
* Disburses township checks
* Deposits township revenues in approved depositories
* Invests township funds in approved investment vehicles
* Collects delinquent personal property tax
* Responsible for jeopardy assessments in collecting delinquent personal property tax
* Collects mobile home specific tax
* Must appoint a deputy (see below)
* Must post a surety bond
Deputy Treasurer
MCL 41.77: The treasurer shall appoint a deputy, who shall serve at the pleasure of the treasurer.
* The deputy shall file an oath of office with the township clerk and shall give a bond to the township as required by the township board.
* The deputy, in case of the absence, sickness, death, or other disability of the treasurer, shall possess the powers and perform the duties of the treasurer, except the deputy shall not have a vote on the township board.
* The deputy shall be paid as the township board determines.
*
With the approval of the township treasurer, the deputy may assist the treasurer in the performance treasurer's duties at any additional times agreed upon between the board and the treasurer, except the deputy shall not have a vote on the township board.
Core Competencies
In addition to the duties required by law, a township treasurer will benefit from developing skills and knowledge in several core areas:
Core Competencies: Township Treasurer
(1) Township Government Operations
* Demonstrates knowledge about township (general law or charter) government responsibilities, functions and powers
* Identifies the major functions of each branch of government—local, state and federal—along with their relationship to one another
* Understands the statutory duties and responsibilities of the office of township treasurer
* Aware of the roles and responsibilities of other elected and appointed offices in the township
* Demonstrates knowledge of the various committees, boards and commissions serving the township, including their roles and responsibilities
* Understands how township policies and procedures are set
* Demonstrates knowledge of how ordinances are lawfully adopted and legally enforced
(2) Interpersonal Skills
* Communicates effectively
* Listens attentively
* Works effectively with individuals, departments and committees to achieve desired outcomes
* Establishes appropriate contacts with banks, mortgage companies, insurance and investment firms
* Possesses knowledge of what constitutes ethical behavior
* Manages adversity and hostility effectively
* Delegates tasks appropriately
(3) Leadership Abilities
* Possesses vision, especially relative to the township's needs or potential
* Understands how to conduct effective board meetings and is knowledgable about parliamentary procedure
* Possesses effective policy-making skills and decision-making skills
* Utilizes consensus-building techniques
* Possesses persuasive/influential abilities
* Motivates others to achieve desired outcomes
* Utilizes public relations skills to position the township positively
(4) Administrative Skills
* Demonstrates knowledge of uniform chart of accounts, generally accepted accounting practices and proper internal controls
* Implements sound cash management procedures and proper handling of funds, including knowledge of investment instruments and legal limitations on investments
* Understands elements of investment risks
* Aware of what constitutes lawful township expenditures
* Has ability to generate required financial reports and statements, which are accurate and timely
* Understands the audit process
* Possesses knowledge of the township budget and can project reasonable cash flows on an annual basis
* Understands purchasing policies and the bid process
* Demonstrates knowledge of general property tax administration process, including collection and distribution of tax revenues
* Understands procedures for collecting personal property taxes
(5) Township Issues
* Possesses knowledge about current issues affecting townships
* Aware of legal matters that could impact the township
* Understands the elements of risk management
* Aware of financial matters affecting the township, including revenue sources
* Possesses knowledge about land use
* Understands the planning and zoning process
* Possesses knowledge of township services and their policy implications
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By Ha Jin
I left the countryside twelve years ago when my father was transferred to an artillery division in Dalian. Ever since then we have lived in the city If my aunt were not in Dismount Fort, I might have forgotten that small town where I went to elementary school only for two years in the late 1960s. My aunt comes to visit us every fall, helping Mother prepare our winter clothes and pickle vegetables. Once in a while she brings that town back to my memory.
Last summer went to Dismount Fort for the first time after a decade. The town was smaller than I had thought. Every street seemed shorter than it had been. On the first day, I rode my uncle's Peacock bicycle to the marketplace, the Blue Brook, the Eastern Bridge, White Mansion—our classroom building and other places that 1 still remembered. But the distances between them were so short 1 visited them all in less than two hours. From the second day on I gave up the bicycle, and instead I walked around. Few people knew me; because my family never lived in the town and 1 had stayed at my aunt's when going to school there. After strolling through the street, there were fewer children now, I stopped at some houses where my former classmates had lived, but they had all left, working in nearby counties and cities. Most girls had become textile workers in Gold County. Their parents didn't remember me. There was only one boy who had not left and whose mother still knew me, but he was jailed for raping two women.
Life in the countryside was dull. There was nothing going on in the evenings. After supper most people would sit outside, chatting away and fanning themselves until the cool breeze came from the Yellow Sea around midnight. I missed my boyfriend, who was my classmate at the college. He stayed with his parents in Tianjin during the summer. At night I would write to him. If tired of writing, I read Turgenev's Smoke and a current issue of Youth, a small literary magazine published in Shenyang, which carried a story of mine. Since I had time, I read the whole issue from cover to cover. I didn't like most of the pieces in it, but there was a narrative poem that aroused my interest. The poem tells a story from a former Red Guard's point of view. At the beginning of the Cultural Revolution a teenage boy together with his classmates paraded their teacher, an old man, through the streets. The boy kicked the teacher hard and broke his ribs. For the following years he was full of remorse and tried to make up for what he had done. Then the teacher fell ill, and the boy, a young man now, looked after him for five months until the old man died with gratitude. I didn't like the sentiment of the poem, but it reminded me of a young woman teacher, Zhu Wenli, who had taught me at the Central Elementary School in Dismount Fort eleven years before.
I was in the fourth grade when she came to our school. At a glance you could tell she as a recent college graduate. She looked shy and timid. In the beginning, whenever she spoke, not only her cheeks but also her ears turned red. She was a charming woman, tall and slender, her hands very delicate with long, thin fingers. Her dark eyes were as sensitive as though they were always ready to be in tears. At that time, in the middle of the revolution, we had no sense of beauty. As one of the slogans says "sweet flowers are poisonous." To us, Wenli was someone dangerous rather than pretty. But I remember I liked looking at her in profile in that way she reminded me of the ballerinas in the revolutionary role model play The Red Women Detachment. Certainly Wenli never wore a uniform, besides her lips were thicker and the tip of her small nose too round, lacking the stern looks of a woman solider.
She taught music in her first year. The class mainly consisted of two parts: the songs praising Chairman Mao or composed for the quotations from him; the dances expressing our loyalty to the Chairman and the Party Though she was knowledgeable about music and was even able to compose a song, Wenli's voice was much too soft and too weak for those revolutionary songs. We believed we sang better than she, because our voices were sincere and passionate. But she was a wonderful dancer. Standing on one toe, she could raise the other leg slowly back and forth with ease as if it had no weight. She could stretch out her arms with a lot of grace and poise. We all enjoyed watching her dance, though she didn't seem to have the strength for a loyalty dance, the vigorous kind we did on the streets. Soon we learned that she came from a capitalist family in Shanghai. No wonder she looked so delicate and fragile.
One day at noon, Niu Fen and I went to see Miao Jian, the teacher in charge of our class, whose office was on the second floor in White Mansion. On the last flight of stairs we heard someone singing. The slow, dangling tune was so different from anything we had heard that both of us stopped to listen. It was Wenli's voice. Gradually we took in the words:
Why are flowers so red?
So red and so beautiful?
O so red, O so beautiful.
Like a fire,
Like a fire
That burns the blood
Of youth and love—
The wind must have blown open the door of her office. She stopped. Niu Fen and I
entered the corridor and found Wenli holding the doorknob. She saw us and smiled nervously, her lips twitching slightly and her eyes full of sparkling tears.
"Can I help you, Aina?" she asked me. 1 shook my head, too confused by her tearful eyes lo say anything. One of my bobby pins came loose and I stuck it back in my hair.
"What's that song, Teacher Zhu?" Niu Fen , who was a loud mouth, asked.
"A Uigar folk song," Wenli said. "I, I sang it just for fun."
I don't know whether Niu Fen reported Wenli to the school leaders. After that, I never heard her sing the song again, and she only sang the revolutionary songs she taught us in class. But somehow the tune of that folk song remained in my mind; from time to time it rose in my ears. Later I came upon its music and words at a friend's home in Dalian and learned to sing it myself.
Our class teacher Maio Jian was a young man. Some people called him "Little Albanian," because of his big round eyes, aquiline nose, and small stature. In no way did he look Chinese. His face was very lean and he had to shave every day to keep his whiskers down. It was said he had mixed blood. People thought him handsome, perhaps because he looked exotic. I had no idea when he and Wenli started their love affair. In any case, we soon noticed they were often together. Later Wenli had appendicitis and was operated upon. During her recovery Miao visited her every day.
One afternoon in the fall Niu Fen, Zhang Wei, and I went to Miao's office to get some pamphlets for the class. On his door hung a sign, "No Admittance," which had never been there before. We were uncertain if he was in, but we heard a noise inside. The three of us pressed our eyes on the cracks of the door to see what was going on. Both Miao and Wenli were standing by the window, but Wenli, her hips leaning against a desk, was unbuckling her belt.
"Just let me have a peek," Miao said softly.
Outside we three looked at each other and stuck our tongues out. Then we heard Wenli say, "Just a peek, promise?"
"I promise."
She pulled down her pants a little and revealed her white belly. "Lower, lower," Miao urged.
The pants went down further, and a scar like a caterpillar, about three inches long, appeared close to her right groin. Miao touched the dark skin with his index finger, then bent down and kissed the scar. "Naughty, you're a naughty boy," Wenli said happily and pulled up her pants.
Bewildered by what we witnessed, the three of us turned around simultaneously and dashed to the head of the stairs as though escaping provoked hornets. Our footsteps must have startled them, for I heard Miao cry, "Oh Heaven!"
Either Niu Fen or Zhang Wei told on them. Next morning we were summoned to the office of the school's Revolutionary Committee. The leaders asked us to describe what we had seen and heard; without hesitation we told them all the details. We thought our teachers had done something bad and shameful, but we had no idea how serious it was. Director Liu said the two teachers were corrupt to the bones by bourgeois lifestyle.
In three days our school was covered with big-character posters exposing and condemning Miao Jian and Zhu Wenli. Many articles appeared on the walls and billboards, such as "Root Out the Bourgeois Lifestyle," "It's Shameless to Open Your Pants in the Office," "Why Do You Still Behave like a Hoodlum?" "Zhu Wenli: the Stinking Bourgeois Miss," "New China Does Not Tolerate the Incorrigible Progeny of Capitalists." In the music class two days later, Wenli looked very pale, her eyes swollen and her voice a little hoarse. She tried to leach a song that expressed the Tibetans' love for Chairman Mao, but we weren't very interested. Quite a few students made faces at each other. Two boys even buckled and unbuckled their belts with meaningful noise.
Then Miao was sent to the country to be reformed through labor in the fields. Wenli was assigned to take over our class. She didn't teach music anymore, because one of the school leaders had complained that she sounded as though wailing when singing a song which should be full of gusto, in accordance with the courageous spirit of the proletariat. Most students in our class were children of poor peasants, workers, and cadres, so it was not easy for Wenli to teach us. But unlike the boys, who often made insinuating remarks about her family background or imi- tated her voice, a number of girls were good to her, because they liked the way she danced and wanted her to teach them how to dance. Since I was clumsy, not cut out for dancing, I was never close to her. I noticed she seldom spoke to anyone outside class. A few wrinkles , very thin, appeared at the ends of her eyes. Her hair was no longer as tidy as before.
After the Spring Festival we began to study a new lesson in our Chinese class. The text was a letter Chairman Mao had written to the Albanian Communist Party As usual, Wenli led us to read it out three times, and then she started to explain the new words and expressions. In the letter, there was a sentence that went like this: "You (the Albanian Communist Party) are a grand eagle soaring bravely; in comparison, the Russian Revisionists and the American Imperialists are merely a pile of yellowish dirt."
Wenli said to the class, "Chairman Mao here uses a metaphor. Who knows what a metaphor is?"
We had never heard of that word, so nobody responded. Wenli wrote out the word on the blackboard and went on, "A metaphor is to compare one thing to something else. For example . . . " she coughed into her fist, "the Russian Revisionists and the American Imperialists are not dirt, but Chairman Mao describes them as dirt. That's a metaphor."
"I have a question, teacher," Gao Jiang said and stood up. He was the tallest boy in the class.
"What's your question?" Wenli asked with a start.
"You say the Russian Revisionists and the American Imperi- alists are not dirt, but Chairman Mao says clearly they are dirt. Why?"
Wenli's lips were quivering, but she managed to say "They aren't dirt. They are also people like us. We call them dirt merely to show our contempt for them."
"You mean they are also humans?" Niu Fen challenged.
"Ye-yes," Wenli said.
The class was in a tumult now. Many of us were convinced that Wenli was wrong, not only wrong but reactionary. How dare she change Chairman Mao's meaning! How could we trust such a teacher? Like her capitalist father, she must have hated our socialist country and our great Party all the time.
Wenli was so frightened she called off the class ten minutes before recess. Then some of us went straight to the Workers' Propaganda Team, which consisted of five illiterate men from the Food Company, to report her. After hearing us, the vice- director, Li Long, slapped his copy of Chairman Mao's quotations on the desk and said, "Damn her grandmother, that bitch will never change. Now she's done enough."
The next day we had a new teacher. In a week Wenli was sent to the countryside. I don't know to what village. At that time I didn't care where she went; wherever she was sent, it seemed to me that she deserved it. Besides, there were so many people being reformed through labor that Wenli's leaving was almost a natural thing.
The image of Wenli came to mind time and again, so 1 decided to visit her before 1 left, if she was still in Dismount Fort. Not because I wanted to apologize; I hadn't done anything on pur- pose to hurt her. Though I didn't know what to say to her exactly my visit would at least assure her that a student of hers had not forgotten her after a decade.
One evening I asked Aunt and Uncle about her "Wenli, you mean?" Aunt said with a big smile, her face full of creases and puckers. "She's different now. She's a strong woman in town. Everybody knows her."
"Is she still a teacher in the elementary school?"
"No, she doesn't teach anymore. You know, after the government canceled all the class- status stuff, she was back from the country and became a free person like us. Now she’s the vice-
president of the elementary school."
"Is she married?"
"Of course. She has two kids, a boy and a girl, nice kids."
"Who's her husband? Miao Jian?"
"I don't know. He's also a cadre or something. My old man," Aunt touched Uncle with her palm leaf fan, "Do you know who is Wenli's husband? His name?"
"You bet I know. He's Wang Dadong, the director of the People's Bank in town."
Uncle told me Miao Jian had left the country for Hong Kong seven years before. It was said that his granduncle was a rich, childless merchant, so Miao went there to inherit the wealth. Anyway, it seemed nothing had happened between him and Wenli. Aunt said Wenli's family now lived in the granite house at the corner of East and Safe streets. I remembered that house well, where my classmate Dongdong had once lived.
The conversation with Aunt and Uncle made me more determined to see Wenli. The next afternoon I asked Aunt what gift I should take to Wenli if I paid her a visit.
"That's easy, go buy two packets of walnut cookies," she said.
I felt uneasy about that. Wenli used to be my teacher, a graceful delicate woman; cookies would show I had no taste. Unlike the country people who were obsessed with good food, Wenli had never seemed to be interested in eating. 1had a new pink skirt with me, but I didn't know her size now; she must have been much taller than I. Having thought it over, I decided to take the issue of Youth as a gift, since it contained a story of mine, which would probably convince her that I, as a student of hers once, had been trying to live up to some of the expectations that she might have cherished for herself in the past. I would tell her that 1wanted to be a writer—a novelist and playwright—even though I couldn't dance well.
After dinner I set out for East Street, which was just about three hundred paces away. In the dusk a half-moon was wavering beyond the water tower and the buildings within the army compound. Here and there chimneys were puffing out bands of smoke, which were dangling in the indigo sky. The street was much quieter than ten years before. I remembered playing soldier here with boys and girls at dusk, shouting and throwing cabbage roots and rotten turnips at each other.
The moment I entered East Street a small crowd appeared ahead on the left side. I heard people quarreling and calling each other names. Their sharp voices, male and female, fluctuated through the air like sounds sent over by a tweeter from a long distance. I walked closer and saw men and women arguing and gesticulating under a road lamp.
"No, that's not true! Your chicken never came into our yard to lay an egg," a stalwart woman in white pajamas said loudly, waving a rolling pin.
"I saw it enter your yard this afternoon, and I heard it clucking afterwards," a small woman said, holding a white hen in her arms.
"Liar! Why didn't you come and pick it up then?"
Two men, who were apparently the husbands, tried to stop the women, saying it was merely an egg, not worth it.
"No," the small woman said to her husband, "it's not just an egg. Look at that shrew; she can kill me if I come near her." Then she turned to the tall woman. "Zhu Wenli, you're a cadre and have drunk a lot of ink. I'm just a housewife and don't read books. I don't care if we scratch each other's faces."
"If you dare touch me, I'll break your skull with this," the stalwart woman said, sucking her teeth, and raising the rolling pin. She spat to the ground.
I looked closely She was indeed my teacher Zhu Wenli, but her thick body and fleshy face belied the young person I had known. A pale scar under her nostrils tightened the upper lip and made her mouth protrude a little. All the tenderness and innocence which had marked that face was now replaced by a numb, stony look. Even her voice had changed too, full of scratchy metal. If the small woman hadn't mentioned her name, I would never have been able to recognize her. Indeed she looked very strong, as Aunt had told me, but she was no longer the person I wanted to meet. Somehow I was overwhelmed by a kind of hatred rising in me.
Her husband, a short balding man, held her arm, turned her around, and pulled her away. Together they were returning to the granite house. A feeling of misery filled my chest, similar to how I had felt when my first boyfriend left me for another girl. Things turned misty before my eyes, and I found myself in tears.
From "Under the Red Flag," stories by Ha Jin. Originally published by the University of Georgia Press, Athens, GA. Copyright © 1997 by Ha Jin.
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Dr Stuart Cumella, on behalf of learningdisability.co.uk
Autism is not classed as a learning disability on its own. Neither are things like dyslexia. These are known as a learning difficulty because it makes it harder to learn some things.
Some people have autism, dyslexia or a physical disability in addition to a learning disability. Because they do have a learning disability, they are eligible to become dates-n-mates members.
Can I join if I have a learning difficulty?
No. Because of how dates-n-mates is set up, you need to have a learning disability to be a member.
However, you can still come to our Open Events (like Club LATE, Valentines, Christmas parties etc) without being a member. They are open to members and non-members.
Keep an eye on this website and our social media pages for information about open events. If you would like us to tell you about upcoming Open Events by email, please contact us.
Can I bring a support worker with me to events?
Yes. Support workers are welcome to accompany you to events.
How much does it cost to become a member?
It costs £60 a year to join dates-n-mates Glasgow.
You can choose whether to pay £60 up front for a year's membership or to set up a standing order and pay £5 per month through the bank.
We will be happy to talk with you about this.
What is National membership?
Dates-n-mates has branches in Glasgow, Renfrewshire and Aberdeen. By becoming a National member, you'll be invited to events by all 3 branches.
National membership costs £90 per year, or £7.50 per month.
When and where are your events?
Every month we arrange a programme of 6-8 different social events.
Most events change every month and take place during the afternoons and evenings. We organise lots of different activities, like days out, trips to the cinema or bowling, meals out, karaoke nights, walks in the park or going clubbing.
Events mainly take place in and around Glasgow city centre and we make sure that all our venues are fully accessible.
Am I guaranteed a date?
We try to make sure our members have lots of opportunities to meet new people, make friends and find girlfriends or boyfriends, if that's what they want.
As well as social events, we also hold regular dating events where you can meet other people who are looking for a loving relationship. When you meet someone you like, we can help you set up a date and can even provide a chaperone if you would like that.
To help you build up your dating and relationship skills we offer workshops like 'What to say after hello' and 'How to have a successful date'.
However, we can't guarantee that you will immediately find a date. As they say, you have to kiss a lot of frogs before you find a Prince!
Will there be other people my age there?
Yes. And our Friendly Faces and volunteers will help you to meet people and make friends.
I am nervous about going on my own. Are people friendly?
Everyone who joins dates-n-mates wants to meet new people and make friends, so it's always a welcoming and friendly atmosphere.
Some of our more experienced members act as 'Friendly Faces' to help new members meet people. And we always have volunteers and team members at events to make sure everyone is safe and happy.
Can I try an event before I decide whether to join?
Yes. You are welcome to attend any of our Open Events as a nonmember.
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Fridtjof Nansen (10 October 1861 – 13 May 1930)
Fridtjof Nansen was a Norwegian explorer, scientist, oceanographer, statesman, diplomat and humanitarian. He led the team that made the first crossing of the Greenland interior in 1888, and made several expeditions to the Arctic (1888, 1893-96) and oceanographic expeditions in the North Atlantic (1900, 1910-14). For his relief work after World War I he was awarded the Nobel Prize for Peace (1922).
At a glance…
- Nansen was born at Store Frøen, near Oslo. His father Baldur Nansen was a prosperous lawyer who became Reporter to the Supreme Court of Norway;
- Nansen's mother Adelaide Nansen was a strong-minded, athletic woman who introduced her children to the outdoor life and encouraged them to develop physical skills;
- Nansen started skiing at the age of two years old and had strong athletic prowess, becoming an expert in skating, tumbling, and swimming;
- He was a keen hunter and fisherman who possessed the physical endurance to ski fifty miles in a day and the psychological self-reliance to embark on long trips;
- He chose to study zoology in the expectation that fieldwork would give him the chance of an outdoor life and enable him to make use of his artistic talents;
- After 1896 his main scientific interest switched to oceanography; in the course of his research he made many scientific cruises, mainly in the North Atlantic, and contributed to the development of modern oceanographic equipment;
- In the spring of 1920, the League of Nations asked Nansen to undertake the task of repatriating the prisoners of war, many of them held in Russia. Moving with his customary boldness and ingenuity, and despite restricted funds, Nansen repatriated 450,000 prisoners in the next year and a half;
- In the final decade of his life, Nansen devoted himself primarily to the League of Nations, following his appointment in 1921 as the League's High Commissioner for Refugees
- For the stateless refugees under his care Nansen invented the 'Nansen Passport', a document of identification, which was eventually recognized by fifty-two governments
- In 1922 he was awarded the Nobel Peace Prize for his work on behalf of the displaced victims of the First World War and related conflicts;
- He continued to work with refugees until his sudden death in 1930, after which the League established the Nansen International Office for Refugees to ensure that his work continued.
The Greenland crossing…
In 1882 Nansen shipped on the sealer Viking to the east coast of Greenland, whose interior had never been explored. On this trip of four and a half months, Nansen first saw at a distance Greenland's mighty ice cap and was entranced. The idea of crossing it and in 1887, after the submission of his doctoral thesis, he finally began organising this project.
Nansen rejected the complex organisation and heavy manpower of other Arctic ventures, and instead planned his expedition for a small party of six men with experience of outdoor life in extreme conditions, and who were experienced skiers. Supplies would be man-hauled on specially designed lightweight sledges. Much of the equipment, including sleeping bags, clothing and cooking stoves, also needed to be designed from scratch.
On 3 June 1888 Nansen's party was picked up from the north-western Icelandic port of Ísafjörður by the sealer Jason. A week later the Greenland coast was sighted. After a number of setbacks, including violent storms, treacherous terrain, and a necessary change of course the team completed the crossing. They had accomplished it in 49 days, making 78 days in total since they had left the Jason; throughout the journey the team had maintained careful meteorological, geographical and other records relating to the previously unexplored interior.
When they reached Godthaab, they were greeted by the town's Danish representative, whose first words were to inform Nansen that he had been awarded his doctorate, a matter that "could not have been more remote from my thoughts at that moment", said Nansen.
"Never stop because you are afraid – you are never so likely to be wrong. Never keep a line of retreat: it is a wretched invention. The difficult is what takes a little time. The impossible is what takes a little longer." – Fridtjof Nansen
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The 5 Principles
Principle 1:
Assume a person has capacity unless proved otherwise.
Principle 2: making a decision unless all practicable
Do not treat people as incapable of steps have been tried to help them.
Principle 3:
A person should not be treated as incapable of making a decision because their decision may seem unwise.
Principle 4: Always do things or take decisions for people without capacity in their best interests.
Principle 5: Before doing something to someone or making a decision on their behalf, consider whether the outcome could be achieved in a less restrictive way.
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This is "Writing to Think and Writing to Learn", chapter 1 from the book Writers' Handbook (index.html) (v. 1.0).
This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms.
This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book.
Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header).
For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there.
i
Chapter 1
Writing to Think and Writing to Learn
Which Comes First? A Chicken-or-the-Egg Question
You've probably had moments as a writing student when you've said to yourself, "I know what I think about this topic; I just can't get it down on paper." This frustration comes from the notion that writing comes after thinking, that it merely represents or translates thoughts that are already fully formed in your head. But what if the act of writing helps sharpen your thinking? What if the act of putting thoughts into words changes those thoughts for the better? Are there ways to make that transformation happen consistently enough so that writing becomes not an end but a beginning, not a chore but a revelation? That's what this first chapter is about.
1.1 Examining the Status Quo
LEARNING OBJECTIVES
1. Understand your roles and responsibilities as a person engaged in higher education.
2. Explore the relationship between higher education and the status quo.
3. Learn ways to examine the status quo in your surroundings consistently and productively.
Why are you here?
The question sounds simple enough, and you may well have developed some stock answers by now.
I'm here because…
* I want to be a ______________ when I grow up.
* college graduates make more money.
* my parents wanted me to go here.
* my boyfriend or girlfriend got accepted here.
* I couldn't get in anywhere else.
* I just got laid off.
Maybe the truth is, deep down, that you don't really know yet why you're here, and that's OK. By the end of your college experience, you'll have developed several good answers for why you were here, and they won't necessarily look anything like your first stock response.
But what does this personal question about your motivations for being in college have to do with examining the status quo? Well, the first way to learn how to examine the status quo (literally, "the state in which") is to examine your place in it. By enrolling in higher education, you're making a choice to develop your skills and intellect beyond a baseline level of proficiency. Choosing to become a collegeeducated person obligates you to leave your mark on the world.
1. A habit of sharpening your consciousness of your surroundings, attained by posing productive questions, slowing down your thinking, and withholding judgment.
2. A kind of inquiry meant to figure out why something is the way it is.
3. A kind of inquiry about the circumstances that led something to be the way it currently is.
You're investing time and money into your college education, presumably for the real benefits it will provide you, but it's important to remember that others are investing in you as well. Perhaps family members are providing financial support, or the federal government is providing a Pell Grant or a low-interest loan, or an organization or alumni group is awarding you a scholarship. If you're attending a state school, the state government is investing in you because your tuition (believe it or not) covers only a small portion of the total cost to educate you.
So what is the return a free, independent, evolving society expects on its investment in you, and what should you be asking of yourself? Surely something more than mere maintenance of the status quo should be in order. Rather, society expects you to be a member of a college-educated citizenry and workforce capable of improving the lives and lot of future generations.
Getting into the habit of "examining" (or even "challenging") the status quo doesn't necessarily mean putting yourself into a constant state of revolution or rebellion. Rather, the process suggests a kind of mindfulness 1 , a certain disposition to ask a set of questions about your surroundings:
* What is the status quo of _________? (descriptive)
* Why is _______ the way it is? ( diagnostic 2 )
* What (or who) made ________ this way? ( forensic 3
)
* Was _______ ever different in the past? (historical)
* Who benefits from keeping ______ the way it is? (investigative)
Only after these relatively objective questions have been asked, researched, and answered might you hazard a couple of additional, potentially more contentious questions:
* How could or should ______ be different in the future? (speculative)
* What steps would be required to make _______ different? (policy based)
These last two types of questions are more overtly controversial, especially if they are applied to status-quo practices that have been in place for many years or even generations. But asking even the seemingly benign questions in the first category will directly threaten those forces and interests that benefit most from the preservation of the status quo. You will encounter resistance not only from this already powerful group but also from reformers with competing interests who have different opinions about where the status quo came from or how it should be changed.
These concerns about "going public" with your ideas about the status quo are covered in more detail in Chapter 4 "Joining the Conversation". For now, before you risk losing heart or nerve for fear of making too many enemies by roiling the waters, think about the benefits the habit of privately examining the status quo might have for your thinking, writing, and learning.
Since we began this section with a discussion about education and your place in it, let's close by having you exercise this habit on that same subject. For starters, let's just apply the questioning habit to some of what you may have been taught about academic writing over the years. Here is one description of the status quo thinking on the subject that might be worth some examination.
What Is the Status Quo of Academic Writing?
* Writing can and should be taught and learned in a certain, systematic way.
* Writing has been taught and learned in much the same way over time.
* Becoming a good writer is a matter of learning the forms (genres, modes, etc.) of academic writing.
* Students are blank slates who know next to nothing about how to write.
* Writing done outside of academic settings (e-mail, texting, graffiti, comics, video game design, music lyrics, etc.) is not really writing.
* Knowing what you think is a must before you turn to writing.
* Writing is largely a solitary pursuit.
* Good writing can happen in the absence of good reading.
* Using agreed-on norms and rubrics for evaluation is how experts can measure writing quality based on students' responses to standardized prompts.
Your list might look a little different, depending on your experience as a student writer. But once you have amassed your description of the status quo, you're ready to run each element of it through the rest of the mindfulness questions that appear earlier in the section. Or more broadly, you can fill in the blanks of those mindfulness questions with "academic writing" (as you have just described it):
* Why is academic writing the way it is?
* What (or who) made academic writing this way?
* Was academic writing ever different in the past?
* Who benefits from keeping academic writing the way it is?
* How could or should academic writing be different in the future?
* What steps would be required to make academic writing different?
Asking these kinds of questions about a practice like academic writing, or about any of the other subjects you will encounter in college, might seem like a recipe for disaster, especially if you were educated in a K–12 environment that did not value critical questioning of authority. After all, most elementary, middle, and high schools are not in the business of encouraging dissent from their students daily. Yes, there are exceptions, but they are rare, and all the more rare in recent years thanks to the stranglehold of standardized testing and concerns about school discipline. In college, on the other hand, even at the introductory level, the curriculum rewards questioning and perspective about the development and future of the given discipline under examination. Certainly, to be successful at the graduate, postgraduate, and professional level, you must be able to assess, refine, and reform the practices and assumptions of the discipline or profession of which you will be a fully vested member.
KEY TAKEAWAYS
* You don't have to know exactly why you're here in college, but you do have to get into the habit of asking, reasking, and answering that question daily.
* Society's expected return on its investment in you as a college student (and your expectation of yourself) is that you will be in a position to examine the status quo and when necessary, help change it for the better.
* Learning to ask certain kinds of questions about the status quo will establish a habit of mindfulness and will lead to more productive thinking and writing about your surroundings.
EXERCISES
1. So why are you here? (Be honest, keep it private if you want, but repeat the exercise for the next twenty-eight days and see if your answer changes.)
2. Near the end of this section, you were invited to apply the mindfulness questions to traditional practices in the teaching and learning of academic writing. Now it's time to try those questions on a topic of your choice or on one of the following topics. Fill in the blank in each case with the chosen topic and answer the resulting question. Keep in mind that this exercise, in some cases, could require a fair amount of research but might also net a pretty substantial essay.
The Mindfulness Questions
* What is the status quo of ________? (descriptive)
* Why is _______ the way it is? (diagnostic)
* What (or who) made ________ this way? (forensic)
* Was _______ ever different in the past? (historical)
* Who benefits from keeping ______ the way it is? (investigative)
* How could or should ______ be different in the future?
(speculative)
* What steps would be required to make _______ different? (policy based)
Some Possible Topics
* Fashion (or, if you like, a certain fashion trend or fad)
* Sports (or, if you like, a certain sport)
* Filmmaking
* Video games
* Music (or a particular genre of music)
* Electoral politics
* Internet or computer technology
* US foreign policy
* Health care
* Energy consumption
* Parenting
* Advertising
* A specific academic discipline you are currently studying in another course
3. Do some research on an aspect of K–12 or college-level education that you suspect has maintained the status quo for too long. Apply the mindfulness questions to the topic, performing some research and making policy recommendations as necessary.
1.2 Posing Productive Questions
LEARNING OBJECTIVES
1. Broaden your understanding of what constitutes a "text" worthy of analysis or interpretation.
2. Learn how self, text, and context interact in the process of critical inquiry.
3. Explore whether and when seemingly unproductive questions can still produce meaning or significance.
In Section 1.1 "Examining the Status Quo", we examined the status quo by asking a set of mindfulness questions about a variety of topics. In this section, we'll explore other ways to open up thinking and writing through the systematic process of critical inquiry 4 . Essentially three elements are involved in any act of questioning:
1. The self 5 doing the questioning
3. The context 7 of the text being questioned
2. The text 6 about which the questions are being asked
For our purposes, text should be defined here very broadly as anything that can be subjected to analysis or interpretation, including but certainly not limited to written texts. Texts can be found everywhere, including but not limited to these areas:
* Music
* Film
* Television
* Video games
* Art and sculpture
* The Internet
* Modern technology
* Advertisement
* Public spaces and architecture
* Politics and government
The following Venn diagram is meant to suggest that relatively simple questions arise when any two out of three of these elements are implicated with each other,
4. A systematic way of asking probing questions about texts.
5. The person doing the questioning.
6. The object of examination and analysis (defined very broadly to include nonverbal, nonwritten artifacts).
7. The surroundings that produce both the text and the self that is examining and analyzing it.
while the most complicated, productive questions arise when all three elements are taken into consideration.
Asking the following questions about practically any kind of text will lead to a wealth of ideas, insights, and possible essay topics. As a short assignment in a journal or blog, or perhaps as a group or whole-class exercise, try out these questions by filling in the blanks with a specific text under your examination, perhaps something as common and widely known as "Wikipedia" or "Facebook" or "Google" (for ideas about where to find other texts, see the first exercise at the end of this section).
Twenty Questions about Self, Text, and Context
Self-Text Questions
* What do I think about ____________?
* What do I feel about ___________?
* What do I understand or what puzzles me in or about ____________?
* What turns me off or amuses me in or about ____________?
* What is predictable or surprises me in or about ____________?
Text-Context Questions
* How is ___________ a product of its culture and historical moment?
* What might be important to know about the creator of ___________?
* How is ___________ affected by the genre and medium to which it belongs?
* What other texts in its genre and medium does ___________ resemble?
* How does ___________ distinguish itself from other texts in its genre and medium?
Self-Context Questions
* How have I developed my aesthetic sensibility (my tastes, my likes, and my dislikes)?
* How do I typically respond to absolutes or ambiguities in life or in art? Do I respond favorably to gray areas or do I like things more clear-cut?
* With what groups (ethnic, racial, religious, social, gendered, economic, nationalist, regional, etc.) do I identify?
* How have my social, political, and ethical opinions been formed?
* How do my attitudes toward the “great questions” (choice vs. necessity, nature vs. nurture, tradition vs. change, etc.) affect the way I look at the world?
8. A kind of persuasive strategy in which the poser of the question already knows the answer or expects a listener or reader to answer in a certain way.
9. A kind of inquiry about something that hasn't yet happened or may never happen; it is meant either to establish a hypothesis or to bait a rhetorical opponent.
10. A theory of a case or situation that lends itself to experimental testing.
Self-Text-Context Questions
* How does my personal, cultural, and social background affect my understanding of ________?
* What else might I need to learn about the culture, the historical moment, or the creator that produced ___________ in order to more fully understand it?
* What else about the genre or medium of ___________ might I need to learn in order to understand it better?
* How might ___________ look or sound different if it were produced in a different time or place?
* How might ___________ look or sound different if I were viewing it from a different perspective or identification?
We've been told there's no such thing as a stupid question, but to call certain questions "productive" is to suggest that there's such a thing as an unproductive question. When you ask rhetorical questions 8 to which you already know the answer or that you expect your audience to answer in a certain way, are you questioning productively? Perhaps not, in the sense of knowledge creation, but you may still be accomplishing a rhetorical purpose. And sometimes even rhetorical questions can produce knowledge. Let's say you ask your sister, "How can someone as intelligent as you are do such self-destructive things?" Maybe you're merely trying to direct your sister's attention to her self-destructive behavior, but upon reflection, the question could actually trigger some productive self-examination on her part.
Hypothetical questions 9 , at first glance, might also seem unproductive since they are usually founded on something that hasn't happened yet and may never happen. Politicians and debaters try to steer clear of answering them but often ask them of their opponents for rhetorical effect. If we think of hypothetical questions merely as speculative ploys, we may discount their productive possibilities. But hypothetical questions asked in good faith are crucial building blocks of knowledge creation. Asking "What if we tried something else?" leads to the formation of a hypothesis 10 , which is a theory or proposition that can be subjected to testing and experimentation.
This section has focused more on the types of genuinely interrogative questions that can lead to productive ideas for further exploration, research, and knowledge creation once you decide how you want to go public with your thinking. For more on using rhetorical and hypothetical questions as devices in your public writing, see Chapter 4 "Joining the Conversation".
KEY TAKEAWAYS
* At least two out of the following three elements are involved in critical inquiry: self, text, and context. When all three are involved, the richest questions arise.
* Expanding your notion of what constitutes a "text" will greatly enrich your possibilities for analysis and interpretation.
* Rhetorical or hypothetical questions, while often used in the public realm, can also perform a useful function in private, low-stakes writing, especially when they are genuinely interrogative and lead to further productive thinking.
EXERCISES
1. Use the Twenty Questions about Self, Text, and Context to develop a researched essay topic on one of the following types of texts. Note that you are developing a topic at this point. Sketch out a plan for how you would go about finding answers to some of the questions requiring research.
a. An editorial in the newspaper
b. A website
c. A blog
d. A television show
e. A music CD or video
f. A film
g. A video game
h. A political candidate
i. A building
j. A painting or sculpture
k. A feature of your college campus
l. A short story or poem
2. Perform a scavenger hunt in the world of advertising, politics, and/or education for the next week or so to compile a list of questions. (You could draw from the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples.) Label each question you find as rhetorical, hypothetical, or interrogative. If the questions are rhetorical or hypothetical, indicate whether they are still being asked in a genuinely interrogative way. Bring your examples to class for discussion or post them to your group's or class's discussion board.
3. Apply the Twenty Questions about Self, Text, and Context to a key concept in an introductory course in which you are currently enrolled.
1.3 Slowing Down Your Thinking
LEARNING OBJECTIVES
1. Learn the benefits of thinking more slowly.
2. Learn the benefits of thinking of the world in smaller chunks.
3. Apply slower, more "small-bore" thinking to a piece of student writing.
Given the fast pace of today's multitasking world, you might wonder why anyone would want to slow down their thinking. Who has that kind of time? The truth is that college will probably present you with more of an opportunity to slow down your thinking than any other time of your adult life. Slowing down your thinking doesn't mean taking it easy or doing less thinking in the same amount of time. On the contrary, learning to think more slowly is a precondition to making a successful, meaningful contribution to any discipline. The key is to adjust your perspective toward the world around you by seeing it in much smaller chunks.
When you get a writing assignment in a broad topic area asking for a certain number of words or pages (let's say 1,000 to 1,250 words, or 4 to 5 double-spaced pages, with 12-point font and 1-inch margins), what's your first reaction? If you're like most students, you might panic at first, wondering how you're going to produce that much writing. The irony is that if you try to approach the topic from a perspective that is too general, what you write will likely be as painful to read as it is to write, especially if it's part of a stack of similarly bland essays. It will inevitably be shallow because a thousand words on ten ideas works out to about a hundred words per idea. But if you slow down your thinking to find a single aspect of the larger topic and devote your thousand words to that single aspect, you'll be able to approach it from ten different angles, and your essay will distinguish itself from the pack.
Let's try this with an excerpt of student writing on high school dropouts that was conducted at warp speed. Either the writer was eager to complete the assignment or she hurried to a conclusion without examining the elements of her topic that she was taking for granted. Every sentence or phrase that could benefit from slower thinking in smaller chunks is set in bold blue font.
This example is not given to find fault with the student's approach, however rushed it might have been. Each of the bold blue passages is not technically a mistake, but rather a missed opportunity to take a deeper, more methodical approach to a complicated problem. From this one paragraph, one could imagine as many as eight completely researched, full-length essays emerging on the following topics.
| Missed Opportunity | Possible Essay Topic |
|---|---|
| “Today’s world” | A historical comparison with other job markets for high school dropouts |
| “Many things that may serve as an obstacle” or “students are forced for other reasons to have to drop out” | A study of the leading causes of the high school dropout rate |
| “The parents must make the decision whether the student is going to be allowed to drop out or not” | A study of the dynamics of parent- teen relationships in households where the teen is at risk academically |
| “Guidance counselors should do all they can” | An analysis of current practices of allocating guidance counseling to a wide range of high school students |
| “Some students may be looked upon as a challenge” | A profile of the most prominent characteristics of high school students who are at risk academically |
| Missed Opportunity | Possible Essay Topic |
|---|---|
| “Get a job” | A survey of employment opportunities for high school dropouts |
| “Some kind of alternative education” | An evaluation of the current GED (General Educational Development) system |
| “Schools should do everything they can” | A survey of best practices at high schools across the country that have substantially reduced the dropout rate |
The questions you've encountered so far in this chapter have been designed to encourage mindfulness, the habit of taking nothing for granted about the text under examination. Even (or especially) when "the text under examination" happens to be your own, you can apply that same habit. The question "What is it I am taking for granted about ____________?" has several variants:
* What am I not asking about _____________ that I should be asking?
* What is it in _____________ that is not being said?
* Is there something in ____________ that “goes without saying” that nonetheless should be said?
* Do I feel like asking a question when I look at ___________ even though it’s telling me not to?
Slowing down your thinking isn't an invitation to sit on the sidelines. If anything, you should be in a better position to make a real contribution once you've learned to focus your communication skills on a precise area of most importance to you.
KEY TAKEAWAYS
* Even in a world of high-speed multitasking, thinking deliberately about small, specific things can pay great academic and professional dividends.
* Disciplines and professions rely on many participants thinking and writing about many small-bore topics over an extended period of time.
* Practically any text, especially an early piece of your writing or that of a classmate, can benefit from at least one variation on the question, "What is it I am taking for granted?"
EXERCISES
1. Take a piece of your writing from a previous class or another class you are currently taking, or even from this class, and subject it to a thorough scouring for phrases and sentences that exhibit rushed thinking. Set up a chart similar to the one that appears in this section, listing every missed opportunity and every possible essay topic that emerges from the text once your thinking is slowed down.
2. Now try this same exercise on a classmate's piece of writing, and offer up one of your own for them to work on.
3. Sometimes texts demonstrate thinking that is sped up or oversimplified on purpose, as a method of misleading readers. Find an example of a text that's inviting readers or listeners to take something for granted or to think too quickly. (You might look in the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples.) Subject the example you find to the questions in this section. Bring the example and your analysis of it to class for discussion or include both the example and your analysis in your group's or class's discussion board. Choose from among one of the following categories or come up with a category of your own:
a. An editorial column
b. A bumper sticker
c. A billboard
d. A banner on a website
e. A political slogan or speech
f. A financial, educational, or occupational document
g. A song lyric
h. A movie or television show plotline
i. A commercial advertisement
j. A message from a friend or family member
1.4 Withholding Judgment
LEARNING OBJECTIVES
1. Appreciate the value, power, and authority derived from paying attention to detail before moving on to evaluative judgment.
2. Consider the danger of a judgment reached prematurely.
3. Investigate the cultural and educational forces that may have encouraged you to rush to judgment.
We live in a culture that values taking a stance, having an opinion, making a judgment, and backing it up with evidence. Being undecided or even open-minded about an issue can be seen as a sign of weakness or sloppiness or even as a moral or ethical failing. Our culture also privileges action over the kind of reflection and contemplation this chapter is advocating.
If you've encountered mostly traditional writing instruction, you've probably been encouraged to make judgments fairly early in the writing process. Well before you have fully examined an issue, you've been told to "take a position and defend it." You might make an effort to understand an issue from multiple sides (a process discussed in more detail in Chapter 3 "Thinking through the Disciplines", Section 3.2 "Seeing and Making Connections across Disciplines" and Chapter 3 "Thinking through the Disciplines", Section 3.3 "Articulating Multiple Sides of an Issue") only after you have staked your claim in a half-hearted effort to be "fair to both sides."
If you've been subjected to standardized tests of writing ability (often key factors in decisions about college acceptance and placement and earlier, in assessments of competence at various levels of K–12 education), you've probably noticed they rely on essay prompts that put heavy emphasis on argumentation. Some evaluative rubrics 11 for such essays require the presence of a thesis statement by the end of the introductory paragraph in order to earn a high score for organization.
Here's an introductory paragraph of a student writer who has been trained by the "point–counterpoint" culture of sound bites and perhaps encouraged by writing teachers over the years to believe that he has very little time to get to his thesis statement.
11. A chart with specific domains (or criteria) and scoring norms used to evaluate the quality of something (e.g., a piece of writing).
The rush to judgment has caused this student to fall into the same quick-thinking trap of the student in Section 1.3 "Slowing Down Your Thinking". The remedy (isolating the phrases worthy of further examination, indicated here, as in Section 1.3 "Slowing Down Your Thinking", with bold blue font) is similar. This student may yet make something useful out of his concerns about political correctness, but he will do so only by making a meaningful effort to withhold his judgment on what is actually a much more complicated issue.
12. A person with an inflexible, often extreme position or ideology through which the entire world is viewed.
Much of the pressure to reach judgments prematurely comes from elements of society that do not necessarily have our best interests in mind. The last exercise of Section 1.3 "Slowing Down Your Thinking" hinted at the strategic reasons why corporations, politicians, ideologues 12 , popular entertainers, authority figures, or even friends and family might try to speed up your thinking at precisely the moment when you should be slowing it down. While inaction and dithering can be cited as the cause of some of history's worst moments, the "rush to judgment" that comes from rash thinking can be cited as the cause of many more. A good rule of thumb when you are asked to make an irrevocable judgment or decision is to ask yourself or your questioner, "What's your hurry?"
KEY TAKEAWAYS
* Our sound-bite, point–counterpoint culture and even our reductive definitions of effective writing place a heavy emphasis on taking a position early and sticking to it.
* One must eventually take action after a period of contemplation, but history is full of examples of judgments made in haste.
* Withholding judgment, like slowing down your thinking, can be an effective strategy for revision and peer review.
EXERCISES
1. Take a piece of your writing from a previous class or another class you are currently taking, or even from this class, and look for phrases and sentences that suggest a "rush to judgment." Set up a chart similar to the one that appears in this section, listing every possible essay topic that emerges from the complicating questions you write in response to each premature judgment.
2. Now try this same exercise on a classmate's piece of writing and offer up one of your own for him or her to work on.
3. Compare the pace with which a writer makes a judgment in the each of the following rhetorical settings. Discuss whether you think there are certain conventions about making, presenting, and defending judgments in each of these genres. Draw from the Note 2.5 "Gallery of Web-Based Texts" in Chapter 2 "Becoming a Critical Reader" to find examples.
a. A television commercial for a political candidate, a pharmaceutical company, or an investment firm
b. A Supreme Court majority opinion
c. A presidential address on a topic of national security
d. A journal article in a field you are studying
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SOME LEADERSHIP LESSONS FROM SIR WINSTON CHURCHILL
Sir Winston Churchill is widely regarded as the greatest leader of the twentieth century. In his ninety years, he spent fifty-five years as a Member of Parliament, thirty-one as a Minister, and nearly nine years as Prime Minister.
He had been present at or fought in fifteen battles, and had been awarded fourteen campaign medals, some with multiple clasps. He had been a prominent figure in the First World War, and a dominant one in the Second. He had published almost ten-million words, more than most professional writers in their lifetime, and painted over five-hundred canvasses, more than most artists. He had reconstructed a stately home and created a beautiful garden with three lakes and built a cottage and a garden wall. He was a fellow of the Royal Society, an Elder Brother of Trinity House, a Lord Warden of the Cinque Ports, a Royal Academician, a University Chancellor, a Nobel Prizeman, a Knight of the Garter, a Companion of Honour and a member of the Order of Merit.
Many towns made him an honorary citizen, dozens of Universities awarded him honorary degrees, and thirteen countries gave him medals. He hunted big game and won many races. Estimates are that he consumed close to twenty-thousand bottles of champagne and the number of cigars is not recorded but would be voluminous. He had a family and many friends.
Churchill was a giant in world history and actually stated, "History will be kind to me for I intend to write it."
Some Leadership Lessons from Sir Winston Churchill:
1. "Broadly speaking, the short words are the best, and the old words are the best of all."
Leadership in any endeavour requires communication. Leaders are speakers. Leadership requires convictional, bold and clear communication. As Edward Murrow summarises, Churchill did not just lead a nation by sending troops to war, he also "mobilised the English language and sent it into battle." Churchill later noted "British people themselves had the heart of a lion – I had the luck to be called upon to give the roar."
2. "I never worry about action, but only about inaction."
Leaders need to keep moving, not get caught in a rut. Action requires energy and momentum. If you want to achieve, keep moving forward.
"Success is not final, failure is not fatal; it is the courage to continue that counts."
3. "The first quality that is needed is audacity."
For Winston Churchill, he viewed audacity as the willingness to take bold decisions. Risks can be uncomfortable because with them comes the possibility of failure. Churchill felt that risks were necessary to achieve great things and balanced his audacity with the understanding that not all bold risks will be successful. When failure came he learned from it. His greatest failure was in World War One as the First Lord of the Admiralty. He oversaw the horrific mission to take control of the Dardanelles, which led to the slaughter at Gallipoli. He lost his office; he then went to France and served in battle. When he returned to public office he applied the lessons he learned to make him a better leader.
4. "Kites rise highest against the wind, not with it."
People do not want to make the difficult or tough decisions, they do not wish to be contrarian or go against the tide of thought. Leaders who come forward, who have the courage of their convictions, who expose their true character, are defined by their decisions. Winston Churchill argued against the policy of appeasement and said, "An appeaser is one who feeds a crocodile hoping it will eat him last." Originally ridiculed for his stance on Hitler, he was later proven to be correct. He had the willingness to stand his ground and present his thoughts that went against the populist rhetoric of the day.
As a leader, do you follow the policy of company appeasement or do you truly lead?
5. "Attitude is a little thing that makes a big difference."
Churchill's attitude and steely conviction that Britain would not fall to Nazi Germany galvanised everyone, young and old, fit and unwell. Everyone believed in the following words:
"We shall defend our island, whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills, we shall never surrender."
6. "If you're going through hell, keep going."
All of us will go through difficult times, and we can either stop or as Winston Churchill suggests keep moving forward before you are burned beyond recognition. You may be singed, but keep moving. He knew the hell Britain would be going through when he addressed the House of Commons.
"I would say to the House as I said to those who have joined this government; I have nothing to offer but blood, toil, tears and sweat. We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I will say, it is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark and lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word, victory. Victory at all costs—Victory in spite of all terror—Victory, however long and hard the road may be, for without victory there is no survival. Let that be realised, no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail amongst men. At this time, I feel entitled to claim the aid of all, and I say come then, let us go forward together with our united strength."
7. "You have enemies? Good. That means you've stood up for something, sometime in your life."
Doing the right thing sometimes will create ill will and enemies. The character of the person is displayed during these times when fortitude is required when human nature or the easier way is to care what others think and fall in line with consensus. It is more difficult when you have worked hard in your career or area of expertise to meet with disapproval of those around you.
After winning the war, a general election was held in Britain and stunningly Winston Churchill was defeated. However, living by his principles he returned as Prime Minister in 1951. Churchill had critics throughout his entire career and did not waiver from his beliefs and his determination to express and present them. He didn't seek others approval and validation, he believed in pursuing what he felt was the right course of action and performing to the best of his ability.
8. ""Never give in. Never give in. Never, never, never, never—in nothing, great or small, large or petty—never give in, except to convictions of honour and good sense. Never yield to force. Never yield to the apparently overwhelming might of the enemy."
Churchill's words are obvious in their meaning. Don't give in or give up because the task seems too difficult or the obstacles too great. Think through and exhaust the possibilities.
9. "We are all worms, but I do believe that I am a glow worm."
Churchill had a most unhappy childhood which would have led to many people looking for excuses and self-pity in their later years. Instead he drew strength from it, and recognised to do things as a leader and in life, you need audacity, iron will and confidence in oneself. He believed in his abilities, he believed he should glow and as such he achieved against many odds, against many critics and against at times the tide of history.
10. "Courage is rightly esteemed the first of human qualities… because it is the quality which guarantees all others."
Churchill was a leader of world courage. When he spoke, a nation was given the hope and determination to fight a war that simply, against tremendous odds, had to be won. In fact, many of his friends and colleagues felt that Britain's future was lost in the very early days of the war. He refused to accept their opinions.
Churchill reminds us that leadership is impossible without true conviction even in the face of hostile opposition.
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Our consultants have worked with clients from all sectors and a broad range of geographies. They include over 80 of the ASX 100, 10% of the FTSE 100, Private Equity, Multinational, Private Family and Mutually Owned Companies.
Our work includes assignments that are both local and international in scope.
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Environments and Ecosystems (STEM Principle: Science)
By: Matt Paulson
Your kids can learn best about the world's natural environments by going out and exploring them. Depending on where you are, you may be able to reach lots of different ecosystems, and helping your children identify them is a great place to start learning biology. In this lesson we'll talk about the ecosystem. The hikes you select may include a variety of ecosystems which you can point out along the way. Or one ecosystem may predominate, in which case you can delve into the various characteristics of that ecosystem as you hike.
Ecosystem is a big word with a short meaning: it is all the plants and animals of an area that work together to make a place special. An ecosystem with lots of trees would be called a forest, and a dry one with very few plants is a desert. In Washington state there are many rainforests. In Hawaii, climbing up one of the mountain ranges offers a wide variety of microsystems with each elevation change. An ecosystem is comprised of several elements you and your junior scientists can look for while out on the trail. The first one we'll consider is water.
Water is important to all life, and most ecosystems depend on how much water they get. Being near the ocean or a stream, for example, gives animals somewhere to drink and eat fish. The coastal environments also host birds, seals, otters, and other coastal animals. If you have a beach nearby, check it out together and see what you can find. Tip over rocks and see who lives underneath. Explore tide pools. Nature is all around, and even the little critters are fascinating if you explore their secret lives. If you're near a pond, lake or river, you will notice plants and animals which seem to thrive right near the water. This is called the riparian zone. Here, the roots of big trees like cedars and oaks hold the soil so that the water doesn't wash it all away. Animals like raccoons, frogs, and opossums make their homes here. Dense underbrush may also provide safe passage from the forest to the water for these animals.
Trees need water to grow, and they can get it in many ways. Forests that are not near a water source collect it from rainwater. In dryer areas, plants need to rely more on moisture in the air. Dense forests tend to be home to big animals like bears, moose and reindeer. But the dryer areas will be home to smaller animals like deer, squirrels and rabbits. Why do you suppose this might be? Ask your scientist.
Deserts exist in the rain shadow of mountains. Tall mountains capture rain before the air mass crosses over to the other side. Port Townsend and Port Ludlow in Washington state are in the rain shadow of the Olympic Mountains. This is a nice place to call home in the usually damp Pacific Northwest! In deserts, life adapts to the dryness. Lizards, snakes, and small rodents are all very good at conserving water, and rarely have to drink. The cactus is a common plant here, and it is very good at saving water.
Next time you hike, think about the ecosystem you'll be visiting. Ask the kids to identify the type. Are you in a desert? The mountains? A forest? The riparian zone? Ask them what animals they think live here, and try to see some if you can!
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Franklin County Solid Waste Management District
50 Miles Street, Greenfield, MA 01301 (413) 772-2438, Fax: (413) 772-3786
www.franklincountywastedistrict.org, firstname.lastname@example.org
PRESS RELEASE
To:
District Town Newsletters and websites
Contact: Amy Donovan, Program Director: 413-772-2438 or
email@example.com
Date:
December 28, 2016
Re:
Article for town newsletters and websites
Battery Recycling and Proper Disposal
Free battery and cell phone recycling is available at all 17 transfer stations within Franklin County Solid Waste District. Place batteries in a plastic bag and hand batteries and cell phones to the transfer station attendant for separate processing; never place in recycling dumpsters!
There are many different types of batteries and some contain mercury and other heavy metals. Batteries can release mercury, cadmium or other heavy metals into the air and water, ultimately entering the food chain and posing health threats to people and the environment. Please read below for disposal instructions for specific battery types.
Rechargeable batteries are found in those electronics and appliances that can be recharged, such as cell phones; cordless phones; ipads/tablets; laptops; power tools; robotic vacuum cleaners, recumbent bikes, some toys; kids ride-on toys; baby monitors; some digital cameras; two-way radios, biomedical equipment, and rechargeable toothbrushes, razors, flashlights, and handheld vacuum cleaners. In addition, rechargeable batteries that can be recharged with a battery recharger should also be recycled when they can no longer hold a charge. Rechargeable batteries and cell phones contain heavy metals and should never be thrown away; they should always be recycled. Hand rechargeable batteries to your transfer station attendant. Cell phones should also be recycled in this manner.
The specific batteries accepted include: Nickel-cadmium (Ni-cad), Nickel Metal Hydride (Ni-MH), Nickel Zinc (Ni-Zn), Lithium Ion batteries (Li-ion), and Small Sealed Lead (Pb). These abbreviations are printed on rechargeable batteries.
"Call 2 Recycle" boxes for free rechargeable battery recycling are available at Lowe's. Rechargeable batteries can also be taken to Household Hazardous Waste Collections. Recycling for these batteries is always free.
Alkaline batteries are the most common household batteries. They are available in many sizes and shapes such as AA, C, D and 9 volt. Alkaline batteries manufactured since 1996 do not contain mercury or other hazardous materials. Alkaline batteries are safe to throw in the trash, but tape the contacts on 9-volts before storage or disposal. All batteries should be checked carefully before disposal, as some rechargeable and lithium batteries resemble alkalines.
If you would like to reduce the number of alkaline batteries you are using, consider purchasing an inexpensive battery charger and some compatible rechargeable batteries. These batteries can be recharged over and over again, but remember to recycle them (as above) when they cannot be charged anymore.
Carbon Zinc and Zinc Chloride batteries may be disposed of in the same manner as alkaline batteries; see above.
Lithium batteries are used many applications but most often in cameras. The word "lithium" is printed on the battery. Be sure to check all batteries; some lithium batteries, such as the AA size or the short and fat lithium batteries used in cameras, resemble alkaline batteries, but should be recycled by handing them to your transfer station attendant. Lithium batteries can also be taken to Household Hazardous Waste Collections.
1
Button batteries are the small round silver batteries found in watches, calculators, hearing aids, toys, remote car locks, flameless "flicker candles," electric fence dog collars, singing greeting cards and singing balloons. Some button batteries contain mercury; therefore, button batteries must be disposed of properly: hand to your transfer station attendant. Button batteries can also be taken to Household Hazardous Waste Collections.
Lead Acid batteries from cars, trucks, kids ride-on toys, etc. must be recycled by law. Recycling programs, some for cash or credit back, are available at auto supply stores, local scrap metal recyclers, and at some transfer stations. Lead acid batteries are also accepted at household hazardous waste collections.
For more information please contact the Franklin County Solid Waste District at 413-772-2438, email firstname.lastname@example.org, or visit www.franklincountywastedistrict.org. MA Relay for the hearing impaired: 711 or 1-800-439-2370 (TTY/TDD).
2
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Vol. 12, 2018-24 | April 25, 2018 | http://dx.doi.org/10.5018/economics-ejournal.ja.2018-24
Bridging the digital divide in the G20: skills for the new age
Krish Chetty, Urvashi Aneja, Vidisha Mishra, Nozibele Gcora, and Jaya Josie
Abstract
The digital divide in general, and between women and men in particular, is a manifestation of exclusion, poverty and inequality, and is likely to continue because of the effects of unemployment, poorly functioning digital skilling programmes and socio-cultural norms in some economies, and further depriving women equal access to digital services. Digital skills provide the poor a catalyst to break out of the cycle of poverty and empower themselves. This paper proposes a three-pronged digital skills strategy that will be required for developing countries to break out of the digital divide trap: (1) Monitor the evolving set of digital skills required for employment, (2) incorporate a holistic digital skills development strategy into national education programmes, and (3) contextualize skilling programs within prevailing socio-cultural norms that will shape the uptake and impact of digital skilling programs.
(Published as Global Solutions Paper)
JEL C83 J20 J22 J23 J24 F63 F66 F68 I24 I25 O15 O19 Keywords Digital skills; digital divide; digitalization; information literacy; computer literacy; media literacy; communication literacy; technology literacy; socio-cultural norms
Authors
Krish Chetty, Human Sciences Research Council, Pretoria, South Africa, firstname.lastname@example.org Urvashi Aneja, Observer Research Foundation, New Dehli, India Vidisha Mishra, Observer Research Foundation, New Dehli, India Nozibele Gcora, Human Science Research Council, Pretoria, South Africa Jaya Josie, Human Science Research Council, Pretoria, South Africa
Supported by: Emerging Market Sustainability Dialogues (EMSD), Economic Policy Forum (EPF), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH
Citation Krish Chetty, Urvashi Aneja, Vidisha Mishra, Nozibele Gcora, and Jaya Josie (2018). Bridging the digital divide in the G20: skills for the new age. Economics: The Open-Access, OpenAssessment E-Journal, 12 (2018-24): 1–20. http:// dx.doi.org/10.5018/economics-ejournal.ja.2018-24
1 Background
The digital divide is a manifestation of global inequalities. Those with greater capabilities can afford opportunities to gain the necessary skills to better leverage state and private sponsored investments in digital infrastructure and training. Conversely, impoverished communities with limited capabilities have fewer opportunities to gain the skills needed to advance within the rapidly transforming digital economy. With only 40% of the global population online and participating within the digital economy, addressing the digital divide is a pressing global challenge, which was recognised by the G20 under the stewardship of Germany in 2017 by calling for a more inclusive digital economy. Considering the rapid pace of technological advancement and the consequent inequalities, addressing the digital divide should be particularly high-up on the G20 agenda as the top-three countries with the largest offline population – India, China, and Indonesia – are all G20 members (McCauley, 2017) (see Figure 1).
Providing infrastructure in communities most affected by the digital divide will not alone resolve the problem of poor digital skills or lead to an immediate adoption of such facilities. For example, it was found in Brazil, that despite providing more infrastructure, large parts of the population did not perceive a need for digital access (Marcus et al., 2015). On the contrary, studies show that digital training is the vital ingredient in harnessing the ICT infrastructure investments made by both the public and private sectors (Bowles, 2013).
The link between digital access and socio-economic conditions is borne out by the South African example. In South Africa, 35% of households saw no relevance in accessing the internet, due primarily to their socio-economic circumstances (Statistics South Africa, 2015). It has also been noted that learners from families with high incomes have a greater affinity for using digital tools as compared to learners from low/middle income families. For example, Achuonye and Ezekoka (2011) discuss computer anxiety or 'technophobia' that learners from poorer communities in Nigeria exhibit when working with digital tools, simply due to the novelty of the occurrence. Similarly, Anthony et al. (2000) argue that technophobia can be correlated against the user's depth of computer experience.
Unless a concerted effort is made to educate the population about the benefits of digital technologies and how to operate such facilities, the current structure of the divided digital
Figure 1: Percentage of individuals using the internet
G20 Member States - Percentage of Internet Access
Source: International Telecommunication Union (2016)
economy will exacerbate existing political and social inequities, particularly in low/middle income countries. An inclusive digital economy, that counters these divides, can lead to more trade, better capital use, improved efficiency, and accelerated innovation. To facilitate such benefits the G20 nations must take actions to address the challenges that maintain the digital divide.
The impact of ICTs in developing countries is also not gender neutral largely due to these entrenched socio-cultural norms and beliefs. In these cases, men tend to dominate access to employment, education and income sources and opportunities (Hilbert, 2011). However, as Hilbert suggests, an inclusive digital skills training programme must also provide opportunities for young girls to access the relevant basic skills valued by employers. However, without deliberate and focused programs for women and girls, the new digital economy will be exclusionary and reinforce existing gender and cultural disparities.
In addition, socio-cultural factors strongly impede the access of digital tools by females. Johnson (2010) contends that in India for example, the low uptake of digital technologies by women is a result of prevailing roles, beliefs, and traditional norms. Son preferences within family units, community expectations, cultural norms that drive the sexual division of labour, such as a female's role in the household duties and chores, increases the perceived opportunity cost of sending a girl to school. In India, 23% of girls drop out of school before they reach puberty. Consequently, these women are often not familiar with ICT and do not realize the value and empowering potential of ICTs (Gurumurthy and Chami, 2014). Other socio-cultural factors limiting women's access and use of ICTs include discriminatory attitudes against women's access to technology and technology education (Geertsema Sligh, 2006). For instance, a report by Intel (2013) titled 'Women and the Web' revealed that in 2012, one in five women in India thought internet usage to be inappropriate, non-beneficial and something that their families would disapprove of. In rural areas, negative questions that are often repeated are "What would a woman farmer want with a computer?". Further, 40% of women in this study expressed discomfort or a lack of familiarity as a reason for not using the internet. In terms of ICT ownership, rural women are less likely to own communication assets, such as a radio or mobile phone, compared to their male counterparts. This is because they are less likely to allocate their income to use in public communication facilities, except when they need to communicate with family or to arrange for income transfers (Deen-Swarray and Gillwald, 2012). The digital gender divide is thus, a combination of the lack of physical access, digital skills, opportunity and autonomy to make meaningful use of ICT, as these factors are strongly influenced by gender biased beliefs and value systems (Kularski and Moller, 2012).
Considering the range of digitalization challenges affecting G20 countries, the strength of previous G20 recommendations to respond to these challenges has been weak in comparison. The issues of digitalisation and skills development have been raised consistently by the G20 but have not intersected prior to 2017. The G20 2015 Skills Strategy calls on G20 members to identify what skills are required by their respective labour markets, whilst not explicitly mentioning digital skills (G20 Leaders, 2015). In contrast, the digital skills agenda is far more advanced in some European countries. For example, Germany's Digital Agenda (2014–2017) provides a modern programme for training which includes professional development and the
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promotion of digital skills for all employees (German Federal Government, 2014). In addition, Europe's Digital Agenda details the need for effective, contextualized formal education, training and certification systems. This is to promote a more inclusive digital society involving technical, social, cultural, civic and creative skill-sets (Helsper and Deursen, 2015).
In short, the G20's position on Digital Skills lags behind the positions already adopted in developed nations. If the G20 was to adopt a stronger position on digital skilling, many low/middle income countries would benefit from such strategic guidance. Considering the expanding role that digitalization will play in the economy, the G20 must clarify its position on digital skills development and take actions to align the digital skills requirements of employers with those produced by education and training programmes.
2 Objectives
The G20 was formed in response to the Global Financial Crisis of 2008 to allow member nations to collaboratively counter the emergence of future crises. When considering that 60% of the global population are offline and effectively do not contribute the digital economy, the digital divide represents such a potential crisis. Action is needed to resolve the gulf in digital skills attainment between those with financial means and those without, however to date, policy priorities of the G20 pertaining to the digital divide have centred on optimising digital trade, financial inclusion and infrastructure development. Whilst, the G20 has recognized the importance of skills development, no connection was developed linking skills to the digital divide. It is the thesis of this study, that the lack of digital skills particularly amongst poor communities is a crucial determinant of digital exclusion. Whilst accepting that issues of infrastructure development and the cost of Internet connectively must be addressed, due attention must also be directed to upskilling the population.
While it is vital for the G20 nations to devise a holistic skills development programme, this must include a conscious acknowledgement of country-specific social and cultural norms which will shape the uptake of skilling initiatives. In some countries, such norms have the effect of limiting women's opportunities to access training programmes and can exacerbate the digital divide if they are not adjusted to take account of the specificities of the limits to access to skills by women. Keeping in mind the heterogeneity across emerging and developing economies it is important to recognize these norms and to identify how the G20 can cooperate in forming and
To address the skills gap that exacerbates the digital divide it is necessary to recognise the multi-disciplinary nature of digital skills required in the modern digital economy. A holistic skills development programme across the G20 is required to align the needs of employers against the supply of skills from training programme. This study identifies the pertinent skillsets to be supported by digital training programmes within schools, vocational training facilities, universities and other training programmes across the G20. To do this, it will be important to standardize the skills outputs of training programmes across the G20, allowing citizens to receive training of comparable strength across G20 countries, in effect assisting to bridge the digital divide across G20 nations.
executing common policies, as well as context-specific pathways to reduce digital exclusionary practices.
3 Approach
The approach followed in this study involves a systematic review of international studies which describe the set of digital skills valued by employers. This involved performing a keyword and title search for journal articles across academic databases, using the keywords "digital literacy" and "definition" during 2005 to 2016. The results that emerged are listed in Table 1.
Although the topic of Digital Literacy alone is popular and commonly researched, the articles dedicated to its definition are limited. On further inspection of the abstracts of these 64 articles, it was found that very few of these studies were appropriately framed or instead, the context of the article narrowly defined a component of digital literacy. Due to this challenge, additional literature was reviewed. The second stage of the literature review involved a review of papers released by leading International organisations between 2010 and 2016 pertaining to Skills Development and to follow the references raised by the authors of these identified studies. The organisations identified include UNESCO, OECD, WEF and the Chinese Internet Network Information Centre (CINIC). From this combination of approaches, the key studies that were identified were produced by OECD (2016), SCONUL Working Group on Information Literacy
Table 1 – Results of keyword and title search across academic databases
| Database | | Article Count | |
|---|---|---|---|
| | OneFile (GALE) | | 18 |
| ABI/INFORM Complete | | 8 | |
| | ABI/INFORM Global | | 7 |
| Taylor and Francis Online - Journals | | 4 | |
| | ERIC (U.S. Dept. of Education) | | 4 |
| SAGE Journals | | 4 | |
| | Agricultural and Environmental Science Database | | 3 |
| SpringerLink | | 3 | |
| | ABI/INFORM Dateline | | 1 |
| JSTOR Current Journals | | 3 | |
| | Directory of Open Access Journals (DOAJ) | | 2 |
| Emerald Insight | | 1 | |
| | Literature Resource Center (Gale) | | 1 |
| Medline/Pubmed (NLM) | | 2 | |
| | ScienceDirect Journals (Elsevier) | | 2 |
| Oxford Journals (Oxford University Press) | | 1 | |
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(2011), McKinsey and Company (2014), Pirzada and Khan (2013), Ridsdale et al. (2015), UNESCO (2011), Martin (2008), Covello (2010) and Bawden (2008).
Furthermore, the qualification frameworks of India, South Africa and Europe were reviewed together with a collection of studies which described the concerns which described the challenges of embedding technology within the curricula. These points were included, as they are relevant in the manner G20 countries attempt to align their curricula to effectively respond to the changing digital skill demands of employers.
This study synthesizes the emerging commonalities for determining the broad set of digital skill's disciplines. These skill-sets are associated with the type of employment opportunities available, and that were accessible when the associated level of skill is attained. In addition, relevant case studies were reviewed that discuss international best practices to developing an international skills training programme. Case studies from India and South Africa are reviewed to assess the role of socio-cultural norms with a focus on those that impede women from using digital technologies. The results of this review are presented in the section pertaining to the gender divide and socio-cultural norms. The Indian studies predominantly highlight sociocultural issues, whilst South African studies pertained to issues of the curriculum.
In addition, a quantitative assessment was conducted of all new jobs advertised on South Africa's premier recruitment website, www.CareerJunction.co.za. All relevant information describing the type of skills associated with the job advertisement, such as location, position, rank, salary and sector were extracted from the largely unstructured dataset. The information included in this analysis allows the determination of the toolsets and skill-sets required by employers in South Africa as of 18 May 2017 (the date of extraction). To identify the predominant skills which emerged on this day, text analysis was performed and sets of synonyms were grouped. For example, words such as Web or Internet were combined as the keyword frequencies were quantified. As job adverts can be categorised in terms of the sector or salary expectation (where provided), the jobs that were linked to digital skills were thereafter presented in terms of sector and annual salary. In future, this approach can be applied to other recruitment portals across the G20 to compare skill-set requirement differences amongst employers. The approach and analysis offer the G20 nations a practical solution to quantify the skills and tools needed and can be adopted by an international standard setting body to determine which skills are needed as technology progresses over time.
4 Findings
4.1 The multidisciplinary nature of digital skills needed in the new age
It is widely accepted that there are multiple forms of digital skills required by employers. It is therefore necessary not to adopt a narrow conceptual view of digital skills but to rather describe the five key disciplines of digital skilling, viz., the Information, Computer, Media, Communication and Technology literacies which emerge from the literature surveyed in this study as discussed by the OECD (2016), Pirzada and Khan (2013), the UNESCO Institute for
Information Technologies in Education (2011), Martin (2008), Covello (2010) and Bawden (2008), amongst others.
In short, the key disciplines which emerge are mentioned in Table 2. Furthermore, by acquiring generic skills within these disciplines, one has a better chance to gain access to entry level employment opportunities. It is important to recognise that digital skills are multidisciplinary in nature and these skillsets will evolve over time, as employers' needs change.
Table 2: Synthesis of digital skill disciplines
| Discipline | |
|---|---|
| Information | • Finding, evaluating, organising and using digital content. |
| | • Understanding the need for information and identifying what type of information |
| | is needed |
| | • Synthesising, creating new information |
| Computer | |
| Media | • Access, navigate, combine and edit text, sound, image and video media. |
| | • Integrating and comprehending sensory experiences. |
| | • Understanding graphic design principles |
| | • The nature of web authorship. |
| | • Critical analysis, evaluation and production of mass media content. |
| Communication | |
| Technology | • Ability to use technology within life situations. |
| | • Ability to adopt, adapt, invent, and evaluate technology to improve their |
| | livelihood and that of their community, and environment. |
4.2 Progressing from digital literacy to digital mastery
There are three tiers to digital skills, viz., literacy, fluency, and mastery. The digitally literate can conduct basic functions using a range of technical tools. The digitally fluent user is more digitally capable than the digitally literate user as the user can analyse and process multiple streams of information and operate at a more proficient level. The attainment of a level digital mastery is possible when fully utilizing the various digital tools at one's disposal, and being able to produce new digital content (Ridsdale et al., 2015).
This three-tiered approach emphasised by the OECD (2016) identifies ICT generic skills attained at the level of becoming digitally literate, and ICT specialist skills which are attained at
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the levels of fluency and mastery. The OECD further identifies ICT complementary skills that are gained if learners can apply their skills in different work contexts. This type of skill usually manifests amongst employees that are at the fluent or master level. Skills complementarity is an important concept and arises from the multidisciplinary nature of digital skills. For example, a proficient programmer who understands digital media, could apply his programming knowledge innovatively in a new field.
At a minimum, entry level jobs, needed in the modern economy require a broad set of generic skills, generally routine and manual in nature, related to information and computer skillsets. Depending on the sophistication of the task, intermediate or expert level jobs often require the employee possesses ICT specialist skills which, for example, allows the employee to programme, develop applications and manage networks. Jobs requiring problem solving abilities are not generally associated with entry level positions.
It is crucial for low/middle income economies to ensure that disadvantaged communities receive the basic training needed to reach a state of digital literacy, however, once a state of literacy is attained, further training opportunities are needed to progress to levels of fluency and mastery. The most valued employees are those that can integrate digital tools seamlessly into their daily operational tasks. Thus, any digital skilling strategy must consider the longer-term requirements for mastery and the ability to apply such skills in other fields as well.
Importantly, the core skills needed, particularly in developing countries are the generic entry level skills linked to the information and computer skill-sets. These skills are considered gateway skills, enabling the learner to better grasp entry level concepts in other subject areas such as Media, Communication and Technology. The attainment of such digital skills, in addition to completing secondary schooling in South Africa, provides the learner the critical labour market access in the form of semi-skilled work opportunities, which breaks the cycle of poverty besetting poorer communities (Spaull, 2015). This stepping stone out of poverty can provide the learner further access to vocational training or universities. The absence of such skills denies the learner this vital initial access to formal employment.
4.3 A snapshot of South Africa's digital skills needs
An analysis of junior positions in South Africa posted on www.CareerJunction.co.za allows the identification of the predominant skills required by employers. By applying the identified skills framework, it is possible to categorize the skill requirements of employers. Of the positions identified, it can be noted that the technology discipline dominates new junior level positions across sectors, followed by careers requiring information and computer related skills (Table 3).
With respect to the information skills that are needed, tasks that require data manipulation were predominant, followed by the ability to find information on the Internet via database querying and an understanding of search engines. Junior positions that required data analysis and usage are commonly found in the Administration, Business Management, Finance, IT, Medical and Sales sectors (Table 4).
Table 3 – Most common skills required per discipline amongst junior positions in South Africa
| | Information | | | | Computer | | | | Media | | | | Communication | | | | Technology | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Data analysis | Data analysis | 34 | 34 | MS Excel | MS Excel | 89 | 89 | Graphic Design | Graphic Design | | 1 | Report writing | Report writing | 89 | 89 | SQL | SQL | 166 | 166 |
| | | | | | | | | | | | 3 | | | | | | | | |
| Database usage | | 25 | | Sage | | 71 | | Media knowledge | | 1 3 | | Telecoms | | 20 | | Business Intelligence | | 82 | |
| | Data | 24 | | MS Word | | 43 | | | Sound | | 1 | | Communication | 8 | | | Software | 75 | |
| | modelling | | | | | | | | knowledge | | 2 | | Skills | | | | development | | |
| Querying | | 22 | | ERP | | 34 | | Photoshop | | 1 1 | | SMS | | 5 | | Java | | 73 | |
| Research | | 17 | | | Computer | 31 | | Visual aids | | 7 | | Skype | | 4 | | Web Development | | 43 | |
| | | | | | Literate | | | | | | | | | | | | | | |
| informatics | | 15 | | Microsoft Literate | | 23 | | Corel | | 4 | | Social Media | | 3 | | Data Development | | 37 | |
| | Web usage | | 9 | | MS Office | | 23 | | TV | | 2 | | ISO policies | | 3 | | Cabling | | 35 |
| Web Skills | | 8 | | Syspro | | 20 | | Sound | | 1 | | Twitter | | 2 | | HTML | | 33 | |
| | Forecasting | | 8 | | Server skills | | 19 | | 4d illustrator | | 1 | | Messaging | | 2 | | .NET Development | | 31 |
| Searching | | 8 | | SAP | | 17 | | Radio | | 2 | | VOIP | | 1 | | UI | | 22 | |
| | | | | | | | | | | | | | | | | | Tech savvy | | 22 |
Table 4 – Junior positions that require technology skills per annual income band and sector
| | | 0–R54,000 | | R54,000– R120,000 | | R120,000– R252,000 | | R252,000– R684,000 | | > R684,000 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| | Sales | | 25 | | 17 | | 4 | | | | |
| Finance | | 4 | | 13 | | 14 | | 14 | | 1 | |
| | Information Technology | | 3 | | 6 | | 18 | | 17 | | |
| Admin, Office and Support | | 10 | | 10 | | 1 | | | | | |
| | Business and Management | | 3 | | 4 | | 2 | | 6 | | 1 |
| Marketing | | 4 | | 5 | | 1 | | | | | |
| | Cleaning and Maintenance | | 4 | | 4 | | 2 | | | | |
| Warehousing | | | | 5 | | 1 | | 1 | | | |
| | Design and Media | | 1 | | 3 | | 2 | | | | |
| Building and Construction | | | | 2 | | 1 | | | | | |
| | Restaurant and Hospitality | | 1 | | 1 | | | | | | |
| Manufacturing and assembly | | | | | | | | 1 | | | |
In terms of computer skills, the knowledge and ability to effectively work with Microsoft Office, particularly Excel, featured strongly. In this discipline, it was also found that knowing how to operate an Enterprise Resource Planning (ERP) system was particularly useful to employers. The Sage and SAP systems were often requested amongst junior positions. This is notable, as school, tertiary and vocational training programmes in South Africa do not offer
training to operate an ERP system. Current training pertaining to ERP systems is limited as a part of an Information System's course, with a greater emphasis on the design of such systems and not its operation. Operational skills are however gained via on-the-job experience.
Communications skills were also found to cut across sectors. The most prevalent requirement was the ability to write reports. Thus, the applicant needs to be capable in using a word processor. The expectation amongst these positions, is that the applicant is well-versed in using the software and often using a tool such as Microsoft Word is not explicitly mentioned in the job advertisement. In addition to having strong writing skills, using new forms of technology to communicate was noted, with some positions requiring the applicants to be able to use Skype, social media in general, Twitter specifically, to be able to send messages as well understanding how to communicate using VOIP based tools.
Media related skills were the least frequent set of skills required by employers in South Africa. In this discipline, it was noted that graphic design skills featured within the architecture and design type job advertisements. The majority of these positions are offered as permanent positions in the Finance, Design and Media, Marketing and Sales sectors. Such positions generally require the incumbent to concentrate on branding related activities.
Technology related skills were the most commonly requested skills from employers at the junior level. Database management skills are commonly required which is associated with using SQL for database querying and various other programming languages. It is also important for the applicant to understand the development principles for these types of jobs. Jobs with an annual income band of R54,000 to R120,000 were most common at the junior level. Interestingly, jobs where the applicant would earn up to R120,000 were found in sectors such as Sales (Retail), Finance and Administration and highlights that these skills can act as a gateway to productive employment in traditionally non-IT related sectors.
4.4 The need for a holistic skills development strategy
The challenge faced by all policy makers is to determine how to ensure policy making pertaining to digital skills development is as responsive as the rapid pace of change in the international labour market. Employer requirements for new skills constantly change as the digital economy evolves. Consequently, any digital education minimum standards must be informed by a dynamic and responsive standard setting body. Such a body should serve as the link between employers, trainers, policy makers and academics (see Figure 2). The duties of such a body would include (1) monitoring and identifying the skills requirements of resources required by employers, (2) guiding digital education and training programmes on the content of their curricula and (3) ensuring that academics and policy makers have an opportunity to debate the future direction and content of digital skills training programmes.
The literature suggests that businesses are holding training institutions responsible for not producing sufficient graduates with suitable digital skills (Calitz, 2010; Calitz et al., 2014). This implies the need to align the demands of the employer with the curricula offered by secondary
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Figure 2: Contributors to a digital skills standard setting body
Standard
Setting
Body
Employ-
ers
Training
Program
mes
Aca-
demics
Policy
Makers
schools, vocational training facilities, digital training programmes and universities. Employers' needs will rapidly change, and the set of digital skills required today are likely to change in the future. Academics will play a vital role in guiding the standard setting body in the manner it adapts training programmes according to the evolving labour market. Policy makers, will require guidance and assistance in the manner they balance the demands of employers against the skills supplied by existing training programmes and the requisite needs of such programmes.
It is vital that G20 countries structure the school system and curriculum in a manner that is aligned with the needs of employers. In South Africa, the National Qualification Framework (NQF) structures the streams of education through ordinary schooling, adult education, vocational training and tertiary education. Compulsory education ends at Grade 9. Thereafter, a learner either continues within the ordinary school stream or accesses either adult education or vocational training. Thus, the alignment discussed by the OECD must determine what skills
The OECD (2016) argues that when learners exit compulsory education they should be equipped with a proficient level of digital skills. In addition to identifying these skills, and what determines a suitable proficiency level, countries must also address the traditional challenges faced within the education sectors in low/middle income economies. These challenges include strengthening foundational skills such as literacy and numeracy, reducing school dropouts, targeting grade-repetition and promoting good teaching practices in schools. Further, in low/middle income economies, not all schools provide digital training to learners and such training, when available, may not be compulsory. In poorer communities, it is more commonly found that dropout rates are high, quality and infrastructure of schools are poor, and girls often do not receive sufficient schooling due to a combination of social and cultural norms (Spaull, 2015).
should be offered to a learner exiting the school system from Grade 9/NQF Level 1 to students that complete a PHD/NQF Level 10.
Often, there is a lack of alignment between the various education streams. For example, in South Africa, it was found that there is a disconnect between the entrance requirements of higher education programmes and the Computer Applications Technology (CAT) subject offered in secondary schools (Mdlongwa, 2012). CAT is offered in Grades 10, 11 and 12 and the subject trains learners in a basic set of multi-disciplinary ICT skills. However, the subject is not credited by universities and therefore does not incentivise learners to enroll. The subject provides valuable training in areas such as software development, hardware maintenance and networking, however many poorer schools are ill-equipped to provide such training. Thus the holistic skills development strategy must cater for unaffordable requirements such as providing infrastructure, trained instructors, software, a maintenance plan, and insurance to combat effects of theft (South African Department of Basic Education, 2010).
Whilst South Africa's NQF is aligned to international qualification frameworks such as the Bologna Process, the European Qualifications Framework and India's NQF (European Commission – Education and Training, n.d., NUFFIC Internationalising Education, 2015) (see Table 5), it is important to determine the required digital skill, knowledge and competence that must be attained at each level via each education stream. In addition, private training programmes, not affiliated to their respective countries national qualification framework, should endeavour to align the content of their training programmes against the identified digital skills needs of employers.
Table 5 - Alignment between the South African NQf, Indian and European Qualification Framework
| SA NQF Level | NQF1 | NQF2 | NQF3 | NQF4 | NQF5 | NQF6 | NQF7 | NQF8 | NQF9 | NQF10 |
|---|---|---|---|---|---|---|---|---|---|---|
| European EQF Level | EQF1 | | EQF 2 | EQF3 | EQF 4 | EQF 5 | EQF 6 | EQF 6 | EQF 7 | EQF 8 |
| India NQF | NQF1 | NQF2 | NQF3 | NQF4 | NQF5 | NQF6 | NQF7 | NQF8 | NQF9 | NQF10 |
| SA Ordinary School | Grade 9 | Grade 10 | Grade 11 | Grade 12 | Higher Certificate – 1st Year | Diploma/ 2nd Year | Degree/ 3rd Year | Honours | Masters | PHD |
| SA Vocational Training | | NATED 1 | NATED 2 | NATED 3 | N4–N6 | Internship/ Diploma | | | | |
| | | National Certificate Vocational – 1st year | National Certificate Vocational – 2nd year | National Certificate Vocational – 3rd year | | | | | | |
Furthermore, the education programme in general needs to embed digitalisation across the curricula. The concerns of technophobia emanate from an unfamiliarity associated with digital technologies and services. Embedding and integrating digital tools into teaching practices in earlier schooling phases will assist to overcome this unfamiliarity. A new practice-ready education paradigm is recommended to keep the education system responsive and agile to the ever changing emerging technologies (Calitz, 2010; Noel and Liub, 2017; Aflatoony and Wakkary; 2015).
4.5 Responding to the gender divide and socio-cultural norms
While the digital divide exists in varying degrees across the G20, poorer communities and rural women in the developing world tend to be the least digitally included. For instance, only about 29 percent of internet users and 28 percent of mobile phone owners are women (Aneja and Mishra, 2017). In addition to the high cost of access to new technologies combined with the low level of female purchasing power, infrastructural constraints (the determining aspects of gendered digital exclusion in developing countries), are the impact of gender-biased belief and value systems that impose restrictions on the education and free mobility of women, indirectly exacerbating the digital skills divide (Mishra, 2017).
In addition, Google, in association with TATA Trusts India, launched the 'Internet Saathi' campaign in July 2015 to bring 5 million women from villages online over a period of 18 months by teaching them how to use tablets and smartphones (Google India, 2015). While the exact number of women trained in sustained and productive usage of the Internet is unavailable, the programme was successful in familiarising and making the rural population comfortable with hardware and the Internet. What set the Internet-Saathi model apart was the fact that it only used local women as trainers. Having local women trainers ensured continuity in the process of learning and imparting hands-on training to women and children in villages. This approach made it a highly scalable and sustainable programme.
For instance, most ICT training centres are run from public spaces. Rural women are often reluctant or not allowed to visit "cyber cafes," public internet centres, or community training centres that are often owned by men or visited predominantly by men. Further, training programmes often fail to take women's 'time poverty' into account (Desai, 2016). Time poverty is defined as scarcity of time rural women face because of their multiple roles and heavy domestic responsibilities that limit the time they can allocate to learning and using ICTs. When training programmes run during early morning, or late evening hours, they limit women's participation in training and education. There will be a greater chance for success if these factors are considered when designing digital training programmes.
When designing digital training programmes, simply making these programmes accessible to women is unlikely to yield the desired results. The programmes must be context and needspecific. For instance, investing in efforts to minimise the gender gap in science and technology education through such 'ICTs in public schooling' initiatives can be beneficial in urban contexts. At the same time, considering that a significant number of girls drop out of formal schooling
post puberty (Gurumurthy and Chami, 2014), it is important to explore the potential of ICTs for educating out-of-school adolescent girls and supporting the learning-action processes of adult women who may not be textually literate.
In addition to generic digital skills training, there is a need to offer digital skills training programmes that highlight how women entrepreneurs can use and benefit from e-commerce services. E-commerce offers women the opportunity and flexibility to work from home. It eases not only the selling of products and services online but can also promote the productivity and competitiveness of women entrepreneurs in rural and urban areas. This is done by linking producers and traders directly to markets at national, regional and even global levels, allowing them to restructure their economic activities and bypass intermediaries and the male-dominated and exploitative market structure (UNCTAD, 2002).
Today, new technology can also be a skill-provider. When such tools are made available to women, it can reduce the gaps created through the formal education system. For instance, Barefoot College, a school in the North Western state of Rajasthan, India, provides professional training for rural women to use cell phones through innovative techniques where formal education or reading skills are not a prerequisite (Barefoot College, 2015). In this way, even illiterate, older local women entrepreneurs can use it in the marketplace.
For instance, the Self-Employed Women's Association (SEWA) Trade Facilitation Centre (STFC) in India showcases members' products online, facilitates business-to-consumer sales, and builds business-to-business links through the use of ICTs and E-commerce (Self Employed Women's Association, 2014). However, the extent to which women can control the transactions is unclear, making SEWA an intermediary as well. This necessitates research into what digital software applications and training capacities are needed to ensure that urban and rural women etraders retain their agency, and avoid the same obstacles present in the economy in general.
It is important to distinguish digital skills from understanding the value of digital/ICT skills. If we are to institute a holistic skills upliftment strategy, it is important to recognise the sociocultural context of communities which may undermine the delivery of digital training courses. The perceived lack of value of digital tools and advancements in some communities emerges
However, it is also important to note that the gender dimension of digital exclusion can have varying manifestations. For instance, even in the US, where age, ethnicity and location are bigger determinants than gender in terms of digital access and usage, women's underrepresentation in fields of science, technology, engineering, and mathematics (STEM) fields is a growing concern: only 18 percent of women earned a bachelor's degree in engineering in 2012. STEM jobs are estimated to grow faster than any other sector in the future, and it has been estimated that as many as 40 million jobs could go unfilled due to the emerging skills-gap (Dobbs et al., 2012). In addition to widening the existing deficit of women in highskill technical jobs and research, the deficit of women in STEM fields is leading to new technologies being developed almost exclusively by men. Consequently, in-built sexism in artificial intelligence and robotics is already visible. If the present situation persists, it is likely to exacerbate existing inequalities in work opportunities and outcomes. Therefore, the focus needs to be on not only increasing women's digital literacy, but also their digital mastery (Mishra, 2017).
Economics: The Open-Access, Open-Assessment E-Journal 12 (2018–24)
Global Solutions Papers from their lack of knowledge of the pace of technological change and its impact on society at the macroeconomic level. Countering these misconceptions by educating the misinformed is therefore a valuable pursuit, to ensure new digital training programmes are effectively instituted. Thus, the training programmes which are delivered must be mindful of such dynamics and be designed in manner to counter such responses.
5 Recommendations
5.1 G20 to monitor the digital skills required for employment
It is essential for the G20 nations to institute a process to identify and track the digital skills required by employers internationally. The G20 must recognise that the skills required by employers are multidisciplinary and pertain to the Information, Computer, Media, Communication and Technology literacies. It is the specific tools used in these spaces that rapidly evolve due improved efficiencies and innovative practices. In response, the G20 must introduce innovative mechanisms to follow the shifting trends in technologies required in the labour market to become more agile in the manner education programmes are structured. Monitoring the skills required should be conducted internationally and locally. This approach will allow countries to compare their current requirement against the international norms across sectors. Producing such insights will be beneficial to employers to benchmark their business practices and keep pace with the evolving international norm.
5.2 G20 to develop and guide a holistic digital skills upliftment strategy
In addition to monitoring skills required in the labour market across sectors, it is important to introduce responsive processes which allow nations to collectively monitor and organise their respective education programmes to incorporate the new training requirements of employers. Setting up a broad G20 standard setting body will allow employers, trainers, academics and policy makers the opportunity to debate the future direction of the digital education curricula. This body will assist national qualification frameworks to find a common set of standards that apply across nations, allowing member countries to produce similarly skilled graduates, regardless of their location of study. Thus, providing poorer learners greater opportunities to access the labour market and breakout of poverty.
5.3 G20 nations to address the social and cultural norms
Advocacy and awareness generation programmes are necessary to challenge entrenched social attitudes and at the same time, concrete policy solutions need to be identified to improve women's socio-economic status. For this, the G20 must address the severe lack of funding to
tackle pervasive social inequities. For instance, it was estimated that even though global aid is rising, aid to education has fallen 10% in 2009 to 6.9% by 2015. Crucially, at present only two G20 donor countries are dedicating the recommended 15 percent of their total aid to education (Johnston and Royle, 2017).
Secondly, it is clear that most studies on women's empowerment and digital inclusion in the G20 context have remained anecdotal. There is a dearth of sex-disaggregated data on women's access and usage of ICT, as well as of qualitative studies on attitudes and stereotypes that shape unconscious bias. While the Digital Opportunity Index (DOI) was introduced in 2005 to track digital inclusion, it does not collect sex-disaggregated statistics. There is an opportunity to undertake empirical research to map out future policy pathways. Lastly, as the case studies demonstrate, it is important that the G20 refrains from broad based brush-stroke solutions to tackle gendered digital exclusion.
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Economics: The Open-Access, Open-Assessment E-Journal 12 (2018–24)
Global Solutions Papers
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Please note:
You are most sincerely encouraged to participate in the open assessment of this article. You can do so by either recommending the article or by posting your comments.
Please go to:
http://dx.doi.org/10.5018/economics-ejournal.ja.2018-24
The Editor
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CLASPINGLEAF PONDWEED
Plant Symbol = POPE7
Potamogeton perfoliatus L.
Contributed by: USDA NRCS National Plant Materials Center
USDA-NRCS PLANTS Database / Britton, N.L., and A. Brown. 1913. An illustrated flora of the northern United States, Canada and the British Possessions. 3 vols. Charles Scribner's Sons, New York. Vol. 1: 80.
Alternate Names
redhead grass, clasping leaved pondweed
Uses
Claspingleaf pondweed beds stabilize sediments, reduce shoreline erosion, and provide valuable habitat and are a food source for a variety of fish, macroinvertebrates, crustaceans and waterfowl (Thayer et al 1975, Lubbers 1990).
Habitat:
Claspingleaf pondweed beds provide protection from predators, as well as attracting epiphytes and zooplankton upon which other species graze, providing an important link in the food web. During the breeding season up to 80 percent of waterfowl's diet is plant material, much of it aquatic (Kenow and Rusch 1996).
Plant Fact Sheet
Status
Please consult the PLANTS Web site and your State Department of Natural Resources for this plant's current status (e.g., threatened or endangered species, state noxious status, and wetland indicator values).
Description and Adaptation
Claspingleaf pondweed is a submerged, rooted, flowering aquatic plant that grows in alkaline, brackish, and freshwater lakes, streams and estuaries. Substrate conditions are often low in organic content forming a firm muddy bottom or sand-based sediment in reasonably slow moving waters. Plants tend to be darker green colored in shallow waters and are a paler green in deeper water (Bergstrom et al. 2006).
Claspingleaf pondweed distribution from USDA-NRCS PLANTS Database.
Claspingleaf pondweed is widespread in sheltered coves and bays throughout 24 states in the United States, 8 provinces in Canada, Greenland and St. Pierre Miquelon. For updated distribution, please consult the Plant Profile page for this species on the PLANTS Web site.
Establishment
Claspingleaf pondweed pondweed is propagated through cuttings, rootstocks, and seeds. When starting new populations, using cuttings and rootstocks is the least time consuming method.. Cuttings can be taken and immediately planted to create new ones utilizing a planting substrate composed of oyster shell and peat moss. Seed propagation may result in a much higher yield of plants than asexual propagation. Seeds must be harvested from plants at the right time of year.
Germination rates under ideal conditions are variable from 16-60% (STAC 2007). Seed collections occur from late July to August. Seed harvesting of the upper third water column includes the plant stems and florescence (i.e. 1 foot down in 3 feet of water, or 10 inches down in a 30 inch tank). Seeds must be harvested from plants at the right time of year. Germination rates under ideal conditions are variable from 16-60% (STAC 2007). Best germination results require six to nine months of cold storage (at 40 deg F) submerged in 15 parts per thousand (ppt) saline water with aeration. To encourage fast and high germination after the 6 to 9 months of cold storage transfer the seed to a warm, freshwater environment.
Management
In a domestic tank or experimental setting one of the major concerns is ensuring that algae or invasive vegetation does not overwhelm stock plants. Keeping nutrients and organic matter low helps , but additions of water and tank cleaning with nets similar to those used cleaning pools are important factors in aquatic plant maintenance.
Pests and Potential Problems
In most propagation and restoration scenarios natural predators such as crabs or cownose rays require an exclosure is to protect plants. Non-migrating Canada geese graze extensively on the vegetation. The worst herbivores of submerged aquatic vegetation (SAV) are the non-native mute swans and native cownose rays. While it is unlikely they will wipe out the entire SAV population in a given water body, they do reduce above and belowground plant material, and they have the potential to destroy a restoration plantings in a single visit.
Environmental Concerns
There are no known issues with respect to clasping pondweed and environmental problems.
Cultivars, Improved, and Selected Materials (and area of origin)
There are no known cultivars, improved, and/or selected materials for claspingleaf pondweed. This plant is commercially available from specialized coastal and wetland plant nurseries.
Citation
Zinecker, E. and J. West. 2010. Plant fact sheet for claspingleaf pondweed (Potamogaton perfoliatus L.). USDA-Natural Resources Conservation Service, National Plant Materials Center. Beltsville,MD 20705.
Edited: 01/09/2010; 09/25/12 jad
For more information about this and other plants, please contact your local NRCS field office or Conservation District <http://www.nrcs.usda.gov/>, and visit the PLANTS Web site <http://plants.usda.gov> or the Plant Materials Program Web site <http://plantmaterials.nrcs.usda.gov>
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Coping With Loss: Bereavement & Grief
In our hearts, we all know that death is a part of life.
In fact, death gives meaning to our existence because it reminds us how precious life is.
Coping With Loss
The loss of a loved one is life's most stressful event and can cause a major emotional crisis. After the death of someone you love, you experience bereavement, which literally means "to be deprived by death."
Knowing What to Expect
When a death takes place, you may experience a wide range of emotions, even when the death is expected. Many people report feeling an initial stage of numbness after first learning of a death, but there is no real order to the grieving process. Some emotions you may experience include denial, disbelief, confusion, shock, sadness, yearning, anger, humiliation, despair or guilt.
These feelings are normal and common reactions to loss. You may not be prepared for the intensity and duration of your emotions or how swiftly your moods may change. You may even begin to doubt the stability of your mental health. But be assured that these feelings are healthy and appropriate and will help you come to terms with your loss. Remember: It takes time to fully absorb the impact of a major loss. You never stop missing your loved one, but the pain eases after time and allows you to go on with your life.
Mourning a Loved One
It is not easy to cope after a loved one dies. You will mourn and grieve. Mourning is the natural process you go through to accept a major loss. Mourning may include religious traditions honoring the dead or gathering with friends and family. Mourning is personal and may last months or years.
Grieving is the outward expression of your loss. Your grief is likely to be expressed physically, emotionally, and psychologically. For instance, crying is a physical expression, while depression is a psychological expression. It is very important to allow yourself to express these feelings. At first it may seem helpful to separate yourself from the pain, but you cannot avoid grieving forever. Someday those feelings will need to be resolved or they may cause physical or emotional illness.
Many people report physical symptoms that accompany grief. Stomach pain, loss of appetite, sleep disturbances and loss of energy are all common symptoms of acute grief. Of all life's stresses, mourning can seriously test your natural defense systems. Profound emotional reactions may occur. These reactions include anxiety attacks, chronic fatigue, depression and thoughts of suicide. An obsession with the deceased is also a common reaction to death.
Dealing with a Major Loss
A child's death arouses an overwhelming sense of injustice — for lost potential, unfulfilled dreams and senseless suffering. Parents may feel responsible for the child's death, no matter how irrational that may seem. Parents may also feel that they have lost a vital part of their own identity.
A spouse's death is very traumatic. In addition to the severe emotional shock, the death may cause a potential financial crisis if the spouse was the family's main income source. The death may necessitate major social adjustments for the surviving spouse.
Phone: (414) 276-3122 or (866) 948-6483
Email: email@example.com
www.mhawisconsin.org
Elderly people may be especially vulnerable when they lose a spouse because it means losing a lifetime of shared experiences. At this time, feelings of loneliness may be compounded by the death of close friends.
A loss due to suicide can be among the most difficult losses to bear. They may leave the survivors with a tremendous burden of guilt, anger and shame. Survivors may even feel responsible. Seeking counseling during the first weeks after the suicide is particularly beneficial and advisable.
Living with Grief
Coping with death is vital to your mental health. There are many ways to cope effectively with your pain.
Seek out caring people. Find relatives and friends who can understand your feelings of loss. Join support groups with others who are experiencing similar losses.
Express your feelings. Tell others how you are feeling; it will help you to work through your grieving.
Take care of your health. Maintain regular contact with your physician and be sure to eat well and get plenty of rest. Be aware of the danger of developing a dependence on medication or alcohol.
Accept that life is for the living. It takes effort to begin to live again in the present and not dwell on the past.
Postpone major life changes. Try to hold off on making any major changes, such as moving, remarrying, changing jobs or having another child. You should give yourself time to adjust to your loss.
Be patient. It can take months or even years to absorb a major loss and accept your changed life.
Seek outside help when necessary. If your grief seems like it is too much to bear, seek professional assistance to help work through your grief. It's a sign of strength, not weakness, to seek help.
Helping Others Grieve
Share the sorrow. Allow them, even encourage them, to talk about their feelings and share memories.
Don't offer false comfort. It doesn't help the grieving person when you say "it was for the best" or "you'll get over it in time." Instead, offer a simple expression of sorrow and take time to listen.
Offer practical help. Babysitting, cooking and running errands are all ways to help someone who is in the midst of grieving.
Be patient. Remember that it can take time to recover from a major loss. Make yourself available to talk.
Encourage professional help when necessary. Don't hesitate to recommend professional help when you feel someone is experiencing too much pain to cope alone.
Looking to the Future
Remember, with support, patience and effort, you will survive grief. Someday the pain will lessen, leaving you with cherished memories of your loved one.
© Copyright Mental Health America 10/2015
Phone: (414) 276-3122 or (866) 948-6483
Email: firstname.lastname@example.org
www.mhawisconsin.org
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Edexcel AS and A level Geography
Topic Booklet for Area of Study 1: Dynamic Landscapes, Topic 2: Landscape Systems, Processes and Change, Option 2B: Coastal Landscapes and Change
Practical support to help you deliver this Edexcel specification
Topic 2B: Coastal Landscapes and Change offers students the opportunity to investigate and interpret the coastal areas of the world. For teachers there are areas of cross over between the 2008 legacy specification Crowded Coasts and this topic should make planning easier because familiar case studies can to be used. For nonEdexcel teachers this means that there are already plenty of resources on the website, as well as elsewhere, to aid in the teaching of this topic.
Students will study the development of coastal landscapes and how geomorphological factors influence the way they work. The interaction of winds, waves and currents will be studied and the impact of both terrestrial and offshore sediment sources. The sediment budget will help explain the distinctive landforms we see and the influence geology and lithology play. The study of a number of different coastal landscapes will help students appreciate the sheer variety that exists around the world and the reasons why such a variety develops.
Finally students and teachers will investigate why these landscapes are increasingly threatened by physical processes and human activities, and the need for holistic and sustainable management of these areas in all the world's coasts. Study must include examples of landscapes from inside and outside the UK.
Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, to understand the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.
The AS and A levels in Geography are linear, and all assessments are at the end of the course. The AS Assessment will be at the end of the first year, and the A level Assessment will be at the end of the second year.
The specification has been designed so that the content is clear and it is manageable for centres to deliver within the guided learning hours over a one-year (AS level) or two-year (A level) period.
The guided learning hours are 180 for an AS level and 360, over two years, for an A level. This document provides a topic guide for teaching Coastal Landscapes and Change and can be adapted by centres to fit their own contexts and teaching styles. It has been produced as an example approach and is not intended to be prescriptive. The topic guides indicate resources that you can use to support your teaching. These are only suggestions and you are encouraged to use a wide range of resources to suit the needs of your own students.
The advised teaching time for this topic is 24 hours with 6 hours of fieldwork; i.e. roughly 6 hours per enquiry question (EQ). This requires some blending together of the detailed content. Detailed information on fieldwork techniques, approaches and integration with the topic content is not provided here. Instead, support for fieldwork can be found in the separate fieldwork guide. In the guidance below, suggestions are made about contextualisation or stretch challenges that may be suitable for more able students, as well as expected lesson outcomes for those less able. Please note that these are suggestions only and not specific syllabus requirements.
Each of the EQs and key areas is broken down into sections, beginning with a quick overview of the breadth of the enquiry question followed by a more detailed explanation of the key concepts and processes, examples of teaching strategies, guidance on integrating geographical skills, and a summary of the key terminology required. The structure is suggestive, not prescriptive.
Synoptic linkages and case study nesting
There are many opportunities to develop knowledge through place and context within this unit as well as areas where past case studies (from Crowded Coasts) may be used as well as others. Examples could include (but are not limited to):
* Holderness
* Jurassic Coastline
* Formby Sand Dunes
* Salt marsh development in the Blackwater Estuary
* Towyn.
These are examples which could be developed. However, there are others, both based within the UK and abroad, which have equal merit and should be used as appropriate.
Our synoptic themes help students see 'the bigger picture' by encouraging them to make geographical links between topics and issues. To enable this, and support exam preparations, we have continued to signpost 'Players' (P), 'Attitudes and Actions' (A) and 'Futures and Uncertainties' (F) throughout the specification content. Synoptic links here can include deltas and work on the Nile and California (water security); flooding and poverty in areas such as Bangladesh; climate change and impacts of increased hydro-meteorological hazards (for example, tropical storms) in places such as the Philippines.
Introduction
Overview
Students and teachers will investigate why these landscapes are increasingly threatened from physical processes and human activities, and the need for holistic and sustainable management of these areas in all the world's coasts. Study must include examples of landscapes from inside and outside the UK. The first area of this topic is built around the ideas associated with the physical processes that create coastlines. For some students the depth of information given can be quite taxing and hard to grasp. However, with differentiated resources and a variety of approaches this can be overcome. Hitting the basics here will bear fruit later in the course. The teaching should cover:
- the littoral zone and dynamic change;
- coastal classification based on geology, changes to sea level and inputs or outputs;
- low- and high-energy coastlines;
- concordant and discordant coasts;
- coastal morphology and geomorphology.
EQ1: Why are coastal landscapes different and what processes are causing these differences?
Teaching approach over 6 hours
| Lesson 1 (1hr) | |
|---|---|
| Lesson 2 (1hr) | |
| Lesson 3 (1hr) | |
| Lesson 4 (1hr) | |
| | Lesson 5 and 6 |
| | (2 hrs) |
Lesson 1: The littoral zone
Overview
This lesson should introduce the key concepts of the littoral zone, building on what students may have learnt at GCSE. Students need to be able to describe and explain the factors that create the different landscapes around our coastline.
This should then build into ideas of geology through the rock type which is important in determining much of our coasts.
Images or maps can be used as differentiation tools. These can be annotated to some extent for the less able.
Videos of the changing coastline may help visual learners develop an understanding of the temporal elements involved.
Key concepts and processes
- Why coastal landscapes are different and what processes are causing these differences.
Students need to:
o appreciate that the coastline consists of the backshore, nearshore and offshore zones;
o recognise that the coastline is a dynamic and changing environment that can be altered rapidly;
o understand that there are inputs and outputs within this system such as rivers and tides and the action of waves.
Guidance on teaching
The first area of this topic is built around the ideas associated with the physical processes that create coastlines.
In terms of teaching, the littoral zone can be explored through both layered diagrammatic exemplification or cause and effect. Less able students might benefit from a more structured element with recourse to personal experience at the beach. Geological themes can be explored through pictorial evidence such as different landscapes being shown with students writing down 'hard' or 'soft' on miniwhiteboards or 'erosional' or 'depositional'. This will improve their ideas and confidence with visualising landscapes.
Lesson 2: Geology
Overview
Students will need to develop an awareness of how geology impacts upon the coastline and its importance in coastal formation.
There will be key terms which students are not familiar with and these will need to be reviewed to help students develop good geographical terminology. The introduction of basic geological maps, many of which can be found online, will be useful; suggestions are given below and throughout.
Apps like iGeology can help students understand the complexities of geology in the UK though only a rudimentary knowledge is needed. More able students may wish to explore this area more through geological maps (bgs.ac.uk – has a UK geology viewer online, which can enhance understanding, as well as other great features to help students.)
Several video websites offer alternative views of geology. However, rock hardness differentiation is key to a student's understanding because, in looking at one rock in relation to another, the softer of the two will always erode more quickly. Exemplification of this could be done via annotation/geological maps/OS maps and student investigation.
Less able students may benefit from annotated photographs or slides explaining the rock types. There are some good videos on rock hardness – search by 'Mineral hardness test'. These can used to guide students in identifying rock hardness and in the classroom they can then test common rocks found in coastal locations (chalk, limestone, granite, clay, etc.) By numbering these, students should be able to understand the relationship between rocks and their hardness rating.
Rocks can be collected or bought. Quarries or building companies will usually donate a small amount for educational purposes
Lesson 3: Concordant and discordant coastlines
Overview
Within this lesson students will tackle the lithology of coastlines and how different layers of rocks create potentially different landscapes.
Students will by now be able to begin to differentiate between rock hardness in terms of why certain rocks erode faster than others. Good examples here would be along the Devon coastline or where both concordant and discordant features are visible.
You could begin to introduce different fieldwork skills such as field sketches and geological map reading. A simple understanding of how rocks are laid down over time may be included here through case studies, such as those around the Holderness coast, Devon coast or your chosen case study area. The websites maintained by Hull University are good for Holderness and Southampton University has produced resources on the Devon coast.
Key concepts and processes
- Geology can cause a variety of different coastlines and there are many different reasons, such as wave action and geomorphology, why they vary. Students need to:
o understand concordant and discordant coasts and the reasons for their creation;
o appreciate the impacts of erosion on these landforms and the landforms they can create;
o understand the actions of both marine and terrestrial processes in the creation of these landforms.
Guidance on teaching
There are many areas which teachers need to impress upon students that go beyond the previous (2008) specification. Geological maps – both full and simplified versions – can be used and many are available from sources such as the app 'iGeology'.
The distinction between concordant and discordant coastlines can be followed up by case-study led investigations, which may or may not be linked to areas students have visited or have yet to visit.
Lesson 4: Geological structure and the impact on coastal morphology
Overview
Coastlines that can be termed submergent and emergent exist around the world and are the result of changes in eustatic and isostatic sea levels due in main to the processes of long-term climate change such as glacial and interglacial periods.
There are excellent examples of this on the Dalmatian and Haff coastlines of Croatia and the Baltic coast of Germany respectively. Building on the idea of geology and submergent and emergent coasts students will be able to make use of different forms of GIS (Google Earth, Digimaps or similar software) as well as satellite imagery.
Less able students could be given more exemplification of coastlines and ideas while more able students could develop their understanding by looking at progressively less obvious coastline types.
The development of the two case studies of Dalmatian and Haff coastlines with good understanding of their formation will help.
Key concepts and processes
Students should be able to appreciate and understand the concepts of both submergent and emergent coastlines.
Guidance on teaching
As in many of the earlier lessons, testing the more able students should not be too difficult. The less able student can develop an awareness of how geology impacts on coastal morphology via photographic and physical evidence as well as through tests on key terms. Good exemplification should help in their knowledge development. The lesson plans give examples of this.
Historically it is worth pointing out to students that changes in sea level are considerable during glacial periods and they have been both higher and lower than we see today. Annotated photographs of these features may help students identify why some submerge and others emerge. Good case-study analysis is very important to get information across. Examples of emergent coastlines include the west coast of North America, parts of the Swedish and Norwegian coasts as well as, closer to home, the Forth, Clyde and Tay valleys in western Scotland.
Good examples of submergent coasts, and the rias and fjords they can create, include the Chesapeake Bay area of the eastern United States and Southampton Sound (UK). (The British Geographer website is a handy resource for some of this topic - http://thebritishgeographer.weebly.com/coastal-environments.html).
Lesson 5 and 6: Hard and soft rock
Overview
Building on all the previous lessons, it is important that students get to grips with geological structure (jointing, dip, faulting, folding) and understand why it is an important influence on coastal morphology and erosion rates.
If students failed to fully get to grips with the different concepts or it wasn't covered in depth in lesson 2 now is a key time to bring in the ideas of rock hardness (see 'Overview' lesson 2).
In many cases students can find it hard to differentiate between what is considered to be a hard and a soft rock. In previous specifications it was enough to simply tell the students. Now, the relative hardness of rock is an intrinsic part of understanding the lithologies of the coastline, and the impact that this has on cliff profiles and the micro-features that can form as a result.
Key concepts and processes
- Lithology of rock can alter the recession rates. Students need to:
o understand the context of hard rock in relation to softer rock and how this is a comparative relationship and relative to adjacent rock;
o understand how different recession rates can have a variety of impacts on the coast;
o appreciate that different recession rates can impact upon the landforms and features that are visible along the coast, such as headland erosion, stacks, caves and arches.
Guidance on teaching
There are several ways of explaining the concepts here and many websites that offer tests of rock hardness (the simplest being MOH scale of hardness). This should help students understand why some rocks erode quicker than others, even when both could be considered hard. It might be helpful for the teacher to show this via simple tests on sandstone, granite, and limestone (having a mild acid solution may also help show corrosion).
It is important to show that theoretical coastlines, as drawn and revealed on websites and textbooks, are rare in reality. Students should understand that the principles of recession are almost unique in all areas and that formations caused by similar factors can often look different in different places. Less able students may struggle with the amount of different variables involved in causing recession and it might help to give small groups key terms and ask them to use these to build up a picture of a given coastline. For example, provide a picture of Holderness and ask students to add the variables they feel are most relevant (longshore drift, rock type, wave type etc.). Students can then be shown other coastlines and asked to do the same. The teacher could ask for justification by students and they could rank the key terms in order of what they feel is the most relevant to each coastline.
Key vocabulary for EQ1
There are many key words in this section; here are just some of them.
Resources
fossilhub.org/wp-content/uploads/2013/03/2013_YorksCoast_part1.pdf – great resource on Geology of Yorkshire coastline.
http://www.bgs.ac.uk/igeology/home.html - British Geological Survey website for app (Alternatively App stores).
jncc.defra.gov.uk/pdf/gcrdb/GCRsiteaccount1943.pdf – another good source for geological information of Yorkshire coast (Robin Hoods Bay).
http://mapapps.bgs.ac.uk/geologyofbritain/home.html - geology of Britain viewer excellent interactive resource for students and teacher.
http://thebritishgeographer.weebly.com/ - good resource for students and teachers on all areas of geography.
http://www.southampton.ac.uk/~imw/Torquay.htm - Southampton University pages on Torquay.
http://www.hull.ac.uk/php/chsmjh/holdhome.htm - Hull University pages on Holderness.
EQ2. How do characteristic coastal landforms contribute to coastal landscapes?
Teaching approach over 4 hours
Lesson 7: Wave types; erosion and refraction
Overview
There are two specific types of waves that students must be aware of: constructive and destructive. It is important they are aware of the different impacts these have on our coastline.
Less able students should be able to differentiate between coastlines of deposition and recession via the use of photographs and, to a lesser extent, through beach profiles.
Key concepts and processes
o understand that there are different types of waves and that they have different impacts upon the coastline;
- Destructive and constructive waves. Students need to:
o appreciate that there are several different factors that create these wave types.
- Recession and deposition.
Students need to:
o understand that wave type can create different landforms; why and how these are created and the various processes as well as impacts that they have.
Guidance on teaching
A simple technique to get students thinking of these different coastlines is to show a selection of different types (estuarine, salt marsh, cliff, beach, sand dunes, etc.) They can simply decide whether the coast is receding or growing. The factors that go into this can be explored and, crucially, the idea that waves can create as well as destroy the coast.
More able students can then try to think of the factors for themselves or, in differentiated groups, they can either peer learn or annotate pictures given to the groups with the factors they believe are in operation.
A case study on sand dune creation may help students in terms of their understanding of depositional coastlines or salt marsh creation. Geo factsheet 119 (September 2001) (http://www.geographylwc.org.uk/A/A2/a2prac/a119%20dunes.pdf) has some excellent information and has questions at the end to test student learning. Groups could work through these in groups to aid understanding at both the higher and lower student level.
Types of erosion and refraction
Overview
There are four types of erosion (hydraulic action, corrosion, abrasion, attrition) that students need to be made aware of and these can be introduced either by PowerPoint or through the use of video. Student interaction could be achieved by having them act out the type of erosion so that every student can understand the processes involved.
It is then important for students to understand the processes that create coastal landforms and these can be approached via a timeline process for less able students or an appreciation of erosion type by more able students.
Key concepts and processes
- The different types of erosion. Students need to:
o appreciate that there are four different types of erosion that often work together and are part of the coastal system.
- The processes that create landforms. Students need to:
o understand that different erosion types have various impacts on landscapes and each can influence the type of landscape that develops depending on many physical factors.
o recognise the key erosional type within each landform.
o recognise that key influences such as frictional drag, refraction and shoaling help to dictate how wave action and erosion impact upon the coast.
Guidance on teaching
Types of erosion can be studied and understood by using 'Coastal Kung Fu' which can be found on the internet. This is an interactive way for students to appreciate the mechanisms at work.
This can be built on by the use of good images researched from the internet or photographs which help to exemplify different erosion types at different coastlines. The bending of waves can help students understand how caves begin to form and therefore the way that headlands develop over time. This can be done via annotated diagrams and a recognition of frictional drag.
Lesson 8: Sediment movement and landforms of deposition
Overview
How the movement of sediment occurs around our coastline, sediment cells and landforms of deposition.
Students will consider the ideas of constructive waves and sediment cells and the variety of processes involved in the creation of the different landforms associated with deposition and transportation.
Key concepts and processes
- Dynamic equilibrium. Students need to:
- Depositional processes. Students need to:
o recognise that inputs into a sediment cell must equal the outputs for the cell to remain stable.
o understand that constructive waves and landforms can cause deposition to occur. The action of waves and the ideas from previous lessons should be brought together for students to appreciate the complexity of these processes.
o appreciate that the country can be split up into independent cells and that sediment cells act independently of those around them.
- Sediment cells. Students need to:
Guidance on teaching
If students can understand the concepts of sediment cells and dynamic equilibrium, along with the ideas of wave refraction covered earlier, then this area should be straight forward. (Several themes can be carried over from Specification 2008). Blank maps, such as the one shown, allow students to practice their understanding of how deposition occurs. These can become progressively more complex to help both less able and more able students develop their understanding.
Direction of Waves
BEACH
Figure 1
Lesson 9: Weathering and geomorphological processes
Overview
Students should look at the variety of subaerial processes that help to erode coastlines. There are several ways this can be developed using photographic examples ranging from plants growing on coastal rocks to rotational slump in places such as Happisburgh or Holderness.
Key concepts and processes
- The processes of geomorphology and weathering. Students need to:
- Rock type. Students need to:
o realise that there are several types of geological processes that can occur; recognise these and be able to apply them to different coastal environments.
o understand that rock type can have a large influence on recession rates and the impact of weathering.
o appreciate that subaerial process and cliff-foot processes work together to influence recession rates.
- Forms of coastal erosion. Students need to:
Guidance on teaching
The British Geological Survey website the article on Holbeck Hall has an excellent slideshow which could be used for students to consider what caused the landslide. For less able students a list could be given and they could use this to help exchange ideas. The different types of slumping could be considered through pictorial evidence and students asked to consider all aspects to see if they can appreciate how each has occurred.
Further extension work could be considered to include an understanding of how vegetation can bind a slope and prevent landslides as well as how both subaerial erosion and cliff-foot processes are in operation together.
Key vocabulary for EQ2
Rock which is formed by the cooling of molten magma (e.g.
| Metamorphic rock | Rock formed from other rocks that have been changed due to heat or pressure (E.g. Marble) |
|---|---|
| Basalt | The most abundant igneous rock found on the planet. |
| Unconsolidated | Often loosely formed mass of soil, rock and other parts that is weak and easy to break (e.g. glacial till). |
| Lithology | The general physical characteristics of rocks. |
| Permeable | Allows liquid to pass through it. (e.g. sandstone). |
| Impermeable | Will not allow liquid to pass through it (e.g. granite). |
| Recession rate | The rate at which the land recedes (usually measured in mm to m per year). |
| Temporal | Relating to time. |
| Hydraulic action | Mechanical weathering caused by the force of moving water currents rushing into a crack in the rock face and forcing it apart. |
| Attrition | The wearing away of material as it collides together continually. |
| Corrosion | Erosion caused by the acidity within the water corroding the rock. |
| Abrasion | A type of erosion caused by the process of scraping or wearing something away. |
| Sediment cell | Cells within which the movement of sediment is functionally separated and discrete from the next. |
| Dynamic equilibrium | The state at which inputs into a system equal outputs. |
| Succession | The process of change in the species structure of an ecological community over time. |
| Longshore drift | The movement of material along a coast by wave action, which approach at an angle to the shore but recede directly away from it. |
| Tombolo | A bar of sand or shingle joining an island to the mainland |
EQ3. How do coastal erosion and sea-level change alter the physical characteristics of coastlines and increase risks?
Teaching approach over 5 hours
| | Lessons 10 and |
|---|---|
| | 11 (2 hr) |
| Lesson 12 (1hr) | |
| Lesson 13 (1hr) | |
Lessons 10 and 11: Sea-level change and increasing risks
Overview
Much of EQ 3 is aimed at allowing students to learn about the problems many areas of the world face due to both erosion and rising sea levels. Using case study information and key processes learnt earlier in the course, they should be able to begin to piece together not only what the issues are but an understanding of the solutions.
Key concepts and processes
- Eustatic and isostatic sea-level changes.
Students need to:
o appreciate that eustatic and isostatic change can impact upon coastal recession rates.
- Impacts of sea-level changes on a micro and macro scale. Students need to:
o have a clear understanding of these impacts on a small and large scale.
Guidance on teaching
Many students may well be aware of the problems and the causes of sea-level rise due to climate change. It is important that students appreciate these causes and that teachers build on this by introducing the ideas of long-term changes brought about by global cooling (ice ages) and warming (interglacial) periods.
Less able students should appreciate that there is only so much water on the planet and that it is a closed system. Snow and ice can lock up much of the water in stores to be released when climate warms – this means that sea levels act as a barometer for the amount of water locked up in the system.
Diagrammatical ideas, videos and images or maps of past sea levels should help to reinforce these ideas.
More able students might begin to consider the implications of sea-level rise on a much larger scale. Maps could be used to plot new coastlines if sea levels were to rise 10m – 150m, showing the potential losses that could be caused due to land being inundated by the sea.
Figure 2
Cities at risk: http://www.rrojasdatabank.info/statewc08093.3.pdf
Lessons 12, 13 and 14: Coastal recession and human impacts
Overview
In these lessons students should aim to concentrate on the specific issues caused by physical factors and how they impact upon humans at different levels. This may be approached via a case study or indeed via specific impacts. Teachers will be able to draw on a whole bank of information available to them from textbooks relating to previous specification (Increasing Risks part of Crowded Coasts) as well as clearly defined case studies from various parts of the country (for example: Happisburgh, Holderness, St. Bees) and, on a global level, (Bangladesh, the Nile Delta, California).
Key concepts and processes
- The causes and impacts of storm surges. Students need to:
o recognise that some areas of the world are more susceptible to the impacts of storm surges.
o understand the physical causes of storm surges;
- The causes and consequences of coastal flooding. Students need to:
o understand the impacts of coastal flooding.
o appreciate that different tides can cause sea levels to rise over the short term;
- The impacts that climate change will have for coastal regions. Students need to:
-
o appreciate that some areas of the world are more vulnerable to sealevel rise than others and the reasons for this.
The terms mitigation and adaptation. Students need to:
o understand that these techniques are available to people; what the different techniques are and the costs associated with them.
Guidance on teaching
Teachers will need to be able to demonstrate to the students that specific problems exist with rising sea levels and the causes of these rises can be both eustatic and isostatic. These could be investigated by using student-led research on example areas such as the Nile Delta, Bangladesh, Holderness or the North Norfolk coastline. Posters or annotated pictures drawn by students may aid less able students to see the problems. For differentiation, students could give presentations on their own case-study research. Examples could include the Maldives, Bangladesh, the Philippines, and the south-west coast of the UK. More able students should be able to show the impacts and also explore the relative costs of these impacts in terms of level of development and strategies to modify the loss.
For less able students, cost-benefit analysis or SWOT analysis may help with the learning of specific problems faced in different areas and enable comparisons between places within different regions to draw these out. On YouTube there are several chances to see films based on the experiences of people living through these problems (an internet search for the BBC's Look North's programme on Coastal erosion, Holderness or Cliffhanger based on Happisburgh offer excellent examples). Students could carry out role plays based on the roles of individual types or stakeholders within the case study. Allowing them to take on these roles may aid in the appreciation of the issues they face from different perspectives.
Key vocabulary for EQ3
EQ4. How can coastlines be managed to meet the needs of all players?
Teaching approach over 5 hours
| Lesson 15 (1hr) | |
|---|---|
| | Lesson 16 & 17 |
| | (1hr) |
| Lesson 18 (1hr) | |
| Lesson 19 (1hr) | |
Lesson 15: Coastal recession and coastal flooding have serious consequences for affected communities
Overview
Building on case studies, students will need to appreciate that there are communities at risk and the implications for governments and different players in mitigating or adapting to the threats that they face.
The main thrust of this is that students can understand the relationship between the impacts of storm surges and sea-level rise on countries at different levels of development. How people put themselves at risk and how risk can be managed.
Key concepts and processes
- The rise in the number of environmental refugees is set to rise. Students need to:
o understand that here are many reasons why coastal refugees will increase; be aware of these and be able to look at the causes and the impacts.
- The impacts of sea levels will vary.
o appreciate that sea-level rise is not universal and that some areas will suffer from the impacts while others will not.
Students need to:
o appreciate that areas at different levels of development will cope differently.
Guidance on teaching
Case-study analysis of areas from different levels of development and the impacts they face can be done via news articles of different events. Events such as coastal flooding on Tuvalu, the Ganges Delta, UK storm surges (e.g. Storm Desmond) and mangrove removal in Thailand can be investigated in terms of students researching the variety of causes and impacts and then using these for comparative purposes. The impacts can be assessed in different ways such as social, economic and environmental impacts and evaluated in terms of level of development or Human Development Index indicators.
Less able students should benefit from the hands-on approach and through personal/ group investigations. This could be teacher-led via statements which students have to decide are either true of false, and also what the implications are. This style of directed learning should help students identify key reasons and build their knowledge in steps.
Alternatively students could be given a case-study sheet that has areas which they need to find (this can make a good homework exercise).
Lessons 16, 17, 18 and 19: Coastal management
Overview
In these lessons students will research the variety of ways that we are able to protect our coastlines and how the decisions are made for each area. They will learn to undertake both a cost-benefit analysis and environmental impact assessment. These can be done using virtual fieldwork techniques by undertaking guided researching into the chosen area. More able students should be able to see the problems and the technique that is potentially correct for that area, while less able students may not be able to understand the value of protection other than building sea walls. This can be overcome by exercises such as role playing games.
Key concepts and processes
- Mitigation and Adaptation.
Students need to:
o understand that countries at different levels of development might use different techniques to deal with the impacts and those will include mitigation and adaptation.
- Cost Benefit Analysis (CBA) and Environmental Impact Assessment (EIA). Students need to:
o appreciate that often the technique used is decided upon using a CBA and an EIA.
o know how to carry out both of these influential fieldwork techniques.
Students need to:
- Stakeholders in coastal impacts on communities.
o appreciate that each of the different people involved in making decisions, as well as those on whom the decisions will have an impact, should have a say in the development of any management strategy.
Guidance on teaching
Often mitigation and adaptation are not completely understood by students and clarification of this early on is essential.
For less able students it may be pertinent to refer back to these points time and again to make sure they understand the difference and which technique or policy falls under which banner.
This could be done via persistent questioning or questions on techniques. Preventing the causes of sea-level rise are often complex and slow while adapting to the impacts is often cheaper and faster. In developed nations they can use both techniques while developing countries often rely on the simpler adaptation strategies which involve moving or using the environment to protect them. Often this is made more complex by those nations who exploit the resources found in coastal environments such as mangroves which, in turn, makes countries more vulnerable to the impacts. Students should understand the relationship between wealth and vulnerability as well as how this can impact on their capacity to cope.
The relationship between ICZM and Shoreline Management Plan (SMP) is often misunderstood. Exploration and research on different case studies and ideas may well overcome this. However, students may take time to appreciate these relationships.
There are many ways to deliver CBAs and EIAs many of which can be done via slides or visits within the school grounds. Understanding why these are important techniques will help later in their fieldwork.
An understanding of the different players involved is often best approached via delivered debate in which students take on the roles of specific groups and argue researched causes. These can then be assessed through essay-based homework.
An ICZM has been defined by the UK Government as:
'A process that brings together all those involved in the development, management and use of the coast within a framework that facilitates the integration of their interests and responsibilities. The objective is to establish sustainable levels of economic and social activity in our coastal areas while protecting the coastal environment. ICZM is essential to the ecosystem-based approach.'
SMPs on the other hand are different. These are designed by the Environment Agency and local councils to consider the best ways to manage their coastlines. They identify the most sustainable approach to managing the flood and coastal erosion risks to the coastline in the short, medium and long term.
Students should appreciate that management is broken down into cells so as to maintain dynamic equilibrium between areas. By using a players-based approach it is possible to integrate geographical skills and the ability to think geographically on a larger and wider scale.
Key vocabulary for EQ4
Resources
Websites of interest in this area:
http://coastal.udel.edu/ngs/waves.html - Short article on shoaling, refraction and diffraction.
http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+tech niques/Coasts.htm - Fieldwork techniques by the Royal Geographical Society. https://www.bgs.ac.uk/landslides/holbeckHall.html - Article on Holbeck Hall landslide, Scarborough.
http://apps.environment-agency.gov.uk/wiyby/134834.aspx - Environment Agency SMPs.
https://www.gov.uk/government/publications/shoreline-management-planssmps/shoreline-management-plans-smps - SMP example list.
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Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the
Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya
Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of
Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal
Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms,
Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude,
According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal Wikitravel Nepal is a landlocked country in Southern Asia, between the Tibet autonomous region of China and India It contains of the world s highest peaks, including Mount Everest the world s tallest on the border with Tibet, and Lumbini, the birth place of Gautama Buddha, the founder of Buddhism. Nepal Country Profile of the Republic maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal
of Nepal Official web sites of Nepal, the capital of Nepal, art, culture, history, cities, airlines, embassies, tourist
Indo Aryan language of the sub branch of Eastern Pahari.It is the official language of Nepal. Nepal The New York Times Jun , World news about Nepal Breaking news and archival information about its people, politics and economy from The New York Times. Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Nepal Home Facebook Nepal , likes talking about this The largest Nepal page on facebook Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . High Performance Coil Systems Development Napol Performance Napol Performance Is a Canadian based Company Specializing in Performance Coil Pack Development We Have a wide range of Import Nepal World Watch Monitor There was a time when Nepal s communist government was the biggest threat to the country s Christian minority Today the main source of pressure is the religious nationalism of Nepal s Hindu majority. Nepal World The Guardian Promises of well paid jobs and the chance to be spotted by European football clubs like Chelsea have robbed scores of young men of their money Nepal The people Britannica Nepal The people The large scale migrations of Asian groups from Tibet and Indo Aryan people from northern India, which accompanied the early settlement of Nepal, have produced a diverse linguistic, ethnic, and religious pattern. Music Nepal YouTube Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to boards and newspapers. Nepali language Wikipedia Nepali Devanagari known by endonym Khas kura Nepali is an
the potential for isolated political violence. There is the potential for isolated political violence in as Nepal and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal
transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China
change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude
and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Kathmandu Wikipedia Kathmandu k t m n d u Nepali , Nepal Bhasa Yei, Nepali pronunciation ka ma u is the capital city of the Federal Democratic Republic of Nepal. High Performance Coil Systems Development Napol Performance Napol Performance Is a Canadian based Company Specializing in Performance Coil Pack Development We Have a wide range of Import Nepal World The Guardian Promises of well paid jobs and the chance to be spotted by European football clubs like Chelsea have robbed scores of young men of their money Nepal World Watch Monitor There was a time when Nepal s communist government was the biggest threat to the country s Christian minority Today the main source of pressure is the religious nationalism of Nepal s Hindu majority. Nepal The people Britannica Nepal The people The large scale migrations of Asian groups from Tibet and Indo Aryan people from northern India, which accompanied the early settlement of Nepal, have produced a diverse linguistic, ethnic, and religious pattern. Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Newsweek Geologists from around the world have disputed the mammoth mountain s height, creating consequences for Nepal. Music Nepal YouTube Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Latest News on Nepal Read Breaking News on Zee News Nepal Get latest news on Nepal Read Breaking News on Nepal updated and published at Zee News Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepalis definition of Nepalis by The Free Dictionary Nepali n p l , p , p l adj Of or relating to Nepal or its people, language, or culture n pl Nepalis a A native or inhabitant of Nepal b Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since
change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in
Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social
Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the
political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned
kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned
Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in
political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in
CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in
Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven,
Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven, CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Photo Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL Nepal definition of Nepal by The Free Dictionary Nepal Nepal n pl , pl , p l , n A country of South Asia in the Himalaya Mountains between India and southwest China Site of a flourishing civilization Nepal Map Geography of Nepal Map of Nepal Worldatlas Printable map of Nepal and info and links to Nepal facts, famous natives, landforms, latitude, longitude, maps, symbols, timeline and weather by worldatlas Naturally Nepal Once is not enough Things About Nepal According to Lonely Planet s Annual Best in Travel List , Nepal is the Best Value Destination to travel in the year . Nepal Travel Exercise increased caution in Nepal due to the potential for isolated political violence. There is the potential for isolated political violence in as Nepal transitions to a new government following the completion of elections in . Nepal Kids Nepal lies between China and India in South Asia The country is slightly larger than the state of Arkansas Nepal has the greatest altitude change of any location on Earth The lowlands are at sea level and the mountains of the Himalayas are the tallest in the world Mount Everest rises to , Napol Home Facebook Napol, Valencia, Spain , likes talking about this Napol TBS Graffiti since Also you can find my works on canvas, illustration, and Nepal Administration and social conditions Britannica Nepal Administration and social conditions Although reforms in the s began to move the kingdom toward a democratic political system, the crown dissolved parliament in and subsequently banned political parties. Car Dealerships in Milford, CT Napoli Motors Napoli Motors is a family of car dealerships in Milford, CT Visit us today for a great deal on a new Nissan, used car, or classic car near New Haven West Haven,
CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live
CT. Canada Nepal ,Nepali Top site with nepali video ,nepali Watch Nepali Movie Meribassi, Movies Comedys live sportss News from Nepal and much More Temporary Protected Status Designated Country Nepal USCIS In order for you to maintain Temporary Protected Status TPS , you must re register during the day re registration period that runs Kathmandu travel Lonely Planet Explore Kathmandu holidays and discover the best time and places to visit For many, stepping off a plane into Kathmandu is a pupil dilating experience, a riot of sights, sounds and smells that can quickly lead to sensory overload. Napol Stock Image EDITORIAL Editorial, Stock Looking for a personal image search that promises spectacular results Share your creative thoughts with us, we will provide you with Music Nepal YouTube Jul , Music Nepal has alliances with than other music companies for the digital marketing of songs, videos and ring back tone RBTs which accounts for th Nepal More information about Nepal is available on the Nepal Page and from other Department of State publications and other sources listed at the end of this fact sheet. U.S NEPAL
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Examiners' Report/ Principal Examiner Feedback
Summer 2016
Pearson Edexcel International GCSE in German (4GN0/01) Pearson Edexcel Certificate in German (KSP0/01)
Paper 1: Listening
Edexcel and BTEC Qualifications
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International GCSE/Edexcel Certificate German Paper 1 Listening Examiners' Report
This papers tests candidates' ability to understand spoken German in a variety of contexts, both formal and informal. The incline of difficulty in the paper means that passages grow in length and complexity as the examination progresses.
This year's paper discriminated well and allowed weaker candidates to score reasonably well up until about Question 15, whilst the more able candidates were able to show their skills in the more demanding passages towards the end of the paper.
It is important that candidates are prepared thoroughly for this paper. This means giving them regular listening practice throughout the course, ensuring that all topic areas are covered equally and making sure that they are aware of the varying demands in the different types of questions. At the beginning of the paper they must be able to identify familiar words and ideas and also extract details from longer passages. As the level of demand increases, they are required to extract opinions and make assumptions from the overall gist of a passage which may include some unfamiliar language.
It seems that most centres prepare candidates fully for the demands of the paper, although occasionally it is clear that some topic areas have been neglected, or perhaps forgotten by the candidate.
Most responses required are non-verbal with the exception of Question 19 in which candidates are required to write short notes in German. Where candidates answered Question 16 by entering words rather than the required letters credit was given if the word was correct.
Candidates should be encouraged to make the most of the five minutes' reading time. Many take the opportunity to gloss English words or icons with German so that they are already prepared for what they might hear before the recording is started. This is good practice.
Questions 1-3 - Kleidung
For most this was an encouraging start. Handschuhe was not known by some, but otherwise the majority scored full marks.
Questions 4-6 - Im Café
Items of food were well-known. However, Ananas was often confused with Banane.
Questions 7-12 - Umwelt
Very few candidates struggled with this topic which was clearly wellrehearsed. The most common error was in Question 9 in which Glasflaschen seemed to cause problems: some mistakenly chose the bus icon at E for this answer.
Question 13 - Schule
Here, candidates were required to listen carefully to what was said and to march the topics from the list. Vocabulary did not seem to cause any problems, although Hausaufgaben at K was often wrongly crossed perhaps because that is what candidates wanted to hear. There were very few instances of candidates choosing too many answers. When this does happen the extra number crossed is subtracted from the number of correct answers.
Question 14 - Teilzeitjob
Some weaker candidates began to falter at this stage in the paper. Often they assumed that the boy did gardening work for neighbours rather than his family, focussing on one word rather than the whole phrase Familien, die in der Gegend wohnen. Another common error was he worked in autumn or winter rather than summer. Again the detail only became clear when the whole section of text was taken into consideration. Nevertheless, (v) and (v) were usually correct.
Question 15 - Nachrichten
This proved to be a very easy question for all candidates.
Question 16 - Einkaufen
The dialogue about the dress was an excellent discriminator. Weaker candidates often opted for the word which they heard, e.g. klein or kurz, rather than the opposite which had to be deduced. However, it was noted that a significant majority of candidates scored one mark for (iii) or (iv).
Question 17 - Fernsehen
The interview about Monika's television habits contained mostly familiar vocabulary, but again candidates had to listen carefully to deduce the detail in what she said. Whilst (iii) and (iv) caused few problems, the other parts of the questions proved too confusing for some. Particularly part (v) was regularly misunderstood with many candidates thinking that she never did her homework.
Question 18 - Schulsport
This was a demanding passage containing a vast amount of information to be understood on two hearings. However, it was pleasing that many candidates managed to score at least one or two marks. The most common wrong answers were A and J. Although the words on the paper were heard in the report, candidates had to listen very carefully to understand the full meaning of what was being reported.
Question 19 - Urlaub
This was the most demanding question in the paper. Although there were fewer completely blank pages this year, many scripts failed to give the required detail in the answers to gain the marks. The common problems were:
* repetition of the example
* spellings which formed another word (e.g. selten rather than Zelten)
* a detail given in the wrong section, i.e. and advantage listed as a disadvantage
* nonsense words (e.g. Iceland rather than Ausland) or Grillen im Fryer rather than im Freien)
In instances where spelling was incorrect but it was clear that the candidate had understood the meaning, examiners awarded marks. Every effort is made to err on the side of the candidate. However, at this level when the question is targeted at A* it is reasonable to expect the correct detail to be given. Thus candidates had to mention a positive aspect of the walking paths rather than just that they existed and the sense that the son had met friends in North Germany last year was the correct answer rather than that he could make friends.
Very few candidates scored in excess of five marks for this question, but those who did had clearly been well-trained to cope with the demands of note-taking. It is recommended that candidates are given plenty of practice of this type of question in advance of the examination.
Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx
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15 TH CONFERENCE OF THE PARTIES UNFCCC COPENHAGEN
Side Event Climate Adaptation Continuum, Migration and Displacement: Copenhagen and Beyond
16 December 2009 14:45 – 16:15
Mr. William Lacy Swing Director General, International Organization for Migration
* Who is an environmental migrant? What images come to mind?
o The person who leaves everything behind to flee a rapidly approaching hurricane.
o The farmers, once self-sufficient, whose fields and villages have been consumed by gradual erosion of the coastline and increasingly extreme monsoon rains and who find themselves begging in the slums of the big city.
o Entire nations who are faced with the prospect of moving because their land is literally disappearing.
o The young man who leaves for the city for a few months a year to support his family during the dry season by sending remittances to purchase seeds and new tools.
o Nomadic peoples who for centuries have adapted to variable environments by making mobility a way of life.
* All these are environmental migrants. All these scenarios are already happening now.
* The cases I have described illustrate a spectrum of the ways in which the impacts of climate change result in migration and displacement.
* We must recognize that climate change will have serious consequences for millions around the world. It will change the way people relate to their natural environment and in some cases it will change where they can live, and where they cannot.
* IOM is working in more than 400 field locations in all parts of the world. As an Organization, we have years of experience helping mobile populations affected by environmental factors, above all by natural disasters.
* Certainly since Hurricane Mitch in Central America in 1998, IOM, together with its humanitarian partners, has been there every time a major disaster struck and forced populations to flee for sheer survival. We know how to put up the tents in displacement camps, we know of the protection and assistance needs of displaced persons, we know how important it is to "build back better".
Check against delivery
* But IOM also sees another side of environmental migration. It is the gradual, sometimes imperceptible deterioration of the environment – through droughts, erosion, declining supplies of drinking water – which in our view poses an equally formidable challenge.
* We realize that different environmental factors influence people's decision to migrate in big and small ways. We see people using mobility strategically, to adapt to their changing environment. Not unusually, this can bring about benefits for migrants and their family and community. By contrast, preventing migration at all costs can sometimes actually make people more, not less, vulnerable.
* The crucial point is this: don't make migration the last resort. Do not wait until the movement of people spells a crisis situation, when instead you can manage and use migration to counterbalance some of the adverse effects of climate change on people's lives and livelihoods.
* IOM has engaged with the subject in its programmes, policy and research. IOM's programmatic action has constructed a solid foundation of first-hand experiences and lessons learned. This knowledge and connection to the ground energizes the Organization's policy and research on the issue. In turn, the cross-fertilisation between strategic thinking and investigation and IOM's activities has given rise to new approaches.
* Copenhagen and Beyond: my fellow panellists and myself, we are here today to make sure migration and displacement are not forgotten as the world debates what to do about climate change.
* Anticipate, integrate and react are the key words. We need to think ahead and plan for change, we need to come up with integrated solutions that link migration and climate change adaptation, and we need to be prepared to respond to the humanitarian challenges that climate change is already posing.
o First - minimize forced migration and ensure protection and assistance where displacement is inevitable;
o Second - facilitate the role of migration as an adaptation strategy to climate change and seek to strengthen the developmental benefits of such migration for areas of origin;
o Third - plan for relocation in areas that are expected to become uninhabitable to avoid a crisis situation and ensure sustainability;
o Fourth - bolster humanitarian action with adequate resources to meet the growing challenge of climate change, especially to ensure assistance and protection for people on the move as a result of natural disasters;
o Fifth - mainstream environmental and climate change considerations into migration management policies and practice, and vice versa;
o Sixth - consider the migration and displacement consequences of climate change in the new treaty as it is being negotiated.
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The Bad Laws And Policies That Affect So Many So Negatively
Who would have ever thought that our politicians would do this to us?
Have you ever thought that there could be a list of bad laws and policies as long as the one below?
Does it surprise you that each of these bad laws and policies does damage to or affects negatively at least 90% of us; in addition to our great nation?
Can you think of other laws and policies that should be on the list?
Have you ever seen such a list compiled before?
Do you find it to be astounding that our main stream media people have not clearly identified such a list before??
As you read the list can you think of any of them that you would like to see kept in place?
When you join us and vote on the list are you going to vote in favor of not fixing any of these?
The following list does not contain the necessary details for full understanding.
assets and the purchasing power of our money.
In the following list, the word "Laws" stands in place of the phrase "Laws and policies."
The first part of the list includes those laws and policies that were in place before the 2008 Presidential election.
1. Laws establishing the privately owned Federal Reserve banking system as a replacement for a government owned central bank.
2. Laws that cause debasing and devaluation of the dollar.
3. Laws that authorize or encourage and cause deficit spending.
4. Laws that cause or enable and encourage inflation and the resulting devaluing of all our
5 Laws that merged the Social Security Funds with the general fund.
6. Laws that prohibit drilling for oil in and around the U.S.A. and prohibit or restrict the development of oil shale reserves and oil refineries in the U.S.A.
7. Laws that prohibit or place unreasonable restrictions on coal and nuclear power plants and restrict efforts to develop alternate energy sources such as wind or "clean" fossil fuel power plants.
8. Laws that force banks to make mortgage loans to individuals who do not qualify under well established and valid mortgage loan rules.
9. Laws that removed the prohibition
against and enable investors to gamble on the market by making unbacked side bets on companies without buying the stock (Credit Default Swaps).
10. Laws that enable investors to drive the price of commodities to be significantly out of line with what the price would be if driven only by supply and demand.
11. Laws that cause or encourage and facilitate outsourcing of jobs and moving of manufacturing and company assets to other countries.
12. Laws that produce the currently fraudulent Consumer Price Index (CPI). The government uses the fraudulent CPI to calculate a fraudulent inflation rate. These fraudulent data are then used in calculating raises, cost of living adjustments for government benefits and price changes for goods and services. The results are that expenses increase faster than income and everyone gradually gets worse off.
13. Laws that produce fraudulent federal budgets; not showing true spending levels and unfunded entitlements and other obligations.
14. Laws that produce the currently lying federal unemployment rate which no longer includes discouraged workers, many of whom are discouraged because the jobs they could qualify for are filled by illegal aliens.
15. Laws that encourage and aid illegal aliens including those that grant citizenship to children (anchor baby's) born to illegal immigrants.
16. Tax laws that create, encourage and facilitate cheating, unpaid taxes, the underground economy, confiscation of assets, tax increases without representation, and an adversarial climate between citizens, residents, businesses and the government.
17 Laws causing, or facilitating the dumbing-down of our education system and schools.
18. Laws that usurp infringe upon or override state's rights and laws.
19. Laws granting excessive protections, rights, facilities, food and treatment to addicts, and criminals, especially repeat offenders.
20. Secret laws, i.e. laws that are on the books but are not made public, but which government agencies can use against citizens and residents.
21. Laws enabling citizen surveillance without cause, review and regulation.
22. Laws restricting gun ownership rights.
23. Laws establishing a national police force and accelerating the slide into a police state.
24. Laws driving the stealthy push for a North American Union and a Trans-Atlantic
Union.
25. Laws increasing the FDA's ability to restrict citizen healthcare options and rights.
26. Laws granting a single political party increased ability to control all three branches of the federal government; specifically the 17th amendment to the constitution and laws restricting 3 rd , 4 th and 5 th political parties.
27. Laws and policies that protect politicians from investigation and accountability for corruption and criminal actions in office.
28. Laws prohibiting or failing to require a "None of the above" option on ballots.
The following bad laws were put into effect after the 2008 Presidential election.
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AN ENTRY POINT INTO THE
KOUROO CONTEXTURE
Copyright ©2008 Austin Meredith
"Stack of the Artist of Kouroo" Project
[This data snippet is intended to provide an easy entry point into the Kouroo Contexture, approximately one percent of which has been, entirely without any funding assistance, to date uploaded to the internet at http://www.kouroo.info. To transit into the general materials of the database, click on one of the above hypercontext buttons.]
1643
September 7: The authorities at Boston, frightened that Gortonite views would take hold among the population at large, sent soldiers to arrest and six of his companions at Conimicut. These Massachusetts soldiers ignored when he asked them to respect the boundaries of . and some of his followers would serve a term of imprisonment for heresy, in leg irons at Charlestown. As a result of this encroachment by Massachusett soldiers, the leaders in would get together with the leaders in and to formally create a united colony of and Providence Plantations. This illustration is a piece of raw imagination out of SCRIBNER'S POPULAR HISTORY OF THE UNITED STATES (1897): SAMUELL GORTON ROGER WILLIAMS PROVIDENCE SAMUELL GORTON PROVIDENCE NEWPORT PORTSMOUTH RHODE ISLAND
READ EDWARD FIELD TEXT
AN ENTRY POINT INTO THE
KOUROO CONTEXTURE
Copyright ©2008 Austin Meredith
"Stack of the Artist of Kouroo" Project
The white settlers at Concord had been sadly disappointed in their choice of terrain. The lowlands, such as the Great Meadows, had turned out to be far too inundated with water to farm, while the nearby highlands, such as the Walden Woods in which Henry David Thoreau would fail to establish a beanfield, had turned out to consist of an unexpectedly sterile sandy loam that could neither adequately be fertilized nor irrigated. They therefore sought the permission of the government authorities in Boston, to resettle elsewhere.
It appears that the inhabitants [of Concord] were not well satisfied with their situation; and that other places, either adjoining the town or at a distance from it, were sought, to which they might remove. In a Petition on this subject to the General Court, it is said:
"Whereas your humble petitioners came into this country about 4 years agoe, and have since then lived at Concord, where we were forced to buy what now we have, or the most of it, the convenience of the town being before given out; your petitioners having been brought up in husbandry, of children, finding the lands about the town very barren, and the meadows very wet and unuseful, especially those we now have interest in; and knowing it is your desire the lands might be subdued, have taken pains to search out a place on the north-west of our town, where we do desire some reasonable quantitie of land may be granted unto us, which we hope may in time be joined to the farms already laid out there to make a village. And so desiring God to guide you in this and all other your weighty occasions, we rest your humble petitioners."
```
This petition is signed by Thomas Wheeler, Timothy Wheeler, Ephraim Wheeler, Thomas Wheeler, Jr., Roger Draper, Richard Lettin, is dated September 7, 1643; and endorsed by the Court: "We think some quantitie of land may be granted them provided that within two years they make some good improvement of it." 1
```
L
's 1835
. Boston MA: Russell, Odiorne,
EMUELSHATTUCK
A HISTORY OF THETOWN OFCONCORD;
and Company; Concord MA: Jo hn Stacy, 1835
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THE COMET'S TALE
Newsletter of the Comet Section of the British Astronomical Association
Volume 9, No 1 (Issue 17), 2002 April
JOEL HASTINGS METCALF MINISTER, HUMANITARIAN, ASTRONOMER
Richard R Didick
Joel Hastings Metcalf was born in Meadville, Pennsylvania, on January 4th, 1866, the son of Lewis Herbert and Anna (Hicks) Metcalf. Lewis was a Civil War Veteran, a soldier who lost a leg at the first battle of "Bull Run" and was held at Libby prison until exchanged and discharged.
At the approximate age of 14, Joel Metcalf borrowed Richard Proctor's book, Other Worlds Than Ours, from his Sunday school library which led him to an interest in astronomy. This interest was further inspired by the conjunction of Jupiter and Mars on May 7 th , 1879, when the planets were slightly over one degree apart, and/or July 22 nd , 1881, when the two planets were separated by only seven minutes of arc.
It is said that he made his first telescope at the age of 14. Though he does not give his age, this version of his experience in making a telescope is taken from his own article written in "Popular Astronomy" magazine 1906, vol. XIV, 'An Amateur's Observatory'. "The writer's first instrument consisted of a two-inch spy-glass, by a French maker, which glass he mounted equatorially. He obtained a high power (100) negative eye-piece from Alvan Clark and Sons, which showed enough planetary detail to keep up his interest. A few years after this he was fortunate enough to get a three and five eighths inch glass by Henry Fitz; this he also mounted equatorially and enjoyed for many years".
The following account, taken from a newspaper article about him when he lived in Taunton, is somewhat dubious since he actually bought the 7-inch refractor. "When but 14 years old he built a telescope and ground out a lens with which he was able to observe with success all the principal heavenly bodies. This was a small two-inch lens. His next attempt was a three-inch lens and he later made one of three and a half inches, which he subsequently sold to Harvard College. He followed up these two with a seven-inch visual instrument." (This refractor was purchased at an auction in Keesvile, New York, as mentioned below).
In his 1906 Popular Astronomy article the Reverend also provides a very informative account of the transportation of his 7 inch Alvin Clark across the ice of Lake Champlain. This is that account in his words: "In 1901 he was fortunate enough to come into possession of a seven-inch equatorial manufactured by Alvan Clark and Sons in 1885. It had been the property of Elisha Arnold, a wealthy amateur astronomer of Keesville, N.Y., and after his death his executors sold it at a nominal sum. The telescope had been little used and was practically as good as new with all the excellence which one expects from the Clark glasses. In addition to the equatorial, which was the best for the size the Clarks make, the outfit contained a small transit instrument, a fourinch telescope with an altazimuth mounting, a fine micrometer, and a spectroscope which could be used with either a single prism or a grating, both of which were provided.
In the observatory at Keesville, the instrument was mounted in a very substantial dome, being fastened to a fine cut granite base weighting about a ton. In a February when Lake Champlain had frozen over, the whole outfit was loaded on sleds and started across the Lake on the ice. The ice was thick enough - but there are always long cracks in the Lake due to expansion and contraction! These cracks will sometimes run out as far as four miles from the islands. The moving went well until off Juniper Island, when the large sled having the dome and the cut granite pier fell into a crack, and would have gone to the bottom but for the projected sides of the dome which reached out to the solid ice! There the load stuck with the water within a foot of the top of the dome until after three days when, by laying timbers on the ice, and rigging derricks, the whole was secured with the exception of the four-inch telescope, which now lies buried peacefully in the bottom of the Lake!
Continued on page 9
Contents
Comet Section contacts
Director:
Jonathan Shanklin, 11 City Road, CAMBRIDGE. CB1 1DP, England.
Phone: (+44) (0)1223 571250 (H) or (+44) (0)1223 221400 (W)
Fax: (+44) (0)1223 221279 (W) or (+44) (0) 1223 571250 (H)
E-Mail: firstname.lastname@example.org or email@example.com
WWW page : http://www.ast.cam.ac.uk/~jds/
Assistant Director (Observations): Guy Hurst, 16 Westminster Close, Kempshott Rise, BASINGSTOKE, Hampshire. (and also Editor of RG22 4PP, England.
The Astronomer magazine)
Phone & Fax: (+44) (0)1256 471074
E-Mail: firstname.lastname@example.org or email@example.com
CCD Advisor:
Nick James, 11 Tavistock Road, CHELMSFORD, Essex. CM1 5JL, England.
Phone: (+44) (0)1245 354366
E-mail: firstname.lastname@example.org
Photographic Advisor:
Michael Hendrie, Overbury, 33 Lexden Road, West Bergholt, COLCHESTER,
Essex, CO6 3BX, England
Phone: (+44) (0)1206 240021
Subscription to the Section newsletter costs £5 for two years, extended to three years for members who contribute to the work of the Section in any way, for example by submitting observations or articles. Renewals should be sent to the Director and cheques made payable to the BAA. Those due to renew should receive a reminder with this mailing.
Section News from the Director
Dear Section member, in association with the George Alcock memorial lecture.
For once I haven't visited the Antarctic this winter, but at least the beginning of January saw a spell of cold weather that froze the East Anglian fens near Whitlesey and allowed me to join team-mates from the University Ice Hockey Club on the ice. Generally however the weather here has been very frustrating, with far too few gaps in the cloud to glimpse the batch of recent discoveries, though April has seen a great improvement. In particular the amateur discoveries of 2002 C1, 2002 E2 and 2002 F1 fully confirm the point that I have been making that LINEAR and the other search teams are not covering the entire sky and there is still plenty of opportunity for amateur discovery. Who will make the next discovery from these shores ?
C/2002 C1 has generated a lot of media interest, with items about it in many of the broadsheet newspapers, mostly following on from a Society for Popular Astronomy press release. I did an interview about the comet for the BBC2 programme 'Final Frontiers' and you may have seen this at the beginning of the month. This was followed by a live interview for the Today programme at 7:40 on a Saturday morning. John Humphreys gave me a much easier time than the majority of his political interviewees! Several newspapers have also been after information.
The revised edition of the Section Guide to Observing Comets was finally finished a few days before Astrofest. With 58 pages and colour covers, it is packed full of information, much of it revised since the last edition, so do buy a copy. In particular I urge you to read and implement the reporting guidelines. It takes Guy and myself a lot of time to reformat the observations of many people who nearly get it right, but not quite, and we would much rather spend the time observing! The Guide is available for £4, post free, from the BAA Office.
The Section meeting in February was a great success and full reports are presented for those who were not able to come. The format of Section meeting, lunch and BAA main meeting seems to have been appreciated and I will try and make similar arrangements for the next Section meeting, which is provisionally scheduled for May 2003, possibly
Since the last newsletter observations or contributions have been received from the following BAA members: James Abbott, Sally Beaumont, Neil Bone, Owen Brazell, Denis Buczynski, Roger Dymock, Kenelm England, Len Entwisle, James Fraser, Mario Frassatti, Mike Gainsford, Maurice Gavin, Massimo Giuntoli, Peter Grego, Werner Hasubick, Guy Hurst, Nick James, Geoffrey Johnstone, Gordon MacLeod, Brian Manning, Steve Martin, Cliff Meredith, Martin Mobberley, Gabriel Oksa, Roy Panther, Robin Scagell, Jonathan Shanklin, David Strange, Melvyn Taylor, John Vetterlein, Alex Vincent and Graeme Waddington and also from: Jose Aguiar, Alexandre Amorim, Alexander Baransky, Sandro Baroni, Nicolas Biver, Reinder Bouma, Nicholas Brown, Jose Carvajal, Tim Cooper, Matyas Csukas, Mike Feist, Rafael Ferrando, Sergio Foglia, Stephen Getliffe, Antonio Giambersio, Guus Gilein, Bjorn Granslo, Roberto Haver, Michael Jager, Andreas Kammerer, Heinz Kerner, Attila Kosa-Kiss, Gary Kronk, Martin Lehky, Rolando Ligustri, Pepe Manteca, Michael
Mattiazzo, Maik Meyer, Antonio Milani, Andrew Pearce, Maciej Reszelski, Tony Scarmato, Hirita Sato, Carlos Segarro, Giovanni Sostero, Graham Wolf and Seiichi Yoshida (apologies for any errors or omissions). Without these contributions it would be impossible to produce the comprehensive light curves that appear in each issue of The Comet's Tale. I would welcome observations from any groups which currently do not send observations to the BAA.
Comets under observation
include:
7P/Pons-Winnecke,
This section gives a few excerpts from past RAS Monthly Notices and BAA Journals.
150 Years Ago: Mr Graham got observations of Encke's comet on the 23 rd and 24 th inst [Jan], and states that the proximity of a ninth magnitude star troubled him very much; its light weakened that of the comet considerably. He adds that he never before had been so much impressed with the vapoury nature of such bodies, and that one could readily imagine that the comet of Encke could be compressed into the compass of a nutshell. In the report to the 32 nd AGM it was noted 'that Faye's comet on its first return in 1850, was observed at Cambridge nearly five weeks before it was seen at any other observatory, and the observations were continued till March 4 of last year. Great credit is deservedly given to the assistants at the observatory, for the manner in which these observations were secured under circumstances of unusual difficulty. An interesting paper 'On the supposed Period of Revolution of the Great Comet of 1680' by Mr Hind appeared in the March issue of MN. This was a spectacular comet and its appearance had attracted the attention of Newton, which perhaps lead to his gravitational theory. Halley thought it might be periodic and associated it with a comet which had appeared in 1106 and perhaps in 531. The author discusses the observations, and concludes that if Halley had had access to them he might have come to a different conclusion about its possible periodicity. [Vol XII, No 5, pp 142-150]. The
19P/Borrelly, 44P/Reinmuth, 51P/Harrington, 65P/Gunn, 77P/Longmore, 96P/Machholz, 1999 U4 (Catalina-Skiff), 1999 Y1 (LINEAR), 2000 SV74 (LINEAR), 2000 WM1 (LINEAR), 2001 A2 (LINEAR), 2001 B2 (NEAT), 2001 HT50 (LINEAR-NEAT), 2001 K5 (LINEAR), 2001 MD7 (LINEAR), 2001 N2 (LINEAR), 2001 OG108 (LONEOS), 2001 Q2 (Petriew), 2001 Q5 (LINEARNEAT), 2001 Q6 (NEAT), 2001 R1 (LONEOS), 2001 R6 (LINEAR-Skiff), 2001 TU80 (LINEAR-NEAT), 2001 W2 (BATTERS), 2001 X1
Tales from the Past
April issue announces a new publication 'Cometic Orbits, with copious notes' by Edward J Cooper, which had 786 orbits for 198 distinct comets, and cost 5s (25p) [The 14 th edition of the Catalogue of Cometary Orbits has some 2000 orbits for 1500 comets and costs 4400p]
100 Years Ago: In the October comet notes is recorded 'Prof Hale writes that the Yerkes Staff are in no way responsible for the erroneous intelligence of the position of the great comet in April last, which was circulated in the daily press. Prof Frost suspected a comet-like object north of the sun, but it was much too vague to make any announcement. However a newspaper reporter happened to be on the premises, and got wind of it; his zeal outran his discretion, and the erroneous position was distributed broadcast.' The December Journal has a report on the Great Comet of 1901, which from the description was reminiscent of Hale-Bopp. There was much discussion of the comet's tails and it seems to have had a prominent ion tail or tails. Mr E Walter Maunder followed this up in February by describing Professor Bredikhine's theory of comet tails. Dr D Smart presented a paper on the return of Halley's comet at the December meeting, at the request of Mr Crommelin. He noted that a meteor shower might occur around May 17, with a radiant near ζ Aqr. Mr Crommelin commented that there was a prize for the best theory of the comet, but he didn't know if any Members of the Association were
(LINEAR), 2002 C1 (IkeyaZhang), 2002 E2 (SnyderMurakami) and 2002 F1 (Utsunomiya).
As a postscript to the end of my first paragraph, I was inspecting SOHO images on April 12 when I noted a comet entering the C3 field, moving slowly up and to the left. This turned out to be an independent co-discovery, although SOHO policy is that only the first observer receives credit.
Jonathan Shanklin competing for it. [A C D Crommelin and P H Cowell were subsequently awarded the Lindemann prize for their work on the comet's orbit.] He also agreed that it would be worth looking for meteors, but didn't know if any were seen. At the next meeting W F Denning pointed out that the May Aquarids were in fact associated with Halley's comet. The April Journal records names and instruments of members of the Section and these included: W F Denning, Bristol, 25cm L; John Grigg, Thames, New Zealand; Edwin Holmes, London, 31cm L; Rev. T E R Phillips, Croydon, 24cm L; Dr R J Ryle, Brighton, 5cm R.
50 Years Ago:. The Presidential Address by Dr Gerald Merton, at the October AGM was on the subject of Comets and their Origins. He appeared to favour the flying sandbank model, although some of the fragments had to be at least a kilometre across. He mentioned Whipple's recent paper which presented the model of a conglomerate of ices and dust. He commented that Whipple "has tried, perhaps successfully - I am not competent to judge - to show that the various physical activities of a comet can be accounted for." At the February meeting Dr Merton gave news of some recent comets. Gordon Taylor had made a naked eye observation of P/Schaumasse at its recent favourable return. [the comet appears to have outburst at this return] Dr Steavenson remarked that comet Wilson-Harrington appeared similar to drawings of the Great Comet of 1882, but on a smaller
scale. A member of the audience, Mr H Thomson responded that "I can remember well seeing the 1882 comet! It was one of the first astronomical observations I ever made."
Obituary: Yuji Hyakutake, the discoverer of the spectacular comet that graced our skies in the spring of 1996 died on 2002 April
Subaru Approaches Origin of Comets - First Estimate of the Formation Temperature of Ammonia Ice in a Comet National Astronomical Observatory of Japan: Science, November 2 nd , 2001
Observations made with the HighDispersion Spectrograph (HDS) of Subaru Telescope have, for the first time, allowed astronomers to measure the formation temperature of ammonia ice in a comet. The temperature of 28 ±2 Kelvin (about -245°C) suggests that Comet LINEAR (C/1999 S4), was formed between the orbits of Saturn and Uranus. These observations provide us with not only direct evidence of the environment in which the comet was born, but also establish brand new methods for probing the origin of comets.
Comet LINEAR was discovered in 1999 by the Lincoln Near Earth Asteroid Research project (LINEAR), operated by the MIT Lincoln Laboratory. A team of researchers from the National Astronomical Observatory of Japan, the HDS group, and the Gunma Astronomical Observatory made spectroscopic observations of Comet LINEAR on July 5th, 2000, during the commissioning phase of HDS, when the comet was bright.
The team concentrated on the emission lines produced when NH2 molecules which have been previously excited, lose some energy and emit light at a series of characteristic wavelengths. Previous studies indicate that NH2, which consists of one nitrogen and two hydrogen atoms, is produced when the powerful Solar UV rays free a hydrogen atom from the ammonia (NH3) gas which is constantly boiling off the comet. The emission lines of the NH2 molecules should
10, aged 51, from a heart attack. He graduated from the Kyushu Industrial University, where he studied photography and worked as a lithographer for a regional newspaper in Kagoshima. He began comet hunting in 1988 when he lived in Fukouka, but moved to Kagoshima, which is 1000 km south-west of Tokyo, to get darker skies. He conducted
Professional Tales
therefore contain information on their parent ammonia molecules.
Molecules like NH2 and NH3 which contain two or three hydrogen atoms are classified as either "ortho" or "para", depending on whether the quantum mechanical spins of the hydrogen atoms are aligned or not. The ortho-to-para ratio strongly depends on the physical environment, and would have been preserved when the molecules were confined into the icy cometary nuclei. The observed ratio can therefore reveal the temperature at the time the ice was formed.
Molecules in the ortho and para states emit radiation at wavelengths that are very close together, but subtly different due to the differences in alignment between the spins of the hydrogen atoms. The resolving power of HDS is high enough to separate these lines and determine how much light is being emitted by molecules in the ortho and para states. Using code written by Mr. Hideyo Kawakita of the Gunma Astronomical Observatory, the strengths of the emission lines from NH2 could be modeled and compared with the observations to determine the ratio of ortho to para molecules in Comet LINEAR. Furthermore, the team investigated the ortho-to-para ratio of the parent NH3 molecules and estimated that the formation temperature of the ammonia ice to be 28 ±2 Kelvin, which suggests that Comet LINEAR was formed between the orbits of Saturn and Uranus in the primordial Solar System nebula.
Until now, the formation temperature had only been determined for water ice in comets, and this is the first time that it has been measured for another molecule. Dr. Jun-ichi his searches from a mountain top site, some 10 km from where he lived, using a pair of 25x150 Fujinon binoculars. After his discovery he became head of the municipal observatory at Aira near his home. He continued comet hunting, but without further success. He is survived by his wife Shoko and two sons.
Watanabe of the National Astronomical Observatory of Japan, and a member of the team who performed this research, says "The brand new methods using NH2 molecules have great potential for studying the origin of comets. I have a high expectation for future results obtained by these methods, especially for short-period comets which are thought to have a different origin from long-period comets such as Comet LINEAR."
More on comet 19P/Borrelly (An amalgamation of reports from the NASA press office, The American Association for the Advancement of Science, Astronomy.com and Space.com)
NASA scientists have strung together images of comet Borrelly to produce short movies of the comet as it travels through space. In one clip, the bare, rocky, icy nucleus wobbles back and forth to reveal its textured surface, with some smooth and some bumpy landscapes. The observations were taken when NASA's Deep Space 1 spacecraft was between 3,700 and 9,500 kilometres from the comet in September 2001.
In the second clip, jets of gas and dust shoot from all sides of the comet's nucleus as it rotates a quarter turn. The biggest jet, shooting from the central sunlit part of the comet, is probably in line with the axis around which the nucleus rotates. This large jet is eroding the central part of the comet, smoothing parts of the terrain into rolling hills. The erosion will eventually break the comet into pieces. Coarsely textured parts of the comet at both ends are geologically inactive areas.
The visible jet shoots out about 60 kilometres from the 8 kilometre, potato-shaped comet. Oddly,
material emanates mostly from the middle of the comet, whereas scientists had expected a more even distribution. Adding to the perplexity, the primary jet does not point toward the Sun, as expected based on observations of other comets. Borrelly dishes out so much material from its midsection -- some 2 tons every minute -- that it will likely break in half within 10,000 years, says Laurence Soderblom, U.S. Geological Survey researcher who led the imaging team.
On average, Borrelly's nucleus reflects a low 2.5% to 3% of the light that strikes it, says Deep Space 1 project scientist Robert Nelson of the Jet Propulsion Laboratory in Pasadena, California. That's darker than the 4% reflectance measured for Comet Halley by the European Space Agency's Giotto spacecraft in 1986, and it rivals the dark hemisphere of Saturn's odd moon Iapetus and the rings of Uranus. Struggling to find a substance on Earth with shades as dark as Borrelly's, Nelson could come up with only one thing: photocopy toner.
The real surprise was a cluster of spots on the comet's nucleus that are three times darker than the rest of it, reflecting less than 1% of light. Analysis shows that these spots are real, not just shadows or pits, says Deep Space 1 imaging scientist Larry Soderblom of the U.S. Geological Survey in Flagstaff, Arizona. The team suspects that something in the comet's texture explains its inky blackness, as solid materials don't normally reflect so little light.
A fluffy or honeycombed texture is the most likely explanation, agrees space physicist Tamas Gombosi of the University of Michigan, Ann Arbor, a veteran of the Giotto mission. That texture traps and absorbs most photons of light, Gombosi says. Planetary scientists expect that mixtures of dust and ice turn black after billions of years of irradiation by photons and highenergy particles from the sun, but they don't yet know the details of that composition. Answers may come from Deep Impact, a projectile that will slam into Comet Tempel 1 in July 2005, when a flyby spacecraft will study material beneath its surface.
During the flyby, Deep Space 1 measured the interaction of the comet's coma with the solar wind. As expected, the solar wind flowed around the comet, but the nucleus was not at the centre of the flow. "The formation of the coma is not the simple process we once thought it was," said David Young of the University of Michigan, Ann Arbor.
Nordholt says that while Halley and Borrelly are quite different in terms of their exact composition and behaviour, they are all-in-all very much alike, confirming suspicions that most comets formed in a similar manner and at a similar time - back when the solar system was gathering itself together some 4.6 billion years ago. "Borrelly seems to come from the same primordial stuff that Halley comes from," she said.
"The average geometric albedo is black, black, black, and ranges from extremely black to very black," said University of Tennessee geologist Dan Britt, who described the nucleus's color as being like that of photocopier toner. Amidst Borrelly's gloominess, however, Britt managed to identify four main types of landforms on the strange mini-world.
Mottled terrain covers the extended comet's far opposite ends, which are darker than Borrelly's mid-section. These rough areas are filled with bowlshaped depressions, hills, streaks aligned with the nucleus's long axis, and notable variations in brightness. The ends lack any strong association with the comet's jets. Among the mottled terrain at the ends of the comet's nucleus are spots darker than anything else on Borrelly. These black patches reflect just 0.7 to 1 percent of incoming light, Britt reported.
The middle of the nucleus consists of Borrelly's brightest and smoothest terrain. It also contains the comet's fourth type of feature: dark, flat-topped mesas surrounded by bright slopes. According to Britt, the smooth terrain and slopes probably reveal the comet's freshest material and are the likeliest source of its jets.
Britt pointed to another curious characteristic on Comet Borrelly's nucleus. Several ridges and fractures cut across the comet's slimmest section, which separates its two lobes. Jürgen Oberst of Germany's DLR Institute of Space Sensor Technology and Planetary Exploration, added that a threedimensional stereo elevation map of the nucleus shows that the smaller end of the bowling-pinshaped nucleus is not aligned with but tilted (by 30º to 50º) relative to the larger half. Britt and Oberst suggest these observations indicate Borrelly's nucleus may actually be a contact binary composed of two pieces loosely bound to each other.
Comets are sometimes described as "dirty snowballs," but the close flyby detected no frozen water on Comet Borrelly's surface. It has plenty of ice beneath its tar-black surface, but any exposed to sunlight has vaporized away, say scientists analyzing data from Deep Space 1, managed by NASA's Jet Propulsion Laboratory, Pasadena, Calif.
"The spectrum suggests that the surface is hot and dry. It is surprising that we saw no traces of water ice," said Dr. Laurence Soderblom of the U.S. Geological Survey's Flagstaff, Ariz., station, lead author of a report on the Borrelly flyby results appearing in the online edition of the journal Science. "We know the ice is there," he said. "It's just wellhidden. Either the surface has been dried out by solar heating and maturation or perhaps the very dark soot-like material that covers Borrelly's surface masks any trace of surface ice."
"Comet Borrelly is in the inner solar system right now, and it's hot, between 26 and 71 degrees Celsius, so any water ice on the surface would change quickly to a gas, " said Dr. Bonnie Buratti, JPL planetary scientist and coauthor of the paper. "As the components evaporate, they leave behind a crust, like the crust left behind by dirty snow. It seems to be covered in this dark material,
which has been loosely connected with biological material." Buratti said. "This suggests that comets might be a transport mechanism for bringing the building blocks of life to Earth." Comets may have played an important role in supplying organic materials that are required for life to originate.
Soderblom points out that Borrelly's old, mottled terrain with dark and very dark spots -different shades of black -- are apparently inactive. Groundbased observations estimated that 90 percent of Borrelly's surface might be inactive, and the observations taken by Deep Space 1 show that this is indeed true.
"It's remarkable how much information Deep Space 1 was able to gather at the comet, particularly given that this was a bonus assignment for the probe," said Dr. Marc Rayman, project manager of the mission. Deep Space 1 completed its original goal to test 12 new space technologies and then earned extra credit by achieving additional goals, such as the risky Borrelly flyby. "It's quite exciting now as scientists working with this rich scientific harvest turn data into knowledge."
Communications and Public Affairs
The CONTOUR spacecraft has been shipped to Goddard SFC for prelaunch testing; on its way to a July 2002 launch.
After launch, the solar-powered CONTOUR will visit at least two comets as they travel through the inner solar system. From as close as 100 kilometres, the spacecraft will take the most detailed pictures ever of a comet's nucleus; map the types of rock and ice on the nucleus; and analyze the composition of the surrounding gas and dust. CONTOUR's targets include comet 2P/Encke in November 2003 and 73P/Schwassmann-Wachmann in June 2006, though the spacecraft can also be sent toward an as-yetundiscovered comet. The data will provide clues into the similarities and differences between comets.
From Kuiper belt object to cometary nucleus: The missing ultrared matter. Jewitt DC: Astronomical Journal 123 (2): 1039-1049 Feb 2002
Contour spacecraft on its way to prelaunch testing. The Johns Hopkins University Applied Physics Laboratory, Office of
We combine new and published data to show that the optical color distributions of cometary nuclei and Kuiper belt objects (KBOs) are significantly different. The nuclei are, as a group, bluer than the KBOs, indicating that the surface chemical and/or physical properties of the two types of bodies are different. Objects in the dynamically intermediate Centaur class have optical colors like those of KBOs, while the color distribution of candidate dead comets is indistinguishable from that of the cometary nuclei. We infer that the surfaces of KBOs are modified upon entry to the inner solar system. We consider several mechanisms and conclude that the color change is most likely caused by the rapid burial of ancient surface materials exposed in the Kuiper belt. The distinctive, ultrared material that is present on the surfaces of some KBOs is absent on the cometary nuclei. Copyright © 2002 Institute for Scientific Information
Cometary Outbursts - search of probable mechanisms - case of 29P/Schwassmann-Wachmann P Gronkowski: AN 323 (2002) 1
This paper comes up with another theory of cometary outbursts. The author suggests that an outburst is triggered by polymerisation of HCN (either by uv light or solar wind electrons), which heats the nucleus and triggers a transformation of amorphous water ice into cubic ice. This gives rise to further heating and leads to the release of trapped CO or CO2 and dust. However, the author admits that the mechanism cannot explain outbursts at small heliocentric distances.
Section Meeting Report, 2002 February 23
Members of the Comet Section and other comet enthusiasts met at the Scientific Societies Lecture Theatre in Saville Row on the morning of February 23. This was a new venture for the BAA, with the hope that a morning Section Meeting would tempt more people to attend the afternoon main BAA Meeting. The doors opened by 10:30 and a steady stream of people arrived for coffee and biscuits and a chance to chat. In total 33 people signed the register, though perhaps there were a few more than that present.
The Director, Jonathan Shanklin, opened the formal meeting at 11:00 and immediately apologised for the lack of comet guides, which were locked up in the BAA Office. The new edition of the
Guide was a greatly expanded version of the first edition and he particularly drew attention to the section on formatting observations sent by email. Badly formatted observations took up hours of his and Guy Hurst's time every week. Once formatted correctly he was able to produce light curves from the observations and showed those for 2000 WM1, 2001 OG108 and 2002 C1, which should be readily observable in the coming months. He concluded by mentioning the recently discovered Marsden and Meyer groups of SOHO comets, of which the former were potential NEOs, with 1999 J6 approaching to within 0.03 AU of the Earth.
Guy Hurst then introduced a practical experiment in observing comet tails. He showed an overhead of 1996 B2 (Hyakutake), and asked us to estimate the length in 'daylight' and 'dark' conditions. The estimated length varied from 3.5 to 8°, with longer tails in dark conditions. He has provided the following report:
Estimating tail lengths of comets
Guy M Hurst, Assistant Director, BAA Comet Section
The Ordinary BAA meeting held in London on Saturday February 23, was preceded, as an experiment, by a Comet Section meeting in the morning and this was very well attended.
With Jonathan's agreement, I conducted a practical experiment on the estimation of the tail length of Comet Hyakutake from studying a photograph secured by Arto Oksanen (Finland) of 1996 April 9 and which was shown on screen. At that time the comet was situated in Perseus near beta, probably better known to most of us as Algol.
Audience members were supplied with a map of the same area of sky, but without the comet depicted (figure 1), which had been derived from CD ROM software, Guide 7.0 by Bill Gray of Project Pluto.
Figure 1: Field of Comet Hyakutake on 1996 April 9
Leaving the lights on in the lecture theatre, 'votes' were cast which ranged from 4.0 to 6.5 degrees. Thirty people were brave enough to participate and the average tail length derived was 4.9 degrees. When they dimmed the lights, although leaving them on sufficiently to still see the map, this time the average was 5.9 degrees.
For comparison, 12 of my students, in a brightly light classroom on 2001 November 5, had an average of only 4.02 degrees. Five visual observers agreed use of their data for the classroom experiment and estimates recorded on that date from Mauro Zanotta, Bjorn Granslo, Melvyn Taylor, James
In reality, this experiment had been conducted for the first time with students attending my evening class in Basingstoke back on 2001 November 5. We anticipated that fireworks might prevent direct viewing of the night sky so an in-class practical exercise was devised as a substitute!
Fraser and David Storey gave an average of 5.13 degrees.
Estimating tail lengths is quite difficult but the simplest technique is to select a gap between two nearby stars which is slightly longer than the tail and record a proportion of the star separation. Figure 1 shows the map supplied and two star gaps with approximate values were quoted:
Fl 30 to Fl 32 = 1 degree Fl 16 to Fl 20 = 37 arc minutes
It is obvious that if one observer is making estimates in strong light pollution and another from a dark country site, that the latter will usually record a much longer tail. However another effect, which may actually bias the observer, can occur when the tail is aligned with a pattern of bright stars, which was the case here with Fl 32 and Fl 30. The brain seems to automatically form a 'tidy' image of the tail just reaching the gap. Similar problems can occur with a comet in a densely populated portion of the Milky Way where mere star asterisms, if arranged in 'lines', can tempt observers to believe the tail is extended much further than is really the case.
The message from the BAA meeting was that comet observing is not quite as difficult as many people attending, who were new to the subject, might have supposed. However a careful technique is needed and for tail lengths making estimates against two pairs of stars and averaging the results might assist. To signify the conditions, it is also helpful to note the limiting magnitude in the field of the comet.
Thank you to all who participated in the experiment!
The next speaker was Giovanni Sostero, who observes from Remanzacco, Italy. The site suffers from severe light pollution but has 90 useable nights per year. He uses a Baker-Schmidt camera and a Newtonian-Cassegrain telescope with a local group of observers. He has provided the following summary of his talk.
CCD imaging of comets
Giovanni Sostero (Remanzacco Observatory, Italy)
The rapid development of optoelectronic technologies has also proved to be very helpful for amateurs astronomers. A classic 20cm Newtonian scope, fitted with a CCD camera, can normally reach down to magnitude 17 in few minutes of exposure time, even from moderately light polluted backyards. In cometary astronomy this is a real help, and by means of CCDs, amateurs can provide additional valuable data with at reasonable expense.
We can distinguish among two cometary head photometry and morphological studies. In the first instance it is almost mandatory to provide the CCD camera with an appropriate filter set. Sometimes unfiltered CCD photometry can be helpful without the adoption of standard filters (e.g., in the monitoring of faint comets) but if a serious observing program is to be undertaken, then a Johnson V filter and a Cousin I filter are the right choice. With the first one we would be able to measure the gaseous emissions of cometary comae (mainly due to the so called Swan-band emissions) while the second is helpful for the monitoring of dusty emissions. Professional astronomers are routinely using interference filters with very narrow bandpasses, in order to detect the light contribution from single molecular species. But unfortunately these filters suppress most of the incident light and for the amateurs very few comets will be bright enough to be a suitable target with their instrumentation. Normally the measurement of cometary magnitudes through a CCD camera is performed by means of the "aperture photometry" method. In this way, after the appropriate pre-processing, the net amount of ADU is counted within a selected window centred on the coma. Similarly we are measuring the net ADU values produced by a reference star of known magnitude within the same field. Then through Pogson's formula we are able to calculate the magnitude difference between the comet and the standard and, finally, the comet's brightness. Great care should be taken to eliminate the contribution of background stars within the coma and in the selection of the standard stars: their spectral class should preferably be similar to that of the Sun in order to minimise the systematic errors due to the non-linearity of a CCD's spectral sensitivity. It's very helpful to standardise this observing method, adopting an aperture size equivalent to some given amount at the comet distance (e.g. a "window" spanning 100,000 Km). Extended over a range of different apertures, this procedure will also give us some helpful hints about the degree of condensation of the
very broad fields of applications:
coma. Great care should be taken tail: in this instance we risk including in our aperture part of the tail, and this will produce an offset in the total brightness of the coma. An amateur, measuring a comet throughout its apparition by means of a CCD and a couple of standard filters, could provide some meaningful information on the gas/dust production rates of the given object, just taking regular brightness measurements with backyard instrumentation. Also the development of jets, hoods, halos and similar structures within the coma would be recognisable with CCD imaging, as well as the fine details sometime developing in the tails. In this kind of application, as well, the adoption of some standard filters will be helpful, because in this way we will be frequently able to distinguish among gassy or dusty features. For the monitoring of fine details within the central condensation, a scale of the order of 2 arcsec/px and a good seeing are mandatory. For relatively bright comets, this kind of observation is also possible from a heavily light polluted observing site. Some software packages are provided with rotational gradient algorithms that would enhance the subtle details within cometary heads. Anyway, they should be treated with great caution, because without some experience this kind of image processing could dangerously enhance the noise, creating some appealing (but non existant) artefacts! In conclusion, CCD technology is a powerful tool for comet observations. In my opinion, what is missing now in this field is a basic standardisation method, and some guidelines provided (hopefully) by professional astronomers, about which particular kind of observation is most valuable. Sometimes the amateurs are just wondering if it's better to obtain total magnitude estimations or high resolution imaging of fine details within the coma and/or the tail. Frequently we have no time to do both of them... Anyway digital astronomy would not be able to substitute for all visual observations: they are just complementing one another. And, at the end, the target is the same: to understand and enjoy those fuzzy spots of light that we like so much...
when a comet is showing a dusty
Remanzacco Observatory
The author would like to thank very much Guy Hurst and Jon Shanklin for their invitation and kind hospitality.
Alan Fitzsimmons, was our next speaker on 'Big Comets and Little Comets - How many of each ?', which he subtitled as a programme to get the most boring images of comets possible. At 0.5 AU a 1 km comet nucleus spans 0.003" - not even NGST will see it. It is also hidden by dust - a 2km nucleus will be hidden by 10 18 particles, but this amount only weighs 1000 kg and emission is at 1kg/sec. Most comets produce more. Comets formed beyond Saturn and now reside in the Kuiper Belt. It needs a 30 metre or larger aperture telescope to study the smaller members. Comets are lost by collision or switching off, they also shrink, vaporise, split and fragment. There are usually more little ones than big ones of anything, or mathematically N(D) ~ D α => Log10 N(<H10) ∝ H10 which implies there are more faint comets. If the slope is > 0.5 it implies that most of the mass is in small comets and vice-versa. Collisional processes generate a slope of exactly 0.5.
Only two spacecraft have imaged comets, and spacecraft are expensive. HST can image a few comets per year and so a ground based programme is needed. Alan's programme is to measure Jupiter family comets to measure their size and to monitor activity beyond 3 AU. For 4% albedo, a 5 km nucleus at 3 AU is mag 19.5, whilst a 2 km nucleus at 5 AU is mag 24.1, so big telescopes are needed. Alan had used the 1-m JKT in 1995 and 1999 and the 4.2-m WHT in 1998.
48P was active at 3.4 AU, with a nucleus ≤7km D, cf 7P at 5.6 AU ≤5.2 km and 9P at 3.4 AU ≤4.8 km. Sometimes nothing is seen at all, eg 87P was >24.4 mr at 4.3
AU, implying it was smaller than 1.2 km. 74P doesn't switch off at all and is <25km. Plotting N vs R10, for D > 3km the slope is 0.32 implying for every comet bigger than 3 km there are 40 bigger than 1 km. This implies there are around 400 active comets in the inner solar system. The slope for NEOs, JFCs and MBAs is around 0.3, which is not collisional, however that for TNOs is 0.69 for D >50 km, but this can't go to small sizes or we would see the Kuiper Belt. The mass must be concentrated in large comets, and
Continued from page 1
The observatory was installed in Burlington, Vermont, until 1905, when the writer moved to Taunton, Mass., and then presented the house and dome to the University of Vermont, his previous experience in moving it not being an encouragement to experiment".
The 13-inch triplet
As a telescope maker he has graced the astronomical world with an 8-inch f/80 inch ("brokenbacked") comet hunter kept at South Hero, Vermont for use during his summer vacations, a 10- inch photographic triplet now newly restored and in the possession of the Boyden Observatory, University of the Orange Free State, Bloemfontein, South Africa, a 12-inch doublet (which he used in Taunton, Mass.) now located at Oak Ridge Observatory, Harvard, Massachusetts, and a 16-inch f/5.25 doublet, also located at Oak Ridge Observatory. He was in the process of making the 13-inch triplet used in the discovery of the planet Pluto when he died in 1925 (it was completed by C. A. Robert Lundin of Alvan Clark and Sons).
He graduated from Meadville Theological Seminary in 1890, then continued his education at Harvard Divinity School and obtained his degree of Ph.D. at Allegheny College in 1892. He married Elizabeth S. Lockman, of Cambridge, Massachusetts in September of 1891. They had two children, a son, Dr. Herbert E. Metcalf of San Leandro, California, and a daughter, Rachel Metcalf Stoneham. She later wrote a wonderful article about some have <0.7% albedo. [This report is based on my notes and subject to error, a full report from Alan will appear in the October Tale.]
At the conclusion of Alan's talk the meeting broke for a splendid lunch cooked by chef 'Louis'. There was plenty of chance for further discussion during the meal, which was served with a glass of wine. By the time we had finished eating, other astronomers were arriving for the main BAA meeting, which commenced at
Joel Metcalf (Continued)
her life with "father", titled "A Nice night For Comets" in the January, 1939 issue of "Popular Astronomy," which was later republished in the September, 1979 issue of "Yankee" magazine. He served in Burlington, Vermont (1893-1903) where it appears his interest in grinding lenses began extensively. He corresponded with Prof. J. M. Schaeberle at Ann Arbour, MI.
Being at risk of a nervous breakdown, he interrupted his ministry for a year in 1902 to attend Oxford University where he is said to have attended an average of twenty-five lectures weekly on philosophy and religion. He was also given the keys to the observatory by Professor Turner, spending much time on astronomical problems. After Oxford, he took a year off to rest before returning to the ministry at the First Congregational (Unitarian) church in Taunton, Massachusetts (1904/5-1910). Taunton at that time was one of, if not the largest, manufacturer of silver products in the United States. It's streets are still lined with the many Victorian style homes, with long and extended porches where the residents would sit and pass away the day conversing with the passers-by.
It was from Taunton that most of his asteroids were discovered and where his relationship with Harvard Observatory appears to have begun. He was also a member of the Visiting Committee of Harvard's Observatory. Reverend Metcalf enjoyed a lasting friendship and professional relationship with Dr. Pickering. He also became a member of the Visiting
14:30. There were lots of comments that the meeting had gone well, so we are planning another one for next year. The intention will be to have a morning session devoted to technical issues for the comet Section, with popular talks on comets in the afternoon as the topic of the main BAA meeting. This may include the George Alcock Memorial Lecture, which we hope will be given by a wellknown professional expert on comets.
Committee for Brown University's Ladd Observatory, in Providence, Rhode Island.
One of the problems that he sought to follow up on from his time at Oxford was that of comparing and recording measurements from photographic plates take by "Schurs" of the "Praesepe Cluster in Cancer" with new photographs taken from Lick Observatory. He proposed this to Prof. Campbell, at Lick Observatory in a letter dated August of 1904.
His First Comet, 1906 VI, a Record Breaking Photograph
He and his family resided at 54 Summer Street where 38 of his 41 asteroids were discovered. The last four were discovered from Winchester, Mass. Taunton was also where he discovered the first of his 5 comets, 1906VI using his homemade 12-inch doublet, refracting telescope.
This comet was discovered in Eridanus on November 15th, 1906. (Metcalf states in his franticly written observing records that the comet was photographed on November 14th, at 3h 59m -1°). With a discovery magnitude of 11.5, having a round, 2 arcminute coma and a distinct central condensation. It had passed perihelion on October 10, 1906. After discovery the comet slowly faded as it continued on its path away from the sun. By December 10th the comet had reached 12th magnitude. It was last seen on January 16th, 1907 at 13th magnitude. Mr. Kronk goes on to say that it is worth mentioning that; M.E. Esclangon of Bordeaux Observatory observed two
nebulous objects near the comet on November 22nd which he described as easily visible. One was said to be elongated with a length of 30 arcseconds, the other was circular, with a diameter of 20 arcseconds. The objects were not detected the next evening, so he concluded that water was between the objective lenses. A periodic orbit was computed, but the comet was not recovered.
rotational period may only go through periods of flair ups when these areas of fresh material are exposed.
In early January, 1991, from Cloudcroft, New Mexico Howard Brewington walked out to his 16 inch reflector and began his search efforts for another new comet. (He had just discovered one on November 16, 1989.) It was during this search that he discovered another comet. After receiving the report at the Smithsonian Astrophysical Observatory in Cambridge, Mass., Dr. Brian Marsden noticed that the orbits to date matched those of the lost Comet Metcalf 1906VI. Therefore, although Brewington hadn't discovered a new comet, he did succeed where so many had failed, in the recovery of the Reverend's only short period comet, now designated 97P/Metcalf-Brewington. Also in reference to M.E. Esclangon of Bordeaux Observatory, observing "two nebulas objects" (mentioned above), it's an interesting note that when this author conversed with Dr. Marsden, after reading about the recovery of this comet, Dr. Marsden proposed that the comet may have divided at one time and that because of it's possible
One of the greater surprises during my research of the Reverend's life was to learn that he held the record for amateur astro-photographical accomplishments. This he did from Taunton, Massachusetts, according to the unidentified newspaper account from the "Old colony historical society," Taunton, Mass. "The most expert amateur astronomer in the country. This is the tribute paid by Professor Pickering of Harvard College to a young Bay State Minster. With a telescope which he himself invented and built, the Rev. Joel H. Metcalf of Taunton, a young Unitarian clergyman, has recently startled the scientific world by photographs he made of Phebe, one of the satellites of the planet Saturn, breaking all records for astronomical camera work. The smallest telescope to reflect the image of the ninth satellite has been until now the huge 24-inch instrument at the Harvard Observatory at Arequipa, Peru, but the Rev. Mr. Metcalf, with a 12-inch glass of his own make and a little observatory erected in his backyard, has accomplished the feat which for years has been regarded by scientists as impossible".
Called To Winchester, Massachusetts. Some more Comets and a War!
He was next called to Winchester, Massachusetts (1910-1920), located just north of Boston, where many of his sermons and editorials were more than occasionally published in the "Winchester Star," the local newspaper.
His other four comets were visually discovered from South Hero, Vermont, where the Unitarian church had a summer camp. It was at this camp where he did most, if not all, of his lens grinding and comet hunting. He even expressed in an interview that he searched for comets "in Vermont, only when he was on vacation"!
His next comet, 1910IV was discovered on August 9th, at magnitude 8.5 and having a diameter of about 2 arcminutes. He used his trusty "brokenbacked" comet seeker to discover this long period comet. This comet was discovered in Hercules. The comet's brightness was estimated as being between 9.5 -10th magnitude. The appearance of the comet depended on the instrument used through the month of August, ranging from 8th to 11th magnitude, with a nuclear region ranging from stellar to extremely diffuse. However, observations of its tail length remained constant as having a length of 1.5 arcminutes through the 11th. The comet reached perihelion on September 16th, at 10th magnitude. The coma remained at 2 minutes of arc. During the month of October the tail was reported to have a length of 18 minutes of arc, sustaining a magnitude of 10. The comet remained as such through November and December. January 29th brought on an outburst, bringing the magnitude to 9.5, and 9.3 by February 2nd. At that time the coma diameter was estimated at 1.5 minutes of arc, having a tail length of 5 minutes of arc. By late March the comet's magnitude was estimated at 11, by midApril, 11.3 and by late May, 13th magnitude. It was last seen on June 23rd, close to magnitude 14.
Back on vacation again in South Hero, Vermont, on September 2nd, 1913 the reverend observed
through his comet-seeker and discovered 1913 IV in Lynx, at magnitude 9.5. The comet was moving slowly northward, and at first was thought to be Comet Westphal. By September 9th, the comet's diameter was estimated between 5-6 minutes of arc. On the 14th of September the comet passed perihelion at 1.36 AU. As the comet approached the earth its diameter grew to 10 minutes of arc with a magnitude of 7.5, passing within 13 degrees of the north celestial pole. After perigee, (0.62 AU) on October 8th, the comet quickly faded as it continued along its retrograde orbit. By October 17th this comet faded to magnitude 9.5 and by early November it had faded to 10th magnitude. On the 21st of November its magnitude was estimated at 11.5. 1913 IV was last seen on November 30th.
In 1918, Reverend Joel Metcalf volunteered to go to France "Rev. Joel H. Metcalf of the Unitarian Church will sail for France the week of March 4th. Mr. Metcalf will enter the Y.M.C.A. as a secretary and his duties in the war zone will include, besides the regular routine work, hut work and giving illustrated travel talks to the troops ..." (Winchester Star, February 22nd, 1918)
During the War much of his time was spent at the front lines. He was known to have sung songs while marching in front of the men along marches that were sometimes 25 miles in length! He was also known to have carried some of the wounded and their backpacks as well. Here is part of a letter from Rev. Metcalf while in France, published in "The Calendar", the Unitarian newsletter. Extracts from Mr. Metcalf's Letters of July 25th and 28th:
"When we broke the rush of Germans over the Metz to Paris road and French were in full retreat and when our boys came along they shouted, "La guerre est finis. Paris est perdu. Allez vite, etc." Instead of retreating, we advanced and fought the battle which centered around Belleau Woods. We relieved the marines for six days, so you can see I was right in it. In the day time I carried supplies into the woods, alone and with runners, and at night we sold supplies in the "Y." This place got several hundred 8inch shells every day. They simply peppered the "Y." It got so every time I walked out, I made up my mind just what hole or depression in the ground I would drop into when I heard a shell (you can hear them 5 or 6 seconds).
The second battle of the Marne, that is, the German offensive beginning on the night of July 14, was a tremendous effort on their part. For two nights previous, I had carried chocolate to the men on the bank of the river, and for weeks they had not fired a shot and their trenches in plain sight of where I was seemed deserted. We shelled them all the time with a strafing that must have done some damage. At 12:15 Monday night without an instant's warning they opened with a crash on a 50 mile front. It was the most terrible thing imaginable. Like a thunderstorm and a sudden fall of rain, the heavens seemed to drop steel everywhere for 10 miles back of our lines. I was in bed (that is on the floor) with my shoes off when the first shells fell. By the time I got my coat on and shoes and got to the door, the court yard was raining shells, so I rushed through the chateau, smashed open a window on the lee side of the shells and tumbled into a dugout with about 25 others who were there. The air reeked with gas, high explosive and mustard. Imagine me, the tears running out of my eyes from gas, crouching in a corner sitting on a nail (two nails in fact) gasping for breath, the mask cutting my ears and forehead till they ached. We sat thus for 9 mortal hours, like Paul praying for the day and the end of the bombardment, while the wild roar of the shrieking death continued outside.
At twelve o'clock the worst was over and we came out of our holes in the ground, to find the chateau, except the lower stories, in ruins and many of our company dead and wounded. I helped in first aid all that day. The only things to eat were the Y.M.C.A. stuff which we gave them, the wounded and unwounded, without money and without price, chocolate crackers, etc.- all that we had ."
Rev. Metcalf was later offered and refused a position as an officer in the Army out of a desire to continue along with "his boys" at the front.
Coming Home, a Couple More Comets and Off He Goes Again....
Brorsen of Altona Observatory, Germany discovered a comet on July 20th, 1847 at magnitude 9.5, in the constellation Aries. He observed it as vary faint and very diffuse without any nucleus. By mid-August, as the comet approached the sun and earth it reached a magnitude of 6.5, having a tail length of about 15 minutes of arc. During that period the comet faded slowly as it continued toward the sun and was last seen on September 13th at magnitude 9.5.
This was the first comet that the Reverend found, on August 21st, 1919, after his arrival home from his duty in France on the evening of January 24th. His home was in Winchester, Massachusetts at the time. This comet was also independently discovered by 5 other observers at the time. By September 5th, the comet came within 0.19 AU of the earth, having a magnitude of 5.3 and a coma 15 minutes of arc in diameter. As the comet increased its distance from the sun its magnitude increased as well. It's tail reached a length of 1.5 degrees in late September. However, its coma diameter decreased. Two days later, on August 23rd, the Reverend was again out searching and came across Comet 1919 V in the constellation Bootes, at 8th magnitude. Borrelly independently discovered the comet from Marseilles, France. Although the discovery magnitude was estimated to be about 8 th , most observers reported estimates of 9th magnitude, having a coma diameter of 2 minutes of arc. During September, as the comet
approached the sun and earth, it brightness increased to 8 or 8.5. A coma diameter was estimated at 4 minutes of arc. It reached 7th magnitude by November. The comet was lost to northern observers during late November as it entered the sun's glare after the 23rd, reaching perihelion on December 7th (1.12 AU). The comet was recovered on the 19th by observers in the Southern Hemisphere remaining visible until February 3rd, 1920.
Mass. Unknown (Boston?) newspaper, circa ~ 1919.)
Ophiuchi (1922). He died on February 23rd, 1925 at the age of 59.
A short time later, he volunteered to go back to Europe to assist in rebuilding the churches in Hungary. "Boston's most eminent amateur astronomer, Rev. Joel H. Metcalf, has deserted his astronomical station on the top of the apartment house in which he lives in Winchester, and has gone to Hungary on a mission to the one hundred Unitarian churches in Transylvania. He is one of a commission of three appointed by the American Unitarian Association and has resigned from the pastorate of the Unitarian church of Winchester to fill his mission." (Old Colony Historical Society, Taunton,
He visited many remote parts of the area, travelling by automobile, making one remarkable journey between Cluj and Bucharest, returning not without peril, with about $10,000 in currency. He made a journey out from Transylvania to England, returning with supplies. He was so loved by the people there that when two other commissions were sent back to the area in 1922 and 1924, they were continually asked when Dr. Metcalf would ever return.
Home Again, a Few More Discoveries and Time To Rest...
It more than appears that the war and his extensive travelling throughout the region of Hungary had taken a toll on this man's relentless body and spirit. Because this time, on returning home to the United States, he moved to Portland, Maine, and with a last spark of discovery, he was able to add at least three new variable stars to his long list of accomplishments, RV Leonis (1919), SV Hydri (1921) and WZ
The author wishes to acknowledge the help of: Martha Hazen, Harvard College Observatory; Dr. Brian Marsden, Harvard Smithsonian Astrophysical Observatory, Cambridge, Massachusetts; Dorothy Schauimberg, Mary Lea Shane Archives of the Lick Observatory; Mike Saladyga, AAVSO; Don Machholz, ALPO; Gary Kronk.
If you wish to read more of his sermons, and/or other articles by and about Reverend Metcalf you may visit the Joel H. Metcalf Memorial Homepage at http://personal.tmlp.com/richard/ metcalf.htm.
Any additional information about this man will be greatly appreciated by Richard. Data on two areas of his life are very much needed: they are any records of his time spent at Oxford, and in Cluj, Romania. You may contact him personally at: email@example.com
Review of comet observations for 2001 October - 2002 April
The information in this report is a synopsis of material gleaned from IAU circulars 7740 – 7880 and The Astronomer (2001 October – 2002 March). Note that the figures quoted here are rounded off from their original published accuracy. Lightcurves for the brighter comets are from observations submitted to The Astronomer and the Director. A full report of the comets seen during the year will be published in the Journal in due course. I have used the convention of designating interesting asteroids by A/Designation (Discoverer) to clearly differentiate them from comets, though this is not the IAU convention.
2002 G2 SOHO (IAUC 7873, 2002 April 10) 2002 G4 SOHO (IAUC, 2002 ) 2002 G5 SOHO (IAUC, 2002 ) 2002 H1 SOHO (IAUC, 2002) were discovered with the SOHO LASCO coronographs and have not been observed elsewhere. They were sungrazing comets of the Kreutz group and were not expected to survive perihelion. Some of these comets show no tail at all and it is possible that some supposed observations of Vulcan were actually tiny Kreutz group comets.
Meyer group comets
SOHO Kreutz group comets
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1996 V1 SOHO (IAUC 7760, 2001 November 23) 1996 Y2 SOHO (IAUC 7807, 2002 January 24) 1998 H5 SOHO (IAUC 7842, 2002 March 5) 1998 H6 SOHO (IAUC7842 , 2002 March 5) 1999 H8 SOHO (IAUC 7839, 2002 March 1) 1999 H9 SOHO (IAUC 7839, 2002 March 1) 1999 J13 SOHO (IAUC 7839, 2002 March 1) 1999 K17 SOHO (IAUC 7842, 2002 March 5) 2001 T6 SOHO (IAUC 7750, 2001 November 10) 2001 T7 SOHO (IAUC 7750, 2001 November 10)
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Brian Marsden notes on MPEC 2002-C28 that: While 2002 C3, like some 95 percent of the comets discovered by SOHO, is clearly a member of the Kreutz sungrazing group, it is rather less appreciated that as many as 11 of the two dozen or so non-Kreutz comets discovered by SOHO also seem to be interconnected. The close temporal pairs C/2000 C22000 C5, C/2000 C3-2000 C4 and C/2000 Y6-2000 Y7 were remarked on when these comets were announced (cf. MPEC 2000-
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2001 U1 SOHO (IAUC 7746, 2001 November 6) 2001 U2 SOHO (IAUC 7746, 2001 November 6) 2001 U3 SOHO (IAUC 7746, 2001 November 6) 2001 U4 SOHO (IAUC 7746, 2001 November 6) 2001 U5 SOHO (IAUC 7746, 2001 November 6) 2001 U7 SOHO (IAUC 7750, 2001 November 10) 2001 U8 SOHO (IAUC 7759, 2001 November 21) 2001 U9 SOHO (IAUC 7759, 2001 November 21) 2001 U10 SOHO (IAUC 7759, 2001 November 21) 2001 V1 SOHO (IAUC 7759, 2001 November 21) 2001 V2 SOHO (IAUC 7759, 2001 November 21) 2001 V3 SOHO (IAUC 7764, 2001 December 3) 2001 V4 SOHO (IAUC 7764, 2001 December 3) 2001 V5 SOHO (IAUC 7764, 2001 December 3) 2001 W3 SOHO (IAUC 7764, 2001 December 3) 2001 W4 SOHO (IAUC 7764, 2001 December 3) 2001 X4 SOHO (IAUC 7797, 2002 January 19) 2001 X5 SOHO (IAUC 7797, 2002 January 19) 2001 X6 SOHO (IAUC 7797, 2002 January 19) 2001 X7 SOHO (IAUC 7797, 2002 January 19) 2001 X9 SOHO (IAUC 7797, 2002 January 19) 2001 Y2 SOHO (IAUC 7797, 2002 January 19) 2001 Y3 SOHO (IAUC 7797, 2002 January 19) 2001 Y4 SOHO (IAUC 7797, 2002 January 19) 2001 Y5 SOHO (IAUC 7797, 2002 January 19) 2002 C3 SOHO (IAUC 7839, 2002 March 1) 2002 C4 SOHO (IAUC 7839, 2002 March 1) 2002 D1 SOHO (IAUC 7839, 2002 March 1) 2002 E1 SOHO (IAUC 7850, 2002 March 12) 2002 E3 SOHO (IAUC 7862, 2002 March 28) 2002 F2 SOHO (IAUC 7862, 2002 March 28) 2002 F3 SOHO (IAUC 7862, 2002 March 28)
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BAA COMET SECTION NEWSLETTER
C52, 2000-C53 and 2001-B08). There is also the pair C/1999 J6 (MPEC 2000-F30) and C/1999 U2 (MPEC 1999-U29), comets with i = 27 deg separated by more than five months. M. Meyer was the first to point out the similarity between the orbits of C/1997 L2 (MPEC 1997-M06, MPC 35205) and C/2001 X8 (MPEC 2002B01, MPC 44505), comets with i = 72 deg separated by 4.5 years; it also appears that the poorly observed comet C/2001 E1 can be associated with this pair, if the orbit with i = 107 deg on MPEC 2001-F52 is replaced by the one with i = 73 deg on MPC 44505.
1997 G7 (SOHO) This comet, discovered by Rainer Kracht on February 8, is clearly a seventh member of the Meyer group (cf. IAUC 7832), as already suggested by M. Meyer on Feb. 10 on the basis of preliminary measurements. [MPEC 2002-D16, 2002 February 21, IAUC 7841, 2002 March 4]
1997 H4 (SOHO) & 1997 H5 (SOHO) These comets, discovered by Rainer Kracht on February 11 and 12 in SOHO C2 images, appear to be the eighth and ninth members of the Meyer group (cf. IAUC 7832, MPEC 2002-D16). [MPEC 2002-D41, 2002 February 27, IAUC 7841, 2002 March 4]
1999 K16 (SOHO) & 1999 L9 (SOHO) These comets, discovered by Rainer Kracht on February 22 and 25 in SOHO C2 images, are the tenth and eleventh members of the Meyer group [MPEC 2002-E05, 2002 March 1]
1999 F3 (SOHO) Another Meyer group comet, discovered by Rainer Kracht on 2002 April 14 in C2 images from 1999 March 17.
1998 A2 (SOHO), 1998 A3 (SOHO) & 2000 B8 (SOHO) Meyer's discovery C/2000 B8 (in C2 on 2002 March 4) is a member of the Meyer group. C/1998 A2 (discovered in C2 on 2002 March 3) and A3 (discovered in C2 on 2002 March 8), detected by Kracht, are members of the Marsden group, objects that could in fact have orbits differing significantly from the assumed parabolas. Nevertheless, the objects clearly have orbits that pass rather close to that of the earth (postperihelion), and D. A. J. Seargent has remarked on the similarity to that of the Daytime Arietid meteor stream, with q = 0.09 AU and L = 104, B = +10 (degrees, J2000.0; cf. MPEC 2002-E18). Although q is still larger, and there are substantial differences in the other orbital elements, the L and B values are also similar to those of both comet 96P/Machholz 1 and the Quadrantid meteor stream. [MPEC 2002-E25, 2002 March 9] I pointed out to Brian Marsden that members of this group are NEOs and can potentially come very close to the Earth post perihelion. Indeed the published orbit for 1999 J6 gives a miss distance of 0.03 AU, making it the fourth on the list of comet close approaches, although the orbit is rather uncertain.
1999 M3 (SOHO) A possible member of the Marsden group of comets was discovered by Rainer Kracht in archival SOHO imagery from 1999 June 30 on 2002 February 27.
Marsden group comets 1999 N5 (SOHO) & 1999 N6 (SOHO) The longitudes and latitudes of perihelion (deg, J2000.0) of the orbits for these comets, which were discovered by Rainer Kracht in SOHO C2 images on 2002 March 12, are L = 107.1, B = +12.0 and L = 96.0, B = +10.9, respectively. C/1999 N5 is a clear member of the Marsden group and C/1999 N6 a likely member of the more extended population (cf. MPEC 2002-E18, 2002-E25). Possibly C/1999 N6 is quite closely associated with C/1999 M3 (though not so much with C/2000 O3), but the orbit solution is not unique. [MPEC 2002-F03, 2002 March 16]
Kracht group comets
In a communication to the Minor Planet Center on Mar. 3, R. Kracht suggested that, on the basis of the apparent motion, there was some loose association between C/1999 M3 and C/2000 O3 (cf. MPEC 2000-Q09), despite the evident difference in the usual orbital elements. Nevertheless, it can be noted that the perihelion directions are L = 103.9, B = +11.4 (degrees, J2000.0) for C/1999 M3 and L = 100.6, B = +10.8 for C/2000 O3. On Mar. 4, Kracht wrote that, again despite differences in the usual orbital elements, the perihelion direction for C/2000 O3 is close to the average value, L = 102.6, B =
+9.7, for the four clear members of the Marsden group (cf. IAUC 4832). A more extended relationship among these comets is therefore suggested. [MPEC 2002-E18, 2002 March 7]
1999 P6 (SOHO), 1999 P7 (SOHO), 1999 P8 (SOHO) & 1999 P9 (SOHO) These comets were discovered by Rainer Kracht on March 17 (P6) and March 19 in SOHO C2 images. C/1999 P6, 1999 P8 and 1999 P9 belong to the Marsden group, and C/1999 P7 to the Meyer group.
R. Kracht points out that, like C/1999 N6 (cf. MPEC 2002-F03), C/2001 Q7 (cf. MPEC 2001-R36) does not have a unique orbit solution, an alternative low-i solution being:
T = 2001 Aug. 21.80, q = 0.0445, e = 1.0, Peri = 54.77, Node = 43.95, Incl = 13.28
He suggests that, with C/1999 M3 and perhaps C/2000 O3, these comets form part of the extended Marsden population (i.e., having the same longitude and latitude of perihelion). Indeed, we could say that these four comets belong to the Kracht group. [MPEC 2002F43, 2002 March 22]
2002 A4 (SOHO) A Meyer group comet discovered in archival C2 images from January 1 by Rainer
7P/Pons-Winnecke was discovered by Jean Louis Pons with a 0.12-m refractor at Marseilles in 1819, but was then lost until rediscovered by Friedrich August Theodor Winnecke with a 0.11-m refractor in Bonn in 1858. He demonstrated the identity and recovered the comet in 1869. The perihelion distance has slowly been increasing since the early 1800s. It can make close approaches to the Earth and did so in 1927 (0.04 AU), 1939 (0.11), 1892 (0.12), 1819 (0.13) and 1921 (0.14). An outburst of the meteor shower associated with the comet, the June Bootids, occurred on 1998 June 27.6.
It has proved fainter than expect and no confirmed visual observations have so far been received. It is a morning object, and was predicted to reach 11 th magnitude in May after which it is unfavourably placed for observation from the UK.
Observers at lower latitudes will be able to follow it until September. It moves eastwards, being in Aquila in April and Aquarius in May.
19P/Borrelly appears to have peaked in brightness in late September at around 10 th magnitude according to the light curve, however observations by a couple of observers put it brighter than 9 th magnitude. When brightest it was a morning object, which discouraged observation. After perihelion it steadily faded, becoming more diffuse, although it initially approached closer to the Earth.
The uncorrected preliminary light curve from 120 observations is m = 6.8 + 5 log d + 18.4 log r
22P/Kopff was discovered photographically by A Kopff at Konigstuhl Observatory in 1906, when it was around 11 m . The next return was unfavourable, but it has been seen at every return since then. Following an encounter with Jupiter in 1942/43 its period was reduced and the perihelion distance decreased to 1.5 AU. The following return was one of its best and it reached 8 m . The next return was unusual, in that it was 3 m fainter than predicted until perihelion, when it brightened by 2 m . It suffered another encounter with Jupiter in 1954, but this made significant changes only to the angular elements. 1964 was another good return and the comet reached 9 m .
UK observers may follow it until May, but the comet is likely to be only 15 th magnitude. Although it continues to brighten, the solar elongation decreases and it is poorly placed when at its brightest (11 m ) at the end of the year.
29P/Schwassmann-Wachmann
is an annual comet which has frequent outbursts and seems to be more often active than not at the moment, though it rarely gets brighter than 12 m . It spends the year in Capricornus reaching opposition in early August, fairly close to Neptune. The comet is an ideal target for those equipped with CCDs and it should be observed at every opportunity. Unfortunately opportunities for UK observers are limited, as its altitude will not exceed 20° from this country.
Carl A Wirtanen discovered 46P/Wirtanen at Lick in 1948. It is in a chaotic orbit, and its perihelion distance was much reduced due to approaches to Jupiter in 1972 and 1984. It has been reported to outburst, but BAA data suggests that it was just rejuvenated after the perihelion distance was reduced. It is a target for the Rosetta mission. A December perihelion would give a close approach to the Earth, however the present period is exactly 5.5 years so that perihelia alternate between March and September.
The comet is a morning object. More southerly placed observers may pick it up in June, but UK observers will probably not find it until August, when it is fading from its best magnitude of 11. The solar elongation only increases from around 40º to 60º by the end of the year, so it is never very well placed. In June it is in Cetus, moving into Taurus in July, Gemini in August and Virgo in November.
65P/Gunn was discovered in 1970 after a perturbation by Jupiter in 1965 had reduced the perihelion distance from 3.39 to 2.44 AU. In 1980 two prediscovery images were found on Palomar plates taken in 1954. The comet can be followed all round the orbit as it has a relatively low eccentricity of 0.32.
The comet doesn't reach perihelion until next year, but already a few observers have picked it up at between 14 th and 15 th magnitude. The solar elongation is now decreasing, but it should remain visible throughout the summer.
The uncorrected preliminary light curve from 11 visual and CCD observations is m = 4.8 + 5 log d + [15] log r
67P/Churyumov-Gerasimenko
was discovered in 1969 September, by Klim Churyumov and Svetlana Gerasimenko on a plate taken for 32P/Comas Sola at Alma Ata observatory. It reached its present orbit after a very close encounter (0.05 AU) with Jupiter in 1959, which reduced the perihelion distance from 2.74 to 1.28 AU. At a good apparition, such as in 1982, when it approached the Earth to 0.4 AU and was well observed by the comet section, it can reach 9 m .
The comet is another morning object, and even at best it probably won't exceed 12 th magnitude. Southern observers may pick it up around the solstice, but from the UK we won't pick it up before August, when it will be fading. Again the elongation is not good, increasing from around 50º to 100º at the end of the year. The comet's track closely parallels that of 46P/Wirtanen, entering Gemini in August and ending the year on the border of Leo and Virgo.
95P/Chiron is an unusual comet in that it is also asteroid 2060. It reaches 17 m when at opposition in June in Sagittarius. CCD V magnitudes of Chiron would be of particular interest as observations show that its absolute magnitude varies erratically. It was at perihelion in 1996 when it was 8.5 AU from the Sun and will be nearly 19 AU from the Sun at aphelion in around 50 years time.
96P/Machholz The orbit of 96P/Machholz is very unusual, with the smallest perihelion distance of any short period comet (0.13 AU), which is decreasing further with time, a high eccentricity (0.96) and a high inclination (60°). Studies by Sekanina suggest it has only one active area, which is situated close to the rotation pole and becomes
active close to perihelion. The comet may be the parent of the Quadrantid meteor shower. It is rarely sufficiently well placed to see visually and the 2002 return is no exception. However, at perihelion on 2002 January 8 it was only a few degrees from the Sun and was seen in the SOHO LASCO coronagraphs from January 6 to 11. On January 7 it was about 2nd magnitude with a 4 degree tail. It brightened to perhaps -2 just after perihelion on January 9.
1999 U4 (Catalina-Skiff) The object is very distant, but the extrapolated visual light curve suggests that it should be visible until the autumn, fading from 14 th magnitude. CCD observations suggest that the comet is much fainter than this, perhaps 17 th magnitude. The uncorrected preliminary light curve from 55 observations is m = 6.9 + 5 log d + 4.6 log r
2002 February 7, Rolando Ligustri
2000 SV74 (LINEAR) The extrapolated light curve suggests that the comet will slowly fade from 13th magnitude. As with many comets the visual observations generally put the comet as being brighter than CCD
observations. The uncorrected preliminary light curve from 82 observations is m = 8.0 + 5 log d + 3.9 log r.
2000 WM1 (LINEAR) Brian Marsden notes on MPEC 2001U43 [2001 October 23], that 'The "original" and "future" barycentric values of 1/a are +0.000500 and 0.000266 (+/- 0.000002) AU**-1, respectively.' The original value is greater than 10 -4 , hence the comet is probably not a new arrival from the Oort cloud and has made at least one previous visit to the inner solar system.
J. Watanabe, National Astronomical Observatory (NAO) of Japan, reports the following antitail lengths and position angles for this comet from I-band CCD images taken by H Fukushima with the NAO 0.50-m f/12 reflector (noting the earth's passage through the orbital plane of the comet on Nov. 20.18 UT): Nov. 16.503, > 8'.5, 283 deg; 17.542, > 6'.5, 300 deg; 18.526, > 7'.9, 302 deg; 19.555, > 6'.2, 317 deg; 22.372, > 4'.7, 1 deg. Small scale jet-like structure near the nucleus was also recognized on these images. [IAUC 7762, 2001 November 29]
I observed it on October 9 under relatively poor conditions, using the Northumberland refractor x230. The comet was surprisingly easy to see and I estimated it at around 12th magnitude. An observation with the Thorrowgood refractor on October 23 put the comet at 10.3, generally diffuse but with a small star-like condensation.
By the end of November 2001 the comet had reached 5th magnitude and was an easy object. It then slowly faded and observations by Southern Hemisphere observers in mid January put the comet at 6th magnitude, about a magnitude fainter than suggested by the preliminary light curve.
Andrew Pearce reported an outburst on 2002 Jan 27.85UT: m1=4.6, Dia=3.5', DC=8...20x80B...Andrew Pearce (Nedlands, Western Australia)[Comet has clearly undergone a significant brightness increase in the last 24 hours or so.
Surface brightness of the coma has increased significantly. Faintly visible to the naked eye even at only 10 deg altitude. Tail visible 0.5 deg long in PA 195 deg. Estimate made in 8x40B at the same time: m1=4.6, Dia=4', DC=8. I suspected something may be up the previous morning but the observation was hampered with the comet only 1' away from a 6th mag star. Quick examination of the comet through a 20cm reflector (90x) revealed an intense central condensation which appeared distinctly non stellar. No evidence of any split, however the telescope probably lacked the degree of resolution required to confirm this.]
The uncorrected preliminary light curve from 715 visual observations is m = 7.1 + 5 log d + 10.6 log r, though this makes no allowance for the outburst. It will be visible until August 2002.
2001 K5 (LINEAR) The comet is distant and will remain at around 14th mag visually for some time. This is LINEARs 64th comet.
2001 MD7 (P/LINEAR). Michael Mattiazzo observed the comet on October 14 when it had brightened to 14.2 in his 0.27-m SCT x88. By December it had brightened to around 12.5. It moved north, but was not very well placed and few Northern Hemisphere observers reported observations. The visual light curve is not very well defined, but can be represented by m = 11.3 + 5 log d + [10] log r from 39 observations.
2001 OG108 (LONEOS) As the clue of a cometary type orbit suggested, this object did eventually show cometary activity and brightened rapidly
2002 April 1, Rolando Ligustri
An apparently asteroidal object reported by LONEOS was announced on MPEC 2001-P40 last Aug. 13. Numerous observers could not detect any cometary activity, despite the cometlike orbit. Now approaching perihelion, the object has finally shown cometary activity, detected by several observers as indicated by the following reported total magnitudes and coma/tail data from CCD images: Jan. 11.44 UT, 16.1, 0'.4 coma, 0'.5 tail in p.a. 230 deg (A. Nakamura, Kuma, Ehime, Japan, 0.60-m reflector); 22.39, 14.7, diffuse (S. Wakuda, Shizuoka, Japan, 0.25-m reflector); Feb. 1.40, 13.5, 0'.9 coma, broad tail toward west with the longest segment being 0'.9 long in p.a. 220 deg (Nakamura); 1.41, 12.8, fan-shaped coma spanning p.a. 200-345 deg (T. Oribe, Saji, Tottori, Japan, 1.03-m reflector). Recent astrometry and the orbital elements appear on MPEC 2002-C04. [IAUC 7814, 2002 February 2].
I observed it on February 9.81 and estimated it at 11.3: in the Thorrowgood refractor. The current light curve suggests that it will rapidly fade from around 10 th magnitude. It also suggests that the comet might have been observable to visual observers a month before the first reports were made.
The uncorrected preliminary light curve from 46 visual observations is m = 10.2 + 5 log d + 5.9 log r, though this is a poor fit.
May 2004. Adopting a conservative magnitude law (7.5 log r), suggests a peak of around 3rd magnitude, whereas the standard 10 log r gives around 0 magnitude.
2001 Q6 (NEAT) Initial observations suggested that the comet could reach 14th mag at high northern declination in October, however it was unexpectedly a couple of magnitudes brighter. This is NEAT's 15th comet and their 13th this year.
The uncorrected preliminary light curve from 44 visual observations is m = 5.5 + 5 log d + 41.0 log r, but again this is a poor fit.
A/2001 SS107 (LINEAR) is an asteroid discovered by LINEAR on September 20, which has a perihelion distance of 1.51 AU and a period of 5.46 years in a typical Jupiter family comet orbit. Perihelion was on 2002 March 9.4.
2001 T5 (SOHO) A non Kreutz comet discovered by XingMing Zhou on October 17 in C3 images from October 14. [IAUC 7750, 2001 November 10]
2001 TU80 (LINEAR-NEAT) An 18th mag object independently discovered and reported as nebulous with a 3" coma by NEAT at Palomar on Nov. 16.53 UT has been identified by G. V. Williams, Minor Planet Center, with an apparently asteroidal object reported on Oct. 13.44 and 17 by LINEAR (m_2 = 19.8; discovery observations on MPS 39482) and on Oct. 19 by NEAT at Haleakala (MPS 40840), from which an apparently routine minor-planet orbit was computed (MPEC 2001-V35). Following posting on the NEO Confirmation Page, P. Kusnirak at Ondrejov found the comet to be moderately condensed with a 0'.3 coma on CCD images taken on Nov. 17.2 with a 0.65-m f/3.6 reflector. [IAUC 7753, 2001 November 17] The comet is in a short period orbit of 7.2 years, with perihelion of 1.94 AU in mid December and will fade.
The comet passed within about 0.1 AU of Jupiter in 1985, prior to which it was in a more distant, less eccentric orbit.
2001 U6 (LINEAR) An apparently asteroidal object of 19th mag discovered on Oct. 29.40 by LINEAR, posted on the NEO Confirmation Page due to its unusual motion, has been found to be cometary by J. Ticha and M. Tichy (Klet, diffuse with "a slight coma" on Nov. 3.8 UT) and by R. Trentman (Louisburg, KS, Nov. 6.3). [IAUC 7746, 2001 November 6] The comet is distant and will reach perihelion in August 2002. It will not come within visual range.
Brian Marsden notes on MPEC 2002-C55 that the "original" and "future" barycentric values of 1/a are +0.001080 and +0.001158 (+/0.000051) AU**-1, respectively. This suggests that it is not a new comet from the Oort cloud.
A/2001 UU92 (NEAT) is an asteroid, of 19th magnitude, discovered by NEAT on October 19.32. With a period of 5.63 years, the orbit is typical of a Jupiter family comet. It will be at perihelion at 1.05 AU at the end of December. [MPEC 2001-W34]
A/2001 VJ75 (LINEAR) is an asteroid, of 20th magnitude, discovered by LINEAR on November 12.45. With a period of 5.20 years, the orbit is typical of a Jupiter family comet. It was at perihelion at 1.07 AU at the beginning of November. [MPEC 2001-W05]
2001 W1 (LINEAR) A 19th mag object reported by LINEAR as apparently asteroidal but with unusual motion on November 17.43, and thus posted on the NEO Confirmation Page, has been found to appear cometary by other observers. CCD images taken by J. Nomen (Barcelona, Spain, 0.40-m f/2 Schmidt telescope) on Nov. 18.15 UT show the object to be slightly diffuse (m_1 = 18.0). CCD observations obtained by T. Spahr at the 1.2-m Mount Hopkins reflector on Nov. 18.33 show a very diffuse coma of diameter about 7" and a very faint tail about 15" long in p.a. 200 deg. [IAUC 7754, 2001 November 19]. The comet will brighten a little.
2001 W2 (BATTERS) S. Nakano, Sumoto, Japan, reports the discovery of a 14th mag comet on November 21.45 by A. Asami on CCD images taken with the Bisei Spaceguard Center 0.50-m f/2.0 reflector in the course of the "Bisei Asteroid Tracking Telescope for Rapid Survey" program. Additional observations were reported following posting on the NEO Confirmation Page. [IAUC 7758, 2001 November 21] A. Hale, Cloudcroft, NM, reports that this comet showed a 0'.8 coma and total visual magnitude 12.7 on Nov. 22.09 UT (0.41-m reflector). Additional astrometry and preliminary parabolic orbital elements appear on MPEC 2001W53. [IAUC 7760, 2001 November 23] The comet reached perihelion in late December, at 1.05 AU, but did not become much brighter than at discovery. The latest elements show that it is in a Halley type orbit with period 76 years.
The comet was never well placed for observation, but a few observers reported it at around 11 th magnitude in December.
A/2001 WS1 (LINEAR) is an asteroid, of 17th magnitude, discovered by LINEAR on November 17.07. With a period of 4.92 years, the orbit is typical of a Jupiter family comet. It was at perihelion at 1.03 AU in late October. [MPEC 2001-W36]
A/2001 WU1=1979 WN8 (Palomar-LINEAR) is an
asteroid, of 18th magnitude, rediscovered by LINEAR on November 18.22 and originally found at Palomar on 1979 November 24. With a period of 5.56 years, the orbit is typical of a Jupiter family comet. It will reach perihelion at 1.35 AU in early June 2002. [MPEC 2001W38]
2001 WF2 (P/LONEOS) An apparently asteroidal object of 19th magnitude discovered by LONEOS on November 17.27 and designated 2001 WF_2 (cf. MPEC 2001-W42) was found to have a well-defined 45" tail in p.a. 320 deg on CCD images obtained on Feb. 13.5 UT by T. B. Spahr with the 1.2-m reflector at Mount Hopkins. Following notification by Spahr, C. W. Hergenrother also found a 27" tail in p.a. 320 deg and a stellar central condensation on a 1500-s coadded R-band image taken with the Catalina 1.54-m reflector. [IAUC 7827, 2002 February 13] The object was at perihelion in late January at 0.98 AU and has a period of 5.0 years. It is intrinsically very faint and will fade.
2001 X1 (LINEAR) R. Huber, Lincoln Laboratory, Massachusetts Institute of Technology, reports the discovery by LINEAR of a comet on images taken on Dec. 13.44 that show a bright core surrounded by a diffuse coma (comet's magnitude given as 16.5-17.0) and exhibiting a tail at least 95" long in p.a. 295 deg. CCD observations on Dec. 14.1 UT by R. Stoss and P. Geffert (Starkenburg Sternwarte, 0.45-m f/4.4 reflector) reveal a well- condensed coma with a thin tail 5' long in p.a. 300 deg (m_2 = 16.5). CCD images taken in twilight and poor seeing by A. C. Gilmore (Mount John, 1.0-m f/7.7 reflector) on Dec. 14.6 show the object as diffuse (m_1 = 14.615.1) with a broad, faint fan tail 1' long in p.a. about 315 deg. [IAUC 7774, 2001 December 14]. The comet was around 15th magnitude visually. Brian Marsden notes on MPEC 2002-F19 [2002 March 18] that the "original" and "future" barycentric values of 1/a are +0.02285 and +0.001659 (+/0.000042) AU**-1, respectively. These values show that the comet is not a new one from the Oort cloud.
2001 X2 (P/Scotti) J. V. Scotti, Lunar and Planetary Laboratory, reports his discovery of a 19th mag comet on CCD images taken with the 0.9-m Spacewatch telescope on December 14.44, noting a coma diameter of 5" and a tail 0'.40 long in p.a. 283 deg (and m_2 = 22.7). Confirming observations were made at Klet by J. Ticha, M. Tichy, and P. Jelinek, who reported a 8" coma and a faint westward tail. [IAUC 7775, 2001 December 14]. The latest orbit shows that the comet is of short period (7.3 years), with perihelion at 2.5 AU in 2001 October. It will fade.
2001 X3 (11P/Tempel-SwiftLINEAR) R. Huber, Lincoln Laboratory, Massachusetts Institute of Technology, reports that a 20th mag object discovered by LINEAR on Dec. 7.08 was found to be diffuse on Dec. 17 (with prediscovery LINEAR data back to Sept. 10). G. Hug, Eskridge, KS, reports that the object is probably diffuse on CCD images taken on Dec. 19.1 UT (red mag 17.2-17.8). [IAUC 7778, 2001 December 19] The comet has a period of 6.4 years, with perihelion at 1.6 AU. It will fade.
C. Hergenrother, Lunar and Planetary Laboratory; and K. Muraoka, Kochi, Japan, suggested a link between comet 11D (last seen in 1908) and P/2001 X3 (cf. IAUC 7778) - a linkage confirmed at the Minor Planet Center and by S. Nakano (Sumoto, Japan). The orbital elements by Nakano (from 43 observations, 1908-2001, have mean residual 0".8; nongravitational parameters A_1 = +0.13 +/- 0.01, A_2 = -0.0134 +/- 0.0007). The comet was not found in 1963 despite a prediction by B. G. Marsden (IAUC 1838, 1839, 1840). More recent predictions were made by Marsden and Sekanina (1971, A.J. 76, 1142), by Nakano (Comet Handbooks for 1989, 1995, and 1996, Oriental Astronomical Association; and NK 686), and by Muraoka (Comet Handbook for 2001, OAA). The indicated correction to Nakano's 2001 prediction (1998, NK 686) is Delta(T) = +3.4 days. [IAUC 7779, 2001 December 20] The comet was listed amongst those due to return in my predictions for 2001 in the BAA Journal for December 2000.
2001 X8 (SOHO) A non Kreutz comet discovered by Alexander Mimeev on December 12 in realtime C2 images. [IAUC 7797, 2002 January 19] Studies by Maik Meyer show that it forms a triplet with 1997 L2 and 2001 E1.
A/2001 XQ (LINEAR) is an asteroid, of 15th magnitude, discovered by LINEAR on December 6.16. It was at perihelion at 1.04 AU in mid December. [MPEC 2001-X24] With a period of 6.87 years, the orbit is typical of a Jupiter family comet. It approached to 0.53 AU of Jupiter in 1983, which made small changes to the orbit.
A/2001 XU (NEAT) is an asteroid, of 18th magnitude, discovered by NEAT on December 7.45. With a period of 4.93 years, the orbit is typical of a Jupiter family comet. It will reach perihelion at 0.41 AU in early February. It is a PHA, possibly coming as close as 0.005 AU, but on this occasion only gets to within 0.22 AU. [MPEC 2001X28]
A/2001 XL16 (Spacewatch) is an asteroid, of 21st magnitude, discovered by Spacewatch on December 10.13. With a period of 5.73 years, the orbit is typical of a Jupiter family comet. It will reach perihelion at 1.50 AU in mid January. [MPEC 2001-Y44]
2001 Y1 (152P/Helin-Lawrence) This periodic comet, first observed in 1993, has been recovered by T Oribe at the Saji observatory. It will reach perihelion at the end of 2002. On 2001 Dec. 25, S. Nakano (Sumoto, Japan) reported that T. Oribe had apparently recovered comet P/1993 K2 (= 1993 XI = 1993l) the night before (December 24.86) with the 1.0-m reflector at the Saji Observatory. The position was within 2" of the prediction by B. G. Marsden on MPC 34423 (ephemeris on MPC 43696). No information was provided about the object's appearance other than m_1 = 19.5. The comet has now been independently reported by K. Sarneczky and Z. Heiner in 2002 Jan. 11 data obtained with the 0.6m Schmidt at Piszkesteto, at m_1 = 20, but again with no information about the appearance. These observations confirm a tentative single-night detection by C. W. Hergenrother and D. Means
of an object of stellar appearance (in an 840-s co-added exposure) at the comet's expected position a year ago with the Steward Observatory's 2.3-m reflector at Kitt Peak. [IAUC 7790, 2002 January 14]
Further to IAUC 7790, K. Sarneczky reports that his 300-s unfiltered CCD images taken on Jan. 11.2 UT show a diffuse, 8" coma and a faint, narrow, 13" tail in p.a. 283 deg. [IAUC 7792, 2002 January 15] Further to IAUC 7790, T. Oribe reports that his CCD images taken on 2001 Dec. 24.86 UT show a 0'.15 coma and an 8" tail in p.a. 295 deg. [IAUC 7794, 2002 January 17]
2001 YX127 (P/LINEAR) An object previously reported as asteroidal by LINEAR has been shown to have cometary characteristics. It is distant and faint, and will fade from 20th magnitude.
An apparently asteroidal object of 20th mag discovered by LINEAR on December 17.32 and designated 2001 YX_127 (cf. MPS 47220, MPO 24028) has been found to have a broad, fanshaped extension in p.a. 100 deg on CCD images obtained on Feb. 14.2 UT by T. B. Spahr with the 1.2-m reflector at Mount Hopkins. Co-added CCD R-band images taken at about the same time by C. W. Hergenrother with the Catalina 1.54-m reflector show a 7" coma and a broad tail 8" long in p.a. 100 deg. [IAUC 7828, 2002 February 14]
2002 A1 (LINEAR) and 2002 A2 (LINEAR) Two 19th mag objects of asteroidal appearance separated by <1 degree and having similar, somewhat unusual motion were reported by LINEAR on Jan. 8.32. Further observations were made following placement of the objects on the NEO Confirmation Page, and prediscovery observations in Nov.-Dec. 2001 were identified at the Minor Planet Center in LINEAR and NEAT data. Orbit computations for the two objects gave very similar results (basically differing only in T) and showed that the objects were only 0.7 AU from Jupiter at discovery. Observations by T. B. Spahr and P. Berlind with the 1.2-m reflector at the F. L. Whipple Observatory on 2002 Jan. 11.4 UT showed that the objects had faint, narrow tails around p.a. 250 deg. Independent observations by R. H. McNaught with the 1.0-m reflector at Siding Spring on Jan. 11.6 showed that the first object, now designated C/2002 A1, was slightly diffuse with a very faint 25" tail in p.a. 260 deg, and that the second object, C/2002 A2, was almost stellar with a very narrow 20" tail in p.a. 250 deg. The respective discovery observations and orbital elements are given in MPEC 2002-A62 (which also contains all the relevant astrometry and ephemerides). The 2001 Dec. 13 and 17 observations of C/2002 A1 originally appeared on MPS 45271 under the designation 2001 XG_115. The minimum distances from Jupiter were ><0.4 AU around 2001 July 9 and 18 for C/2002 A1 and C/2002 A2, respectively. [IAUC 7788, 2002 January 11] The latest orbits, on MPEC 2002-C58 and C69, gives them a periodic orbit of around 77 years, with perihelion distance of 4.7 AU in early December 2001.
2002 A3 (LINEAR) An 18th mag object reported as asteroidal by LINEAR on January 13.23 has been noted by several CCD observers to be cometary: Jan. 19.9 UT, slightly diffuse, m_1 = 17.3 (J. Nomen, Barcelona, Spain); 20.6, 10" coma, m_1 = 17.3 (J. Broughton, Reedy Creek, Qld.); 21.2, fuzzy coma of diameter about 10" (R. Dyvig, Quinn, SD); 21.2, m_1 = 17.0, 22" tail in p.a. 250 deg (R. Fredrick, R. Trentman, and R. Gruenke, Louisburg, KS). [IAUC 7799, 2002 January 21] It has a perihelion distance of 5 AU and reaching perihelion in May. It will fade.
2002 AR2 (P/LINEAR) An asteroid discovered by LINEAR on January 6.15 has been found to be a comet, initially suggested by its orbit, with follow up observations showing a coma. The object is in a 12.5 year orbit, with perihelion at 2.0 AU in mid January. It will fade from 18th magnitude.
A/2002 AZ1 (Spacewatch) is an asteroid, of 21st magnitude, discovered by Spacewatch on January 7.27. It will reach perihelion at 0.67 AU in late March. [MPEC 2002-A31] With a period of 4.86 years, the orbit is typical of a Jupiter family comet. It passed 0.72 AU from Jupiter in 1999, though this did not significantly affect the orbit.
A/2002 AR4 (LINEAR) is an asteroid, of 20th magnitude, discovered by LINEAR on January 8.23. It will reach perihelion at 1.13 AU in mid March. [MPEC 2002-A51] With a period of 5.17 years, the orbit is typical of a Jupiter family comet. It has made no recent close approaches to Jupiter.
A/2002 AO7 (LINEAR) is an asteroid, of 20th magnitude, discovered by LINEAR on January 8.16. It will reach perihelion at 1.10 AU in early April. [MPEC 2002-A63] With a period of 5.10 years, the orbit is typical of a Jupiter family comet. It has made no recent close approaches to Jupiter.
A/2002 AF29 (NEAT) is an asteroid, of 20th magnitude, discovered by NEAT on January 13.41. It will reach perihelion at 1.25 AU at the end of January. [MPEC 2002-A94] With a period of 5.97 years, the orbit is typical of a Jupiter family comet. It has made no recent close approaches to Jupiter.
A/2002 AO148 (LINEAR) is an asteroid, of 20th magnitude, discovered by LINEAR on January 11.36. It is in a 13.5 year orbit, with perihelion at 4.1 AU and an eccentricity of 0.27. [MPEC 2002-C107]
2002 B1 (LINEAR) An 18th mag object reported as asteroidal in appearance by LINEAR on January 26.09, and posted on the NEO Confirmation Page, has been found to be cometary on CCD images taken by M. Tichy and J. Ticha at Klet (coma diameter 7"-8", on Jan. 29.8 and Feb. 1.8 UT; coma diameter 9" with m_1 = 17.7-18.0 and a faint tail in p.a. 165 deg on Feb. 4.8) and by A. Galad and L. Kornos at Modra ('slightly diffuse' on Feb. 1 and 2). [IAUC 7817, 2002 February 4] It is intrinsically faint and will fade from 17th mag. The latest orbit (MPEC 2002-C70 gives it a periodic orbit, with period around 31 years.
2002 B2 (LINEAR) An apparently asteroidal 19th mag object reported by LINEAR on January 23.40 and posted on the NEO Confirmation Page has been found to be cometary by M. Tichy and J. Ticha at Klet (coma diameter 6", with m1 = 17.2, and
faint 9" tail in p.a. 90 deg on Feb. 3.05 UT) and by R. H. McNaught at Siding Spring (8" coma and 10" tail in p.a. 60 deg on Feb. 6.66). [IAUC 7821, 2002 February 6] It was quite distant and near peak brightness and will fade from 17th mag.
2002 B3 (LINEAR) F. Shelly, Lincoln Laboratory, Massachusetts Institute of Technology, reports that an apparently asteroidal object of 19th mag, discovered by LINEAR on Jan. 26.12 (and placed on the NEO Confirmation Page) was found to show a clear tail in p.a. about 330 deg on Feb. 11.09 UT. T. B. Spahr, Harvard-Smithsonian Center for Astrophysics, reports that CCD images taken with the 1.2-m reflector at Mt. Hopkins on Feb. 12.13 show the object to be very faintly diffuse with a faint extension in p.a. 315 deg. [IAUC 7826, 2002 February 12] It is very distant and near peak brightness and will fade from 19th mag.
2002 C1 (Ikeya-Zhang) Kaoru Ikeya and Daqing Zhang discovered a 9th magnitude comet on February 1. It reached perihelion on March 18 at 0.5 AU and brightened to 3 rd magnitude. Kaoru Ikeya discovered 5 comets in the 1960s, including the spectacular sungrazer Ikeya-Seki (1965 S1).
Word has been received of the independent visual discovery of a comet by Kaoru Ikeya (Mori, Shuchi, Shizuoka, Japan; 0.25-m reflector, 39x; communicated by S. Nakano, Sumoto, Japan; coma diameter 2' with weak condensation; motion about 5' northeastward in 30 min) and by Daqing Zhang (near Kaifeng, Henan province, China; 0.2-m reflector; communicated by J. Zhu, Peking University; coma diameter 3').
discovery); 2.081, 9.5:, 3' (A. Hale, Cloudcroft, NM, 0.41-m reflector; thin clouds); 2.43, 8.8, about 4' (K. Yoshimoto, Yamaguchi, Japan, 20x100 binoculars); 2.47, 8.8, 3' (D. Zhang, Kaifeng, Henan, China, 0.20-m f/4.4 reflector, 28x, as used for the discovery on Feb. 1.47; comet more condensed than on previous day); 2.53, 9.1, 3' (A. Pearce, Nedlands, W. Australia, 0.2-m reflector); 2.53, 8.5, 5' (N. Brown, Quinns Rocks, W. Australia, 0.15-m refractor). [IAUC 7813, 2002 February 2]
Nakano, Muraoka and Sato note that there is a possibility that the comet is identical with comet 1532 R1. Brian Marsden notes on MPEC 2002-C111 : A parabolic orbit no longer adequately fits the observations, and a revolution period of 400-500 years is likely. There is a possibility that the comet is identical with C/1532 R1, as first suggested by S. Nakano on the basis of observations through Feb. 10.4.
Further observations render this possibility unlikely, but make it more probable that the comet is a return of comet 1661 C1. Brian Marsden notes on MPEC 2002D36 [2002 February 26] : Numerical integration backward of the perturbed equivalent of the above unperturbed orbit solution yields a previous perihelion date in March 1659. This suggests a likely identity with C/1661 C1, rather than with C/1532 R1 (cf. MPEC 2002-C111). If this identity is confirmed it will be the longest period comet so far known to return.
A new orbit is given on MPEC 2002-F21 [2002 March 18] and Brian Marsden notes that the orbital elements yield the year of the previous perihelion passage as T = 1660.9 +/- 0.4 (1 sigma), in very close agreement with the
Precise astrometry (Feb. 1-2) and the preliminary parabolic orbital elements given below appear on MPEC 2002-C03. Visual m_1 and coma-diameter estimates: Feb. 1.910 UT, 7.5:, 5' (P. M. Raymundo, Salvador, Brazil, 0.25-m reflector; independent value T = 1661.1 for comet C/1661 C1. [See also Nakano's orbit, which links C/1661 C1 with C/2002 C1 and Kenji Muraoka 's orbit (in Japanese).
King Charles II was crowned in 1660 and had created the Royal Society in the same year. In 1661, Isaac Newton was 18, and went up to Cambridge in June of that year. It is unlikely that he observed the comet as his notebook suggest that the first comet that he observed was the one of December 1664. Halley would have been too young to record the comet (he was 5), but later he computed an orbit similar to that of the 1532 comet and suggested a possible link. Charles Messier noted this possible link, but that it had been refuted by Mechain.
The comet was observed and drawn by Hevelius. The optical quality of his telescope was far inferior to those of today and the features drawn may be imaginary. The comet was thought to be a portent for 'Black Bartholomew's Day' when 900 non-conformist clergymen were ejected from their benefices following the Act of Uniformity of 1662. Succeeding bright comets were associated with the Plague and the Fire of London. The comet was illustrated by Johann Gabriel Doppelmayr in 1742.
The following excerpt about C/1661 C1 is from volume 1 of Cometography by Gary Kronk:
Discovered: 1661 February 3.2 (D=0.62 AU, r=0.48 AU, Elong.=23 deg.) Last seen: 1661 March 28.1 (D=0.99 AU, r=1.39 AU, Elong.=88 deg.) Closest to the Earth: 1661 January 29 (0.6062 AU) Calculated path: DEL (Disc), AQL (Feb. 6), SER (Mar. 26)
The Polish astronomer Johannes Hevelius (1668) provided the most extensive set of observations of this comet. He discovered it on 1661 February 3.2, shortly after morning twilight had begun. Computations using the orbit below indicate the comet was then exiting the twilight after having passed only 17 degrees from the sun on January 28. Within a few days Hevelius estimated the tail length as 6 degrees and noted the comet appeared fainter than Alpha Aquilae. Hevelius noted a multiple structure of the nucleus on several occasions up to February 20. The comet was last detected on March 28.1 by Hevelius.
The observations of Eberhard Welper (Strasbourg, France) were included in the 1788 volume of the Berliner Astronomisches Jahrbuch. Welper first saw the comet on February 8 and said the tail extended 5 degrees and was perpendicular to the horizon. He noted the same orientation on the
9th. By the 10th Welper said the tail was basically extending perpendicular to the horizon, although he noted a slight tilt toward the west. Welper's observation of February 11 was his last, because of an extended period of bad weather.
In volume 46 of Travels and Explorations of the Jesuit Missionaries in New France (1899), Jerome Lalemant (superior of the Jesuit missions in New France, now Canada) wrote of this comet. He said, "the comet which was visible here, from the end of January to the beginning of March, was soon followed by the disasters of which those stars of evil omen are the forerunners." In describing its appearance, he said, "Its tail, extending westward, pointed toward us and seemed to threaten us with a flagellation, of which it was, to us, a brilliant but fatal portent." He continued, "it did indeed move from West to East, following the flight of the constellation of the Eagle, at whose head it appeared, although by another movement it tended a little Northward from us."
Marie de l'Incarnation (1671), superior of the convent at Quebec, Canada, wrote a letter to her son in 1661 September which also described this comet. She said, "A comet was seen, its rods pointed toward the earth. It appeared at about two or three o'clock in the morning and disappeared toward six or seven with the day. In the air was seen a man of fire, enveloped in fire. A canoe of fire was also seen and, towards Montreal, a great crown likewise of fire."
Edmond Halley (1705) and P. F. A. Mechain (1785) computed very similar parabolic orbits, with the former noting a similarity to the orbit of the comet of 1532. Mechain's orbit is given below. It indicates the comet reached a maximum declination of +6 degrees (apparent) on February 14. The orbits are as follows:
until Nevil Maskelyne (1786) looked into the matter. Maskelyne took the elapsed time between the perihelion date of these two comets, added it to the 1661 perihelion date, and predicted the comet would arrive at perihelion around 1789 April 27. He added that assumed perturbations by Jupiter would probably cause the perihelion date to occur earlier, possibly as soon as late 1788. With an assumed perihelion date of 1789 January 1, he computed an ephemeris for the period of 1788 April 23 to 1789 January 1. Maskelyne said the comet could be recovered as early as 1788 September by observers near the equator or south of it, and added, "The Cape of Good Hope would be an excellent situation for this purpose." Early in 1788, both Johann Elert Bode and Capel Lofft made similar predictions for the probable return of this comet. However, despite the preparation and numerous searches, the comet was not found.
Full moon: February 14, March 15 Sources: J. Hevelius (1668), p. 483; Marie de l'Incarnation (1671), pp. 263-4; E. Halley, Philosophical Transactions of the Royal Society of London, 24 (1705), pp. 1882-99; A. G. Pingré, Cometographie (1784), p. 10; P. F. A. Méchain, Memoirs of the Pres. of Paris (1785), p. 395; Philosophical Transactions of the Royal Society of London, 76 (1786), pp. 426-31; N. Maskelyne, Gentleman's Magazine, 57 (1787), p. 59; Berliner Astronomisches Jahrbuch (1788), pp. 195-6; C. Lofft, Gentleman's Magazine, 58 (1788), pp. 1048-50; Berliner Astronomisches Jahrbuch (1790), pp. 184-6; The London and Edinburgh Philosophical Magazine and Journal of Science (Series 3), 7 (1835 Jul.), p. 37; Travels and Explorations of the Jesuit Missionaries in New France, Volume 46, edited by Reuben Gold Thwaites, Cleveland: The Burrows Brothers Company (1899), p. 205; S. K.
Computer T AOP AN (2000.0) i q e Halley 1661 Jan. 27.4868 (UT) 33.552 87.169 32.596 0.448510 1.0 Mechain 1661 Jan. 27.381 (UT) 33.450 86.562 33.015 0.442722 1.0
Despite Halley's suggestion that C/1532 R1 and C/1661 C1 might be related, the idea was ignored
Vsekhsvyatskij, Physical Characteristics of Comets (1964), p. 50; Journal of the Royal Astronomical of Canada, 70 (1976 Dec.), pp. 311-12.
Graeme Waddington provides the following information on orbital computations:
Nakano has a new linked solution forcing the identification of C/2002 C1 (Ikeya-Zhang) with C/1661 C1 (Hevelius). Nakano specifies the elements at epochs in 2002 and 1661. Integrating the 2002 set back to 1661 gives a difference of 0.12 days in the time of perihelion passage when compare to Nakano's 1661 set.
Integrating both sets backwards gives an estimate of the likely uncertainites involved and we now get the sequence
1661 Jan 28.9 (+- 0.1 d)
1273 Apr 25 (+- 1.5 d)
879 Jan 10 (+- 15 d)
426 May (+- 500 d)
Integrations of Nakano's previous linked solution also gave a perihelion in 1273 Apr/May and Muraoka gave 1273 Mar 26 for his integration of Nakano's previous solution. [My own rough integration of Nakano's orbit suggested previous returns around 1273 May, 879 January and 425. Gary Kronk's Cometography lists a comet for 877, but not 879].
Ho Penk Yoke gives as #439 in his catalogue a comet of bluishwhite colour and with the appearance of loose cotton that appeared in 1273 April. The details given (movement through Auriga towards U.Maj) mimic the expected appearance of the integrated object for 1273 - the agreement can be improved by having a periheilon passage ~ 2030 days earlier than my integrations give (i.e. around 1273 April 1, near to Muraoka's result).
Thus is seems to me likely that the 1273 April comet mentioned in the Oriental annals can be equated with Ikeya-Zhang (2002) = Hevelius (1661) and as such could be used refine the long-term integration uncertainties.
The comet of 1273 April is also listed by Hasegawa (1980) and appears on page 223 of Gary Kronk's Cometography.
Hirohisa Sato provides the following information:
The comet of 11th February, 877 has a record in Japan. "On the
25th day in the first month of the first yaer of the Genkei reignperiod a 'guest star' appeared to the west of the (Tung-) Pi (14th lunar mansion)."(Dainihonshi ch. 359; K; Hsi.) Ho Peng Yoke (1962)'s 'Ancient and Mediaeval Observations of Comets and Novae in Chinese Sources' p 176. Time is about 18:00?('Tori-nokoku').
The comet of 5th February, 1273 has a record in Japan. "On the 16th day in the first month of the tenth yaer of the Bun-ei reignperiod [5th February, 1273] a (hui) comet was with a coma diameter of 4'. The comet was also easily visible in 14x100 and 20x80 binoculars. Observations on February 11 suggest a magnitude of about 7. Maciej Reszelski reports that the comet had reached 6.5 in 20x60B on February 15.72. On February 26.76 I observed the comet in rather bright twilight with 20x80B and estimated it at 5.9, with a 9' ion tail in pa 85. It was distinctly brighter on February 28.78 when I made it 5.6 with a 0.5 degree tail in pa 65.
seen....."(Dainihonshi ch. 359; K.). Ho (1962) p194. The observation on 11th April was a 'guest star' and is not this comet. (Sato)
Early observations suggested that it was brightening quite rapidly. On February 5.77 I estimated it at 7.7 in the 20cm Thorrowgood refractor x40, however other observers made it a little fainter on the same evening. On February 9.77 I made it 8.1 in the same instrument x70, though this time other observers were indicating a brighter magnitude. The coma was well condensed, DC5 - 6,
By the end of February the comet had reached naked eye brightness and a steady stream of reports began to arrive. The comet had become very well condensed, with an almost stellar nucleus. At its brightest in late March, images show that the coma was distinctly green. From dark sky sites, the comet showed a prominent tail, with a maximum length reported by visual observers of around 6 degrees.
Stop press: The latest orbit for 2002 C1 on MPEC 2002-H23, which includes non-gravitational parameters gives the perihelion time for the last return as 1667.9±0.3.
2002 C2 (LINEAR) R. Huber and F. Shelley, Lincoln Laboratory, Massachusetts Institute of Technology, report the discovery by LINEAR of an 18th mag comet on February 1.09 with a tail 42"-47" long in p.a. 12.5 deg. Cometary activity has been confirmed via CCD observations by A. Galad and L. Kornos at Modra on Feb. 1.8 (m_1 = 16.3, asymmetric coma extending 15" toward p.a. about 30 deg) and 2.7 UT (slightly diffuse with coma diameter about 10"), by J. Ticha and M. Tichy at Klet on Feb. 2.7 (coma diameter 10"), and by T. Payer at Duesseldorf, Germany, on Feb. 2.8 (coma visible, m_1 = 16.6). [IAUC 7815, 2002 February 2] It is a distant object and will fade.
2002 CW134 (P/LINEAR) A 20th magnitude object, discovered by LINEAR on February 7.47 has been found to have a coma. It was near perihelion at 1.84 AU and has a period of 6.8 years.
A/2002 CE10 (LINEAR) This asteroid discovered by LINEAR is in a retrograde cometary type orbit with period of 25 years. It is still some 16 months from perihelion at 1.9 AU in June 2003, so it may begin to show cometary activity in the future. Discovered on February 6.32 at around 20th magnitude it is still 4.8 AU from the Sun. [MPEC 2002-C83, 2002 February 13]
2002 E2 (Snyder-Murakami) A new comet has been discovered by US astronomer Douglas Snyder and Japanese astronomer Shigeki Murakami. The comet is about 11th magnitude and moving northwards. It is just past perihelion and will slowly fade from around 11th magnitude. There is some similarity (pointed out by "Mitch") between the orbital elements and those of C/1998 H1 (Stonehouse).
Doug Snyder has provided the following information to the comet mail list: I was using a magnification of 149x, which was providing me with a field of 32' on my 20" f/5 Obsession.
Occasionally, I would boost the magnification up to 212x to look at a particular object, but not for sweeping the skies. This was a deliberate search, although I am relatively new at comet searching. I had spent only about 70 hours up to the time of the finding. A real lucky find! I have been deep sky observing for about 20 years.
Not that I'm too much of a believer in the psychic side of things, but my wife and I had gone out to dinner with another couple very involved in amateur astronomy and we ate at a Chinese restaurant (this was on Sunday evening, the evening before the discovery). After the meal, we received our fortune cookies. Mine read "You will soon be the center of attention". On every other occasion where I get one of these fortunes, I just toss it away. Well, on this particular evening, I stuck it in my shirt pocket and took it home with me. Well, I stayted up the entire night and it was 8 hours later that I came across the comet. Now, for the time being, I guess I've been at the center of attention! My wife wants to frame it - but gee, its only 70 x 13 mm!
Stargazer finds comet by Lyn Southerland Sierra Vista Herald March 14, 2002
Palominas - With his eyes on the skies and the strains of "Some Enchanted Evening" playing in the background, Doug Snyder made the discovery of a lifetime early Monday morning.
The amateur stargazer discovered a new comet streaking through the Aquila Constellation in the heart of the Summer Milky Way galaxy.
At 3:40 on Monday morning, he happened across "a little gray smudge" nestled in the Aquila Constellation. He did some quick research using a sky atlas and numerous databases, but couldn't locate any references to his find.
Trying not to get his hopes too high, Snyder checked the comet's location again. "The comet had moved a bit, but not too much, and I found it again fairly easily. Dawn was coming, and my view of the comet was fading, but by now I was becoming more sure of my discovery," Snyder said.
He immediately e-mailed news of his discovery to the Central Bureau for Astronomical Telegrams, the Harvard-affiliated clearinghouse for new discoveries. It was 4 a.m. and the world was being told the latest space find had been made at a small observatory in Southeastern Arizona.
Several anxious hours later, he received a reply. CBAT has spent the interim time researching his find, verifying Snyder's experience and credentials, and locating the comet. CBAT asked for additional information, which Snyder provided, and then he waited.
"It's been a whirlwind couple of days," Snyder said. "But yesterday (Tuesday), they finally let me know that I had really discovered a new comet."
Visual observers have put the comet at around magnitude 11 over the last month, with a 2' diameter, diffuse coma.
26 observations received March 13 - April 7 give a preliminary light curve of m = 8.0 + 5 log d + [10] log r
2002 F1 (Utsunomiya) Syogo Utsunomiya from Japan has discovered another comet. The object is diffuse, with a weak condensation and visible in the morning twilight. Images show a tail up to 90' long. The comet reached perihelion in April and will fade thereafter, though the solar elongation remains poor.
Syogo Utsunomiya
2002 March 23.15, Giovanni Sostero
The comet was highly condensed and showed a short tail when I observed it on April 6.14 and 7.15. The observations up to April 9 suggested that it was only brightening slowly and would reach mag 7 when brightest. Nicolas Biver, observing on April 10.16 noted a significant brightening, with the comet at magnitude 5.9, with a nearly stellar appearance, suggesting a recent outburst. The following morning he reported that the comet had brightened further, but had become more diffuse and showed jets. I was able to observe it in brightening skies on April 13.16 and estimated it at 5.6 in 20x80B. A further observation in misty conditions on April 14.15 put the comet at 3.9. Several observers in better skies were able to observe it and 2002 C1 with the naked eye, a rare opportunity to see two naked eye comets at the same time.
33 observations received March 21 - April 18 give a preliminary light curve of m = 10.6 + 5 log d + 17.0 log r
A/2002 FC (LONEOS) is an asteroid, of 19th magnitude, discovered by LONEOS on March 16.24. It will reach perihelion at 0.96 AU at the end of May. [MPEC 2002-F14] With a period of 4.85 years, the orbit is typical of a Jupiter family comet. It is a potentially hazardous asteroid, and can pass 0.022 AU from the Earth. Kracht on April 8.
2002 G1 (SOHO) A non sungrazing group comet discovered in real-time C2 images by Rainer Kracht on April 2. It remains at small elongation from the sun and is not expected to be detected from the ground.
2002 G3 (SOHO) XingMing Zhou discovered a moderately bright comet on C3 frames on April 12.4, with Jonathan Shanklin making an independent discovery shortly afterwards. The bright, slow moving, object appeared at the bottom of the frames beginning at around 00:00 on April 12 and was moving up and to the left. It had no obvious tail, and was brightening quite rapidly. At its brightest, just before perihelion, it reached around 1 st magnitude, and although it grew a short tail, began a dramatic fade, turning into a ghostly blur, last seen around April 19.0. Although potentially observable from the ground in late April, it seems very unlikely that the object will be recovered.
I made the independent discovery of the comet whilst at work. I had been configuring a number of computers with the Windows 2000 operating system and used the SOHO real time images to test the Internet connection and memory. In the process I discovered that Microsoft Internet Explorer seemed to give much better views of the SOHO realtime movies than did Netscape 4.7, which was my preferred web browser. Initially I put this down to the limited amount of software running on the new machines and the fact that they were higher performance than my office PC.
One of the PCs had a faulty mother board, and whilst this had been replaced, I left the movie loop running and checked it intermittently to see if there were further problems. On April 12 I had checked the SOHO recent discoveries page from my office PC and seen no new reports, but didn't immediately check the latest images. After coffee I went to look at the loops on the test PC and immediately spotted the new object, which I reported to Doug Biesecker, but discovered that XingMing Zhou had reported it first. Subsequently I've found that Internet Explorer works better than Netscape on my office computer as well, so if you want to search for SOHO comets using the real-time images I would recommend using this browser.
A/2002 GJ8 (NEAT) is an asteroid, of 19th magnitude, discovered by NEAT on April 12.41. It will reach perihelion at 0.51 AU at the end of June. [MPEC 2002-G62] With a period of 4.45 years, the orbit is typical of a Jupiter family comet.
A/2002 GO9 (NEAT) is an asteroid, of 20th magnitude, discovered by NEAT on April 12.34. It reached perihelion at 10.45 AU (just outside the orbit of Saturn) at the end of December 1996. [MPEC 2002-H03] With a period of 399 years and aphelion at 98 AU, the orbit is typical of a long period comet.
I have begun to compile an archive of all the images that I receive and you can find this on the Section web pages. This includes all the images included here, at far better resolution. When submitting images please use the naming format that you see there as this makes it easy to catalogue the images.
For the latest information on discoveries and the brightness of comets see the Section www page:
www.harvard.edu/cfa/ps/Headline s.html http://www.ast.cam.ac.uk/~jds or the CBAT headlines page at http://cfa-
Produced by Jonathan Shanklin E&OE
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Resolution 4 – 2017 Greater Milwaukee Synod Assembly Resolution in Commemoration of the 50 th Anniversary of the Milwaukee Open Housing Marches
WHEREAS, August 28 th , 2017 marks the 50 th anniversary of the open housing marches in Milwaukee, begun on Aug 28 th 1967, continuing for the next 200 days organized by the NAACP Youth Council, Father James Groppi, and Alderwoman Vel Phillips, and
WHEREAS, The 1967-1968 open housing marches were done in support of passing a local open housing bill that would desegregate Milwaukee and open up housing throughout the city, and
WHEREAS, Milwaukee's open housing marches garnered national attention and were instrumental in helping pass the Fair Housing Act of 1968 which prohibited discrimination concerning the sale, rental and financing of housing based on race, religion, national origin and sex, and
WHEREAS, Nearly five decades after the federal Fair Housing Act passed, a 2013 study by the University of Wisconsin-Milwaukee found fewer than 9% of black residents in the Milwaukee metro area live in the suburbs — the lowest rate in the country, and that even as major metro areas across the U.S. have modestly desegregated since the 1980s, Milwaukee's rate of black-white segregation has essentially stayed the same, and
WHEREAS, Many of our Lutheran pastors, members, and congregations participated in those marches in 1967 and 1968, and many continue to resist the injustices perpetuated by racism and poverty in Milwaukee today; therefore, be it
RESOLVED, That synod congregations be encouraged to support city-wide events on August 28 th , 2017 to commemorate the 50 th anniversary of the seminal open housing marches in Milwaukee and the impact they had nationally on the Civil Rights Movement and the passing of the Fair Housing Act, and be it further
RESOLVED, That the Greater Milwaukee Synod designate Sunday, August 27, 2017 to be a "Commemoration of the 50 th Anniversary of the Open Housing Marches & Call to Continued Action" whereby congregations would celebrate the legacy of the open housing marches and the continual need to act boldly in the struggle for justice in Milwaukee today, with the synod providing timely information to congregations that can be used to promote this event, and be it further
RESOLVED, That congregations and members of the Greater Milwaukee Synod be encouraged to celebrate the "200 Nights of Freedom" that will follow the anniversary, as a means to educate, inspire, and empower similar acts of resistance to injustice.
Submitted by Clusters 1 & 2, Milwaukee
And by All Peoples Lutheran Church, Ascension Lutheran Church, Hephatha Lutheran Church, Lake Park Lutheran Church, The Table Synodically Authorized Worshipping Community, and Village Church; all of Milwaukee
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Empowering Conversations with Your Child
When we think about what makes people friends with each other, a number of things come to mind. For example, our friends like us and enjoy spending time with us, as we enjoy them. And what is it we mostly do when we are together with our friends? Mostly we talk and listen to each other.
Conversations are the glue between people, the essential element in a strong relationship. Relationships wither without communication, and the very best form of communication is the conversation. Many parents fall into the trap of thinking that it is their job to talk and their child's to listen. Actually that's only half-right. It is also our job to listen and the child's job to talk. It's a wonderful thing when a parent and child can really talk to and hear each other.
It is important that parents intentionally seek out conversations about sports with their athletes. Here are some suggestions for how to engage your child in a conversation about sports.
1 Establish Your Goal – A Conversation Among Equals: A conversation is something between equals. Kings didn't have conversations with their subjects. They told them what to do. Prepare yourself for a conversation with your child by reminding yourself that sports are her thing, not yours. Remember that you want to support her, to let her know that you are on her side. Your goal is not to give advice on how to become a better athlete. It should be to engage your child in a conversation among equals, one of whom (you!) is on the side of the other (her!).
2 Adopt a Tell-Me-More Attitude: Brenda Ueland penned one of the most important essays on relationships ever written, Tell Me More: "When we are listened to, it creates us, makes us unfold and expand. Ideas actually begin to grow within us and come to life."
Adopt the attitude that you want your child to tell-you-more, ("I really want to hear what you have to say."), and then listen to what he has to say – even if you don't agree with it or like it – and you will begin to tap into what Ueland calls the "little creative fountain" in your child.
If you are very tired, strained…this little fountain is muddied over and covered with a lot of debris…it is when people really listen to us, with quiet fascinated attention, that the little fountain begins to work again, to accelerate in the most surprising way.
3 Listen! In many instances you may know exactly what your child can do to improve. However, this is a conversation, remember? Your goal is to get your child to talk about her sports experience, so ask rather than tell. Save your tellings for another time.
Ask Open-Ended Questions: Some questions lend themselves to one-word responses. "How was school today?" "Fine." Your goal is to get your child to talk at length, so ask questions that will tend to elicit longer, more thoughtful responses.
"What was the most enjoyable part of today's practice/game?"
"What worked well?"
"What didn't turn out so well?"
"What did you learn that can help you in the future?"
"Any thoughts on what you'd like to work on before the next game?"
Empowering Conversations with Your Child continued
Also ask about life-lesson and character issues: "Any thoughts on what you've learned in practice this week that might help you with other parts of your life?" Even if you saw the entire game, the goal is to get your child to talk about the game the way she saw it, not for you to tell her what she could have done better.
Show You Are Listening. Make it obvious to your child that you are paying attention through use of nonverbal actions such as making eye contact as he talks, nodding your head and making "listening noises" ("uh-huh," "hmmm," "interesting," etc.).
Listening is one of the greatest gifts you can give your child! Ueland again:
"Who are the people, for example, to whom you go for advice? Not to the hard, practical ones who can tell you exactly what to do, but to the listeners; that is, the kindest, least censorious, least bossy people that you know. It is because by pouring out your problem to them, you then know what to do about it yourself."
4 Let Your Child Set the Terms: William Pollack, MD, author of Real Boys: Rescuing Our Sons from the Myths of Boyhood, notes that children have different "emotional schedules" that determine when they are ready to talk about an experience. Forcing a conversation right after a competition (when there may be a lot of emotion) is often less successful than waiting until the child gives an indication that he is ready to talk. Boys may take longer than girls to talk about an experience, so look for prompts that a child is ready. And conversations don't have to be lengthy to be effective. If your child wants a brief discussion, defer to his wishes. If he feels like every discussion about sports is going to be long, he'll likely begin to avoid them. And don't be afraid of silence. Stick with it and your child will open up to you.
Connect through activity. Sometimes the best way to spark a conversation is through an activity that your child enjoys. Playing a board game or putting a puzzle together can allow space for a child to volunteer thoughts and feelings about the game and how he performed. This is especially important for boys, who often resist a direct adult-style of conversation.
Be patient and persistent. Don't expect a perfect empowering conversation the first time. Stick with it even if you don't get the results you want at first. They will come.
5 Enjoy: The most important reason why you should listen to your child with a tell-me-more attitude: Because then she will want to talk to you, and as she (and you) get older, you will find there is no greater gift than a child who enjoys conversations with you.
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SEISMIC WAVES
Seismology is the study of earthquakes and seismic waves that move through and around the earth. A seismologist is a scientist who studies earthquakes and seismic waves. Seismic waves can be defined as, "the waves of energy caused by the sudden breaking of rock within the earth or an explosion" 1 . They are the energy that travels through the earth and is recorded on seismographs.
Types of Seismic Waves
There are several different kinds of seismic waves, and they all move in different
Body and surface waves
Source: http://eqseis.geosc.psu.edu/~cammon/HTML/Classes
/IntroQuakes/Notes/waves_and_interior.html ways. The two main types of waves are body waves and surface waves. Body waves can travel through the earth's inner layers, but surface waves can only move along the surface of the planet like ripples on water. Earthquakes radiate seismic energy as both body and surface waves. Recordings of seismic waves from earthquakes led to the discovery of the earth's core and eventual maps of the layers of the Earth's inside. Just as the prism below refracts light at its faces,
seismic waves bend, reflect and change speed at the boundaries between different materials below the Earth's surface 2 .
Body Waves
Traveling through the interior of the earth, body waves arrive before the surface waves emitted by an earthquake. These waves are of a higher frequency than surface waves.
P Waves
The first kind of body wave is the P wave or primary wave. This is the fastest kind of seismic wave, and, consequently, the first to 'arrive' at a seismic station. The P wave can move through solid rock and fluids, like water or the liquid layers of the earth. It pushes and pulls the rock it moves through just like sound waves push and pull the air. Have you ever heard a big clap of thunder and heard the windows rattle at the same time? The windows rattle because the sound waves were pushing and pulling on the window glass much like P waves push and pull on rock. Sometimes animals can hear the P waves of an earthquake. Dogs, for instance, commonly begin barking hysterically just before an earthquake 'hits' (or more specifically, before the surface waves arrive). Usually people can only feel the bump and rattle of these waves.
P waves are also known as compressional waves, because of the pushing and pulling they do. Subjected to a P wave, particles move in the same direction that the wave is moving in, which is the direction that the energy is traveling in, and is sometimes called the 'direction of wave propagation.
S Waves
The second type of body wave is the S wave or secondary wave, which is the second wave you feel in an earthquake. An S wave is slower than a P wave and can only move through solid rock, not through any liquid medium. It is this property of S waves that led seismologists to conclude that the Earth's outer core is a liquid. S waves move rock particles up and down, or side-to-side perpendicular to the direction that the wave is traveling in (the direction of wave propagation).
Surface Waves
Travelling only through the crust, surface waves are of a lower frequency than body waves, and are easily distinguished on a seismogram as a result. Though they arrive after body waves, it is surface waves that are almost entirely responsible for the damage and destruction associated with earthquakes. This damage and the strength of the surface waves are reduced in deeper earthquakes.
Love Waves
The first kind of surface wave is called a Love wave, named after A.E.H. Love, a British mathematician who worked out the
mathematical model for this kind of wave in 1911. It's the fastest surface wave and moves the ground from side-to-side. Confined to the surface of the crust, Love waves produce entirely horizontal motion.
Rayleigh Waves
The other kind of surface wave is the Rayleigh wave, named for John William Strutt, Lord Rayleigh, who mathematically predicted the existence of this kind of wave in 1885. A Rayleigh wave rolls along the ground just like a wave rolls across a lake or an ocean. Because it rolls, it moves the ground up and down and side-to-side in the same direction that the wave is moving. Most of the shaking felt from an earthquake is due to the Rayleigh wave, which can be much larger than the other waves.
Seismic Wave Speed
Seismic waves travel fast, on the order of kilometers per second (km/s). The precise speed that a seismic wave travels depends on several factors; most important is the composition of the rock 3 . Temperature tends to lower the speed of seismic waves and pressure tends to increase the speed. Pressure increases with depth in Earth because the weight of the rocks above gets larger with increasing depth. Usually, the effect of pressure is larger and in regions of uniform composition, the velocity generally increases with depth, despite the fact that the increase of temperature with depth works to lower the wave velocity.
References
1 http://www.geo.mtu.edu/UPSeis/waves.html
2http://www.colorado.edu/physics/phys2900/homepages/Marianne.Hogan/waves.ht ml
3http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/waves_a nd_interior.html
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MEMO
To: Ministry of Infrastructure and Communities
From: Green Infrastructure Ontario Coalition
Date: March 29, 2016
Re: Living green infrastructure practices to include in green infrastructure investment criteria
We are writing to urge Canada's Ministry of Infrastructure and Communities to include living green infrastructure in its assessment criteria for infrastructure funding applications. We would also like to formally request a meeting to discuss related issues in more details, including technical and other details related to the full range of living green infrastructure measures.
Including living green infrastructure practices in your funding criteria will spur municipalities to consider how they can incorporate these practices into projects, and help ensure that communities leverage federal infrastructure funding to maximize the multiple benefits of living green infrastructure. Communities that incorporate living green infrastructure practices into the planning and design phase of their infrastructure projects are better able to capitalize on the costsaving, climate change resilience and other benefits living green infrastructure practices provide.
Green infrastructure is a key component of your ministry's mandate. Our concern is that the Ministry's current working definition of "green infrastructure" does not include investments that maintain, restore, and imitate ecosystem services. For clarity, we use the term "living green infrastructure", defined as follows: natural and human-made elements that provide ecological and hydrological functions and processes (Ontario Provincial Policy Statement, 2014).
This memo urges a formal change of funding policy to include and actively support the full range of living green infrastructure measures in your infrastructure funding criteria. The following fact sheets outline four examples of living green infrastructure practices that should be included:
- Urban Forests
- Bioswales
- Green Roofs
- Natural & Engineered Wetlands
We would strongly encourage the additional criteria of "any living green infrastructure practice" be considered, as there are many additional practices that can achieve similar results as the examples detailed below.
Green Infrastructure Ontario Coalition Information
The Green Infrastructure Ontario Coalition is a collaborative alliance working to promote green infrastructure in Ontario. www.greeninfrastructureontario.org
Contact: Michelle Sawka, 416-661-6600 x 5337 firstname.lastname@example.org
Overview
Living green infrastructure provides a valuable option for governments looking for infrastructure investments that provide multiple and long-lasting benefits in a fiscally responsible manner. Integrating living green infrastructure practices into project design and implementation complements standard stormwater technologies and increases the climate change resilience of infrastructure projects and communities. Living green infrastructure practices help mitigate the urban heat island, manage stormwater for quality and quantity, and provide other valuable services.
Living green infrastructure can save projects money. These practices can be cost-competitive with conventional approaches, and can save millions of dollars if fully incorporated into infrastructure design from the beginning. i It has been estimated that living green infrastructure is 5%-30% less costly to construct and about 25% less costly over its life cycle than conventional infrastructure of comparable performance. ii Incorporating living green infrastructure in to project can also help to leverage both private and provincial investment. The province of Ontario, for example, has adopted living green infrastructure in its public policy through its Provincial Policy Statement, Climate Change Strategy, and Great Lakes Strategy.
Why it is important
The Obama White House recognized the value of living green infrastructure when it issued a historic memorandum in October 2015, Incorporating Natural Infrastructure and Ecosystem Services in Federal Decision-Making. The memo directs all federal agencies to factor the value of ecosystem services into federal planning and decision-making.
Many cities in the United States have challenges related to outdated combined sewer outflow systems and compliance with stringent federal water quality regulations. Faced with expensive upgrades, they have undertaken cost comparison studies to find the most cost effective approach to tackling these challenges. Following these assessments, communities have repeatedly chosen to reap the economic benefits of living green infrastructure practices, in combination with conventional infrastructure projects. Living green infrastructure approaches are being implemented in small and medium-sized towns and cities, and large urban centres such as New York City, Philadelphia, and Chicago.
Many Canadian cities and towns now face a similar set of challenges. They should be encouraged to consider whether living green infrastructure practices may be the appropriate approach for their community. If a community makes the business case for living green infrastructure investment, they should be confident that their innovative approach will be a positive criteria for federal green infrastructure funding.
Including living green infrastructure practices to help manage water where it falls reduces the strain on sewer infrastructure. Communities would benefit from considering these practices even if water management measures aren't directly applicable to a given infrastructure project outcome (e.g., in transit projects).
Going Forward
Living green infrastructure practices are complementary, economical approaches to help address Canada's critical infrastructure needs. The Ministry of Infrastructure and Communities can and should provide a significant boost to communities considering living green infrastructure in their infrastructure planning by including these approaches in its assessment criteria for funding applications. The information on four living green infrastructure practices outlined below includes examples of how living green infrastructure has been successfully integrated into relevant projects, and an overview of the key benefits it provides.
Living Green Infrastructure Practice: Urban Forests
Urban forests are made up of trees and shrubs growing in urban and suburban areas, including those on streets, parking lots, private property, and in parks and natural areas. Collectively these trees and shrubs provide numerous health and environmental benefits. Unfortunately, urban forests in cities across Canada are in decline, due to increasingly intense weather events such as ice storms, infestation from invasive insects such as the Emerald Ash Borer and insufficient protection from new development and infill development pressures.
Key Benefits
Urban forests reduce stormwater flows
- Rainfall interception by trees can reduce the magnitude of stormwater runoff during large storms. Street trees in New York City intercept 890 million gallons of stormwater annually, with a total value of over $35 million each year. iii This is particularly useful because NYC has combined sewer outflow system; the reduced runoff prevents water from mixing with raw sewage and ending up in their waterways.
Urban forests reduce energy use and contribute to climate change mitigation
- Trees shade buildings in summer. This reduces the need for air conditioning and therefore cuts energy use and costs. Every year the City of Toronto saves $6.42-million from energy saved through shading and climate moderation. iv
- Research has shown that a 20% increase in a city's urban forest canopy can reduce ambient temperatures by 3-4 degrees Celsius. v
- The Greater Toronto Area's urban forest store 2.7 million tons of carbon valued at $70 million, and these trees remove over 113,000 tons of carbon each year.
Urban forests lengthen lifespan of traditional infrastructure
- Urban forests that provide significant canopy coverage improve the lifespan of certain assets, such as asphalt, by up to 30%. They do this by shading the assets from harmful sun rays. vi
Urban forests improve water and soil quality
- New York City implemented a forest protection strategy instead of building a new water treatment plant. This saved the city $6 billion in new facility construction and operation costs. vii
- Trees divert captured rainwater into the soil, where bacteria and other microorganisms filter out impurities. This reduces urban runoff and the amount of sediment, pollutants, and organic matter that reach streams, improving water quality.
Examples
Trees can be incorporated in to transit projects, new water facility construction, as well as planned sewer/pipe retrofits and upgrades. Trees can be factored in to sewer retrofits by planning for larger soil volumes and subsurface infrastructure (eg. soil cells) to support growth. It is important to consider the appropriate placement of trees to prevent removal later for maintenance or repairs.
New trees integrated in to transit and active transportation route, Toronto, ON
Living Green Infrastructure Practice: Bioswales
Bioswales are linear, vegetated channels which allow for the collection, transport, filtration and absorption of stormwater. Bioswales typically take stormwater runoff from nearby paved surfaces and hold the water long enough to allow it to slowly soak into the deep soil and possible rock drainage layer. Unlike ditches, bioswales purposely slow and filter stormwater before it enters the stormwater pipe system.
Key Benefits
Bioswales reduce strain on sewer systems
- By slowing the flow of runoff, bioswales reduce the strain on water-processing equipment, allowing a system to run within capacity during most storms.
Bioswales lessen the need for combined sewer retrofits
- In New York City, building bioswales instead of expensive combined sewer retrofits will reduce water flowing through sewage and treatment systems by 5.6 billion liters annually. The projected cost savings of slowing storm-water runoff is in excess of $35 million annually, with an additional $400 million obtained from new tax revenue that will result from improved property values. viii
Bioswales can reduce infrastructure project costs
- A parking lot retrofit in Portland, Oregon that implemented bioswales eliminated the need for stormwater pipes, sedimentation manholes and catch basins, saving $78,000 in construction costs despite additional fees for redesign. ix
Examples
Bioswales can be integrated in to facility parking lots during construction or re-development and urban streetscapes during sewer retrofits.
Imax Parking lot bioswale, Mississauga, Ontario
Curbside bioswale on city street, New York City, NY
Living Green Infrastructure Practice: Green roofs
Green roofs employ vegetated roof covers, with growing media and plants covering or taking the place of bare membrane, gravel ballast, shingles or tiles. A green roof system is an extension of the existing roof which involves a high quality water proofing and root repellant system, a drainage system, a lightweight growing medium and plants.
Key Benefits
Green roofs provide insulation and shade for buildings, reducing both heating and cooling costs
- A National Research Council of Canada (NRCC) research study conducted in Ottawa found that a green roof delayed precipitation run-off by 45 minutes and absorbed at least 2 mm before run-off occurred. It reduced stormwater run-off by 45 to 75 per cent, depending on the relative moisture of the growing medium prior to the rainfall. x
Green roofs help with stormwater management and improve water quality
- The same NRCC study found that in the spring and summer a green roof modified the heat flow and reduced the average daily energy demand of a building by more than 75 per cent.
Green roof extend a roof's lifespan
- Green roofs can double or even triple the usable lifetime of roofs. Green roofs may extend the life of a roof by 40-60 years by reducing temperature variations on a roof (which can cause thermal expansion and contraction stresses) and preventing harmful ultra-violet rays from reaching roofing materials. xi
Examples
Green roofs can be built on waste water treatment facilities where they help reduce the energy used to treat water while also managing stormwater for these large facilities on site. They can also be built on transit stations to help address urban stormwater and heat issues.
Pine Creek Wastewater Treatment Plant, City of Calgary
Waste Water Treatment Plant Effluent Filtration Building, Richmond, Virginia
Living Green Infrastructure Practice: Natural Wetlands & Engineered Wetlands
Natural wetlands are lands where water covers the soil or is present either at or near the surface of the soil, for all or part of the year. The recurrent or prolonged presence of water determines the types of plant and animal communities living in the soil and on the water surface. Engineered wetlands are manmade pools that mimic these natural systems and create growing conditions suitable for marsh plants.
Benefits
Wetland can provide less expensive alternatives to conventional water facilities
- In small communities wetlands can take the place of constructed plants. Building a wastewater treatment system using constructed wetlands costs about $5.00 per gallon of capacity compared to roughly $10.00 per gallon of capacity for a conventional advanced treatment facility. xii
Wetlands store water and filter pollutants
- These systems are designed to maximize pollutant removal through retention, settling, and uptake by wetland plants.
- Whether natural or engineered, wetlands perform many functions. A single acre of wetland holding a foot of water stores up to 330,000 gallons of water and filters pollutants such as oil, sediments, and chemicals. xiii
Wetlands help prevent flooding and reduce associated costs.
- By regulating water flows, wetlands help to prevent flood damage in built areas. xiv
- Wetlands can reduce inflow to sewers that may be over capacity and reduce need for costly repairs.
Examples
Engineered wetlands can be built in to flood management approaches in urban areas. Natural wetlands can be conserved in new developments where they help manage stormwater.
Wetland in Corktown Commons urban park, brownfield redevelopment, Downtown Toronto, ON
Wetland in New Brighton residential development, Calgary, Alberta
All Living Green Infrastructure Practices
There are a wide range of green infrastructure practices, including rain gardens, permeable pavement, parks and gardens, urban agriculture, natural landscaping, and amenity greenspace, that can be integrated in to traditional infrastructure projects to achieve the same benefits as the examples above.
All living green infrastructure practices contribute to resilient communities and result in multiple benefits for a given project. These ancillary benefits include improved human health and wellbeing, enhanced environmental services and economic growth. The green infrastructure sector already employs over 150,000 people across the country and is poised for growth. This includes people who work as designers, growers, manufacturers, contractors and maintenance professionals.
Multiple Benefits of Green Infrastructure xv
Environmental
- Carbon storage and sequestration
- Mitigation of urban heat island effects
- Reduced stormwater volume and flood risk
- Improved air quality
- Increased land use efficiency
- Added recreational space
- Protected drinking water
- Replenished groundwater
- Improved watershed health
- Pollination enhancement
Social
- Improved human health and well-being
- Establishment of urban greenways
- Pedestrian and bicycle access
- Improved health with skin cancer protection from natural tree shade providing protection from ultraviolet radiation
- Improved mental health
- Healthy childhood development with increased access to nature
- Improved aesthetics - creates attractive streetscapes and rooftops that enhance livability
- Educates the public about their role in stormwater management
Economic
- Creates jobs, business opportunities
- Save hundreds of millions of dollars in flood losses xvi
- Diversification of local economy
- Reduces hard infrastructure construction costs
- Increases property values
- Encourages economic development
- Reduces energy consumption and costs
- Increases hard infrastructure life cycle cost savings
i
https://www.asla.org/uploadedFiles/CMS/Government_Affairs/Federal_Government_Affairs/Banking%20on%20Green%20HighRes. pdf Page 14
iii http://www.fs.fed.us/psw/programs/uesd/uep/products/2/psw_cufr687_NYC_MFRA.pdf Page 24
ii http://nationalaglawcenter.org/wp-content/uploads/assets/crs/R43131.pdf
iv https://www.td.com/document/PDF/economics/special/UrbanForests.pdf
vi 'Urban Forest Impacts on Carbon, Water and Urban Heat Islands', G McPherson, Centre for Urban Forest Research, USDA Forest Service, 2009.
v Sander H., Polansky S., Haight R.G., 2010. The value of urban tree cover: a hedonic property price model in Ramsey and Dakota, Minnesota, USA. Ecological Economics 69(8), 1646-4656.
vii http://www.nyc.gov/html/dep/pdf/wsstate14.pdf Page 4
https://www.td.
viii
ix https://www.portlandoregon.gov/bes/article/78489
com/document/PDF/economics/special/GreeningofNYC.pdf
x http://www.ottawa.ca/cs/groups/content/@webottawa/documents/pdf/mdaw/mdq1/~edisp/con046035.pdf
xii http://ccap.org/assets/The-Value-of-Green-Infrastructure-for-Urban-Climate-Adaptation_CCAP-Feb-2011.pdf Page 26
xi http://www.nycgovparks.org/pagefiles/53/Citywide-Services-Green-Roof_2.pdf
xiii https://www.nrdc.org/energy/files/dlovaas_transportation_20110330.pdf
xiv https://www.crd.bc.ca/education/our-environment/ecosystems/freshwater/wetlands
xv http://www.sustainablecitiesinstitute.org/Documents/SCI/Report_Guide/Guide_EPA_GICaseStudiesReduced4.pdf AND
http://ec.europa.eu/environment/nature/ecosystems/docs/green_infrastructure_broc.pdf
xv https://www.epa.gov/green-infrastructure/flood-loss-avoidance-benefits-green-infrastructure-stormwater-management
About Green Infrastructure Ontario Coalition
The Green Infrastructure Ontario Coalition is a collaborative alliance working to promote green infrastructure in Ontario. Its steering committee members include:
Conservation Ontario | David Suzuki Foundation | Evergreen |Green Communities Canada | Green Roofs for Healthy Cities | Landscape Ontario Horticultural Trades Association | LEAF (Local Enhancement and Appreciation of Forests) | Ontario Association of Landscape Architects | Ontario Parks Association | Toronto and Region Conservation | Forests Ontario
www.greeninfrastructureontario.org
Contact: Michelle Sawka, 416-661-6600 x 5337 email@example.com
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10 Science Lesson Plan
Lesson Title: History of the Periodic Table
Content Descriptor
Year Level: 10
The atomic structure and properties of elements are used to organise them in the Periodic Table (ACSSU187)
Learning Outcomes / Target
I will understand the development and refinement of the periodic table over time
Real world connections in Learning Targets
Mixing fuels together, working with different metals around binding agents or chemicals, hairdressers use chemicals to change hair colours etc…
Other considerations – Indigenous students / medical/ students with disabilities
Equipment
Activity 1 : History of the periodic table info sheets, blank timeline (A3 size) – 5 copies
Activity 2 : Chemical Equations Worksheet, Molymods
Activity 3 : Element Flash Cards
Task cards 1, 2, 3 (Details of the activities – printed, laminated and left on the tables for students)
Exit tickets – printed and cut up
Safety procedures and risk assessment
N/A
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:00 | Welcome and settling • Use wait time and cueing with parallel acknowledgeme nt to settle class Revise last lessons content Learning target | “Good morning year 10, please take your seats” “Who can tell me what we did last lesson?” “Today’s learning target is… [read from board]” | Students to respond Students to copy learning target into their books |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:10 00:15 | Explain to students that there are 3 stations and they must rotate through them throughout the lesson. Organise students into 3 groups | “Today our lesson will work a little differently. We will be rotating through 3 activities.” “If there is any silliness then the activity will stop and we will copy pages from the textbook for the remainder of the lesson” | Students to get into groups |
| Time | Lesson Sequence - What is ‘going on’ or happening in the classroom? What pedagogical strategies will you use to engage students? | What teacher will be doing/ saying? (questioning, movement etc) | Evidence of student learning- what will students be ‘doing’? |
|---|---|---|---|
| 00:60 | Exit ticket questions: • Who is Mendeleev? | Checks students have packed up all equipment appropriately | Students to answer questions to get out of class |
Post-Lesson Reflection
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
History of the Periodic Table
In this activity, you must use the text provided (orange cards) and create a timeline that details the history of the periodic table.
Include dates and the names of any important people.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Categorising the Elements
In this activity, you must use the element cards provided and find a way to organise them into a table that makes sense.
Once you are done, copy your table into your workbook and explain why you organised the elements the way you did.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
Balancing Chemical Equations
In this activity, you must copy the equations from the white card into your workbook and use the molymods to help you find a balanced solution.
The rules for balancing equations are listed at the top of the sheet. If you need help raise your hand.
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THOUGHT ~ VIBRATION
by
William W. Atkinson
TABLE OF CONTENTS
Chapter 1
THE LAW OF ATTRACTION IN THE THOUGHT WORLD
—
THE Universe is governed by Law - one great Law. Its manifestations are multiform, but viewed from the Ultimate there is but one Law. We are familiar with some of its manifestations, but are almost totally ignorant of certain others. Still we are learning a little more every day - the veil is being gradually lifted.
We speak learnedly of the Law of Gravitation, but ignore that equally wonderful manifestation, THE LAW OF ATTRACTION IN THE THOUGHT WORLD. We are familiar with that wonderful manifestation of Law which draws and holds together the atoms of which matter is composed - we recognize the power of the law that attracts bodies to the earth, that holds the circling worlds in their places, but we close our eyes to the mighty law that draws to us the things we desire or fear, that makes or mars our lives.
When we come to see that Thought is a force - a manifestation of energy - having a magnet-like power of attraction, we will begin to understand the why and wherefore of many things that have heretofore seemed dark to us. There is no study that will so well repay the student for his time and trouble as the study of the workings of this mighty law of the world of Thought - the Law of Attraction.
When we think we send out vibrations of a fine ethereal substance, which are as real as the vibrations manifesting light, heat, electricity, magnetism. That these vibrations are not evident to our five senses is no proof that they do not exist. A powerful magnet will send out vibrations and exert a force sufficient to attract to itself a piece of steel weighing a hundred pounds, but we can neither see, taste, smell, hear nor feel the mighty force. These thought vibrations, likewise, cannot be seen, tasted, smelled, heard nor felt in the ordinary way; although it is true there are on record cases of persons peculiarly sensitive to psychic impressions who have perceived powerful thought-waves, and very many of us can testify that we have distinctly felt the thought vibrations of others, both whilst in the presence of the sender and at a distance. Telepathy and its kindred phenomena are not idle dreams.
Light and heat are manifested by vibrations of a far lower intensity than those of Thought, but the difference is solely in the rate of vibration. The annals of science throw an interesting light upon this question. Prof. Elisha Gray, an eminent scientist, says in his little book, "The Miracles of Nature":
"There is much food for speculation in the thought that there exist sound-waves that no human ear can hear, and color-waves of light that no eye can see. The long, dark, soundless space between 40,000 and 400,000,000,000,000 vibrations per second, and the infinity of range beyond 700,000,000,000,000 vibrations per second, where light ceases, in the universe of motion, makes it possible to indulge in speculation."
M. M. Williams, in his work entitled "Short Chapters in Science," says:
"There is no gradation between the most rapid undulations or tremblings that produce our sensation of sound, and the slowest of those which give rise to our sensations of gentlest warmth. There is a huge gap between them, wide enough to include another world of motion, all lying between our world of sound and our world of heat and light; and there is no good reason whatever for supposing that matter is incapable of such intermediate activity, or that such activity may not give rise to intermediate sensations, provided there are organs for taking up and sensifying their movements."
I cite the above authorities merely to give you food for thought, not to attempt to demonstrate to you the fact that thought vibrations exist. The last-named fact has been fully established to the satisfaction of numerous investigators of the subject, and a little reflection will show you that it coincides with your own experiences.
We often hear repeated the well-known Mental Science statement, "Thoughts are Things," and we say these words over without consciously realizing just what is the meaning of the statement. If we fully comprehended the truth of the statement and the natural consequences of the truth back of it, we should understand many things which have appeared dark to us, and would be able to use the wonderful power, Thought Force, just as we use any other manifestation of Energy.
As I have said, when we think we set into motion vibrations of a very high degree, but just as real as the vibrations of light, heat, sound, electricity. And when we understand the laws governing the production and transmission of these vibrations we will be able to use them in our daily life, just as we do the better known forms of energy. That we cannot see, hear, weigh or measure these vibrations is no proof that they do not exist. There exist waves of sound which no human ear can hear, although some of these are undoubtedly registered by the ear of some of the insects, and others are caught by delicate scientific instruments invented by man; yet there is a great gap between the sounds registered by the most delicate instrument and the limit which man's mind, reasoning by analogy, knows to be the boundary line between sound waves and some other forms of vibration. And there are light waves which the eye of man does not register, some of which may be detected by more delicate instruments, and many more so fine that the instrument has not yet been invented which will detect them, although improvements are being made every year and the unexplored field gradually lessened.
As new instruments are invented, new vibrations are registered by them - and yet the vibrations were just as real before the invention of the instrument as afterward. Supposing that we had no instruments to register magnetism - one might be justified in denying the existence of that mighty force, because it could not be tasted, felt, smelt, heard, seen, weighted or measured. And yet the mighty magnet would still send out waves of force sufficient to draw to it pieces of steel weighing hundreds of pounds.
Each form of vibration requires its own form of instrument for registration. At present the human brain seems to be the only instrument capable of registering thought waves, although occultists say that in this century scientists will invent apparatus sufficiently delicate to catch and register such impressions. And from present indications it looks as if the invention named might be expected at any time. The demand exists and undoubtedly will be soon supplied. But to those who have experimented along the lines of practical telepathy no further proof is required than the results of their own experiments.
We are sending out thoughts of greater or less intensity all the time, and we are reaping the results of such thoughts. Not only do our thought waves influence ourselves and others, but they have a drawing power - they attract to us the thoughts of others, things, circumstances, people, "luck," in accord with the character of the thought uppermost in our minds. Thoughts of Love will attract to us the Love of others; circumstances and surroundings in accord with the thought; people who are of like thought. Thoughts of Anger, Hate, Envy, Malice and Jealousy will draw to us the foul brood of kindred thoughts emanating from the minds of others; circumstances in which we will be called upon to manifest these vile thoughts and will receive them in turn from others; people who will manifest inharmony; and so on. A strong thought or a thought long continued, will make us the center of attraction for the corresponding thought waves of others. Like attracts like in the Thought World - as ye sow so shall ye reap. Birds of a feather flock together in the Thought World - curses like chickens come home to roost, and bringing their friends with them.
The man or woman who is filled with Love sees Love on all sides and attracts the Love of others. The man with hate in his heart gets all the Hate he can stand. The man who thinks Fight generally runs up against all the Fight he wants before he gets through. And so it goes, each gets what he calls for over the wireless telegraphy of the Mind. The man who rises in the morning feeling "grumpy" usually manages to have the whole family in the same mood before the breakfast is over. The "nagging" woman generally finds enough to gratify her "nagging" propensity during the day.
This matter of Thought Attraction is a serious one. When you stop to think of it you will see that a man really makes his own surroundings, although he blames others for it. I have known people who understood this law to hold a positive, calm thought and be absolutely unaffected by the inharmony surrounding them. They were like the vessel from which the oil had been poured on the troubled waters - they rested safely and calmly whilst the tempest raged around them. One is not at the mercy of the fitful storms of Thought after he has learned the workings of the Law.
We have passed through the age of physical force on to the age of intellectual supremacy, and are now entering a new and almost unknown field, that of psychic power. This field has its established laws and we should acquaint ourselves with them or we will be crowded to the wall as are the ignorant on the planes of effort. I will endeavor to make plain to you the great underlying principles of this new field of energy which is opening up before us, that you may be able to make use of this great power and apply it for legitimate and worthy purposes, just as men are using steam, electricity and other forms of energy today.
Chapter 2
THOUGHT WAVES AND THEIR PROCESS OF REPRODUCTION
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LIKE a stone thrown into the water, thought produces ripples and waves which spread out over the great ocean of thought. There is this difference, however: the waves on the water move only on a level plane in all directions, whereas thought waves move in all directions from a common center, just as do the rays from the sun.
Just as we here on earth are surrounded by a great sea of air, so are we surrounded by a great sea of Mind. Our thought waves move through this vast mental ether, extending, however, in all directions, as I have explained, becoming somewhat lessened in intensity according to the distance traversed, because of the friction occasioned by the waves coming in contact with the great body of Mind surrounding us on all sides.
These thought waves have other qualities differing from the waves on the water. They have the property of reproducing themselves; in this respect they resemble sound waves rather than waves upon the water. Just as a note of the violin will cause the thin glass to vibrate and "sing," so will a strong thought tend to awaken similar vibrations in minds attuned to receive it. Many of the "stray thoughts" which come to us are but reflections or answering vibrations to some strong thought sent out by another. But unless our minds are attuned to receive it, the thought will not likely affect us. If we are thinking high and great thoughts, our minds acquire a certain keynote corresponding to the character of the thoughts we have been thinking. And, this keynote once established, we will be apt to catch the vibrations of other minds keyed to the same thought. On the other hand, let us get into the habit of thinking thoughts of an opposite character, and we will soon be echoing the low order of thought emanating from the minds of the thousands thinking along the same lines.
We are largely what we have thought ourselves into being, the balance being represented by the character of the suggestions and thought of others, which have reached us either directly by verbal suggestions or telepathically by means of such thought waves. Our general mental attitude, however, determines the character of the thought waves received from others as well as the thoughts emanating from ourselves. We receive only such thoughts as are in harmony with the general mental attitude held by ourselves; the thoughts not in harmony affecting us very little, as they awaken no response in us.
The man who believes thoroughly in himself and maintains a positive strong mental attitude of Confidence and Determination is not likely to be affected by the adverse and negative thoughts of Discouragement and Failure emanating from the minds of other persons in whom these last qualities predominate. At the same time these negative thoughts, if they reach one whose mental attitude is pitched on a low key, deepen his negative state and add fuel to the fire which is consuming his strength, or, if you prefer this figure, serve to further smother the fire of his energy and activity.
We attract to us the thoughts of others of the same order of thought. The man who thinks success will be apt to get into tune with the minds of others thinking likewise, and they will help him, and he them. The man who allows his mind to dwell constantly upon thoughts of failure brings himself into close touch with the minds of other "failure" people, and each will tend to pull the other down still more. The man who thinks that all is evil is apt to see much evil, and will be brought into contact with others who will seem to prove his theory. And the man who looks for good in everything and everybody will be likely to attract to himself the things and people corresponding to his thought. We generally see that for which we look.
You will be able to carry this idea more clearly if you will think of the Marconi wireless instruments, which receive the vibrations only from the sending instrument which has been attuned to the same key, while other telegrams are passing through the air in near vicinity without affecting the instrument. The same law applies to the operations of thought. We receive only that which corresponds to our mental attunement. If we have been discouraged, we may rest assured that we have dropped into a negative key, and have been affected not only by our own thoughts but have also received the added depressing thoughts of similar character which are constantly being sent out from the minds of other unfortunates who have not yet learned the law of attraction in the thought world. And if we occasionally rise to heights of enthusiasm and energy, how quickly we feel the inflow of the courageous, daring, energetic, positive thoughts being sent out by the live men and women of the world. We recognize this without much trouble when we come in personal contact with people and feel their vibrations, depressing or invigorating, as the case may be. But the same law operates when we are not in their presence, although less strongly.
The mind has many degrees of pitch, ranging from the highest positive note to the lowest negative note, with many notes in between, varying in pitch according to their respective distance from the positive or negative extreme.
When your mind is operating along positive lines you feel strong, buoyant, bright, cheerful, happy, confident and courageous, and are enabled to do your work well, to carry out your intentions, and progress on your roads to Success. You send out strong positive thought, which affects others and causes them to co-operate with you or to follow your lead, according to their own mental keynote.
When you are playing on the extreme negative end of the mental keyboard you feel depressed, week, passive, dull, fearful, cowardly. And you find yourself unable to make progress or to succeed. And your effect upon others is practically nil. You are led by, rather than leading others, and are used as a human doormat or football by more positive persons.
In some persons the positive element seems to predominate, and in others the negative quality seems to be more in evidence. There are, of course, widely varying degrees of positiveness and negativeness, and B may be negative to A, while positive to C. When two people first meet there is generally a silent mental conflict in which their respective minds test their quality of positiveness, and fix their relative position toward each other. This process may be unconscious in many cases, but it occurs nevertheless. The adjustment is often automatic, but occasionally the struggle is so sharp - the opponents being so well matched - that the matter forces itself into the consciousness of the two people. Sometimes both parties are so much alike in their degrees of positiveness that they fail to come to terms, mentally; they never really are able to get along with each other, and they are either mutually repelled and separate or else stay together amid constant broils and wrangling.
We are positive or negative to everyone with whom we have relations. We may be positive to our children, our employees and dependents, but we are at the same time negative to others to whom we occupy inferior positions, or whom we have allowed to assert themselves over us.
Of course, something may occur and we will suddenly become more positive than the man or woman to whom we have heretofore been negative. We frequently see cases of this kind. And as the knowledge of these mental laws becomes more general we will see many more instances of persons asserting themselves and making use of their newfound power.
But remember you possess the power to raise the keynote of your mind to a positive pitch by an effort of the will. And, of course, it is equally true that you may allow yourself to drop into a low, negative note by carelessness or a weak will.
There are more people on the negative plane of thought than on the positive plane, and consequently there are more negative thought vibrations in operation in our mental atmosphere. But, happily for us, this is counterbalanced by the fact that a positive thought is infinitely more powerful than a negative one, and if by force of will we raise ourselves to a higher mental key we can shut out the depressing thoughts and may take up the vibrations corresponding with our changed mental attitude. This is one of the secrets of the affirmations and autosuggestions used by the several schools of Mental Science and other New Thought cults. There is no particular merit in affirmations of themselves, but they serve a twofold purpose: (1) They tend to establish new mental attitudes within us and act wonderfully in the direction of character- building - the science of making ourselves over. (2) They tend to raise the mental keynote so that we may get the benefit of the positive thought waves of others on the same plane of thought.
Whether or not we believe in them, we are constantly making affirmations. The man who asserts that he can and will do a thing - and asserts it earnestly - develops in himself the qualities conducive to the well doing of that thing, and at the same time places his mind in the proper key to receive all the thought waves likely to help him in the doing. If, on the other hand, one says and feels that he is going to fail, he will choke and smother the thoughts coming from his own subconscious mentality which are intended to help him, and at the same time will place himself in tune with the Failure-thought of the world - and there is plenty of the latter kind of thought around, I can tell you.
Do not allow yourselves to be affected by the adverse and negative thoughts of those around you. Rise to the upper chambers of your mental dwelling, and key yourself up to a strong pitch, away above the vibrations on the lower planes of thought. Then you will not only be immune to their negative vibrations but will be in touch with the great body of strong positive thought coming from those of your own plane of development. My aim will be to direct and train you in the proper use of thought and will, that you may have yourself well in hand and may be able to strike the positive key at any moment you may feel it necessary. It is not necessary to strike the extreme note on all occasions. The better plan is to keep yourself in a comfortable key, without much strain, and to have the means at command whereby you can raise the pitch at once when occasion demands. By this knowledge you will not be at the mercy of the old automatic action of the mind, but may have it well under your own control.
Development of the will is very much like the development of a muscle - a matter of practice and gradual improvement. At first it is apt to be tiresome, but at each trial one grows stronger until the new strength becomes real and permanent. Many of us have made ourselves positive under sudden calls or emergencies. We are in the habit of "bracing up" when occasion demands. But by intelligent practice you will be so much strengthened that your habitual state will be equal to your "bracing up" stage now, and then when you find it necessary to apply the spur you will be able to reach a stage not dreamed of at present.
Do not understand me as advocating a high tension continuously. This is not at all desirable, not only because it is apt to be too much of a strain upon you but also because you will find it desirable to relieve the tension at times and become receptive that you may absorb impressions. It is well to be able to relax and assume a certain degree of receptiveness, knowing that you are always able to spring back to the more positive state at will. The habitually strongly positive man loses much enjoyment and recreation. Positive, you give out expressions; receptive, you take in impressions. Positive, you are a teacher; receptive, a pupil. It is not only a good thing to be a good teacher, but it is also very important to be a good listener at times.
Chapter 3
A TALK ABOUT THE MIND
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MAN has but one mind, but he has many mental faculties, each faculty being capable of functioning along two different lines of mental effort. There are no distinct dividing lines separating the two several functions of a faculty, but they shade into each other as do the colors of the spectrum.
An Active effort of any faculty of the mind is the result of a direct impulse imparted at the time of the effort. A Passive effort of any faculty of the mind is the result of either a preceding Active effort of the same mind; an Active effort of another along the lines of suggestion; Thought Vibrations from the mind of another; Thought impulses from an ancestor, transmitted by the laws of heredity (including impulses transmitted from generation to generation from the time of the original vibratory impulse imparted by the Primal Cause - which impulses gradually unfold, and unsheath, when the proper state of evolutionary development is reached).
The Active effort is new-born - fresh from the mint, whilst the Passive effort is of less recent creation, and, in fact, is often the result of vibratory impulses imparted in ages long past. The Active effort makes its own way, brushing aside the impeding vines and kicking from its path the obstructing stones. The Passive effort travels along the beaten path.
A thought-impulse, or motion-impulse, originally caused by an Active effort of faculty, may become by continued repetition, or habit, strictly automatic, the impulse given it by the repeated Active effort developing a strong momentum, which carries it on, along Passive lines, until stopped by another Active effort or its direction changed by the same cause.
On the other hand, thought-impulses, or motion-impulses, continued along Passive lines may be terminated or corrected by an Active effort. The Active function creates, changes or destroys. The Passive function carries on the work given it by the Active function and obeys orders and suggestions.
The Active function produces the thought-habit, or motion-habit, and imparts to it the vibrations, which carry it on along the Passive lines thereafter. The Active function also has the power to send forth vibrations which neutralize the momentum of the thought-habit, or motion-habit; it also is able to launch a new thoughthabit, or motion-habit, with stronger vibrations, which overcomes and absorbs the first thought, or motion, and substitutes the new one.
All thought-impulses, or motion-impulses, once started on their errands, continue to vibrate along passive lines until corrected or terminated by subsequent impulses imparted by the Active function, or other controlling power. The continuance of the original impulse adds momentum and force to it, and renders its correction or termination more difficult. This explains that which is called "the force of habit." I think that this will be readily understood by those who have struggled to overcome a habit which had been easily acquired. The Law applies to good habits as well as bad. The moral is obvious.
Several of the faculties of the mind often combine to produce a single manifestation. A task to be performed may call for the combined exercise of several faculties, some of which may manifest by Active effort and others by Passive effort.
The meeting of new conditions - new problems - calls for the exercise of Active effort; whilst a familiar problem, or task, can be easily handled by the Passive effort without the assistance of his more enterprising brother.
There is in Nature an instinctive tendency of living organisms to perform certain actions, the tendency of an organized body to seek that which satisfies the wants of its organism. This tendency is sometimes called Appetency. It is really a Passive mental impulse, originating with the impetus imparted by the Primal Cause, and transmitted along the lines of evolutionary development, gaining strength and power as it progresses. The impulse of the Primal Cause is assisted by the powerful upward attraction exerted by THE ABSOLUTE.
In plant life this tendency is plainly discernible, ranging form the lesser exhibitions in the lower types to the greater in the higher types. It is that which is generally spoken of as the "life-force" in plants. It is, however, a manifestation of rudimentary mentation, functioning along the lines of Passive effort. In some of the higher forms of plant life there appears a faint color of independent "life action" - a faint indication of choice of volition. Writers on plant life relate many remarkable instances of this phenomenon. It is, undoubtedly, an exhibition of rudimentary Active mentation.
In the lower animal kingdom a very high degree of Passive mental effort is found. And, varying in degree in the several families and species, a considerable amount of Active mentation is apparent. The lower animal undoubtedly possesses Reason only in a lesser degree than man, and, in fact, the display of volitional mentation exhibited by an intelligent animal is often nearly as high as that shown by the lower types of man or by a young child.
As a child, before birth, shows in its body the stages of the physical evolution of man, so does a child, before and after birth - until maturity - manifest the stages of the mental evolution of man.
Man, the highest type of life yet produced, at least upon this planet, shows the highest form of Passive mentation, and also a much higher development of Active mentation than is seen in the lower animals, and yet the degrees of that power vary widely among the different races of men. Even among men of our race the different degrees of Active mentation are plainly noticeable; these degrees not depending by any means upon the amount of "culture," social position or educational advantages possessed by the individual: Mental Culture and Mental Development are two very different things.
You have but to look around you to see the different stages of the development of Active mentation in man. The reasoning of many men is scarcely more than Passive mentation, exhibiting but little of the qualities of volitional thought. They prefer to let other men think for them. Active mentation tires them and they find the instinctive, automatic, Passive mental process much easier. Their minds work along the lines of least resistance. They are but little more than human sheep,
Among the lower animals and the lower types of men Active mentation is largely confined to the grosser faculties - the more material plane; the higher mental faculties working along the instinctive, automatic lines of the Passive function.
As the lower forms of life progressed in the evolutionary scale, they developed new faculties which were latent within them. These faculties always manifested in the form of rudimentary Passive functioning, and afterwards worked up through higher Passive forms, until the Active functions were brought into play. The evolutionary process still continues, the invariable tendency being toward the goal of highly developed Active mentation. This evolutionary progress is caused by the vibratory impulse imparted by the Primal Cause, aided by the uplifting attraction of THE ABSOLUTE.
This law of evolution is still in progress, and man is beginning to develop new powers of mind, which, of course, are first manifesting themselves along the lines of Passive effort. Some men have developed these new faculties to a considerable degree, and it is possible that before long Man will be able to exercise them along the line of their Active functions. In fact, this power has already been attained by a few. This is the secret of the Oriental occultists, and of some of their Occidental brethren.
The amenability of the mind to the will can be increased by properly directed practice. That which we are in the habit of referring to as the "strengthening of the Will" is in reality the training of the mind to recognize and absorb the Power Within. The Will is strong enough, it does not need strengthening, but the mind needs to be trained to receive and act upon the suggestions of the Will. The Will is the outward manifestation of the I AM. The Will current is flowing in full strength along the spiritual wires; but you must learn how to raise the trolley-pole to touch it before the mental car will move. This is a somewhat different idea from that which you have been in the habit of receiving from writers on the subject of Will Power, but it is correct, as you will demonstrate to your own satisfaction if you will follow up the subject by experiments along the proper lines.
The attraction of THE ABSOLUTE is drawing man upward, and the vibratory force of the Primal Impulse has not yet exhausted itself. The time of evolutionary development has come when man can help himself. The man who understands the Law can accomplish wonders by means of the development of the powers of the mind; whilst the man who turns his back upon the truth will suffer from his lack of knowledge of the Law.
He who understands the laws of his mental being, develops his latent powers and uses them intelligently. He does not despise his Passive mental functions, but makes good use of them also, charges them with the duties for which they are best fitted, and is able to obtain wonderful results from their work, having mastered them and trained them to do the bidding of the Higher Self. When they fail to do their work properly he regulates them, and his knowledge prevents him from meddling with them unintelligently, and thereby doing himself harm. He develops the faculties and powers latent within him and learns how to manifest them along the line of Active mentation as well as Passive. He knows that the real man within him is the master to whom both Active and Passive functions are but tools. He has banished Fear, and enjoys Freedom. He has found himself. HE HAS LEARNED THE SECRET OF THE I AM.
Chapter 4
MIND BUILDING
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MAN can build up his mind and make it what he wills. In fact, we are mind-building every hour of our lives, either consciously or unconsciously. The majority of us are doing the work unconsciously, but those who have seen a little below the surface of things have taken the matter in hand and have become conscious creators of their own mentality. They are no longer subject to the suggestions and influences of others but have become masters of themselves. They assert the "I," and compel obedience from the subordinate mental faculties. The "I" is the sovereign of the mind, and what we call WILL is the instrument of the "I." Of course, there is something back of this, and the Universal Will is higher than the Will of the Individual, but the latter is in much closer touch with the Universal Will than is generally supposed, and when one conquers the lower self, and asserts the "I," he becomes in close touch with the Universal Will and partakes largely of its wonderful power. The moment one asserts the "I," and "finds himself," he establishes a close connection between the Individual Will and the Universal Will. But before he is able to avail himself of the mighty power at his command, he must first effect the Mastery of the lower self.
Think of the absurdity of Man claiming to manifest powers, when he is the slave of the lower parts of his mental being, which should be subordinate. Think of a man being the slave of his moods, passions, animal appetites and lower faculties, and at the same time trying to claim the benefits of the Will. Now, I am not preaching asceticism, which seems to me to be a confession of weakness. I am speaking of Self-Mastery - the assertion of the "I" over the subordinate parts of oneself. In the higher view of the subject, this "I" is the only real Self, and the rest is the non-self; but our space does not permit the discussion of this point, and we will use the word "self' as meaning the entire man. Before a man can assert the "I" in its full strength he must obtain the complete mastery of the subordinate parts of the self. All things are good when we learn to master them, but no thing is good when it masters us. Just so long as we allow the lower portions of the self to give us orders, we are slaves. It is only when the "I" mounts his throne and lifts the scepter, that order is established and things assume their proper relation to each other.
We are finding no fault with those who are swayed by their lower selves - they are in a lower grade of evolution, and will work up in time. But we are calling the attention of those who are ready, to the fact that the Sovereign must assert his will, and that the subjects must obey. Orders must be given and carried out. Rebellion must be put down, and the rightful authority insisted upon. And the time to do it is Now.
You have been allowing your rebellious subjects to keep the King from his throne. You have been allowing the mental kingdom to be misgoverned by irresponsible faculties. You have been the slaves of Appetite, Unworthy Thoughts, Passion and Negativeness. The Will has been set aside and Low Desire has usurped the throne. It is time to re-establish order in the mental kingdom. You are able to assert the mastery over any emotion, appetite, passion or class of thoughts by the assertion of the Will. You can order Fear to go to the rear; Jealousy to leave your presence; Hate to depart from your sight; Anger to hide itself; Worry to cease troubling you; Uncontrolled Appetite and Passion to bow in submission and to become humble slaves instead of masters - all by the assertion of the "I." You may surround yourself with the glorious company of Courage, Love and Self-Control, by the same means. You may put down the rebellion and secure peace and order in your mental kingdom if you will but utter the mandate and insist upon its execution. Before you march forth to empire, you must establish the proper internal condition - must show your ability to govern you own kingdom. The first battle is the conquest of the lesser self by the Real Self.
AFFIRMATION
I AM Asserting the Mastery of My Real Self
Repeat these words earnestly and positively during the day at least once an hour, and particularly when you are confronted with conditions which tempt you to act on the lines of the lesser self instead of following the course dictated by the Real Self. In the moment of doubt and hesitation say these words earnestly, and your way will be made clear to you. Repeat them several times after you retire and settle yourself to sleep. But be sure to back up the words with the thought inspiring them, and do not merely repeat them parrot-like. Form the mental image of the Real Self asserting its mastery over the lower planes of your mind - see the King on his Throne. You will become conscious of an influx of new thought, and things which have seemed hard for you will suddenly become much easier. You will feel that you have yourself well in hand, and that YOU are the master and not the slave. The thought you are holding will manifest itself in action, and you will steadily grow to become that which you have in mind.
EXERCISE
Fix the mind firmly on the higher Self and draw inspiration from it when you feel led to yield to the promptings of the lower part of your nature. When you are tempted to burst into Anger - assert the "I," and your voice will drop. Anger is unworthy of the developed Self. When you feel vexed and cross, remember what you are, and rise above your feeling. When you feel Fearful, remember that the Real Self fears nothing, and assert Courage. When you feel Jealousy inciting, think of your higher nature, and laugh. And so on, asserting the Real Self and not allowing the things on the lower plane of mentality to disturb you. They are unworthy of you, and must be taught to keep their places. Do not allow these things to master you - they should be your subjects, not your masters. You must get away from this plane, and the only way to do so is to cut loose from these phases of thought which have been "running things" to suit themselves. You may have trouble at the start, but keep at it and you will have that satisfaction which comes only from conquering the lower parts of our nature. You have been a slave long enough - now is the time to free yourselves. If you will follow these exercises faithfully you will be a different being by the end of the year, and will look back with a pitying smile to your former condition. But it takes work. This is not child's play but a task for earnest men and women, Will YOU make the effort?
Chapter 5
THE SECRET OF THE WILL
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WHILE psychologists may differ in their theories regarding the nature of the Will, none deny its existence, nor question its power. All persons recognize the power of strong Will - all see how it may be used to overcome the greatest obstacles. But few realize that the Will may be developed and strengthened by intelligent practice. They feel that they could accomplish wonders if they had a strong Will, but instead of attempting to develop it, they content themselves with vain regrets. They sigh, but do nothing.
Those who have investigated the subject closely know that Will Power, with all its latent possibilities and mighty powers, may be developed, disciplined, controlled and directed, just as may be any other of Nature's forces. It does not matter what theory you may entertain about the nature of the Will, you will obtain the results if you practice intelligently.
Personally, I have a somewhat odd theory about the Will. I believe that every man has, potentially, a strong Will, and that all he has to do is to train his mind to make use of it. I think that in the higher regions of the mind of every man is a great store of Will Power awaiting his use. The Will current is running along the psychic wires, and all that it is necessary to do is to raise the mental trolley-pole and bring down the power for your use. And the supply is unlimited, for your little storage battery is connected with the great powerhouse of the Universal Will Power, and the power is inexhaustible. Your Will does not need training - but your Mind does. The mind is the instrument and the supply of Will Power is proportionate to the fineness of the instrument through which it manifests. But you needn't accept this theory if you don't like it. This lesson will fit your theory as well as mine.
He who has developed his mind so that it will allow the Will Power to manifest through it, has opened up wonderful possibilities for himself. Not only has he found a great power at his command, but he is able to bring into play, and use, faculties, talents and abilities of whose existence he has not dreamed. This secret of the Will is the magic key which opens all doors.
The late Donald G. Mitchell once wrote: "Resolve is what makes a man manifest; not puny resolve, but crude determination; not errant purpose - but that strong and indefatigable will which treads down difficulties and danger, as a boy treads down the heaving frost-lands of winter; which kindles his eye and brain with a proud pulse-beat toward the unattainable. Will makes men giants."
Many of us feel that if we would but exert our Will, we might accomplish wonders. But somehow we do not seem to want to take the trouble - at any rate; we do not get to the actual willing point. We put it off from time to time, and talk vaguely of "some day," but that some day never comes.
We instinctively feel the power of the Will, but we haven't enough energy to exercise it, and so drift along with the tide, unless perhaps some friendly difficulty arises, some helpful obstacle appears in our path, or some kindly pain stirs us into action, in either of which cases we are compelled to assert our Will and thus begin to accomplish something.
The trouble with us is that we do not want to do the thing enough to make us exert our Will Power. We don't want to hard enough. We are mentally lazy and of weak Desire. If you do not like the word Desire substitute for it the word "Aspiration." (Some people call the lower impulses Desires, and the higher, Aspirations - it's all a matter of words, take you choice.) That is the trouble. Let a man be in danger of losing his life - let a woman be in danger of losing a great love - and you will witness a startling exhibition of Will Power from an unexpected source. Let a woman's child be threatened with danger, and she will manifest a degree of Courage and Will that sweeps all before it. And yet the same woman will quail before a domineering husband, and will lack the Will to perform a simple task. A boy will do all sorts of work if he but considers it play, and yet he can scarcely force himself to cut a little firewood. Strong Will follows strong Desire. If you really want to do a thing very much, you can usually develop the Will Power to accomplish it.
The trouble is that you have not really wanted to do these things, and yet you blame your Will. You say that you do want to do it, but if you stop to think you will see that you really want to do something else more than the thing in question. You are not willing to pay the price of attainment. Stop a moment and analyze this statement and apply it in your own case,
You are mentally lazy - that's the trouble. Don't talk to me about not having enough Will. You have a great storehouse of Will awaiting your use, but you are too lazy to use it. Now, if you are really in earnest about this matter, get to work and first find out what you really want to do - then start to work and do it. Never mind about the Will Power - you'll find a full supply of that whenever you need it. The thing to do is to get to the point where you will resolve to do. That the real test - the resolving. Think of these things a little, and make up your mind whether or not you really want to be a Willer sufficiently hard to get to work.
Many excellent essays and books have been written on this subject, all of which agree regarding the greatness of Will Power, the most enthusiastic terms being used; but few have anything to say about how this power may be acquired by those who have it not, or who possess it in but a limited degree. Some have given exercises designed to "strengthen" the Will, which exercises really strengthen the Mind so that it is able to draw upon its store of power. But they have generally overlooked the fact that in autosuggestion is to be found the secret of the development of the mind so that it may become the efficient instrument of the Will.
AUTOSUGGESTION
I AM Using My Will Power
Say these words several times earnestly and positively, immediately after finishing this article. Then repeat them frequently during the day, at least once an hour, and particularly when you meet something that calls for the exercise of Will Power. Also repeat them several times after you retire and settle yourself for sleep. Now, there is nothing in the words unless you back them up with the thought. In fact, the thought is "the whole thing," and the words only pegs upon which to hang the thought. So think of what you are saying, and mean what you say. You must use Faith at the start, and use the words with a confident expectation of the result. Hold the steady thought that you are drawing on your storehouse of Will Power, and before long you will find that thought is taking form in action, and that your Will Power is manifesting itself. You will feel an influx of strength with each repetition of the words. You will find yourself overcoming difficulties and bad habits, and will be surprised at how things are being smoothed out for you.
EXERCISE
Perform at least one disagreeable task each day during the month.. If there is any especially disagreeable task which you would like to shirk, that is the one for you to perform. This is not given to you in order to make you self-sacrificing or meek, or anything of that sort - it is given you to exercise your Will. Anyone can do a pleasant thing cheerfully, but it takes Will to do the unpleasant thing cheerfully; and that is how you must do the work. It will prove a most valuable discipline to you. Try it for a month and you will see where "it comes in." If you shirk this exercise you had better stop right here and acknowledge that you do not want Will Power, and are content to stay where you are and remain a weakling.
Chapter 6
HOW TO BECOME IMMUNE TO INJURIOUS THOUGHT ATTRACTION
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THE first thing to do is to begin to "cut out" Fear and Worry. Fear-thought is the cause of much unhappiness and many failures. You have been told this thing over and over again, but it will bear repeating. Fear is a habit of mind which has been fastened upon us by negative race-thought, but from which we may free ourselves by individual effort and perseverance.
Strong expectancy is a powerful magnet. He of the strong, confident desire attracts to him the things best calculated to aid him - persons, things circumstances, surroundings; if he desires them hopefully, trustfully, confidently, calmly. And, equally true, he who Fears a thing generally manages to start into operation forces which will cause the thing he feared to come upon him. Don't you see, the man who Fears really expects the feared thing, and the eyes of the Law is the same as if he really had wished for or desired it? The Law is operative in both cases - the principle is the same.
The best way to overcome the habit of Fear is to assume the mental attitude of Courage, just as the best way to get rid of darkness is to let in the light. It is a waste of time to fight a negative thought-habit by recognizing its force and trying to deny it out of existence by mighty efforts. The best, surest, easiest and quickest method is to assume the existence of the positive thought desired in its place; and by constantly dwelling upon the positive thought, manifest it into objective reality.
Therefore, instead of repeating, "I'm not afraid," say boldly, "I am full of Courage," "I am Courageous." You must assert, "There's nothing to fear," which, although in the nature of a denial, simply denies the reality of the object causing fear rather than admitting the fear itself and then denying it.
To overcome fear, one should hold firmly to the mental attitude of Courage. He should think Courage, say Courage, act Courage. He should keep the mental picture of Courage before him all the time, until it becomes his normal mental attitude. Hold the ideal firmly before you and you will gradually grow to its attainment - the ideal will become manifest.
Let the word "Courage" sink deeply into your mind, and then hold it firmly there until the mind fastens it in place. Think of yourself as being Courageous - see yourself as acting with Courage in trying situations. Realize that there is nothing to Fear - that Worry and Fear never helped anyone, and never will. Realize that Fear paralyzes effort, and that Courage promotes activity.
The confident, fearless, expectant, "I Can and I Will" man is a mighty magnet. He attracts to himself just what is needed for his success. Things seem to come his way, and people say he is "lucky." Nonsense! "Luck" has nothing to do with it. It's all in the Mental Attitude. And the Mental Attitude of the "I Can't" or the "I'm Afraid" man also determines his measure of success. There's no mystery whatsoever about it. You have but to look about you to realize the truth of what I have said. Did you ever know a successful man who did not have the "I Can and I will" thought strong within him? Why, he will walk all around the "I Can't" man, who has perhaps even more ability. The first mental attitude brought to the surface latent qualities, as well as attracted help from outside; whilst the second mental attitude not only attracted "I Can't" people and things, but also kept the man's own powers from manifesting themselves. I have demonstrated the correctness of these views, and so have many others, and the number of people who know these things is growing every day.
Don't waste your Thought-Force, but use it to advantage. Stop attracting to yourself failure, unhappiness, inharmony, sorrow - begin now and send out a current of bright, positive, happy thought. Let your prevailing thought be "I Can and I Will;" think "I Can and I Will;" dream "I Can and I Will;" say "I Can and I Will;" and act "I Can and I Will". Live on the "I Can and I and Will" plane, and before you are aware of it, you will feel the new vibrations manifesting themselves in action; will see them bring results; will be conscious of the new point of view; will realize that your own is coming to you. You will feel better, act better, see better, BE better in every way, after you join the "I Can and I Will" brigade.
Fear is the parent of Worry, Hate, Jealousy, Malice, Anger, Discontent, Failure and all the rest. The man who rids himself of Fear will find that the rest of the brood has disappeared. The only way to be Free is to get rid of Fear. Tear it out by the roots. I regard the conquest of Fear as the first important step to be taken by those who wish to master the application of Thought Force. So long as Fear masters you, you are in no condition to make progress in the realm of Thought, and I must insist that you start to work at once to get rid of this obstruction. You CAN do it - if you only go about it in earnest. And when you have ridded yourself of the vile thing, life will seem entirely different to you - you will feel happier, freer, stronger, more positive, and will be more successful in every undertaking of Life.
Start it today, make up your mind that this intruder must GO - do not compromise matters with him, but insist upon an absolute surrender on his part. You will find the task difficult at first, but each time you oppose him he will grow weaker, and you will be stronger. Shut off his nourishment - starve him to death - he cannot live in a thought atmosphere of Fearlessness. So, start to fill your mind with good, strong, Fearless thoughts - keep yourself busy thinking Fearlessness, and Fear will die of his own accord. Fearlessness is positive - Fear is negative, and you may be sure that the positive will prevail.
So long as Fear is around with his "but," "if," "suppose," "I'm afraid," "I can't," "what if," and all the rest of his cowardly suggestions, you will not be able to use your Thought Force to the best advantage. Once get him out of the way, you will have clear sailing, and every inch of thought- sail will catch the wind. He is a Jonah. Overboard with him! (The whale that swallows him will have my sympathy.)
I advise that you start in to do some of the things which you feel you could do if you were not afraid to try. Start to work to do these things, affirming Courage all the way through, and you will be surprised to see how the changed mental attitude will clear away obstacles from your path, and will make things very much easier than you had anticipated. Exercises of this kind will develop you wonderfully, and you will be much gratified at the result of a little practice along these lines.
There are many things before you awaiting accomplishment, which you can master if you will only throw aside the yoke of Fear - if you will only refuse to accept the race suggestion, and will boldly assert the "I" and its power. And the best way to vanquish Fear is to assert "Courage" and stop thinking of Fear. By this plan you will train the mind into new habits of thought, thus eradicating the old negative thoughts which have been pulling you down, and holding you back. Take the word "Courage" with you as your watchword and manifest it in action.
Remember, the only thing to fear is Fear, and - well, don't even fear Fear, for he's a cowardly chap at the best, who will run if you show a brave front.
Chapter 7
THE TRANSMUTATION OF NEGATIVE THOUGHT
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WORRY is the child of Fear - if you kill out Fear, Worry will die for want of nourishment. This advice is very old, and yet it is always worthy of repetition, for it is a lesson of which we are greatly in need. Some people think that if we kill out Fear and Worry we will never be able to accomplish anything. I have read editorials in the great journals in which the writers held that without Worry one can never accomplish any of the great tasks of life, because Worry is necessary to stimulate interest and work. This is nonsense, no matter who utters it. Worry never helped one to accomplish anything; on the contrary, it stands in the way of accomplishment and attainment.
The motive underlying action and "doing things" is Desire and Interest. If one earnestly desires a thing, he naturally becomes very much interested in its accomplishment, and is quick to seize upon anything likely to help him to gain the thing he wants. More than that, his mind starts up a work on the subconscious plane that brings into the field of consciousness many ideas of value and importance. Desire and Interest are the causes that result in success. Worry is not Desire. It is true that if one's surroundings and environments become intolerable, he is driven in desperation to some efforts that will result in throwing off the undesirable conditions and in the acquiring of those more in harmony with his desire. But this is only another form of Desire - the man desires something different from what he has; and when his desire becomes strong enough his entire interest is given to the task, he makes a mighty effort, and the change is accomplished. But it wasn't Worry that caused the effort. Worry could content itself with wringing its hands and moaning, "Woe is me," and wearing its nerves to a frazzle, and accomplishing nothing. Desire acts differently. It grows stronger as the man's conditions become intolerable, and finally when he feels the hurt so strongly that he can't stand it any longer, he says, "I won't stand this any longer - l will make a change," and lo! Then Desire springs into action. The man keeps on "wanting" a change the worst way (which is the best way) and his Interest and Attention being given to the task of deliverance, he begins to make things move. Worry never accomplished anything. Worry is negative and death producing. Desire and Ambition are positive and life producing. A man may worry himself to death and yet nothing will be accomplished, but let that man transmute his worry and discontent into Desire and Interest, coupled with a belief that he is able to make the change - the "I Can and I Will" idea - then something happens.
Yes, Fear and Worry must go before we can do much. One must proceed to cast out these negative intruders, and replace them with Confidence and Hope. Transmute Worry into keen Desire. Then you will find that Interest is awakened, and you will begin to think things of interest to you. Thoughts will come to you from the great reserve stock in your mind and you will start to manifest them in action. Moreover you will be placing yourself in harmony with similar thoughts of others, and will draw to you aid and assistance from the great volume of thought waves with which the world is filled. One draws to himself thought waves corresponding in character with the nature of the prevailing thoughts in his won mind - his mental attitude. Then again he begins to set into motion the great Law of Attraction, whereby he draws to him others likely to help him, and is, in turn, attracted to others who can aid him. This Law of Attraction is no joke, no metaphysical absurdity, but is a great live working principle of Nature, as anyone may learn by experimenting and observing.
To succeed in anything you must want it very much - Desire must be in evidence in order to attract. The man of weak desires attracts very little to himself. The stronger the Desire the greater the force set into motion. You must want a thing hard enough before you can get it. You must want it more than you do the things around you, and you must be prepared to pay the price for it. The price is the throwing overboard of certain lesser desires that stand in the way of the accomplishment of the greater one. Comfort, ease, leisure, amusements, and many other things may have to go (not always, though). It all depends on what you want. As a rule, the greater the thing desired, the greater the price to be paid for it. Nature believes in adequate compensation. But if you really Desire a thing in earnest, you will pay the price without question; for the Desire will dwarf the importance of the other things.
You say that you want a thing very much, and are doing everything possible toward its attainment? Pshaw! You are only playing Desire. Do you want the thing as much as a prisoner wants freedom - as much as a dying man wants life? Look at the almost miraculous things accomplished by prisoners desiring freedom. Look how they work through steel plates and stonewalls with a bit of stone. Is your desire as strong as that? Do you work for the desired thing as if your life depended upon it? Nonsense! You don't know what Desire is. I tell you if a man wants a thing as much as the prisoner wants freedom, or as much as a strongly vital man wants life, then that man will be able to sweep away obstacles and impediments apparently immovable. The key to attainment is Desire, Confidence, and Will. This key will open many doors.
Fear paralyzes Desire - it scares the life out of it. You must get rid of Fear. There have been times in my life when Fear would get hold of me and take a good, firm grip on my vitals, and I would lose all hope; all interest; all ambition; all desire. But, thank the Lord, I have always managed to throw off the grip of the monster and face my difficulty like a man; and lo! Things would seem to be straightened out for me somehow. Either the difficulty would melt away or I would be given means to overcome, or get around, or under or over it. It is strange how this works. No matter how great is the difficulty, when we finally face it with courage and confidence in ourselves, we seem to pull through somehow, and then we begin to wonder what we were scared about. This is not a mere fancy, it is the working of a mighty law, which we do not as yet fully understand, but which we may prove at any time.
People often ask: "it's all very well for you New Thought people to say 'Don't worry,' but what's a person to do when he thinks of all the possible things ahead of him, which might upset him and his plans? Well, all that I can say is that the man is foolish to bother about thinking of troubles to come at some time in the future. The majority of things that we worry about don't come to pass at all; a large proportion of the others come in a milder form than we had anticipated, and there are always other things which come at the same time which help us to overcome the trouble. The future holds in store for us not only difficulties to be overcome, but also agents to help us in overcoming the difficulties. Things adjust themselves. We are prepared for any trouble which may come upon us, and when the time comes we somehow find ourselves able to meet it. God not only tempers the wind to the shorn lamb, but He also tempers the shorn lamb to the wind. The winds and the shearing do not come together; there is usually enough time for the lamb to get seasoned, and then he generally grows new wool before the cold blast comes.
It has been well said that nine-tenths of the worries are over things which never comes to pass, and that the other tenth is over things of little or no account. So what's the use in using up all your reserve force in fretting over future troubles, if this be so? Better wait until your troubles really come before you worry. You will find that by this storing up of energy you will be able to meet about any sort of trouble that comes your way.
What is it that uses up all the energy in the average man or woman, anyway? Is it the real overcoming of difficulties, or the worrying about impending troubles? It's always "Tomorrow, tomorrow," and yet tomorrow never comes just as we feared it would. Tomorrow is all right; it carries in its grip good things as well as troubles. Bless my soul, when I sit down and think over the things which I once feared might possibly descend upon me, I laugh! Where are those feared things now? I don't know - have almost forgotten that I ever feared them.
You do not need fight Worry - that isn't the way to overcome the habit. Just practice concentration, and then learn to concentrate upon something right before you, and you will find that the worry thought has vanished. The mind can think of but one thing at a time, and if you concentrate upon a bright thing, the other thing will fade away. There are better ways of overcoming objectionable thoughts than by fighting them. Learn to concentrate upon thoughts of an opposite character, and you will have solved the problem.
When the mind is full of worry thoughts, it cannot find time to work out plans to benefit you. But when you have concentrated upon bright, helpful thoughts, you will discover that it will start to work subconsciously; and when the time comes you will find all sorts of plans and methods by which you will be able to meet the demands upon you. Keep your mental attitude right, and all things will be added unto you. There's no sense in worrying; nothing has ever been gained by it, and nothing ever will be. Bright, cheerful and happy thoughts attract bright, cheerful and happy things to us - worry drives them away. Cultivate the right mental attitude.
Chapter 8
THE LAW OF MENTAL CONTROL
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YOUR thoughts are either faithful servants or tyrannical masters - just as you allow them to be. You have the say about it; take your choice. They will either go about your work under direction of the firm will, doing it the best they know how, not only in your waking hours, but when you are asleep - some of our best mental work being performed for us when our conscious mentality is at rest, as is evidenced by the fact that when the morning comes we find troublesome problems have been worked out for us during the night, after we had dismissed them from our minds - apparently; or they will ride all over us and make us their slaves if we are foolish enough to allow them to do so. More than half the people of the world are slaves of every vagrant thought which may see fit to torment them.
Your mind is given you for your good and for your own use - not to use you. There are very few people who seem to realize this and who understand the art of managing the mind. The key to the mystery is Concentration. A little practice will develop within every man the power to use the mental machine properly. When you have some mental work to do concentrate upon it to the exclusion of everything else, and you will find that the mind will get right down to business - to the work at hand - and matters will be cleared up in no time. There is an absence of friction, and all waste motion or lost power is obviated. Every pound of energy is put to use, and every revolution of the mental driving wheel counts for something. It pays to be able to be a competent mental engineer.
And the man who understands how to run his mental engine knows that one of the important things is to be able to stop it when the work has been done. He does not keep putting coal in the furnace, and maintaining a high pressure after the work is finished, or when the day's portion of the work has been done, and the fires should be banked until the next day. Some people act as if the engine should be kept running whether there was any work to be done or not, and then they complain if it gets worn out and wobbles and needs repairing. These mental engines are fine machines, and need intelligent care.
To those who are acquainted with the laws of mental control it seems absurd for one to lie awake at night fretting about the problems of the day, or more often, of the morrow. It is just as easy to slow down the mind as it is to slow down an engine, and thousands of people are learning to do this in these days of New Thought. The best way to do it is to think of something else - as far different from the obtruding thought as possible. There is no use fighting an objectionable thought with the purpose of "downing" it - that is a great waste of energy, and the more you keep on saying, "I won't think of this thing!" the more it keeps on coming into your mind, for you are holding it there for the purpose of hitting it. Let it go; don't give it another thought; fix the mind on something entirely different, and keep the attention there by an effort of the will. A little practice will do much for you in this direction. There is only room for one thing at a time in the focus of attention; so put all your attention upon one thought, and the others will sneak off. Try it for yourself.
Chapter 9
ASSERTING THE LIFE-FORCE
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I have spoken to you of the advantage of getting rid of Fear. Now I wish to put LIFE into you. Many of you have been going along as if you were dead - no ambition - no energy - no vitality - no interest - no life. This will never do. You are stagnating. Wake up and display a few signs of life! This is not the place in which you can stalk around like a living corpse - this is the place for wide-awake, active, live people, and a good general awakening is what is needed; although it would take nothing less than a blast from Gabriel's trumpet to awaken some of the people who are stalking around thinking that they are alive, but who are really dead to all that makes life worthwhile.
We must let Life flow through us, and allow it to express itself naturally. Do not let the little worries of life, or the big ones either, depress you and cause you to lose your vitality. Assert the Life Force within you, and manifest it in every thought, act and deed, and before long you will be exhilarated and fairly bubbling over with vitality and energy.
Put a little life into your work - into your pleasures - into yourself. Stop doing things in a half-headed way, and begin to take an interest in what you are doing, saying and thinking. It is astonishing how much interest we may find in the ordinary things of life if we will only wake up. There are interesting things all around us - interesting events occurring every moment - but we will not be aware of them unless we assert our life force and begin to actually live instead of merely existing.
No man or woman ever amounted to anything unless he or she put life into the tasks of everyday life - the acts - the thoughts. What the world needs is live men and women. Just look into the eyes of the people whom you meet, and see how few of them are really alive. The most of them lack that expression of conscious life which distinguishes the man who lives from the one who simply exists.
I want you to acquire this sense of conscious life so that you may manifest it in your life and show what Mental Science has done for you. I want you to get to work today and begin to make yourselves over according to the latest pattern. You can do this if you will only take the proper interest in the task.
AFFIRMATION AND EXERCISE
Fix in your mind the thought that the "I" within you is very much alive and that you are manifesting life fully, mentally and physically. And keep this though there, aiding yourself with constant repetitions of the watchword. Don't let the thought escape you, but keep pushing it back into the mind. Keep it before the mental vision as much as possible. Repeat the watchword when you awaken in the morning - say it when you retire at night. And say it at meal times, and whenever else you can during the day - at least once an hour. Form the mental picture of yourself as filled with Life and Energy. Live up to it as far as possible. When you start in to perform a task say "I AM Alive" and mix up as much life as possible in the task. If you find yourself feeling depressed, say "I AM Alive," and then take a few deep breaths, and with each inhalation let the mind hold the thought that you are breathing in Strength and Life, and as you exhale, hold the thought that you are breathing out all the old, dead, negative conditions and are glad to get rid of them. Then finish up with an earnest, vigorous affirmation: "I AM Alive," and mean it when you say it too.
And let your thoughts take form in action. Don't rest content with merely saying that you are alive, but prove it with your acts. Take an interest in doing things, and don't go around "mooning" or daydreaming. Get down to business, and LIVE.
Chapter 10
TRAINING THE HABIT-MIND
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PROFESSOR William James, the well-known teacher of, and writer upon Psychology very truly says: "The great thing in all education is to make our nervous system our ally instead of our enemy. For this we must make automatic and habitual, as early as possible, as many useful actions as we can and as carefully guard against growing into ways that are likely to be disadvantageous. In the acquisition of a new habit, or the leaving off of an old one we must take care to launch ourselves with as strong and decided initiative as possible. Never suffer an exception to occur until the new habit is securely rooted in your life. Seize the very first possible opportunity to act on every resolution you make and on every emotional prompting you may experience, in the direction of the habits you aspire to gain."
This advice is along the lines familiar to all students of Mental Science, but it states the matter more plainly than the majority of us have done. It impresses upon us the importance of passing on to the subconscious mind the proper impulses, so that they will become automatic and "second nature." Our subconscious mentality is a great storehouse for all sorts of suggestions from ourselves and others and, as it is the "habit-mind," we must be careful to send it the proper material from which it may make habits. If we get into the habit of doing certain things, we may be sure that the subconscious mentality will make it easier for us to do just the same thing over and over again, easier each time, until finally we are firmly bound with the ropes and chains of the habit, and find it more or less difficult, sometimes almost impossible, to free ourselves from the hateful thing.
We should cultivate good habits against the hour of need. The time will come when we will be required to put forth our best efforts, and it rests with us today whether that hour of need shall find us doing the proper thing automatically and almost without thought, or struggling to do it bound down and hindered with the chains of things opposed to that which we desire at that moment.
We must be on guard at all times to prevent the forming of undesirable habits. There may be no special harm in doing a certain thing today, or perhaps again tomorrow, but there may be much harm in setting up the habit of of doing that particular thing. If you are confronted with the question: "Which of these two things should I do?" the best answer is: "I will do that which I would like to become a habit with me."
In forming a new habit, or in breaking an old one, we should throw ourselves into the task with as much enthusiasm as possible, in order to gain the most ground before the energy expends itself when it meets with friction from the opposing habits already formed. We should start in by making as strong an impression as possible upon the subconscious mentality. Then we should be constantly on guard against temptations to break the new resolution "just this once." This "just once" idea kills off more good resolutions than any other one cause. The moment you yield "just this once, you introduce the thin edge of the wedge that will, in the end, split your resolution into pieces.
Equally important is the fact that each time you resist temptation the stronger does your resolution become. Act upon your resolution as early and as often as possible, as with every manifestation of thought in action, the stronger does it become. You are adding to the strength of your original resolution every time you back it up with action.
The mind has been likened to a piece of paper that has been folded. Ever afterwards it has a tendency to fold in the same crease - unless we make a new crease or fold, when it will follow the last lines. And the creases are habits - every time we make one it is so much easier for the mind to fold along the same crease afterward. Let us make our mental creases in the right direction.
Chapter 11
THE PSYCHOLOGY OF EMOTION
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ONE is apt to think of the emotions as independent from habit. We easily may think of one acquiring habits of action, and even of thinking, but we are apt to regard the emotions as something connected with "feeling" and quite divorced from intellectual effort. Yet, not withstanding the distinction between the two, both are dependent largely upon habit, and one may repress, increase, develop, and change one's emotions, just as one may regulate habits of action and lines of thought.
It is an axiom of psychology that "Emotions deepen by repetition." If a person allows a state of feeling to thoroughly take possession of him, he will find it easier to yield to the same emotion the second time, and so on, until the particular emotion or feeling becomes second nature to him. If an undesirable emotion shows itself inclined to take up a permanent abode with you, you had better start to work to get rid of it, or at least to master it. And the best time to do this is at the start; for each repetition renders the habit more firmly entrenched, and the task of dislodging it more difficult.
Were you ever jealous? If so, you will remember how insidious was its first approach; how subtly it whispered hateful suggestions into your willing ear, and how gradually it followed up such suggestions, until, finally you began to see green. (Jealousy has an effect upon the bile, and causes it to poison the blood. This is why the idea of green is always associated with it.) Then you will remember how the thing seemed to grow, taking possession of you until you scarcely could shake it off. You found it much easier to become jealous the next time. It seemed to bring before you all sorts of objects apparently justifying your suspicions and feeling. Everything began to look green - the green-eyed monster waxed fat.
And so it is with every feeling or emotion. If you give way to a fit of rage, you will find it easier to become angry the next time, on less provocation. The habit of feeling and acting "mean" does not take long to firmly settle itself in its new home if encouraged. Worry is a great habit for growing and waxing fat. People start by worrying about big things, and then begin to worry and fret about some smaller thing. And then the merest trifle worries and distresses them. They imagine that all sorts of evil things are about to befall them. If they start on a journey they are certain there is going to be a wreck. If a telegram comes, it is sure to contain some dreadful tidings. If a child seems a little quiet, the worrying mother is positive it is going to fall ill and die. If the husband seems thoughtful, as he revolves some business plan in his mind, then the good wife is convinced that he is beginning to cease to love her, and indulges in a crying spell. And so it goes - worry, worry, worry - each indulgence making the habit more at home. After a while the continued thought shows itself in action. Not only is the mind poisoned by the blue thoughts, but the forehead shows deep lines between the eyebrows, and the voice takes on that whining, rasping tone so common among worry-burdened people.
The condition of mind known as "fault-finding" is another emotion that grows fat with exercise. First, fault is found with this thing, then with that, and finally with everything. The person becomes a chronic "nagger" - a burden to friends and relatives, and a thing to be avoided by outsiders. Women make the greatest naggers. Not because men are any better, but simply because a man nagger apt to have the habit knocked out of him by other men who will not stand his nonsense - he find that he is making things too hot for himself and he reforms; while a woman has more of a chance to indulge in the habit. But this nagging is all a matter of habit. It grows from small beginnings, and each time it is indulged in it throws out another root, branch, or tendril, and fastens itself the closer to the one who has given it soil in which to grow.
Envy, uncharitableness, gossip scandal-mongering, are all habits of this kind. The seeds are in every human breast, and only need good soil and a little watering to become lusty and strong.
Each time you give way to one of these negative emotions, the easier do you make it for a recurrence of the same thing, or similar ones. Sometimes by encouraging one unworthy emotion, you find that you have given room for the growth of a whole family of these mental weeds.
Now, this is not a good old orthodox preachment against the sin of bad thoughts. It is merely a calling of your attention to the law underlying the psychology of emotion. Nothing new about it - old as the hills - so old that many of us have forgotten all about it.
If you wish to manifest these constantly disagreeable and unpleasant traits, and to suffer the unhappiness that comes from them, by all means do so - that is your own business, and privilege. It's none of mine, and I am not preaching at you - it keeps me busy minding my own business and keeping an eye on my own undesirable habits and actions. I am merely telling you the law regarding the matter, and you may do the rest. If you wish to choke out these habits, there are two ways open to you. First, whenever you find yourself indulging in a negative thought or feeling, take right hold of it and say to it firmly, and vigorously, "Get out!" It won't like this at first, and will bridle up, curve its back and snarl like an offended cat. But never mind - just say, "Scat" to it. The next time it will not be so confident and aggressive - it will have manifested a little of the fear-habit. Each time you repress and choke out a tendency of this kind, the weaker it will become, and the stronger will your will be.
Professor James says: "Refuse to express a passion, and it dies. Count ten before venting your anger, and its occasion seems ridiculous. Whistling to keep up courage is no mere figure of speech. On the other hand, sit all day in a moping posture, sigh, and reply to everything with a dismal voice, and your melancholy lingers. There is no more valuable precept in moral education than this, as all who have experience know: if we wish to conquer emotional tendencies in ourselves, we must assiduously, and in the first instance, cold-bloodedly, go through the outward movements of those contrary dispositions we prefer to cultivate.
Smooth the brow, brighten the eye, contract the dorsal rather than the ventral aspect of the frame, and speak in a major key, pass the genial compliment, and your heart must be frigid indeed if it does not gradually thaw.
Chapter 12
DEVELOPING NEW BRAIN CELLS
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I have spoken of the plan of getting rid of undesirable states of feeling by driving them out. But a far better way is to cultivate the feeling or emotion directly opposed to the one you wish to eradicate.
We are very apt to regard ourselves as the creatures of our emotions and feelings, and to fancy that these feelings and emotions are "we." But such is far from being the truth. It is true that the majority of the race are slaves of their emotions and feelings, and are governed by them to a great degree. They think that feelings are things that rule one and from which one cannot free himself, and so they cease to rebel. They yield to the feeling without question, although they may know that the emotion or mental trait is calculated to injure them, and to bring unhappiness and failure instead of happiness and success. They say, "We are made that way," and let it go at that.
The new Psychology is teaching the people better things. It tells them that they are masters of their emotions and feelings, instead of being their slaves. It tells them that brain-cells may be developed that will manifest along desirable lines, and that the old brain-cells that have been manifesting so unpleasantly may be placed on the retired list, and allowed to atrophy from want of use. People may make themselves over, and change their entire natures. This is not mere idle theory, but is a working fact which has been demonstrated by thousands of people, and which is coming more and more before the attention of the race.
No matter what theory of mind we entertain, we must admit that the brain is the organ and instrument of the mind, in our present state of existence, at least, and that the brain must be considered in this matter. The brain is like a wonderful musical instrument, having millions of keys, upon which we may play innumerable combinations of sounds. We come into the world with certain tendencies, temperaments, and pre-dispositions, We may account for these tendencies by heredity, or we may account for them upon theories of pre-existence, but the facts remain the same. Certain keys seem to respond to our touch more easily than others. Certain notes seem to sound forth as the current of circumstances sweeps over the strings. And certain other notes are less easily vibrated. But we find that if we but make an effort of the will to restrain the utterance of some of these easily sounded strings, they will grow more difficult to sound, and less liable to be stirred by the passing breeze. And if we will pay attention to some of the other strings that have not been giving forth a clear tone, we will soon get them in good working order; their notes will chime forth clear and vibrant, and will drown the less pleasant sounds.
We have millions of unused brain-cells awaiting our cultivation. We are using but a few of them, and some of these we are working to death. We are able to give some of these cells a rest, by using other cells. The brain may be trained and cultivated in a manner incredible to one who has not looked into the subject. Mental attitudes may be acquired and cultivated, changed and discarded, at will. There is no longer any excuse for people manifesting unpleasant and harmful mental states. We have the remedy in our own hands.
We acquire habits of thought, feeling, and action, repeated use. We may be born with a tendency in a certain direction, or we may acquire tendencies by suggestions from other; such as the examples of those around us, suggestions from reading, listening to teachers. We are a bundle of mental habits. Each time we indulge in an undesirable thought or habit, the easier does it become for us to repeat that thought or action.
Mental scientists are in the habit of speaking of desirable thoughts or mental attitudes as "positive," and of the undesirable ones as "negative." There is a good reason for this. The mind instinctively recognizes certain things as good for the individual to which it belongs, and it clears the path for such thoughts, and interposes the least resistance to them. They have a much greater effect than an undesirable thought possesses, and one positive thought will counteract a number of negative thoughts. The best way to overcome undesirable or negative thoughts and feelings is to cultivate the positive ones. The positive thought is the strongest plant, and will in time starve out the negative one by withdrawing from it the nourishment necessary for its existence.
Of course the negative thought will set up a vigorous resistance at first, for it is a fight for life with it. In the slang words of the time, it "sees its finish" if the positive thought is allowed to grow and develop; and, consequently it makes things unpleasant for the individual until he has started well into the work of starving it out. Brain cells do not like to be laid on the shelf any more than does any other form of living energy, and they rebel and struggle until they become too weak to do so. The best way is to pay as little attention as possible to these weeds of the mind, but put in as much time as possible watering, caring for and attending to the new and beautiful plants in the garden of the mind.
For instance, if you are apt to hate people, you can best overcome the negative thought by cultivating Love in its place. Think Love, and act it out, as often as possible. Cultivate thoughts of kindness, and act as kindly as you can to everyone with whom you come in contact. You will have trouble at the start, but gradually Love will master Hate, and the latter will begin to droop and wither. If you have a tendency toward the "blues" cultivate a smile, and a cheerful view of things. Insist upon your mouth wearing upturned corners, and make an effort of the will to look upon the bright side of things. The "blue-devils" will set up a fight, of course, but pay no attention to them - just go on cultivating optimism and cheerfulness. Let "Bright, Cheerful and Happy" be your watchword, and try to live it out.
These recipes may seem very old and timeworn, but they are psychological truths and may be used by you to advantage. If you once comprehend the nature of the thing, the affirmations and autosuggestions of the several schools may be understood and taken advantage of. You may make yourself energetic instead of slothful, active instead of lazy, by this method. It is all a matter of practice and steady work. New Thought people often have much to say about "holding the thought;" and, indeed, it is necessary to "hold the thought" in order to accomplish results. But something more is needed. You must "act out" the thought until it becomes a fixed habit with you. Thoughts take form in action; and in turn actions influence thought. So by "acting out" certain lines of thought, the actions react upon the mind, and increase the development of the part of the mind having close relation to the act. Each time the mind entertains a thought, the easier becomes the resulting action - and each time an act is performed, the easier becomes the corresponding thought. So you see the thing works both ways - action and reaction. If you feel cheerful and happy, it is very natural for you to laugh. And if you will laugh a little, you will begin to feel bright and cheerful. Do you see what I am trying to get at? Here it is, in a nutshell: if you wish to cultivate a certain habit of action, begin by cultivating the mental attitude corresponding to it. And as a means of cultivating that mental attitude, start in to "act-out " or go through, the motions of the act corresponding to the thought. Now, see if you cannot apply this rule. Take up something that you really feel should be done, but which you do not feel like doing. Cultivate the thought leading up to it - say to yourself: "I like to do so and so," and then go through the motions (cheerfully, remember!) and act out the thought that you like to do the thing. Take an interest in the doing - study out the best way to do it - put brains into it - take a pride in it - and you will find yourself doing the thing with a considerable amount of pleasure and interest - you will have cultivated a new habit.
If you prefer trying it on some mental trait of which you wish to be rid, it will work the same way. Start in to cultivate the opposite trait, and think it out and act it out for all you are worth. Then watch the change that will come over you. Don't be discouraged at the resistance you will encounter at first, but sing gaily: "I Can and I Will," and get to work in earnest. The important thing in this work is to keep cheerful and interested. If you manage to do this, the rest will be easy.
Chapter 13
THE ATTRACTIVE POWER - DESIRE FORCE
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WE have discussed the necessity of getting rid of fear, that your desire may have full strength with which to work. Supposing that you have mastered this part of the task, or at least started on the road to mastery, I will now call your attention to another important branch of the subject. I allude to the subject of mental leaks. No, I don't mean the leakage arising from your failure to keep your own secrets that is also important, but forms another story. The leakage I am now referring to is that occasioned by the habit of having the attention attracted to and distracted by every passing fancy.
In order to attain a thing it is necessary that the mind should fall in love with it, and be conscious of its existence, almost to the exclusion of everything else. You must get in love with the thing you wish to attain, just as much as you would if you were to meet the girl or man you wished to marry. I do not mean that you should become a monomaniac upon the subject, and should lose all interest in everything else in the world - that won't do, for the mind must have recreation and change. But, I do mean that you must be so "set" upon the desired thing that all else will seem of secondary importance. A man in love may be pleasant to everyone else, and may go through the duties and pleasures of life with good spirit, but underneath it all he is humming to himself "Just One Girl;" and every one of his actions is bent toward getting that girl, and making a comfortable home for her. Do you see what I mean? You must get in love with the thing you want, and you must get in love with it in earnest - none of this latter-day flirting, "on-today and off-tomorrow" sort of love, but the good old-fashioned kind, that used to make it impossible for a young man to get to sleep unless he took a walk around his best girl's house, just to be sure it was still there. That's the real kind!
And the man or woman in search of success must make of that desired thing his ruling passion - he must keep his mind on the main chance. Success is jealous that's why we speak of her as feminine. She demands a man's whole affection, and if he begins flirting with other fair charmers, she soon turns her back upon him. If a man allows his strong interest in the main chance to be sidetracked, he will be the loser. Mental Force operates best when it is concentrated. You must give to the desired thing your best and most earnest thought. Just as the man who is thoroughly in love will think out plans and schemes whereby he may please the fair one, so will the man who is in love with his work or business give it his best thought, and the result will be that a hundred and one plans will come into his field of consciousness, many of which are very important. The mind works on the subconscious plane, remember, and almost always along the lines of the ruling passion or desire. It will fix up things, and patch together plans and schemes, and when you need them the most it will pop them into your consciousness, and you will feel like hurrahing, just as if you had received some valuable aid from outside.
But if you scatter your thought-force, the subconscious mind will not know just how to please you, and the result is that you are apt to be put off from this source of aid and assistance. Beside this, you will miss the powerful result of concentrated thought in the conscious working out of the details of your plans. And then again the man whose mind is full of a dozen interests fails to exert the attracting power that is manifested by the man of the one ruling passion, and he fails to draw to him persons, things, and results that will aid in the working out of his plans, and will also fail to place himself in the current of attraction whereby he is brought into contact with those who will be glad to help him because of harmonious interests.
I have noticed, in my own affairs, that when I would allow myself to be sidetracked by anything outside of my regular line of work, it would be only a short time before my receipts dropped off, and my business showed signs of a lack of vitality. Now, many may say that this was because I left undone some things that I would have done if my mind had been centered on the business. This is true; but I have noticed like results in cases where there was nothing to be done - cases in which the seed was sown, and the crop was awaited. And in just such cases, as soon as I directed my thought to the matter the seed began to sprout. I do not man that I had to send out great mental waves with the idea of affecting people - not a bit of it. I simply began to realize what a good thing I had, and how much people wanted it, and how glad they would be to know of it and all that sort of thing, and lo! My thought seemed to vitalize the work, and the seed began to sprout. This is no mere fancy, for I have experienced it on several occasions; I have spoken to many others on the subject, and I find that our experiences tally perfectly. So don't get into the habit of permitting these mental leaks. Keep your Desire fresh and active, and let it get in its work without interference from conflicting desires. Keep in love with the thing you wish to attain - feed your fancy with it - see it as accomplished already, but don't lose your interest. Keep your eye on the main chance, and keep your one ruling passion strong and vigorous. Don't be a mental polygamist - one mental love is all that a man needs - that is, one at a time.
Some scientists have claimed that something that might as well be called "Love" is at the bottom of the whole of life. They claim that the love of the plant for water causes it to send forth its roots until the loved thing is found. They say that the love of the flower for the sun causes it to grow away from the dark places, so that it may receive the light. The so-called "chemical affinities" are really a form of love. And Desire is a manifestation of this Universal Life Love. So I am not using a mere figure of speech when I tell you that you must love the thing you wish to attain. Nothing but intense love will enable you to surmount the many obstacles placed in your path. Nothing but that love will enable you to bear the burdens of the task. The more Desire you have for a thing, the more you Love it; and the more you Love it, the greater will be the attractive force exerted toward its attainment - both within yourself, and outside of you.
So love but one thing at a time - don't be a mental Mormon.
Chapter 14
THE GREAT DYNAMIC FORCES
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YOU have noticed the difference between the successful and strong men in any walk of life, and the unsuccessful weak men around them. You are conscious of the widely differing characteristics of the two classes, but somehow find it difficult to express just in what the difference lies. Let us take a look at the matter.
Burton said: "The longer I live, the more certain I am that the great difference between men, the feeble and the powerful, the great and the insignificant, is energy and invincible determination - a purpose once fixed and then Death or Victory. That quality will do anything that can be done in this world - and no talents, no circumstances, no opportunities will make a two-legged creature a man without it." I do not see how the idea could be more clearly expressed than Burton has spoken. He has put his finger right in the center of the subject - his eye has seen into the heart of it.
Energy and invincible determination - these two things will sweep away mighty barriers, and will surmount the greatest obstacles. And yet they must be used together. Energy without determination will go to waste. Lots of men have plenty of energy - they are full to overflowing with it; and yet they lack concentration - they lack the concentrated force that enables them to bring their power to bear upon the right spot. Energy is not nearly so rare a thing as many imagine it to be. I can look around me at any lime, and pick out a number of people I know who are full of energy - many of them are energy plus - and yet, somehow, they do not seem to make any headway. They are wasting their energy all the time. Now they are fooling with this thing - now meddling with that. They will take up some trifling thing of no real interest or importance, and waste enough energy and nervous force to carry them through a hard day's work, and yet when they are through, nothing has been accomplished.
Others who have plenty of energy, fail to direct it by the power of the Will toward the desired end. "Invincible determination" - those are the words. Do they not thrill you with their power? If you have something to do, get to work and do it. Marshal your energy, and then guide and direct it by your Will - bestow upon it that "invincible determination" and you will do the thing.
Everyone has within him a giant will, but the majority of us are too lazy to use it. We cannot get ourselves nerved up to the point at which we can say, truthfully: "I
Will. If we can but pluck up our courage to that point, and will then pin it in place so that it will not slip back, we will be able to call into play that wonderful power - the Human Will. Man, as a rule, has but the faintest conception of the power of the Will, but those who have studied along the occult teachings, know that the Will is one of the great dynamic forces of the universe, and if harnessed and directed properly it is capable of accomplishing almost miraculous things.
"Energy and Invincible Determination: -- aren't they magnificent words? Commit them to memory - press them like a die into the wax of your mind, and they will be a constant inspiration to you in hours of need. If you can get these words to vibrating in your being, you will be a giant among pygmies. Say these words over and over again, and see how you are filled with new life - see how your blood will circulate - how your nerves will tingle. Make these words a part of yourself, and then go forth anew to the battle of life, encouraged and strengthened. Put them into practice. "Energy and Invincible Determination" - let that be your motto in your work-a-day life, and you will be one of those rare men who are able to "do things."
Many persons are deterred from doing their best by the fact that they underrate themselves by comparison with the successful ones of life, or rather, overrate the successful ones by comparison with themselves.
One of the curious things noticed by those who are brought in contact with the people who have "arrived" is the fact that these successful people are not extraordinary after all. You meet with some great writer, and you are disappointed to find him very ordinary indeed. He does not converse brilliantly, and, in fact, you know a score of everyday people who seem far more brilliant than this man who dazzles you by his brightness in his books. You meet some great statesman, and he does not seem nearly so wise as lots of old fellows in your own village, who waste their wisdom upon the desert air. You meet some great captain of industry, and he does not give you the impression of the shrewdness so marked in some little bargain-driving trader in your own town. How is this, anyway? Are the reputations of these people fictitious, or what is the trouble
The trouble is this: you have imagined these people to be made of superior metal, and are disappointed to find them made of the same stuff as yourself and those about you. But, you ask, wherein does their greatness of achievement lie? Chiefly in this: Belief in themselves and in their inherent power, in their faculty to concentrate on the work in hand, when they are working, and in their ability to prevent leaks of power when they are not working. They believe in themselves, and make every effort count. Your village wise man spills his wisdom on every corner, and talks to a lot of fools; when if he really were wise he would save up his wisdom and place it where it would do some work. The brilliant writer does not waste his wit upon every corner; in fact, he shuts the drawer in which he contains his wit, and opens it only when he is ready to concentrate and get down to business. The captain of industry has no desire to impress you with his shrewdness and "smartness. He never did, even when he was young. While his companions were talking and boasting, and "blowing," this future successful financier was "sawin' wood and sayin' nuthin'."
The great people of the world - that is, those who have "arrived" - are not very different from you, or me, or the rest of us - all of us are about the same at the base. You have only to meet them to see how very "ordinary" they are, after all. But, don't forget the fact that they know how to use the material that is in them; while the rest of the crowd does not, and, in fact, even doubts whether the true stuff is there. The man or woman who "gets there", usually starts out by realizing that he or she is not so very different, after all, from the successful people that they hear so much about. This gives them confidence, and the result is they find out that they are able to "do things." Then they learn to keep their mouths closed, and to avoid wasting and dissipating their energy. They store up energy, and concentrate it upon the task at hand; while their companions are scattering their energies in every direction, trying to show off and let people know how smart they are. The man or woman who "gets there," prefers to wait for the applause that follows deed accomplished, and cares very little for the praise that attends promises of what we expect to do "some day," or an exhibition of "smartness" without works.
One of the reasons that people who are thrown in with successful men often manifest success themselves, is that they are able to watch the successful man and sort of "catch the trick" of his greatness. They see that he is an everyday sort of man, but that he thoroughly believes in himself, and also that he does not waste energy, but reserves all his force for the actual tasks before him. And, profiting by example, they start to work and put the lesson into practice in their own lives.
Now what is the moral of this talk? Simply this: Don't undervalue yourself, or overvalue others. Realize that you are made of good stuff, and that locked within your mind are many good things. Then get to work and unfold those good things, and make something out of that good stuff. Do this by attention to the things before you, and by giving to each the best that is in you, knowing that plenty of more good things are in you ready for the fresh tasks that will come. Put the best of yourself into the undertaking on hand, and do not cheat the present task in favor of some future one. Your supply is inexhaustible. And don't waste your good stuff on the crowd of gapers, watchers and critics who are standing around watching you work. Save your good stuff for your job, and don't be in too much of a hurry for applause. Save up your good thoughts for "copy" if you are a writer; save up your bright schemes for actual practice, if you are a business man; save up your wisdom for occasion, if you are a statesman; and, in each case, avoid the desire to scatter your pears before - well, before the gaping crowd that wants to be entertained by a "free show."
Nothing very "high" about this teaching, perhaps, but it is what many of you need very much. Stop fooling, and get down to business. Stop wasting good raw material, and start to work making something worthwhile.
Chapter 15
CLAIMING YOUR OWN
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IN a recent conversation, I was telling a woman to pluck up courage and to reach out for a certain good thing for which she had been longing for many years, and which, at last, appeared to be in sight. I told her that it looked as if her desire was about to be gratified - that the Law of Attraction was bringing it to her. She lacked faith, and kept on repeating, "Oh! It's too good to be true - it's too good for me! She had not emerged from the worm-of-the-dust stage, and although she was in sight of the Promised Land she refused to enter it because it "was too good for her." l think I succeeded in putting sufficient "ginger" into her to enable her to claim her own, for the last reports indicate that she is taking possession.
But that is not what I wish to tell you. I want to call your attention to the fact that nothing is too good for YOU - no matter how great the thing may be - no matter how undeserving you may seem to be. You are entitled to the best there is, for it is your direct inheritance. So don't be afraid to ask - demand - and take. The good things of the world are not the portion of any favored sons. They belong to all, but they come only to those who are wise enough to recognize that the good things are theirs by right, and who are sufficiently courageous to reach out for them. Many good things are lost for want of the asking. Many splendid things are lost to you because of your feeling that you are unworthy of them. Many great things are lost to you because you lack the confidence and courage to demand and take possession of them.
"None but the brave deserves the fair," says the old adage, and the rule is true in all lines of human effort. If you keep on repeating that you are unworthy of the good thing - that it is too good for you - the Law will be apt to take you at your word and believe what you say. That's a peculiar thing about the Law - it believes - what you say - it takes you in earnest. So beware what you say to it, for it will be apt to give credence. Say to it that you are worthy of the best there is, and that there is nothing too good for you, and you will be likely to have the Law take you in earnest, and say, "I guess he is right; I'm going to give him the whole bakeshop if he wants it - he knows his rights, and what's the use of trying to deny it to him?" But if you say, "Oh, it's too good for me! The Law will probably say, "Well, I wouldn't wonder but that that is so. Surely he ought to know, and it isn't for me to contradict him." And so it goes.
Why should anything be too good for you? Did you ever stop to think just what you are? You are a manifestation of the Whole Thing, and have a perfect right to all there is. Or, if you prefer it this way, you are a child of the Infinite, and are heir to it all. You are telling the truth in either statement, or both. At any rate, no matter for what you ask, you are merely demanding your own. And the more in earnest you are about demanding it - the more confident you are of receiving it - the more will you use in reaching out for it - the surer you will be to obtain it.
Strong desire - confident expectation - courage in action - these things bring to you your own. But before you put these forces into effect, you must awaken to a realization that you are merely asking for your own, and not for something to which you have no right or claim. So long as there exists in your mind the last sneaking bit of doubt as to your right to the things you want, you will be setting up a resistance to the operation of the Law. You may demand as vigorously as you please, but you will lack the courage to act, if you have a lingering doubt of your right to the thing you want. If you persist in regarding the desired thing as if it belonged to another, instead of to yourself, you will be placing yourself in the position of the covetous or envious man, or even in the position of a tempted thief. In such a case your mind will revolt at proceeding with the work, for it instinctively will recoil from the idea of taking what is not your own - the mind is honest. But when your realize that the best the Universe holds belongs to you as a Divine Heir, and that there is enough for all without your robbing anyone else; then the friction is removed, and the barrier broken down, and the Law proceeds to do its work.
I do not believe in this "humble" business. This meek and lowly attitude does not appeal to me - there is no sense in it, at all. The idea of making a virtue of such things, when Man is the heir of the Universe, and is entitled to whatever he needs for his growth, happiness and satisfaction! I do not mean that one should assume a blustering and domineering attitude of mind - that is also absurd, for true strength does not so exhibit itself. The blusterer is a self-confessed weakling - he blusters to disguise his weakness. The truly strong man is calm, self-contained, and carries with him a consciousness of strength which renders unnecessary the bluster and fuss of assumed strength. But get away from this hypnotism of "humility" - this "meek and lowly" attitude of mind. Remember the horrible example of Uriah Heep, and beware of imitating him. Throw back you head, and look the world square in the face. There's nothing to be afraid of - the world is apt to be as much afraid of you, as yell are of it, anyway. Be a man, or woman, and not a crawling thing. And this applies to your mental attitude, as well as to your outward demeanor. Stop this crawling in your mind. See yourself as standing erect and facing life without fear, and you will gradually grow into your ideal.
There is nothing that is too good for you - not a thing. The best there is, is not beginning to be good enough for you; for there are still better things ahead. The best gift that the world has to offer is a mere bauble compared to the great things in the Cosmos that await your coming of age. So don't be afraid to reach out for these playthings of life - these baubles of this plane of consciousness. Reach out for them - grab a whole fistful - play with them until you are tired; that's what they are made for, anyway. They are made for our express use - not to look at, but to be played with, if you desire. Help yourself - there's a whole shopful of these toys awaiting your desire, demand and taking. Don't be bashful! Don't let me hear any more of this silly talk about things being too good for you. Pshaw! You have been like the Emperor's little son thinking that the tin soldiers and toy drum were far too good for him, and refusing to reach out for them. But you don't find this trouble with children as a rule. They instinctively recognize that nothing is too good for them. They want all that is in sight to play with, and they seem to feel that the things are theirs by right. And that is the condition of mind that we seekers after the Divine Adventure must cultivate. Unless we become as little children we cannot enter the Kingdom of Heaven.
The things we see around us are the playthings of the Kindergarten of God, playthings which we use in our game-tasks. Help yourself to them - ask for them without bashfulness demand as many as you can make use of - they are yours. And if you don't see just what you want, ask for it - there's a big reserve stock on the shelves, and in the closets. Play, play, play, to your heart's content. Learn to weave mats - to build houses with the blocks - to stitch outlines on the squares play the game through, and play it well. And demand all the proper materials for the play - don't be bashful - there's enough to go round.
But - remember this! While all this be true, the best things are still only gamethings - toys, blocks, mats, cubes, and all the rest. Useful, most useful for the learning of the lessons - pleasant, most pleasant with which to play - and desirable, most desirable, for these purposes. Get all the fun and profit out of the use of things that is possible. Throw yourself heartily into the game, and play it out - it is Good. But, here's the thing to remember - never lose sight of the fact that these good things are but playthings - part of the game - and you must be perfectly willing to lay them aside when the time comes to pass into the next class, and not cry and mourn because you must leave your playthings behind you. Do not allow yourself to become unduly attached to them - they are for your use and pleasure, but are not a part of you - not essential to your happiness in the next stage. Despise them not because of their lack of Reality - they are great things relatively, and you may as well have all the fun out of them that you can - don't be a spiritual prig, standing aside and refusing to join in the game. But do not tie yourself to them - they are good to use and play with, but not good enough to use you and to make you a plaything. Don't let the toys turn the tables on you.
This is the difference between the master of Circumstances and the Slave of Circumstances. The Slave thinks that these playthings are real, and that he is not good enough to have them. He gets only a few toys, because he is afraid to ask for more, and he misses most of the fun. And then, considering the toys to be real, and not realizing that there are plenty more where these came from, he attaches himself to the little trinkets that have come his way, and allows himself to be made a slave of them. He is afraid that they may be taken away from him and he is afraid to toddle across the floor and help himself to the others. The Master knows that all are his for the asking. He demands that which he needs from day to day, and does not worry about over-loading himself; for he knows that there are "lots more," and that he cannot be cheated out of them. He plays, and plays well, and has a good time in the play - and he learns his Kindergarten lessons in the playing. But he does not become too much attached to his toys. He is willing to fling away the worn-out toys, and reach out for a new one. And when he is called into the next room for promotion, he drops on the floor the worn-out toys of the day, and with glistening eyes and confident attitude of mind, marches into the next room - into the Great Unknown - with a smile on his face. He is not afraid, for he hears the voice of the Teacher, and knows that she is there waiting for him - in that Great Next Room.
Chapter 16
LAW, NOT CHANCE
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SOME time ago I was talking to a man about the Attractive Power of Thought. He said that he did not believe that Thought could attract anything to him, and that it was all a matter of luck. He had found, he said, that ill luck relentlessly pursued him, and that everything he touched went wrong. It always had, and always would, and he had grown to expect it. When he undertook a new thing he knew beforehand that it would go wrong and that no good would come of it. Oh, no! There wasn't anything in the theory of Attractive Thought, so far as he could see; it was all a matter of luck!
This man failed to see that by his own confession he was giving a most convincing argument in favor of the Law of Attraction. He was testifying that he was always expecting things to go wrong, and that they always came about as he expected. He was a magnificent illustration of the Law of Attraction - but he didn't know it, and no argument seemed to make the matter clear to him. He was "up against it," and there was no way out of it - he always expected the ill luck. and every occurrence proved that he was right, and that the Mental Science position was all nonsense.
There are many people who seem to think that the only way in which the Law of Attraction operates is when one wishes hard, strong and steady. They do not seem to realize that a strong belief is as efficacious as a strong wish. The successful man believes in himself and his ultimate success, and, paying no attention to little setbacks, stumbles, tumbles and slips, presses on eagerly to the goal, believing all the time that he will get there. His views and aims may alter as he progresses, and he may change his plans or have them changed for him, but all the time he knows in his heart that he will eventually "get there." He is not steadily wishing he may get there - he simply feels and believes it, and thereby sets to operation the strongest forces known in the world of thought.
The man who just as steadily believes he is going to fail will invariably fail. How could he help it? There is no special miracle about it. Everything he does, thinks and says is tinctured with the thought of failure. Other people catch his spirit, and fail to trust him or his ability, which occurrences he in turn sets down as but other exhibitions of his ill luck, instead of ascribing them to his belief and expectation of failure. He is suggesting failure to himself all the time, and he invariably takes on the effect of the autosuggestion. Then, again, he by his negative thoughts shuts up that portion of his mind from which should come the ideas and plans conducive to success and which do come to the man who is expecting success because he believes in it. A state of discouragement is not the one in which bright ideas come to us. It is only when we are enthused and hopeful that our minds work out the bright ideas which we may turn to account.
Men instinctively feel the atmosphere of failure hovering around certain of their fellows, and on the other hand recognize something about others which leads them to say, when they hear of a temporary mishap befalling such a one: "Oh, he'll come out all right somehow - you can't down him." It is the atmosphere caused by the prevailing Mental Attitude. Clear up your Mental Atmosphere!
There is no such thing as chance. Law maintains everywhere, and all that happens because of the operation of Law. You cannot name the simplest thing that ever occurred by chance - try it, and then run the thing down to a final analysis, and you will see it as the result of law. It is as plain as mathematics. Plan and purpose; cause and effect. From the movements of worlds to the growth of the grain of mustard seed - all the result of Law. The fall of the stone down the mountainside is not chance - forces which had been in operation for centuries caused it. And back of that cause were other causes, and so on until the Causeless Cause is reached.
And Life is not the result of chance - the Law is here, too. The Law is in full operation whether you know it or not - whether you believe in it or not. You may be the ignorant object upon which the Law operates, and bring yourself all sorts of trouble because of your ignorance of or opposition to the Law. Or you may fall in with the operations to the Law - get into its current, as it were - and Life will seem a far different thing to you. You cannot get outside of the Law, by refusing to have anything to do with it. You are at liberty to oppose it and produce all the friction you wish to - it doesn't' hurt the Law, and you may keep it up until you learn your lesson.
The Law of Thought Attraction is one name for the law, or rather for one manifestation of it. Again I say, your thoughts are real things. They go forth from you in all directions, combining with thoughts of like kind - opposing thoughts of a different character - forming combinations - going where they are attracted - flying away from thought centers opposing them. And your mind attracts the thought of others, which have been sent out by them conscious or unconsciously. But it attracts only those thoughts which are in harmony with its own. Like attracts like, and opposites repel opposites, in the world of thought.
If you set your mind to the keynote of courage, confidence, strength and success, you attract to yourself thoughts of like nature; people of like nature; things that fit in the mental tune. Your prevailing thought or mood determines that which is to be drawn toward you - picks out your mental bedfellow. You are today setting into motion thought currents which will in time attract toward you thoughts, people and conditions in harmony with the predominant note of your thought. Your thought will mingle with that of others of like nature and mind, and you will be attracted toward each other, and will surely come together with a common purpose sooner or later, unless one or the other of you should change the current of his thoughts.
Fall in with the operations of the law. Make it a part of yourself. Get into its currents. Maintain your poise. Set your mind to the keynote of Courage, Confidence and Success. Get in touch with all the thoughts of that kind that are emanating every hour from hundreds of minds. Get the best that is to be had in the thought world. The best is there, so be satisfied with nothing less. Get into partnership with good minds. Get into the right vibrations. You must be tired of being tossed about by the operations of the Law - get into harmony with it.
THE END
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World Café Analysis
Introduction
One of the deliverables of this European project is organizing a World Café. The objective of the World Café is to think about prevention of burglaries in an informal way, and to collect expertise from people in the field.
The organization of the World Café fits into the framework of the European project. The purpose of this European project is to control the burglary phenomenon by raising awareness of the problem, to exchange good practices and to strengthen cooperation between the different links of the security chain. Via the World Café, practitioners in the field – in the daily practice – are involved in the project. The World Café took place on 14 June 2014.
The following analysis firstly focuses on the World Café methodology. Thereafter a discussion will follow on how the World Café was organized via a phased plan.
Discussion of methodology
Qualitative study
The World café is a form of qualitative research. The nature and context of the phenomenon can be studied based on qualitative research. It does not specifically involve evaluating figures, but a theme or issue is placed in the forefront and focused on. This study focuses on the opinions and visions of the respondents to identify the possible supporting trends. 1
A World Café fits in well with this. The opinions and visions of a large group of participants were asked based on various themes and questions.
Benefits of a World Café
Various benefits can be distinguished with this methodology. Firstly, it is a flexible method and also relatively inexpensive to organize. Furthermore, the move-along system ensures multiple themes are handled, making it easier to collect data on the various aspects of the phenomenon.
The short discussion sessions (+/- 25 minutes) and the participants' enthusiasm made sure that the discussions did not get the chance to bleed to death. The timing also ensured that one had to get to the point straight away, without elaboration. This led to high quality conclusions. The small groups and the relaxed atmosphere also made sure everyone could voice their opinion 2 . Such discussions can provide interesting angles of perception for other files apart from domestic burglary prevention. The moderators can make these associations as file managers.
The moderator also discussed the same subject several times, which allowed him to avoid substantive pitfalls that occurred in a previous discussion, from reoccurring in a subsequent discussion. This allows him / her to remain on theme, which has a positive influence on the
1
REULINK, N., and LINDEMAN, L., qualitative research, http://www.cs.ru.nl/~tomh/onderwijs/om2%20(2005)/om2_files/syllabus/kwalitatief.pdf, 2005, p. 4 2 LOYENS, K., and VAN DE WALLE, S., Methoden en technieken van burgerparticipatie, http://www.de-raet.be/index.php/cocreatie/methoden/166-world-cafe, 2011
end result. Combined with the fact that the background of the participants is always changing, this ensures that he / she has the choice to delve deeper into recurring elements, or to further investigate new elements.
Moreover, the methodology allows one to engage practitioners in the field in policy preparations by actively asking for their knowledge and opinions. This stimulates the bottomup approach and shows appreciation for the field workers. The method is also suitable for working out a policy issue in depth, leading to new ideas and solutions. 3 Furthermore, it is also an ideal opportunity to network and to meet people who are all involved in prevention. To facilitate this and to keep everyone fresh, sufficient breaks were lined up.
Drawbacks of a World Café
Apart from the abovementioned advantages of a World Café, there are also a number of drawbacks. Firstly, the methodology requires a lot of preparation time, both in the preparation of the content and in the practical and organizational elements (distribution of groups, drafting of questions…). Processing the discussions is also a time consuming job.
Some discussions were also stopped rather abruptly because the predetermined 25 minutes were often over far too soon. Even if a debate was still very active, one had to stop and move on to prevent a delay in the further progress. The same group also moves along to the next discussions each time and sometimes points are taken over from the previous discussions of which the moderator is not always informed of, but which could have an influence on the discussion. The motivation of the participants is also an important aspect in making this concept a success.
In order to offer the various points of view to the different tables, multiple moderators are required. It is not always easy to have enough experts available. Furthermore the combination of leading a debate and taking notes at the same time is no simple task for moderators. A few minutes between every group is handy to note the most important matters and to make a short summary of the most important points for the new group. These interim summaries will simplify drafting end conclusions.
Analysis of methodology
In general the organization and methodology of the Word Cafe was received positively. One could therefore conclude that a World Café forms an added value in discussions. In general the benefits of the Word Café outweigh the drawbacks of the World Café. The participants were predominantly positive about the methodology. It was even suggested that the methodology should be used in other projects too, apart from the European project.
World Café phased plan
Various steps should be followed to organize a World Café. This step-by-step plan will be discussed below.
Clarifying the purpose
The first step in organizing a World Café is clarifying the purpose. The general objective of a World Café is to stimulate as many ideas as possible, through dialogue, to collect them and to get the participants to interact. Thus one tries to come up with more effective solutions,
3 LOYENS, K., and VAN DE WALLE, S., Methoden en technieken van burgerparticipatie, http://www.de-raet.be/index.php/cocreatie/methoden/166-world-cafe, 2011
more insight, fundamental decisions and better supported decisions. It is a transparent and interactive way of collecting the opinions and insights of a large group of people 4 .
After determining the general purpose of a World Café it is also important to define the specific objective of this World Café within the European project. The specific goal is to get people to share their vision on current themes. Within this project a lot of information has already been obtained from experts (often from police level). It is however important not to lose sight of the link with the practice. Especially because the practitioners in the field have a better view of what is happening out there and which improvements are necessary. In this way possible policy issues can be identified and concrete proposals can be made towards a future policy.
Identification of the participants
The recruitment of participants is no simple task 5 . Many World Cafés invite people without really selecting them. It is however important to carefully consider which target group is needed for the World Café to succeed 6 . As indicated in section '3.1 recording the objectives' this World Café targets the practitioners in the field as target group to provide a balance for the experts and to not lose sight of the link with the practice.
During the selection of the practitioners in the field, the project group deemed it important for all levels of the safety chain to be represented. Therefore, representatives were invited from the federal police, local police, domestic burglary prevention consultants, BIN officials and coordinators, the private sector and the justice department.
To contact all these individuals, the participants of the advisory board have been called upon. They were asked to circulate the invitation further in their network. This action lead to the participation of 5 Dutch participants because there was also a Dutch colleague in the advisory board. Furthermore the invitation was also sent via the monthly electronic newsletter Prevue 7 . The target audience of this newsletter includes mayors, police chiefs, prevention services, etc. Moreover the invitation was also sent via the bi-weekly electronic newsletter 'safety' of the FPS Home Affairs. In addition, the invitation was also sent to all BIN coordinates and officials. In this way almost all links of the safety chain were represented. Participants of justice were however missing, partners like architects were also not present. This all ensured that there were a total of 79 World Café participants.
A variety of participants from various departments and positions (local vs. federal, police vs. administrative, preventive vs. repressive, specialist vs. civilian, etc.) allowed for varied discussions and good practices to be exchanged. The international presence also certainly provided an added value. Because a too diverse group of participants can also lead to restraint in the participants it was decided to provide every participant with a type of 'identity card'. On it were several details that were useful for the organizers and for the participants 8 . At this World café this was the name, the current function and at which institution (city, Police Zone, private…) the participant is working.
4 THE WORLD CAFE, method, http://www.theworldcafe.com/method.html
5 LOYENS, K., and VAN DE WALLE, S., Methoden en technieken van burgerparticipatie,
http://www.de-raet.be/index.php/cocreatie/methoden/166-world-cafe
6 GASTMANS, F.,
, 2011
Waarom en hoe een World Café organiseren?
http://www.lemniscaatmethode.be/Lemniscaat_methode/BIB_files/World_Cafe_Concreet_5.1.pdf, 2010
7 Electronic newsletter issued by the management Local Integral Safety (FOD Home Affairs),
8 GASTMANS, F., Waarom en hoe een World Café organiseren?
http://www.lemniscaatmethode.be/Lemniscaat_methode/BIB_files/World_Cafe_Concreet_5.1.pdf, 2010
When dividing the participants into smaller groups the various backgrounds of the participants were taken into account. This ensured that as many actors as possible of the safety chain were represented in every discussion group. The groups consisted of maximum 6 persons. These small groups are necessary for an intimate and open atmosphere.
Selection of a host
There should be a host at every café to welcome people and to explain what a World Café actually is and what its objectives are. The host is also responsible for creating a welcoming atmosphere, which is very important because it generates an inviting and safe feeling. When people feel at ease they are often at their most creative, they are then also more quickly inclined to share their opinions and to listen to other people 9 .
Considering the limited budget that was provided to hire a host it was decided to leave this task to one of the project members. In this respect they also served as timekeeper.
At a World Café it is not unusual if there are no moderators leading the discussions. This is left completely up to the participants. With every change-over, one participant remains sitting at the table to play hostess / host for the following group 10 . Due to the technical complexity of the various themes at this World Café, it was however decided to work with moderators.
For the selection of the moderators it was decided to select employees of the Directorate General for Security and Prevention, Belgian Federal Public Service (FPS) Home Affairs, considering their expertise in the phenomenon of domestic burglaries. It was also ensured that there were enough moderators within every language group, since the group was split into Dutch and French tables. This way every table had a moderator with sufficient knowledge and expertise on the theme, to launch the discussions in the right direction.
Development of the questions / statements
When developing the questions / statements it is important to keep certain points of interest in mind. The questions should be drafted in such a way that the participants are stimulated and that the discussion is kept alive. Because the discussions are quite short, 25 minutes, it is important that the statements are also kept short. It is however also advisable to have some additional questions available so that the last group can always add interesting subjects to the already completed discussions.
The setup of this World Café is scrutinizing the domestic burglary phenomenon from various themes. For this, the cost-benefit analysis was taken as a guideline. As a result, 7 different themes were selected namely civilian participation, private partners, social media and domestic burglaries, standardization, new technologies, BINs and the international dimension. Only the 4 first themes were handled on the French speaking side. This choice was made because there were fewer participants on the French speaking side. Moreover these 4 statements were chosen because they were the most diverse within the domestic burglary phenomenon. This way it was attempted to provide the greatest possible spectrum for the French speaking participants.
The project group then drafted a statement for each theme. These statements were sent to the moderators where every moderator was able to adjust the statement if necessary. Thus
9 THE WORLD CAFE, principles, http://www.theworldcafe.com/principles.html
10 GASTMANS, F., Waarom en hoe een World Café organiseren?
http://www.lemniscaatmethode.be/Lemniscaat_methode/BIB_files/World_Cafe_Concreet_5.1.pdf, 2010
the expertise of a large group of people was used to setup proper statements. Below is a summary of the statements per theme.
Civilian participation
1. How can we increase the participation of citizens in theft prevention? Should this be increased at all?
a. In which matters is civilian participation necessary, for example assistance in sensibilisation campaigns and giving prevention advice? And in which matters absolutely not?
b. How can we stimulate civilians to accept their responsibility?
Private partners
2. There should be more cooperation between the private sector and FPS Home Affairs. What can the private sector do for the prevention policy? Will the citizens accept this?
a. Should architects receive more safety training?
b. No insurance without the registration of valuable items?
c. The better the security of a house, the lower the insurance premiums.
d. Would it be a good idea for private security companies to patrol along with the police?
Social media and burglaries
3. Which role can social media play in the field of crime prevention?
a. What are the advantages and disadvantages of social media in communication towards citizens?
i. What impact does social media have on preventive behaviour? Should this be academically researched?
ii. Which social media should one use?
b. What are the advantages and disadvantages of social media for the communication between safety and prevention partners?
i. Which social media should one use?
c. What is the role of the FPS Home Affairs regarding social media in the area of crime prevention?
d. What is the role of the various partners concerning social media?
Standardisation
4. Should technical preventive measures be standardized and compulsory with every home?
a. If yes, how would this be concretely implemented?
b. If no, what other means should then be further deployed?
New technologies
5. In what way do new technologies help to avoid burglaries?
a. Is enough being done to provide new technologies to the underprivileged? If no, what should be done?
b. Do cameras create a false sense of security?
c. Cameras are they there for our safety, or is big brother watching you?
i. Is safety more important than privacy?
BINs
6. Is it possible for BINs, in the long term, to amplify the distrust of civilians and that it evolves into a "rat-line"? Does this not actually compromise the strengthening of social cohesion? How can we counter this possible side-effect?
International dimension
7. Opening the borders within the EU has allowed migrating criminal groups to operate freely. Is it then up to the EU to establish a powerful preventive action towards this?
a. What should the EU do?
Reserving a room
When reserving a room various elements should be taken into account. Firstly, the room must be large enough to fit multiple 'café' tables with an average of 7 seats. At this World Café the maximum number of participants was set at 100 persons. Because of this a room had to be sought which was large enough, but also had the proper acoustics, given the simultaneous discussions.
In the search for a room, external halls were searched for first. As our budget was inadequate it was decided to have the World Café take place in the rooms of the FPS Home Affairs. The group of participants was therefore divided into two rooms. However, this was no limitation because in this way the two language groups each had one room. Dividing the group up into two smaller groups meant that both rooms were more relaxed, people could understand each other better. There was also enough materials for everything to go well.
Writing and sending invitations
Due to the assumed large number of participants it was important to make the invitation attractive. As already mentioned in 3.2 identification of the participant, the invitation was sent via various channels. The invitation was firstly sent in the form of an article via the electronic 'safety' newsletters of IBZ and Prevue 11 . This was repeated again in the following month. A mail was also sent to the advisory board with the invitation to the World Café in annexure. Via this mail, they were asked to forward the invitation to their network.
When writing the invitation the novelty of the methodology must be taken into account. The concept of a World Café is still not really established. What a World Café entails, was first explained in an informal and simple manner. Then the content of the World Café was further elaborated on. Finally it was pointed out that our target group was the people in the field. Thus we wanted to eliminate a barrier for people who felt they do not have enough personal expertise on the topic, but do come into contact with it.
Follow-up of the invites
Due to the assumed large number of participants it was important that the invitations proceeded smoothly. Registering via mail was therefore avoided due to its lack of transparency. As a result, it was decided to have the registrations proceed via an online
11 The link to the invitation in the Prevue of April 2014 can be found here: http://ibz.fb.emailing.belgium.be/c1688/e1205222/h4dd93/t0/s0/index.html
registration form on the website www.besafe.be 12 . On this online form, people were also asked to state the function and institution or service. This makes it easier to assemble varied groups during preparation.
A week before the World Café, a 'participation confirmation' was sent to the registered persons. The exact time and address of the World Café was included. The agenda of the day was also added 13 . The full version of this invitation can be found on the website 14 .
room arrangements
Because of the special form of a World Café, 7 tables were set in the largest room (the Dutch discussions took place here) around which at least 7 seats were placed each time. In the smaller room 4 tables were set (the French speaking discussion were held here) around which at least 7 seats were placed.
During the preparations of the room, some large note pads were placed on every table. The statement belonging to the table was also printed large so that all participants could easily read it. Every table also had a board on which the table number and group number was indicated.
Gathering session materials
A World Café, generally speaking does not really need a lot of material. As already mentioned in '3.8 room arrangements' the statements were printed in advance on A3 pamphlets so that the participants could easily read these. It was also important to provide enough paper, markers and / or pens on the tables.
The participants were also provided with a documents folder with information on the project and also information on the World Café itself. The various objectives of the project were also explained. The information on the World Café included the invitation, the information on what a World Café is and the participation list. Scrap paper was also provided so that the participants could take notes.
Progress of the World Café
World Cafés always proceed the same way. It starts with a general welcome followed by an explanation of the content of the World Café. Then the discussions start, per group. There is a 'table sheet' per table on which notes can be made. After a predetermined period (usually around 20 to 30 minutes) the groups move to a different table. One person remains seated at the table and functions as host / hostess, to explain the previous discussion. Then the debate is picked up and continued. This happens a few times, the organization can decide for themselves how often. With the last round it is possible to ask that action points are suggested to resolve the discussed statement. 15
This World Café followed this procedure pretty well, except for a few changes.
The agenda:
12 Website of the the Directorate General for Security and Prevention, Belgian Federal Public Service (FPS) Home Affairs
14 www.domesticburglary.eu
13 The full agenda is located under section 3.10 Progress of the World Café
15 GASTMANS, F., Why and how to organise a World Café?
http://www.lemniscaatmethode.be/Lemniscaat_methode/BIB_files/World_Cafe_Concreet_5.1.pdf, 2010
It was decided to provide two breaks during the World Café. The progress of a World Café with the various discussions is very tiring for participants. To keep the minds fresh, a break was provided after the second round of discussions. After the fourth round of discussion, a shorter break was provided. This break was used especially by the moderators to prepare their end statements. Coffee and refreshments were served during the break.
At this World Café the group of participants were split up into 11 smaller groups (the list of participants can be found on the website 16 ). Every group sat down at a table with a statement or question. After approximately 25 minutes, tables were swapped. One moderator was present per table to moderate the discussion and take notes, the participants did not take notes themselves. After every table change, the moderator discussed shortly what was already said and written by the previous group(s), after which the discussion was continued within the new group. This was repeated 4 times. During the last round of discussions, participants were asked to present possible policy action points. Throughout the entire World Café there was a timekeeper who ensured tables were swapped in time. Because of this the agreed end time was respected.
The discussions took place per language group, so that language would not form a barrier when giving an opinion, and to avoid misunderstandings. The conclusions were however given in both languages, even the statements that were only discussed in Dutch. Because of this the conclusions lasted rather long.
Sending a thank you note to the participants
We sent a mail expressing our appreciation to all participants the day after the World Café, on 20 June 2014. All statements were included and the participants list was once again sent in annexure to this mail.
The session notes
As mentioned above, a moderator was present every time during the discussion groups, who also took notes during the World Café. It was decided not to have transcripts of the discussions typed out as it was almost impossible because there were 11 different discussions going on at the same time. It was however ensured that the gathered notes were extensive and that they were an adequate rendition of the visions and opinions that were discussed.
As already stated in point '2.3 Drawbacks of a World Café' it is no easy feat for the moderators to take notes and lead the discussion at the same time.
16 www.domesticburglary.eu
Writing the report and sending it to the participants
Because there were 11 different discussions during the World Café, it was no simple task to make a report of this. Firstly, there was a report prepared by the moderator per table of the discussions.
Then all these reports were processed into a large report . In this, apart from the conclusions and action points of every table, there is also a section on the evaluation of the methodology. As this was a new methodology for the project group and for most participants, this seemed appropriate to us. Finally, this general report was sent to the participants and they were asked for feedback on the methodology and / or extra action points. There were a few responses to this, these have also been included in the general report.
Analysis of the World Café
Per theme and the accompanying statements there were conclusions and multiple points of action. These are given below: The various points of action that emerged here were analysed in the action plan of this European project.
An important note here is that certain statements clearly fitted more in the experience of the participants than other. The moderator of the international statement for example stated that this statement often came across as somewhat difficult. Many participants had not, or had not often considered the international dimension of the domestic burglary phenomenon. With the focus groups the international dimension emerged much more often. On the other hand there were statements, for example on civilian participation, which most participants did have quite a lot to say about. This development is a logical consequence of the selection of our target group. During this World Café, the focus was on practitioners in the field and not, as in the focus groups, on national and international experts.
Statement 1
Should technical preventive measures be standardized and compulsory with every residence?
a) If yes, how would this be concretely implemented?
b) If no, what other means should then be further deployed?
Conclusions
Many participants are in favour of the integral approach within the "Police Seal for Safe Living".
The imposition of standardizing technical preventive measures on civilians, in order for the property to meet certain security standards, is not possible since the need for protection differs from residence to residence. The civilian should however remain stimulated / sensitized to reduce the risk of a burglary.
A compulsory visit of a domestic burglary prevention consultant could be an option. This is especially important with the purchase and construction of a house, this can by systematically controlled with the registration at the municipality. People can then still choose whether they take action or not. One could then also provide a type of labelling for the different levels of safety a house has. It could play a role in the future, especially when selling a home.
Imposing standardization/minimum standards to manufacturers / contractors so citizens will not be misled should be possible. This could include the introduction of a quality label (quite like the energy certificate that is currently allocated to homes from regional government).
To achieve such standardization there is a role for the FPS Home Affairs, in particular via the cooperation with the regional governments and the management of local governments, and through concerning the updating and the standardization of the training for domestic burglary prevention consultants.
Action points
- Developing a quality label based on a gradual standard table for security equipment (like the energy certificate). Based on this table the security equipment that has to be installed can be listed in function of the building's profile, for instance in function of an increased risk profile (or according to location, destination…). For the standardization, one could use the existing SKG standardization that is also used in the Netherlands.
- Cooperation with / management of the regional governments should make it possible to register such standardization in the building codes + should include financial incentives.
- Management of the local governments to structurally apply technical preventive advice / domestic burglary prevention.
- Standardization of the procedure of the domestic burglary prevention consultants.
- Updating and standardizing the training of domestic burglary prevention consultants (the current training is somewhat outdated).
- Informing, training and stabilizing other partners related to domestic burglary prevention (cfr. locksmiths, architects, insurance companies…).
Statement 2
There should be more cooperation between the private sector and FPS Home Affairs. What can the private sector do for the prevention policy? Will the citizens accept this?
e. Should architects have more safety training?
f. No insurance without registration of valuable goods?
g. The better the security of a house, the lower the insurance premiums.
h. Would it be a good idea for private security companies to patrol along with the police?
Conclusion
A uniform framework should be created: a uniform regulation involving making (mainly) new constructions secure towards domestic burglary. It is expected that architects will then automatically request training. Such regulations should provide clarity on how safe a specific technical measure is. And it should also provide, for example, the information on what the minimum in terms of safety for new buildings are. Thus there will also be a professionalization as this is currently the case with environmental expertise and insurance expertise.
Training would best be broad in the sense that safety in the broad sense of the word should be integrated: domestic burglary prevention (both structural and electronically), social control in the context of urban development, fire safety, etc.
In addition to a comprehensive regulation it would be nice if the calculation of the insurance premiums could be based on factors. It is indeed true that the client does not really know the method by which his / her premium is calculated. It is then also not motivating to take some safety measures, the client can after all not see whether the measures have a positive effect on his / her premium. An additional advantage of such a factor is that the client can 'shop': he / she can compare insurers with each other.
On cooperation between the private and public sector one of the most striking findings was that there is still a long way to go from the public sector in terms of professionalism of the private sector. Certainly when we compare for example the situation in the neighbouring Netherlands. Also, the current exchange of information between both parties is largely oneway traffic. Nevertheless, everyone would benefit if the private sector was to receive 'tailored' information from the public sector.
Action points
- Creation of uniform regulations.
- The introduction of a minimum level of safety in new buildings.
- In the exchange of information, the concept 'professional secrecy' is often wrongly voiced, and this not only from the public sector to the private sector. Often even between the different branches of the public sector (welfare sector versus police to give but one example) this principle is sometimes handled in an unscrupulous and counterproductive manner. The sometimes too narrow interpretation of professional secrecy should be widened to come to a 'professionally shared secrecy'. This could simplify the information exchange between professionals.
- There is a need for a better cooperation with insurance companies. Via this cooperation the public sector would be able to present new rules in connection with the arrangement of factor based premiums. This would lead to more comparable advice.
- There should be more cooperation amongst architects, locksmiths, electric dealers, the construction sector … Technical preventive measures can be better disseminated this way.
Statement 3
How can we increase the participation of citizens in domestic burglary prevention? Should this be increased at all?
a. In which matters is civilian participation necessary, for example assistance in sensibilisation campaigns and giving prevention advice? And in which matters absolutely not?
b. How can we make civilians responsible to accept their responsibility?
Conclusion
We can only proceed to civilian participation once there is sufficient awareness. Now, far too often an appeal is only made to the police or the municipality once there victimization took place.
The lack of public participation can be seen within a structural social problem. We should place this concept within the context of the individualization of the society. How can we strengthen the social control and social cohesion again? It is also not enough to focus on one link of the security chain, the entire safety chain should also be considered.
Assistance from citizens in awareness campaigns and providing prevention advice is generally perceived to be necessary. Most participants of the World Café however found that this should not be allowed to proceed to taking the law into their own hands. Posting videos of the perpetrator on Facebook is considered as too extreme.
Citizens must feel involved in the prevention effort of domestic burglaries. The civilian can therefore best be reached via his / her social network and will cooperate when he / she is also assigned responsibilities, and therefore has the opportunity to play an important role.
Objective reporting to the citizen remains a difficult balancing act. It remains dancing on a tightrope between pure prevention and creating insecurities. Scaring the citizens should be avoided. The direct contact between the prevention services / police and the citizens is the most effective method of communication. There is also a greater role allocated to the local police officers.
Action points
- The general reporting policy should be increased. The policy should support various campaigns that stimulates this.
- A specific communication strategy regarding theft in homes should be developed. In addition, a recognizable eye catcher can be created, like the BOB campaign.
- Domestic burglary prevention should be brought to the attention in various ways / through various channels. This is the only way in which people can be constantly stimulated.
- Continuation of tax deductions for the protection of a home against burglary and fire was also quoted as an action point for the policy.
- Encouraging partnerships with local stakeholders (youth, neighbourhood committees,...) in order to increase awareness and disseminate information on different target groups (children, the elderly, professionals like pharmacists, doctors,...).
Statement 4
Which role can social media play in the field of crime prevention?
a) What are the advantages and disadvantages of social media in communication towards citizens?
a. What impact does social media have on preventive behaviour? Should this be academically researched?
b. Which social media should one use?
b) What are the advantages and disadvantages of social media for the communication between safety and prevention partners?
a. Which social media should one use?
c) What is the role of the FPS Home Affairs regarding social media in the area of crime prevention?
d) What is the role of the various partners concerning social media?
Conclusion
There are several benefits incorporated with the use of social media, such as reaching many people in a short time. It is extremely easy to share the information. Finally, it is also an attractive and interactive medium (certainly for youths) by using videos and links .
However, one of the drawbacks of social media is that it has an extremely fleeting, short and limited effect on crime prevention. Social media also does not reach all target groups. It only reaches a part of the citizens, for example it does not reach the elderly. With social media people have to be able to find you to see the message.
Social media cannot replace the classic communication channels. It is a one on one story: we should supplement this with other means of communication. It is important to send the prevention message to the people by as many channels as possible and we should use the channels when they are most popular. Furthermore it is also important to decide which channel to use per target group. There is a preference to use Facebook as communication channel to the citizen. This way one can reach a broader public. Twitter is more aimed at a younger public. Twitter could possibly be used to announce events.
When social media is used it is important not to overload the citizen with messages. An occasional high quality message is much better than a constant flow (quality is more important than quantity). It is also important to post positive messages. One should make sure that the messages do not increase the anxiety.
FPS Home Affairs should offer a supporting role within social media to the partners: provide studies, work out starter kits … One can also initiate social media campaigns. For communication with partners and communication between experts the preference remains on more private channels such as mail and intranet.
Action points
- Social media should be used more however one should pay attention to the different target groups
- A study should be carried out on the impact of social media on crime prevention and which target groups are effectively reached.
- It is important to monitor the messages that is sent out by public authorities. A strategy should be worked out in advance on how we should respond to certain messages should. Someone should follow up on the messages and act as moderator.
Statement 5
Is it possible that BINs can increase the distrust of the public in the long term and that it evaluates to a "rat-line"? Does this not actually compromise the strengthening of the social cohesion? How can we counter this possible side effect?
(This statement was only discussed with the Dutch participants)
Conclusion
The social cohesion increases within the BINs. In districts where there was no social cohesion this will increase anyway. Via this social cohesion the residents become more alert. We also see that BIN members have an increased willingness to report. Messages that are distributed within the BINs must be meaningful and have a preventive capacity. The BIN offers the citizens the opportunity to take action against crime themselves.
The quality of the function of a BIN depends on the motivation of the mandated police officer and the coordinator. That a BIN would be a rat-line is a myth and a prejudice that is usually used by critics. Proper communication from the beginning can prevent this so there is no false expectations with the citizen. If a BIN is imposed by the government, there is a risk that it could become a rat-line. Therefore BIN's need to be voluntary.
Action points
- Coordinating BIN and domestic burglary prevention advice to become more unified and ensuring that there is a strong incentive to follow the advice (for example subsidies).
- Providing a hallmark for home security and ensuring that every new or renovated building reaches a minimum standard.
- There should be a code of ethics for BINs with clearly specified limits. In addition there should also be a clear job description drawn up for the coordinators.
Statement 6
In which way do these new technologies help to avoid domestic burglaries?
d. Is enough being done to provide under-privileged persons with new technologies? If not, what should be done?
e. Do cameras provide a false sense of security?
f. Are cameras there for your safety or is big brother watching you?
g. Does safety take preference on privacy?
(This statement was only discussed with the Dutch participants)
Conclusions
The participants agreed that new technologies could offer many crime fighting opportunities in the future. These means should however be considered as a tool to prevent a potential thief from theft or to increase the chances of the thief being caught. They can reduce the change of a person becoming a victim of theft, but completely excluding that risk is almost impossible. Therefore, one must continue to focus on organizational measures. An example: an intruder can be deterred by a camera and then hi can choose the neighbour's house, but can also make him / herself unrecognizable for example using a balaclava so there is a reduced chance of being recognized.
The emergence of new technologies makes it possible to trace objects. This provides many opportunities to detect stolen objects. The cost of this can however be an obstacle. It is therefore also important that there is a proper regulatory framework that leaves room for new tools without forming a violation of the privacy of citizens.
Action points
- Knowledge about new technologies plays an important role in the success thereof and the added value that it can offer for the prevention of crime. Monitoring the current developments in this area and exchanging information on this with the police and the prevention services therefore forms an important point of action.
- There should be a healthy balance between safeguarding the rights of the citizen via, amongst other, the privacy legislation and innovative action against criminality using new technologies.
- With communication one should give the message that technologies such as cameras and alarm systems should be approached within a broader security concept. A camera does not stop one from receiving unwanted visitors when the door is not locked.
Statement 7
Opening the borders within the EU has ensured migrating criminal groups can operate freely. Is it then up to the EU to establish a powerful preventive action for this?
What should the EU do?
(This statement was only discussed with the Dutch participants)
Conclusions
Opening the borders has indeed allowed crime to increase. Now it is up to prevention to evolve. One should also be careful not to focus too much on itinerant crime groups as they are only one part of the perpetrators.
Within the European Union the countries are very different in background and mentality which also means that prevention should be approached in a different way. It is therefore not ideal to work out one coordinating prevention policy. Prevention is customized and should be locally specific.
The EU can however act as stimulator and facilitator to launch the concept of "prevention" .
Guidelines are developed on European level on, amongst others, burglar proof locks, however it is important that this is followed up at national level.
Information-exchange of good practices between the various countries is enriching. However good communication and knowledge of the correct channels is crucial for this. The EUCPN 17 can play an important role in this, but unfortunately there is still too little know about it. There could also be organized work visits or short internships in other European member states to gain actual experience which can later be used in the own prevention policy.
Action points
- The EUCPN 18 should become better known to the practitioners in the field in order for an optimal information exchange to be realized.
- National partners should be encouraged to convert European standards into national regulations.
What now?!
One of the most important objectives of the World Café was not losing sight of the practitioners in the field and to give them a say in the policy. Since we have received a lot of positive feedback after the World Café, we can assume that this was certainly appreciated by the participants. We should therefore not forget to also do something with the results of this World Café. Therefore, as mentioned above, the proposed action points will be included in the preparation of the action plan.
17 European Crime and Prevention Network
18 European Crime and Prevention Network
With financial support from the Prevention of and Fight against Crime Programme of the European
Union
European Commission – Directorate-General Home Affairs
Legal notice
The contents of this publication do not necessarily reflect the official opinions of any EU Member State or any agency or institution of the European Union or European Communities.
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PHYSICS INTRODUCTION TO SIMPLE HARMONIC OSCILLATORS LAB
( CAPT STYLE!... work together, hand in individually!)
For each section:
(Be sure to indicate independent and dependent variables)
Design the experiment to measure
Write a procedure
Make a prediction
Make a data table
Carry out the experiment and collect the data Note any problems and/or difficulties Graph all results Make general conclusions
A) For a string pendulum: Find a mathematical relationship to predict the period of a pendulum. Find the determining factor (weight, length, angle <<15 degrees)
Measure its distance, height, or velocity vs time. Measure time accurately (10 swings, then divide by 10)
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
** In at least one of your trials try to measure distance,height, velocity vs. time
B) For a weight hanging off a spring, Find the determining factor (weight, spring size, initial distance).
Measure its height, velocity, acceleration vs. time. Measure time accurately (10 swings, then divide by 10)
Plot at least three points to decide the most direct relationship. Use data from regression equations and correlations to prove your results.
Check your result with the theoretical relationship as described in your text.
Once you have found the property that determines the period, find the exact mathematical relationship (linear, quadratic, etc...), so use at least three to seven points. (Hint: 0,0 is a point).
** In at least one of your trials try to measure distance,height, velocity vs. time
C) Use a circular object to turn and measure displacement vs time. Try different rates and radii. Use your results to explain how this is simple harmonic oscillation.
1. In your own words, clearly state the problem you are going to investigate. Include a clear definition of the independent and dependent variables that will be studied.
2. Design an experiment to solve the problem. Your experimental design should match your statement of the problem, should control the variables, and should be clearly described so that someone else could easily replicate your experiment. Include a control if appropriate. Show your design to your teacher before you begin your experiments.
3. After receiving permission from your teacher, work with your partner to carry out your experiments. Your teacher's approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher's judgement your experiments are not dangerous or likely to cause an unnecessary mess.
4. While conducting your experiments, take careful notes. Make sure to use appropriate charts, tables, or graphs. Your notes will not be scored, but they will be helpful to you later as you work independently to write about your experiments and the results. You must keep your own notes because you will not work with your lab partner when you write your report.
Directions for Writing Your Laboratory Report
Working on your own, summarize your experiments and results. You may use your own notes that you took previously while working with your partner. You may wish to write a first draft of your lab report on scratch paper.
Your report should include the following general sections:
* A clear statement of the problem you investigated. Include a clear identification of the independent and dependent variables that were studied.
* A description of the experiment you carried out. Your description should be clear and complete enough so that someone could easily replicate your experiment.
* The results of your experiment. Tables, charts, and/or graphs should be used where appropriate and should be properly labeled.
* Your conclusions from your experiment. Your conclusions should be fully supported by data, and include appropriate calculations and analysis.
* Comments about how valid you think your conclusions are. In other words, how much confidence do you have in your results and conclusions? Any factors that contribute to a lack of confidence in the results or conclusions should be discussed. Also, include the ways that your experiment could be improved if you were to do it again.
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Parent/Student Handbook
OUR LADY OF THE LAKE CATHOLIC SCHOOL
Principal: Mrs. Corrine Buich
TABLE OF CONTENTS
2
1. Graduation Ceremony ..................................................................................................................... 20
2. Graduation Attire ............................................................................................................................ 20
B. Discipline Stages ................................................................................................................................. 32
3
1. Conferences with Students and Parents........................................................................................... 32
2. Student Contracts ............................................................................................................................ 32
4
E. Family Cooperation/Removal of Students Resulting from Parental Attitude ...................................... 48
5
H. Service Projects ................................................................................................................................... 57
6
I. GENERAL INFORMATION
A. Principal's Letter of Welcome
Greetings and welcome to the 2018-19 school year! It is with a real sense of pride that the faculty, staff and I greet you and begin this new year of learning. We hope that the wonderful experience and rich heritage of Our Lady of the Lake Catholic School will touch your family and bring joy to your daily life.
We will pursue our mission with determination and commitment and we will mark our seventyeighth year by weaving the best of our educational traditions while developing new avenues of learning whenever possible. At the center of this of course, is our raison d'etre: Jesus and His Gospel messages.
I wish each of you God's abundant blessings!
God Bless,
Corrine Buich Principal
B. History of the School
The history of Our Lady of the Lake Catholic School is inextricable linked to that of the parish church. The first Mass was celebrated by Father Charles J. O'Reilly in 1888, and two years later a small wooden church accommodating fifty people of the Sacred Heart Parish was built at the corner of First and "E" Streets in Lake Oswego. As the population of the city grew (in 1910 the population was 1800) a house was built which served as a residence and parish hall. In 1936, Father Margraf, a Holy Cross priest from the University of Portland, became pastor and established a parish school by starting a summer school program. He was followed by Father Joseph Vanderbeck who continued these efforts with the support of the Sisters of the Holy Names of Jesus and Mary (SNJM) from Marylhurst, to provide catechetical instruction. The school, which contained four classrooms, opened September 6, 1938, at the present location. It was dedicated in 1942. In 1949 the school was enlarged; a gymnasium, which served as a location for parish liturgies, and a cafeteria were added.
In 1950, the wooden church and parish house on First Street were sold and additional property was purchased adjoining the school. A rectory was built in l951 and the parish name was changed to Our Lady of the Lake. In l955, the present church building was erected, along with another school addition totaling 8 classrooms that housed the 535 students that had been enrolled by the Sisters of the Holy Names. More classrooms to the school and an adjacent convent for the teaching sisters were added in l961. A science room was added above the school garage in l980. In l983, the Sisters of the Holy Names completed their service to the parish school and also moved from the convent, which eventually was transformed into the Parish Center, housing offices and meeting rooms for parish staff. In the fall of l983, a sister from the order of the Blessed Virgin Mary (BVM) was named principal. Having served until l985, she was the last religious to serve in this capacity. The last
7
SNJM to serve on the school faculty was the music teacher who retired in l994. In the fall of 2004, a religious from the Adorers of the Holy Cross order was employed to be the junior high religion teacher.
During the late '80's significant school program changes evolved which included the development of a middle school program with sixth grade becoming a transition year from the intermediate grades to the junior high program. In l987, the kindergarten program was added. In 2011, a middle school concept emerged which included the sixth grade.
As an outgrowth of the l996 Our Lady of the Lake case statement process, the parish and school have been involved in a Master Plan process resulting in a Capital Campaign to build a new school and parish center.
On September 4, 2012, the school year commenced in the new Parish Center facility located at 650 A Ave. The new facility holds a Silver LEED Certification. The determination of the Master Plan Committee and the Capital Campaign Chairs forged the way for this major construction project to be realized. The dedication of the new building was held on Sunday, October 21, 2012. Archbishop Vlzany presided at the ceremony which was attended by several hundred friends and benefactors.
Our Lady of the Lake School has been and continues to be fortunate in the dedication, support, and hard work of both the pastors and teachers who have served the school over the years.
C. Mission Statement
Our Lady of the Lake School exists to develop our students’ God-given potential and to guide them to…….
ACT JUSTLY, LOVE TENDERLY, WALK HUMBLY WITH YOUR GOD. MICAH 6
D. Philosophy Statement
* We, as a parish school, believe that true community is achieved by living out the Good News of the Gospel.
* We foster the development of the students in partnership with parents, the primary educators of their children.
* We believe in the spiritual, intellectual, social-emotional, physical, and creative development of the whole person.
* We respond to the teaching ministry by inspiring students to reach their full potential in a secure and loving environment.
* We, as a Catholic community, emphasize service to God, one another, the Church, and the world, thereby developing a commitment to social justice.
8
E. School Goals and Objectives
1.
Spiritual Goals
* To celebrate the Catholic liturgical and sacramental traditions
* To foster a faith in God, an active prayer life, and application of Catholic doctrine in daily life
* To develop the qualities of leadership, courage, and personal integrity, that will inspire decisions reflecting Catholic morality
* To build community based on the Gospel messages of peace, love, patience, respect, and service to others
Spiritual Objectives
We implement these goals through the following:
Having students plan, lead, and participate in weekly all-school Masses and use Children's Daily Prayer Book K-8 (Liturgy Training Publications)
Praying daily
Providing regular, formal religious instruction
Celebrating seasonal liturgies (all-school as well as individual classrooms)
Preparing students for and participating in the Sacraments
Using an Integrity Policy that reflects Catholic morality
Infusing values throughout the curriculum whenever possible
Implementing multi-age religious activities and related service projects
Applying the statement of "Community" as found in the school handbook
Academic Goals
* To provide an academic program that develops basic skills and promotes higher-level thinking
* To challenge students to achieve high academic standards consistent with their individual abilities
* To motivate students to enjoy the life-long pleasure of "learning for the sake of learning"
Academic Objectives
We implement these goals through the following
Providing a core curriculum that is achievement-orientated for varied abilities
Using numerous teaching methods to provide a variety of classroom learning experiences
Teaching basic study/learning skills that reach to higher-level thinking
Providing a group of specialists with varied expertise to enhance daily learning
Encouraging participation in related activities that extend fundamentals and give opportunities to apply knowledge
Accommodating and teaching to multiple learning styles and making appropriate modifications for the success of the learner
2.
9
3. Social -Emotional Goals
* To promote positive self-esteem and to encourage the recognition that each person is a unique gift of God
We implement these goals through the following
* To nurture student interpersonal relationships emphasizing communication, cooperation, problem solving, and self-discipline
* To acknowledge and honor the diversity and needs of others
Social-Emotional Objectives
We implement these goals through the following
* Striving to model Christian behavior and values in relationships with others
* Reinforcing school-wide learning expectations that encourage personal responsibility for one's actions
* Teaching conflict resolution skills to solve daily problems or disagreements
* Reinforcing self-worth by encouraging and recognizing acts of kindness, classroom buddies, cross-grade projects, and acknowledgment of individual successes and personal integrity
* Providing opportunities for leadership in the areas of student government and service projects
* Promoting acceptance of others, and exposure to diverse cultures and current social issues through fine arts programs, history, literature, assemblies, guest speakers, CYO sports, OMSI Outdoor School, field trips and service projects
* Providing a safe environment where students are empowered and actively involved
4. Physical Goals
* To offer experiences that help children develop a positive self-concept and that teach cooperation with others
* To build competence through a program that teaches a variety of motor skills and movement
* To develop a life-long appreciation for the relationship between physical activity, wellness, and a healthy lifestyle
Physical Objectives
We implement these goals through the following
* Promoting cooperation, good sportsmanship, and healthy competition at recess, in classes where physical activity is part of the experience, and at Extended Care
* Having students participate in regularly scheduled physical education classes
* Developing healthy behaviors through a health curriculum, drug/alcohol awareness programs, local firefighters and law enforcement officers, and assemblies
* Instituting emergency procedures for fire, earthquake, lockdown and the general safety of students and staff members
* Providing opportunities for students to experience a broad range of physical activities, such as field day, music movement, fine and gross motor skills, CYO sports and fitness testing programs
* Scheduling routine health screenings for students
* Providing staff training in CPR, First Aid, Blood Borne Pathogens, Severe Allergic Reaction, and Administration of Medication
5. Creative Goals
* To expose students to the arts in order to cultivate a lifetime appreciation.
* To provide a program that teaches fundamental elements of the arts.
* To offer the opportunity for creative-imaginative expressions of students across the curriculum.
Creative Objectives
We implement these goals through the following
* Providing access on and off campus to quality activities and programs that promote appreciation of the arts
* Providing regularly scheduled art, music, and technology classes
* Encouraging students to use their creative and imaginative talents in all subject areas of the curriculum
* Scheduling an annual Science Night, highlighting students' scientific talents in the school
* Scheduling an annual Fine Arts Week highlighting students' artistic talents in the school and greater community
Schoolwide Learning Expectations
Our Lady of the Lake School graduates embody Catholic values by
* celebrating Catholic liturgical and sacramental traditions
* demonstrating reverence for God as our Creator by respecting the dignity of self and others.
* developing the qualities of leadership, courage, and personal integrity that will inspire decisions reflecting Catholic morality
* respecting the sanctity of life
* demonstrating an understanding of Catholic values and social teaching by recognizing and responding to the call to serve others
* having an active personal prayer life
Our Lady of the Lake School graduates embrace lifelong learning by:
* maintaining moral and intellectual integrity
* having a positive, open attitude and a willingness to grow
* applying academic skills to think critically, to raise questions, and to solve problems
* communicating effectively by reading, writing, listening, and speaking well
Our Lady of the Lake School graduates exhibit self-awareness by:
* fostering wholesome relationships
* maintaining a physically healthy lifestyle
* appreciating and valuing creativity in self and others
* developing and cultivating emotional growth and stability
Our Lady of the Lake School graduates demonstrate responsible citizenship by:
* recognizing one's role as a contributing member of the greater community
* working to resolve conflicts peacefully
* acknowledging and celebrating the uniqueness of each individual
* accepting accountability as stewards of the earth
* promoting peace and social justice locally and globally
F. Personnel
1. Archbishop
The Archbishop, as chief pastor of the Archdiocese, has the responsibility not only for the spiritual formation of the people, but also for every other factor that contributes to the development of the Catholic community. As authentic teacher in the Archdiocese, he articulates faith for the people of God and calls them to see the imitation of Christ. As chief administrator of the Archdiocese, he overseas the good order of the teaching mission. The Archbishop is the enactor of all Archdiocesan policy and the ultimate decision-maker assisted and represented by the Department of Catholic Schools.
2. Department of Catholic Schools
The Archbishop, in his role as Shepherd and Teacher, delegates the everyday administration of the Catholic Schools in the Archdiocese to the Department of Catholic Schools. The Superintendent of Catholic Schools heads the department.
The Department of Catholic Schools provides information, guidelines, assistance, and services to the schools that are ordinarily site-based managed and under the leadership of the principal. Although governance of the schools is at the local level, pastors and principals are expected to follow policies and guidelines approved for schools by the Archbishop. Schools are expected to follow curricula guidelines.
In some special circumstances, decisions may need to be made by the Department of Catholic Schools that would ordinarily be made at the local level.
3. Pastor
The pastor, by direction of the Archbishop and canon law, is directly responsible for all parish endeavors. One such major endeavor is the parish or area school. The pastor can render service and leadership to the parish or area school by acting as a religious leader, community builder, and administrator, working together with the principal, faculty, parents, and other parishioners in a joint effort to advance the education of the children. He is also responsible for the hiring of the principal and the renewal or non-renewal of the principal's employment agreement.
4. Principal
The position of administrative responsibility carries with it a unique opportunity for shaping a climate of Catholic/Christian values and an atmosphere for learning that will nurture the growth and development of each person. The principal fosters community among faculty and students. She/he understands the Catholic school as part of larger communities, both religious and secular. The
principal collaborates with parish, area, and/or Archdiocesan personnel in planning and implementing policies, programs and/or the use of facilities and grounds. The principal is responsible for implementing school policies. She/he may amend the handbook as needed.
5. Faculty
The faculty (and students) of the school form a community whose purpose is to develop an atmosphere in which the religious faith of each student as well as his/her intellectual, moral, and physical capacities may be developed and strengthened.
6. Administrative Assistant
The administrative assistant(s) reports to the principal and is responsible for the efficient operation of the school office.
7. Other Support Staff
Other staff are responsible to the principal for the efficient operation of the school and for the performance of duties according to their job description.
8. List of School Personnel
Corrine Buich
Principal
K-5 Library
Denise Gonzalez
Vice Principal
Donna Griffith
Kindergarten
Angela Warhank
Grade One
Barbara Eisner
Grade Two
Ann Vanderheiden
Grade Three
Jill Carter
Grade Four
Emily Fisher
Grade Five
Carolina Torres-Arranaga Grade Six
Marco Puccio
Science (Grades 6, 7, & 8)
Math (Grades 7 & 8)
Janet Chappell
English Grade (6 - 8)/Social Studies (Grade 8)
Theatre Arts (Grade 8)
Wendy Mackin
6 th & 7 th Social Studies & Special Projects Manager,
Katie Diehm
Religion (6- 8) & Children's Liturgist
Todd Bowman
Advanced Mathematics
(Grades 5 - 8 Accelerated)
Alex Ferguson
Art (Grades K – 8)
Carolina Torres-Arranaga Spanish (Grades K – 8)
Wendy Goodwin
Music (Grades K – 8)
Aubrey Nichols
Computer Science (Grades K – 8)
John Cimino
P.E. (Grades K – 8) Health (Grades 7 & 8)
Avril Allori
Business Manager/Administrative Assistant
Kim Heinrich
Secretary/Administrative Assistant
Elise Clark
Teacher Instructional Aide
Carole Erickson
Teacher Instructional Aide
Carol Childs
Teacher Instructional Aide
Beth Carr
Director, Extended Care
II. ACADEMIC INFORMATION AND STANDARDIZED TESTING
A. Academic Honesty/Integrity Policy
One of the major values of Catholic education is the expectation of integrity from students, parents, faculty, staff, and the School Advisory Council. Integrity means the continuous development of character in terms of trust, honesty, and the commitment to Catholic moral teaching. Since these values are introduced early in life, it is important that the students at Our Lady of the Lake Catholic School be held accountable for them not only in academic endeavors, but also in every dimension of their lives.
The integrity policy of Our Lady of the Lake Catholic School for students requires each student to be held accountable to conduct herself/himself honestly and fairly in every activity of the school. Students need to maintain a high standard of moral conduct. Students are expected to be responsible for doing their own academic work. This responsibility includes avoiding dishonest actions represented by, but not limited to the following
* Copying another student's homework
* Copying homework from a book or article without referencing the source (plagiarism)
* Receiving credit for a group assignment in which the student did not participate
* Failing to cite sources in written work and oral presentations
* Lying to a teacher or staff member
* Cheating on a test or a quiz
* Forging signatures
* Using technology irresponsibly
* Obtaining or giving educational materials and information dishonestly, e.g. allowing others to copy your work
* Receiving excessive outside assistance on an assignment, e.g. from parent or tutor
* Using frequent absences as a means of delaying taking a test, or submitting a major project past the due date, because it creates an unfair advantage.
1 st Offense: The student will receive a zero on the test or assignment, and the parents will be notified. A detention may be given.
3 rd Offense: The student will receive a zero on the test or assignment, and the parents will be notified. A meeting will be held with the student, teacher, parents, and principal, plus the student will be suspended from school.
2 nd Offense: The student will receive a zero on the test or assignment, and the parents will be notified. A meeting will be held with the student, teacher, vice principal, and parents.
4 th Offense: All of the above consequences will occur, plus the student will be reviewed for expulsion from the school. The pastor and the Department of Catholic Schools will be part of the review process.
B. Conferences
1. School Scheduled
Parent/Teacher Conferences are held for twenty-minute periods during fall. Parents are encouraged to bring questions regarding their child's academic and social progress to the conference.
2. Requested by Parent
In addition to the regularly scheduled fall conference, conferences are available at the request of parents, teachers, the principal, or students, at any time, by appointment only. Please allow two or three days notice to assist scheduling. Frequent communication between parents and teachers is strongly recommended. Please do not hesitate to call; the faculty and administration want to work closely with parents.
3. Guidelines
a) Please be as courteous to the teacher as is expected of him/her in return. Questioning the teacher's authority is not helpful in front of the child. If disagreements arise, please request a conference without the child in attendance.
In order to assure a productive conference, the following is recommended:
b) Please try to be open to both sides of the story if a problem arises. Individual perception or information reported incorrectly can lead to unnecessary confrontations with the teacher and unwise decisions.
d) Please review the grievance process in Chapter X, Sections A, B, & C.
c) Discuss difficulties in the classroom with the teacher first before bringing them to the principal.
C. Curriculum
Local curriculum development is the responsibility of the principal and faculty following the approved Archdiocesan guidelines.
Holistic education is the goal of Our Lady of the Lake Catholic School curriculum. In a comprehensive, Christ centered program, every attempt is made to foster spiritual, academic, social emotional, physical and creative development. Student progress is measured through a variety of means, including daily and long-range assignments, discussions and tests.
Graduation Requirement
It is expected that all eighth grade students will successfully complete all subjects in order to receive their diploma. Failure, however, of any core subject i.e., Religion, Language Arts, Science, Mathematics or Social Studies may result in the student receiving a certificate of completion versus a diploma. The principal in concert with the pastor and the Department of Catholic Schools will make this decision.
1. Religion
Religious education based on the Catholic faith is a key element in the school's program. A student's relationship with God and with each other, an understanding of the Church and its teachings, and application of Christian values to our daily lives are topics of serious concern. Religion classes are taught daily and Christian values permeate the curriculum. Students also assist in planning liturgies and paraliturgies, which occur regularly throughout the year. Family Life is
taught as part of our Religion curriculum when appropriate. Sacramental preparation in handled through the RE Program of the Parish. Contact the Parish Office (503-636-7687) for information regarding Sacramental preparation.
2. Art
The art education program includes art criticism, art history, aesthetics and art production. Students sequentially develop their understanding and use of the art elements, art principles and a variety of art medium. Some art lessons are related to other curricular subjects (social studies, religion, etc.)
All classes are taught by an art specialist. All students benefit from art literacy, an enrichment program taught by parent volunteers. All the arts are celebrated during a Fine Arts Celebration with assemblies and performances, a student art show and a speech arts competition.
3. Computer Education
All students in Grades K through 6 learn computer literacy and use software to enhance their classroom learning on a weekly basis. Keyboarding and word processing begin in Grade 3. Classroom teachers are encouraged to integrate curriculum areas with technology use. The Middle School curriculum emphasizes computer application with an advanced trimester course in 7 th grade. Middle School students receive a school issued laptop, 1:1 model.
4. English
The English Program strives to achieve four major goals. Learning is focused toward a student who, 1) communicates thought and feeling both in written and spoken word with clarity, confidence, and correctness; 2) comprehends well, infers and analyzes critically, what is said and read in a spirit which appreciates the quality and originality of the written and spoken word; 3) creatively expresses oneself in dialogue and composition; and 4) effectively uses the technological resources available to research and communicate ideas.
5. Mathematics
The dictionary defines mathematics as "the science of numbers and their operations, interrelations, combinations, generalizations and abstractions; the science of space configurations and their structure, measurement, transformations, and generalizations." Catholic educators define mathematics as, but not limited to: a tool necessary for modern day-to-day living; a language with its own structure and vocabulary that communicates precision and logic internationally and across subject areas; an art containing form, pattern, rhythm, and beautiful design; a process of thinking deductively and inductively; and a means to visualize the values of balance, order, harmony, and equivalency in God's universe, and the integration of those insights into life situations, relationships, and events.
The K-8 mathematics program strives to develop students who are
2) Mathematically literate with prompt recall of basic knowledge, advanced knowledge, and skills
1) Confident and competent in understanding math, concepts, inferring mathematical relationships, and solving multidimensional problems
3) Astute in creative problem solving; genuinely fascinated by the logic, order, and beauty of math, stimulated to discover and investigate new possibilities
5) Exposed to the various uses of technology as a mathematical tool to support and enhance
4) Aware that mathematics skills are an indispensable means for survival and growth in the everyday world
Criteria for Admission to Accelerated Math (grades 5, 6, 7, 8)
Concurrence of the 4 th & 5 th grade teachers, consideration of the Renaissance STAR Reading and Math scores, and consultation with the accelerated math teacher.
Accelerated Fifth Grade Math
Accelerated Sixth Grade Math
Accelerated Seventh Grade M
Concurrence of the 5 th & 6 th grade teachers, consideration of the Renaissance STAR Reading and Math scores, and consultation with the accelerated math teacher.
Successful completion of Accelerated 6 th Grade Math, or concurrence of the 6 th grade teacher, the Science/Math teacher, the Accelerated Math teacher, and Renaissance STAR Reading and Math scores.
ath
Accelerated Eighth Grade Math
Successful completion of Accelerated 7 th Grade Math, or concurrence of the Science/Math Teacher, the Accelerated Math teacher, and Renaissance STAR Reading and Math scores.
6. Music
A general music class is offered to all students, grades K-8. Students experience the elements of music, such as: melody, harmony, rhythm, tone color, expression of feelings through music, movement to music, etc. All Our Lady of the Lake Catholic School students have opportunities to sing and play various instruments throughout the school year, in class, in liturgies, in choir and in musical programs. The students experience several styles of music through listening to recorded and live music, viewing appropriate documentaries and films and actual performance. Class lessons feature composers and performers from a wide variety of genres. Many Our Lady of the Lake Catholic School students are invited to share their talents in other school performances/assemblies.
Band classes are offered to all 4 th – 8 th grade students; parents contract with individual teacher. Private piano instruction may also available.
7. Physical Education
The physical education program emphasizes skills development, preparation for organized sports, lifetime sports, and physical fitness, primarily through non-competitive activities. A trimester Health course is also taught in 7 th and 8 th grade.
8. Science
The science program from K-8 provides a balanced coverage of multiple disciplines including earth, physical, and life sciences. The integration of these sciences with other subjects is emphasized. Outside classroom experiences, current events in science and science careers are included to enhance the program.
9. Social Studies
The total school curriculum introduces students to larger and larger awareness of the communities of which they are a part. Geography, intercultural awareness, government and current events are all important components of the program.
D. Daily Schedule: M/W/Th/F
* 8:10 a.m. Tardy bell rings; classes begin
* 8:00 a.m. School doors open
* 3:00 p.m. Dismissal
Daily Schedule: Tuesday (Same w/exception of Dismissal time)
* 2:10 p.m. Dismissal
Supervision is provided for students from 8:00 a.m. to 3:15 p.m., Monday through Friday, with the exception of Tuesdays, supervision will be from 8:00am to 2:15pm. For safety, it is recommended that children neither arrive earlier nor leave later than these times on school days. Exceptions to this time include students coming to Extended Care, students who are meeting with teachers, or who are involved in before or after school programs. It is assumed that parents will make arrangements to pick-up their children at the appropriate time. Students should gather at the doors at the front of the building as they arrive in the morning. Before and after school Extended Care is available daily. Children who have not been picked up by their parents from the car line will be taken to Extended Care for supervision.
Please note: Students who are involved in extra-academic activities, e.g. CYO sports, need to arrange their transportation to arrive 5 minutes before the practice or other activity, and be picked up no more than 5 minutes after the end of the practice or activity. Students may not stay at school (unless they are in Extended Care) between the time school is dismissed and the activity/practice begins.
While one campus, OLL students must be supervised by OLL employees, unless they are participants in an approved before or after-school activity.
E. Electronic Information/Communications
(Also see Electronic Policy under Discipline)
The mission of Our Lady of the Lake Catholic School is to educate students to become self-directed, continuous learners and ethical, responsible, citizens prepared to meet the increasing challenges of a global, technological society. In addition, the school believes that technology should be used as a vehicle of communication, analysis, and research in light of Catholic values and moral decisionmaking.
Therefore, the school is committed to the integration and effective use of current and future technology to further the educational mission of the school and the Church's mission of spreading the Gospel to all people. The United States Conference of Catholic Bishops have supported the use of technology as a means of evangelization.
Telecommunications, electronic information sources and networked services significantly alter the information landscape for schools by opening classrooms to a broader array of resources. Electronic information research skills are now fundamental to the preparation of citizens and future employees.
Access to telecommunications will enable students to explore thousands of libraries, databases, and bulletin boards while exchanging messages with people throughout the world. The school believes that the benefits to students from access in the form of information resources and opportunities for collaboration is critically important for learning.
F. Grading and Related Topics
1. Progress Reports/Report Cards
In grades 3-8 progress reports are sent out mid-term each trimester and report cards are sent home once per trimester. In this way parents will be alerted to the successes or areas of improvement for their child.
2. Grade Equivalents
| | Grades K-3 | | Grades 4 - 8 |
|---|---|---|---|
| | | A Outstanding, consistent excellent achievement (Avg 93 & above) A- (Avg. 90) | |
| O = Outstanding | | B+ Commendable, above average performance (Avg 87) B (Avg 83) B- (Avg 80) | |
| S = Satisfactory | | | |
| | | C+ (Satisfactory, average performance (Avg 77) C (Avg 73) C- (Avg 70) | |
| N = Needs Improvement | | | |
| | | D+ Unsatisfactory, below average performance D (Avg 63) D- (Avg 60) | |
| | | F Failing, not meeting minimum requirements (Avg below 60) | |
Academic Probation
It is expected that all students will work hard and complete their assignments as prescribed. All students have the opportunity to utilize the faculty and school support services provided to assist them in their academic growth and therefore be able to maintain good standing academically. In the event that a student does not successfully complete or master a particular subject at a particular grade level, the school may require the student to attend a summer session to complete the skills necessary to move on to the next grade. In the case of the middle school program, a seventh grade student who fails a subject(s) will be required to attend a summer session in another school and earn a passing grade in that subject before entering Our Lady of the Lake Catholic School's eighth grade. If an eighth grade student fails a subject(s) a "Certificate of Completion" from Our Lady of the Lake School may be issued instead of the normal diploma (Please see "Graduation Requirement" in the Curriculum section).
3. Homework
The purpose of homework is to reinforce material already taught and to foster habits of independent study. With these objectives in mind, teachers assign homework on a regular basis beginning in Grade K. Parents are encouraged to establish family schedules that include study time every evening. Homework in the primary grades should not exceed 30 minutes per night. Homework in Grades 3, 4, and 5 average 30-60 minutes per night. In grades 6, 7, and 8 two hours per school night is not considered excessive. Students should be encouraged to read for pleasure as much as possible, and review of class material should be a regular part of a child's study schedule. Long-range projects are assigned to foster organization, research, and writing skills, and should be systematically completed over an extended period of time.
Junior High Homework guidelines are as follows:
Homework may be assigned for any day that school is in session.
Homework may be given on Friday to be due on Monday. The same two-hour limit will apply. In middle school, homework will be accepted one day late with an automatic 20% reduction.
Homework nights will be defined as Monday through Friday.
Homework Assignments:
Three-Day Weekends: Yes, one regular two-hour load may be assigned.
Weekends: Yes, since school is in session on Friday, one two-hour load may be assigned. Holidays: No, for Thanksgiving, Christmas, Spring Break, or Easter, including the school day preceding these breaks.
Teacher Planning Days: Yes, one regular two-hour load may be assigned.
Long-term projects should not be assigned on top of regular homework time in that subject. Projects will be geared to complement the curriculum in such a way that they reflect what is transpiring in the classroom and can be the homework on some nights. Homework assigned will be in proportion to the curriculum instructional minutes per subject. Generally, homework will not be provided in advance for students who take trips during the school year. Students must complete missed assignments in as many days as absent. Students must realize that some assignments cannot be made up; therefore, an excused score will be issued for this work.
Supplies
Students are responsible for obtaining and maintaining their own basic school supplies. This includes but is not limited to items such as pencils, paper, or pens. Refer to the supply list at the end of this document. Some supplies may need to be replenished throughout the year.
4. Textbooks
The Department of Catholic Schools and the Oregon State Department of Education provide lists of approved textbooks to schools. Selections are made by individual schools and curriculum needs.
Students are assigned a set of textbooks at the beginning of the school year with the condition of the books noted. Students are responsible for the care and proper use of their texts. Because of Oregon weather, a waterproof bag for protecting books and school supplies is essential. All textbooks, including workbooks, should be covered by the second week of school. Lost books will be replaced at the parent's expense and there will be no refund if the book is then found. Individual damages will be assessed at the end of the year and appropriate charges determined.
G. Graduation
1. Graduation Ceremony
Graduation from elementary school is marked by a simple and dignified celebration that gives recognition to the unique value of the attained Christian education. While this ceremony exercises will be scheduled so as not to conflict with high school graduation dates, the eighth grade graduation will be scheduled during the last week of school.
2. Graduation Attire
Common Expectations
Since this is a very special celebration, we ask that the attire match both the age and the occasion. The following guidelines will help in selection. Please feel free to call the office if there is a question.
Young Ladies
Something that would be selected for church, e.g. Easter Mass, would be appropriate for the age and occasion criteria. A sleeved dress or a dress with a cardigan may be worn. A modest neckline, with no cleavage is required. Spandex, or similarly tight-fitting material, or backless dresses are not appropriate. Nothing that has an evening/cocktail dress appearance is appropriate for eighth grade graduation. Please, make sure dresses are no more than four (4) inches above the knee.
Young Gentlemen
Mass, graduation ceremony, and reception of graduation day.
Appropriate dress would be nice slacks, a solid color shirt, tie and jacket (if no jacket is available, a sweater or sweater vest is suggested), and nice, but simple, dress shoes (no sport shoes). Reminder: The same outfit can be worn for the graduation pictures (scheduled in May) as well as the
3. Letters of Recommendation
It is the policy of Our Lady of the Lake School that high school recommendations will only be written for those students whose parents have signed the confidentiality waiver.
Any out-of-state applications must also be accompanied by such waiver. In addition, a processing fee of $2 per application will be assessed for applications outside the Portland area.
4. Graduation Activities
School sponsored graduation activities will be planned by the principal, eighth grade homeroom teacher, and the eighth grade room parents. School personnel will be in attendance at all these events. Our Lady of the Lake Catholic School is not responsible for any other celebrations or activities that are planned by the parents. In addition, the school does not endorse or allow fundraising for non-school sponsored celebrations.
H. Promotion and Retention
1. Promotion
A student satisfactorily completing each grade's work will be promoted to the next grade.
2. Guidelines for Retention of Students parents and, if appropriate, with other advisory staff. Such a decision is based on the total evaluation of a student's growth in all areas of development. In all cases, the final decision for retention rests with the principal.
I. Standardized Testing
The STAR Renaissance Assessment is administered three times a year to students in Grades K through 8 (Grade K Assessment is twice a year). The results of these tests help students assess how well they have mastered skills in grammar, reading, vocabulary, spelling, mathematics research, study skills, science and social studies. Tests also provide data from which the faculty and administration can assess how well Our Lady of the Lake Catholic School teaches these skills. Individual test results will be mailed home.
Parents, in cooperation with the Vice Principal, may request other types of tests, such as academic or Psychological testing, from the local public school district. Copies of results must be provided to the school.
III. ADMISSIONS AND WITHDRAWAL
It is the goal of Our Lady of the Lake Catholic School to educate children of Catholic families. Registration means that the family is willing to comply with the programs and policies of the school and actively participate in the activities, which support the school in its programs and philosophy. Catholic schools are a primary means of Catholic education. The Catholic school is to assist Catholic families in the formation and education of their children in the Catholic faith, Gospel values and traditions.
Both the application and admission policies are reviewed and updated annually each spring.
A. Application Process
Providing an environment for children to grow spiritually in the Catholic faith as well as intellectually, physically, and emotionally is a major parish goal. Every Winter, Our Lady of the Lake Catholic School will hold an Open House for admission process. Parents can go onto the school website to apply at anytime. At this time, the previous year's waiting list is dissolved. Students wishing to be considered for the upcoming year must reapply.
A $200 application fee per student must accompany the application. This fee is not refundable under any circumstances. The application fee for students on the previous year's waiting list will be carried over for those wishing to reapply.
Admission to Our Lady of the Lake Catholic School is based on the following criteria:
1. Current students enrolled in grades K-7 at Our Lady of the Lake Catholic School.
Current students will have the first opportunity to re-apply for the next academic year. Active involvement in Our Lady of the Lake Parish must be maintained and will be verified. Our Lady of the Lake parishioners who change parishes after they have been admitted will be asked to complete an "Out-of-Parish" subsidy form to verify their active status at their new parish.
2. Siblings of current students enrolled at Our Lady of the Lake Catholic School.
While siblings are not automatically granted admittance, it is a priority to keep families together in the school provided all other criteria for active involvement are substantially equal. Siblings of any newly enrolled student will not receive current family status until the next application period. If there is more than one sibling waiting, for a particular grade, they will be ranked according to the date of initial application.
3. Parish families with active Our Lady of the Lake Parishioner status. (See next page for Criteria for Active parishioner Status)
These families will be accepted according to:
a. Longevity of parish membership
If you have been registered at Our Lady of the Lake Parish for less than one year, please indicate on your application your previous parish data. The information may be considered in any admission decision. Consideration will be given to those families who have previously applied and were not admitted.
b. Lottery if needed. (Announcements will be made for those families wishing to attend.)
4. Catholics from other parishes - Applications from these categories will be considered after all Our Lady of the Lake parishioners.
5. Non-Catholics - Applications from these categories will be considered after all Our Lady of the Lake parishioners.
PARISHIONER STATUS
Criteria for Active Parishioner Status:
* The family is registered in the parish.
* The child currently in the 1 st – 7 th grade must regularly attend Our Lady of the Lake Religious Education classes, if not currently enrolled in a Catholic school.
* The registered family worships with the parish community on a weekly basis. The registered family contributes time and talent to parish/archdiocesan ministries. Details of this involvement must be indicated on the application.
* The registered family uses parish envelopes or parish pay (on-line giving) and contributes a fair share of their weekly income (Parish Sacrificial Giving Program suggests 5% of weekly salary. The suggested envelope contribution is $520.00 per year or $10.00 per week). In order to verify parishioner status, envelopes need to be used whenever attending Mass regardless of contribution. Families who have extenuating financial considerations may request a waiver of the contribution requirement from the pastor. This request may be submitted in writing along with the application or by scheduling an appointment with the pastor. This waiver must accompany the application.
* If you are an active parishioner of a parish other than Our Lady of the Lake and you meet that parish's criteria, you should submit an "Out of Parish" form to your current pastor for approval or confirmation.
B. Admission Process
In determining admission decisions, Our Lady of the Lake School follows these procedures:
1. A completed online application must be received by the application deadline. The following items must accompany the application before the admission decision is made:
a). Birth certificate or Baptismal certificate for those applying for K or 1 st grade
c). A copy of all records from the previous school including academic, behavioral, testing (academic, emotional, and psychological)
b). A signed and completed release that allows the principal and the teachers of Our Lady of the Lake Catholic School and the sending school personnel to exchange information.
2. The entire application will be reviewed.
3. Parish status is verified.
4. When space becomes available in the requested grade, these additional steps will complete the process:
b). If necessary, an Our Lady of the Lake School teacher conference with the child or an observation of the child in his/her current classroom.
a). An introduction meeting with the principal, parent(s) and the child will be scheduled.
c). Assessment by the Assistant Principal is completed
e). A final admission decision will be made by the principal in consultation with the pastor.
d). Possible further assessment by Our Lady of the Lake Catholic School
C. Entrance Requirements
Children entering Kindergarten must be five (5) years of age by September 1 st of the entering year. Children entering first Grade must be six (6) years of age by September 1 st of the entering year. A copy of the child's birth certificate must accompany Kindergarten and First Grade applications.
1. Records at Entrance
Students entering school for the first time are required to bring a birth record, a baptismal record (if applicable), and a record of state required immunizations. New students must be assessed before acceptance into Our Lady of the Lake Catholic School.
2. Special Needs Policy
Inclusive education is based on the belief that each student is an important, accepted member of the school community. The term "inclusive education" refers to a process and a value whereby each student is assured equal access to the education options and support provided by this school. It is based on the practice that assumes all students have unique talents and needs, and can work together in an educational setting, which accommodates and celebrates their diversity. Inclusive education focuses on what students can do, thus creating a sense of oneness and belonging within the classroom.
Our Lady of the Lake Catholic School strives to support and complement the parents in their responsibility of being the primary educators of their children. Recognizing that a Catholic school should be available to all who desire this educational environment, we strive to accept everyone for whom an appropriate program can be designed and implemented.
If a child is identified as a possible special needs child, an academic and psychological assessment will be required. Based on the results of assessment, the faculty and administration will determine if Our Lady of the Lake Catholic School can accommodate this child's special needs. On-going communication between the teacher, principal and parents is imperative. Should it be determined that Our Lady of the Lake Catholic School is not the appropriate setting, the principal will make every effort to assist the parents in selecting a new educational site.
3. Transfer Student Process and Requirements
All first year student applications to Our Lady of the Lake Catholic School will be processed in the manner outlined above prior to an admission decision. In addition, middle school students, a writing sample at the time of the interview may be taken. It is important to note that if crucial information
about your child is withheld at the time of application, you may risk the chance of losing your place or, if you have been admitted and such information is discovered, you may be asked to leave the school.
All transfer students, regardless of time of year admitted, will be on academic and behavioral probation for a nine-week period of time. Periodic conferences will be held between the teacher, parent, student (if age appropriate) and the principal to monitor the progress. A decision for continued enrollment at Our Lady of the Lake Catholic School will be determined by the principal and the teachers at the end of the nine-week time.
D. Nondiscrimination Policy
The Catholic schools of the Archdiocese of Portland admit students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to all schools. They do not discriminate on the basis of race, color, national and ethnic origin in administration of their educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.
E. Withdrawal Process
If a family chooses to withdraw a student during the school year, the parents are to submit this decision in writing and include the date of the child's final day. Prior to that date, it is expected that all financial matters have been cleared, including, but not limited to, tuition, Endowment Fund pledges, library fines, Extended Care bills, hot lunch bills, and any other outstanding fees. In addition, all books need to be returned to the homeroom teacher. If any books are missing an appropriate amount will be charged. The Administrative/Business department of the school will determine this amount.
IV. ATTENDANCE
Regular attendance is required of all students in order to support the academic climate of the school.
A. Reporting Process
Students are expected to arrive on time. Students must report to class by 8:10 a.m. Students who are tardy in the morning must stop at the main office for an admit slip. Tardies will be classified in only two categories. There will be a TM (Tardy Medical) given for those students who were at a dentist or doctor's appointment. A written dentist or doctor's verification of this must accompany the student. The second category will be a T (Tardy) for all other reasons. On the third tardy (T) during a trimester, the parents will be notified. On the fourth, and subsequent tardies, a detention will be issued in accordance with other reasons for detentions, three per trimester may result in a suspension.
B. Excused Absences
The following reasons are considered excused absences and require a written note from a parent: 1) student illness, 2) illness at home requiring the student's assistance, 3) family emergency, 4) court appearance, 5) funeral, 6) medical need.
Note: If your child stays home in the morning due to illness, they may not be admitted for afternoon classes.
1. Doctor or Dental Appointments
Parents are requested to schedule doctor/dental appointments outside regular school hours, if at all possible.
2. Homework during Absence (Please refer to Grading and Related Topics)
For all absences, regardless of the nature of the absence, it is the student's responsibility to get assignments from the teacher, and to make up assignments. A student will have one day for every day of absence to complete their assignments. If a student is absent from class due to illness she/he may miss work, which cannot be made up, therefore an excused score will be issued for this work. Students will not have the opportunity to receive excused scores on assignments, test, oral reports, or quizzes. All missing scores will be entered as zeroes. Vacation trips outside of regularly scheduled holidays are strongly discouraged.
When an absence is excused, the student has as many class days as were originally given for the assignment to make up missed work. It is the student's responsibility to find out what assignments have been missed or assigned during the absence.
Teachers will inform students of their individual policies regarding how to obtain missing assignments.
C. Truancy
A student who is absent from school without a valid excuse for a period deemed unreasonable may be considered a truant and/or expelled from school. Parents will be contacted.
IV. CODE OF CONDUCT
The purpose of discipline is to provide an atmosphere conducive to learning. Discipline is an aspect of moral guidance. Our Lady of the Lake Catholic School endeavors to provide a climate that is appropriate for a Christian learning community and which fosters in its students self-discipline, responsibility for one's actions, problem-solving skills and respect for the rights and property of others. Students are expected to behave with respect for the educational environment of the school and to conduct themselves in a manner that will permit teachers to help students learn without interference or disruptions. They are expected to behave in a manner that will ensure the physical and emotional welfare of other students and staff. Students are also expected to demonstrate an acceptance of Catholic and Christian values. This behavior should apply to all functions sponsored by Our Lady of the Lake (i.e. CYO, dances field trips). Families are expected to honor and support the privacy and confidentiality of all individuals in regard to matters relating to student disciplinary issues and actions.
A. Expectations
1. General
Each teacher will discuss school rules and disciplinary action with students at the beginning of the school year. Each student, under the direction of the teacher, is responsible for helping establish rules and procedures for his or her own classroom. Students sent out of class for discipline purposes are always responsible for finding out about missed work and homework assignments. Some assignments will not be allowed to be made up such as notes on oral presentations, discussion points, group work points, and oral quizzes.
The school has adopted a positive help behavior program entitled A.S.K. (Appropriate-SafeKind). Each student is encouraged to reflect on their behavior by asking these questions prior to their actions. The following forms of conduct will be considered inappropriate and will necessitate disciplinary action:
* Persistent, disruptive conduct which deprives other students of the right to learn
* Fighting or physical, verbal or mental abuse
* Willful disobedience or lack of respect for authority
* Use of inappropriate, abusive, profane, or obscene gestures or language, either verbal or written
* Theft of property on the school or parish grounds
* Lack of respect for school or parish property
* The possession of weapons, including pocketknives, either play or look alike will result in immediate suspension and may include expulsion. School props brought with the permission of the teacher are an exception
* Families are expected to honor and support the Our Lady of the Lake Schools' expectations. They apply to all students, but they are not all inclusive
* Personal property brought to school without prior permission of the teacher
2. Building Conduct
* Walking only and talking quietly in the halls is expected at all times so those students in classrooms can learn/concentrate.
* Respect school property and property of others
* Congregating on the stairs is discouraged
* Activities in the multi-purpose room must be monitored
* Backpacks are to be used to carry materials to and from school. They will be stored in student lockers
* Children will be supervised at all times. This includes after school, during conferences, and meetings etc.
* Pranks of any kind will not be tolerated
* Gym use is restricted to class or athletic activities. The gym may be used at other times, only with specific permission from the principal. Water only in the gym during athletic events
3. Littering
As a matter of personal responsibility in concert with environmental justice, littering will not be tolerated. Students will be expected to pick up and appropriately discard what they have dropped.
4. Gum Chewing
For reasons of safety, protection of the physical plant, furnishings, and personal hygiene, gum chewing is not allowed on school property or on field trips.
5. Lockers
Only middle school students may have a lock on their locker. The combination or key for the lock must be given to their homeroom teacher. No inappropriate pictures, open food or drink containers are allowed in lockers. Only magnetized accessories may be attached to the locker.
6. Playground
Playground Behavioral Expectations
* Students will attempt to solve problems
* Students will play safely
* Students will include everyone
* Students will try to have fun for everyone
* Students will respect each other
Playground Guidelines
* All students must be accepted and allowed to play; no exclusive games or groups
* Students must stay on the playground at all times
* A student must ask permission to enter the building during recess
* Frisbees, footballs, basketballs, nerf, and tennis balls are allowed on the playground
* Students must use appropriate language at all times
* When the bell rings, students are to line up quietly and immediately. All playing stops
* Middle school students (grades 6, 7, 8) will not be allowed on the play structure at any time
In order to maintain a safe play environment the following are NOT ALLOWED:
* Using hardballs such as softballs, baseballs, or golf balls
* Wrestling, tripping, pushing, hitting, fighting, or pulling on clothing
* Footballs may not be punted (throws only)
* Using the walls of the building for any game
* Using wooden or metal bats
* Climbing in or playing in the shrubs and trees
* Climbing up slides. Only one person may be on the slide at a time
* Jumping from, twisting, winding up the chain, or swinging doubles on the swings
* Throwing bark chips, sticks, stones, fir cones, etc.
* Rollerblading, skating or skateboarding
* Playing with sticks
7. Lunch Room Guidelines
* For safety reasons, students must remain in the lunchroom. Permission must be given to leave the lunchroom
Please remember to walk, use inside voices and good manners at all times
* Students need to remain seated while eating their lunch
* Conversation in the lunchroom must be kept at a moderate tone of voice
* Playing with and/or throwing food is absolutely NOT allowed
* At the handclap signal, students need to give their full attention to the lunchroom supervisor for dismissal procedures
* Students are to remain seated until a lunchroom supervisor instructs the entire table to line up in a cooperative manner
* Students will assist with wiping the lunchroom tables. Assignments change weekly
8. Dress Code
Our Lady of the Lake Catholic School students (grades K-8) wear uniforms on a daily basis. Uniforms are a positive way of identifying with the school community and they emphasize cooperation instead of competition regarding clothing. Because the faculty and staff of the school believe the way students dress for school affects their attitude and performance as much as the way students dress for athletics, dramatic and musical productions, and social events, the matter of dress violations are taken seriously.
The following procedure will be followed for Our Lady of the Lake Catholic School students:
2. A K-5 uniform change will be required after the 1 st written warning. For students in grades 68, a uniform change is a necessity for every infraction. If a parent cannot bring a change of uniform in a timely manner, then appropriate, clean, uniform pieces will be loaned from the school's uniform exchange closet.
1. Students in K-5 receive a written warning with parent signature required for the first infraction; any subsequent violation will be cause for a noon lunch detention. Students in grades 6-8 will receive a noon detention for an infraction.
3. The administration and faculty will be the final judge of any questionable attire or appearance not explicitly covered in the following guidelines.
a) Uniform Guidelines
Skirts, jumpers, sweaters, and boys and girls navy polo shirts must be purchased at Dennis Uniform Company or Lands End. Slacks, shorts, girl's blouses, and white polo shirts may be purchased at Dennis Uniform or through Lands End. In addition:
* Students must wear uniform shirts under sweatshirts or sweaters (collars to be visible).
* No hats or sunglasses are to be worn inside the building.
* All clothing items must be clean, pressed if necessary, and in good repair.
* Shirts/blouses must be tucked in.
* Appropriately sized clothing, i.e. no baggy pants, shorts below the knee, oversized shirts, etc. may be worn. Girl's tops may not be form fitting.
* As a guideline, skirts and shorts should not be more than 4 inches above the knee when kneeling.
* For safety, as well as uniformity, only closed type shoes may be worn.
* Shoes – predominately navy, white, black, gray, or brown closed shoe with low rubber sole and heel. Predominant color means most of the shoe. Some of the new "fashionable" shoes, e.g. black vans with multi-colored hearts on them are not acceptable. No sparkles.
* Socks must be worn and visible at all times. If your child is wearing high top sport shoes the sock must be above the top of the shoe. (See Uniform Fact Sheet on the website)
Laces must match the predominate color of the shoe.
* Jewelry must be simple and appropriate.
* Boots – the style of boots is limited. Black or brown smooth leather boots may be worn providing the heel is not more than 2 inches in height. The heel height is a safety issue on the playground and stairs. No UGGS, suede or cowboy boots or knee-high tennis shoes.
* Hair color must remain natural appearing and be non-distracting to others. For example, totally bleached, dyed, tipped, or bold streaked hair is not allowed. Faddish hairstyles such as spiked hair, Mohawks, and colored hair may not be worn.
* No tattoos or face piercings.
* Hairstyles must be neat, clean and trimmed. For boys, hair must not be longer than collar length. For both boys and girls, bangs must be cut above the eyebrows for safety as well as common courtesy.
* The approved 8 th grade sweatshirt may be worn on school Mass days and on field trips.
b) Make-up
* Parents allow make-up to be worn.
Grade 7 and 8 girls may wear make-up to school under the following conditions:
* Make-up is not a distraction or obvious.
* Faculty determines appropriateness.
c) Non-Uniform Guidelines
Students may wear free dress on specially designated days. In general, free dress is attire that is appropriate for school activities, not distracting or demeaning or degrading to self or others. All clothing and appearance should reflect the values of Our Lady of the Lake Catholic School. Non-uniform violations will follow the same procedure as uniform violations. As with the uniform code, the administration and the faculty will be the final judge of any questionable attire or appearance not explicitly covered in the following guidelines. All clothing must fit appropriately and respectfully. No oversized or undersized apparel may be worn. Unacceptable clothing includes, but is not limited to, the following: leggings and yoga pants (unless worn with mid-thigh skirt or top), sagging pants, mini-skirts, bare midriffs, sheer blouses, belt chains, and wallet chains. Tops for both boys and girls must have sleeves, may not be form fitting, and must cover the chest and abdomen modestly. As a guideline, skirts and shorts should not be more than 4 inches above the knee when kneeling.
All clothing should be clean, neat and in good repair – not torn, frayed, or having ragged edges, holes or patched.
Hats and sunglasses are not allowed in the building.
Socks must be worn above the ankle and visible at all times.
For safety reasons, shoes must be closed, low heeled and soled. (See Uniform Fact Sheet)
No tattoos or face piercings
d) Physical Education Dress Code
Students in grades 5 – 8 dress down for PE. They need to wear an appropriate T-shirt (with sleeves) that is long enough to cover the midriff and tuck in during all P.E. activities, sport shorts, (basketball/soccer type only), white socks, and lace up/Velcro tennis shoes that promote foot support and protection during a variety of activities. Girls must have long hair secured back for safety. All clothing and appearance should reflect the values of Our Lady of the Lake Catholic School. Black soled shoes or sport shoes that leave marks on floors are not allowed. PE shoes must be used only for inside PE and left at school unless they've been taken home to be washed.
9. Leaving School Grounds during School Day
No student may leave the school grounds during school hours without the permission of the principal and written authorization of parents or guardian.
10. Physical Restraint
Corporal punishment is not used as a means of student discipline. However, there are times when at an event or during a school activity, regardless of location, or to prevent a student from harming him/herself, physical restraint may be necessary to maintain order. Oregon law and the policy of the Archdiocese permit a teacher, administrator, school employee or school volunteer to use reasonable physical force upon a student when and to the extent the individual reasonably believes it necessary for such purposes.
11. Search and Seizure
Lockers, desks, and personal belongings are subject to search at any time by school administration or teachers. This is for the protection of students and school employees. Lockers, desks, and any other storage areas at the school remain in the possession and control of the school even though they are made available or assigned for student use.
12. Valuables
In order to avoid loss, we ask that students DO NOT bring valuables to school. If a child is bringing a special personal item to school for a specific purpose, e.g. Show and Tell, we ask that they deposit the item with the teacher for safekeeping. The item must be taken home at the end of the day.
13. Vandalism/Property Damage
Students and their parent/guardian are liable for all damage to equipment or school property.
14. Dismissal Guidelines
When the final bell rings, students will be dismissed to the car line or to the Extended Care Program. In the circumstance of "walkers", they will be dismissed from the front door of the school, only with written permission, signed by the parent to be kept on file in the school office. If the family has a special circumstance and the parent needs to pick up their child(ren) by the front door, they must park their car and come into the school via the front door to retrieve their child. The child will not be allowed to leave the building without a parent or other designated adult coming into the building and getting them. The carline is for vehicular pickup ONLY, not pedestrian.
15. Disrespect Towards Others
A student showing deliberate written, verbal, or physical disrespect or insubordination toward any member of the faculty, staff or other students, will face disciplinary actions. The intimidation, stalking, bullying or persecution of a student by another student in any form, will not be tolerated.
16. Personal Electronic Devices
Students will not be allowed to use personal electronic devices during school hours. Cell phones brought to school must remain off and in the students back pack during the school day. With the advent of Apple watches and their multi-use capabilities, students may not wear these at school. If a student is caught with an Apple watch, or a clone, the watch will be removed from the student's possession.
If any personal electronic device is confiscated by a teacher during the school day, the parent may retrieve the item from the school office at the end of the day.
Parents volunteering in the building during the school day, and/or at meetings where the device would cause a disruption are asked to turn them off or put them in "airplane mode".
17. Illegal Substance
The use or possession of illegal substances on school premises or at school sponsored activities, including but not limited to tobacco, drugs, alcohol, and various type inhalants is prohibited and is grounds for disciplinary action up to and including expulsion.
B. Discipline Stages
Infraction of school rules/guidelines will result in disciplinary procedures subject to the age of the student and seriousness of the incident. Depending on the nature of the incident, the principal or staff member may take the following steps:
1. Conferences with Students and Parents
A conference between teacher and student or between principal and student may be necessary. If a student chronically misbehaves, the principal and/or teacher will call a conference with the student and his/her parents(s). In a Christ-centered, nurturing environment, every effort is made to help the student assume responsibility for his/her own behavior. Because students at Our Lady of the Lake Catholic School are still under 15 years of age and are in the early stages of assuming adult responsibility, we feel parents play the major role in guiding their child's behavior. It is imperative that parents and school personnel work closely together to help children grow in positive ways. A record of the incident may be made and dated, and in some cases, signed by both student and teacher or principal. An appropriate sanction, such as detention may be added.
2. Student Contract
* Contract between student, teacher, vice principal or principal.
When students have on-going difficulty controlling behavior, they may be asked to make a contractual agreement with the principal or with individual teachers. Often contracts are administered in three stages:
* Contract between student, teacher, vice principal or principal. Notification to parents with parental signature required.
* Conference required, with suspension or withdrawal a possible result. This approach is intended to allow students to correct their own behavior by agreement, before both school and home become involved.
* Contract between student, teacher, vice principal or principal and the parent/guardian.
3. Silent Lunch
Inappropriate behavior may result in a silent lunch detention. The student must report to the Vice Principal's office for supervision and silence during the following lunch period and recess.
4. Detention
Detention after school hours is an acceptable disciplinary measure. Parents will be notified if a student is to be detained. The detention ordinarily will not exceed one hour.
5. Suspension
* The student is removed from school for five days or less.
Suspension is the temporary prohibition of a student's attendance at school and school–related activities. Suspension is within the jurisdiction of the principal in more serious cases, repeated violations or after a student has accumulated three detentions per trimester.
* The principal notifies the parents(s) of the removal and the reasons for the action.
* If a solution seems possible, the student may resume attendance on probation.
* The parent, teacher and principal arrange for a conference.
* Attendance at school is a privilege and an opportunity. By earning a suspension a student cuts him/herself off from that opportunity. Students are responsible to make up any academic assignments missed while suspended. Any tests administered during the period of suspension must be made-up during or after school at the teacher's discretion. It is the student's responsibility to make arrangements with teachers for make-up tests.
* After the suspension period, parent(s) and student must meet with the principal before the student may resume attendance.
Causes for Suspension
Any of the reasons listed for expulsion, with mitigating circumstances, is adequate cause for suspension of a student.
Class Exclusion
Class exclusion is a method of disciplinary action that denies a disruptive student the ability to attend a particular class, ordinarily for a period of two days or less. During this time of exclusion, the student is expected to work on classroom assignments while under the supervision of other teachers or staff members. The purpose of class exclusion is to place disruptive students for periods of time, in an appropriate, supervised, in-school environment where student learning can continue.
6. Expulsion
Depending on the seriousness of the violation or after a student has received two suspensions, the principal, with the consent of the Pastor and the Department of Catholic Schools, may consider expulsion from the school. Expulsion is the permanent exclusion of a student from a school.
Full credit will be given for all work accomplished by the student up to the date of expulsion. Various situations may lead to expulsion of a student from school. These include but are not limited to the following offenses:
* Prolonged and open disregard for school authority
* Acts which, in the judgment of the school, endanger the moral, academic, or physical well-being of the student body.
* Illegal acts as defined by law. The school may take disciplinary action regardless of whether or not criminal charges are brought.
When a student is denied the right to attend Our Lady of the Lake Catholic School
* The principal sends written notification to the parent(s)
* The principal, after consultation with the Pastor, notifies the parent(s) of the expulsion and the reason for the action
* The principal and parent(s) arrange for a conference
* The student may apply for a re-admission at a later date, such as the following semester or year. Re-admission is at the discretion of the principal and dependent on room available. The parent, principal, and teacher(s) will arrange for a conference, and the student may be asked to be present, prior to re-admission to the classroom. A major condition of re-entry is that the student positively changes the actions or attitudes cited as reasons for expulsion. If a solution seems possible, the student may resume attendance on probation or on a contract.
C. Electronic Information/Communications Policy/Agreement
1. Appropriate Use Policy and Guidelines
Our Lady of the Lake Catholic School offers on-line electronic information services including but not limited to the Internet and other "information services". Our Lady of the Lake Catholic School strongly believes in the educational value of such information services and recognizes the potential of such to support the curriculum and student learning in the school. The school's goal in providing this service is to promote educational excellence by facilitating resource sharing, innovation, and communication. Our Lady of the Lake Catholic School will make reasonable effort to prevent students from misusing the information services. However, a student is also responsible and must be continuously on guard to avoid inappropriate and/or illegal interaction while connected to the information services.
Listed below are the provisions of this agreement. If a student violates these provisions, access to information services may be denied and the student may be subject to disciplinary action (from detentions to expulsion depending on the situation).
a) Privileges
The use of the information system is a privilege, not a right, and inappropriate use will result in cancellation of those privileges. Before using the electronic services each student will participate in an orientation or training course with an appointed staff member as to proper behavior and use of the network. The school will develop guidelines on what is appropriate use for subject areas and/or classroom usage. The administration, staff, or faculty of Our Lady of the Lake School may request that the principal deny, revoke, or suspend specific users.
b) Personal Responsibility
The student will accept personal responsibility for reporting any misuse of the network to the appropriate authority (computer teacher, principal, teacher). Misuse may occur in many forms, but it includes using a program(s) or game(s), visiting website(s), or sending or receiving messages that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language.
c) Acceptable Use
The use of any information services must, in the judgment of Our Lady of the Lake Catholic School, be related to student education and research in accordance with the educational goals and objectives of Our Lady of the Lake Catholic School. The student is personally responsible for compliance with this provision at all times when using information services.
The student may not:
→Use, reproduce or transmit any material in violation of any federal, state or local laws. This includes, but is not limited to copyrighted material, threatening or obscene material, or material protected by trade secret
→Use the information services to advertise a product or for lobbying or other political purposes.
→Use the information services for any commercial or profit-making activity
Inappropriate use of electronic information resources may also be a violation of local, state and federal laws.
d) Network Etiquette and Privacy
The student is expected to abide by the generally accepted rules of network etiquette. These rules include, (but are not limited to), the following:
1. Be polite: Never send, or encourage others to send abusive messages.
3. Illegal activities of any kind are strictly forbidden
2. Use Appropriate Language: The student is a representative of the school on a non-private system, which may be viewed globally. Never swear, use vulgarities, or any other inappropriate language.
4. Privacy: The student should not reveal his/her home address or personal phone number or the addresses and phone numbers of other students.
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5. Electronic Mail: Electronic mail (email) at school is not guaranteed to be private. Messages relating to or in support of illegal activities must be reported to school authorities.
6. Disruptions: Do not use the network in any way that would disrupt use of network by others.
e) Security
Security on any computer system is a high priority because there are so many users. If a student identifies a security problem, notify the computer teacher or staff in charge at once. Never demonstrate the problem to other users. Never use another individual's account or password. Any user identified as a security risk will be denied access to the information services.
f) Vandalism
Computer vandalism is the intentional harming or destroying of the school's computer hardware and/or the school's software and/or data of other user(s) or any other networks. This includes, but is not limited to, the uploading or creating of computer viruses. Vandalism may result in the loss of computer privileges, disciplinary action, and/or referral to law enforcement officials.
2. Services
Our Lady of the Lake Catholic School makes no warranties of any kind, whether expressed or implied, for the service it is providing. Our Lady of the Lake Catholic School will not be responsible for any damages suffered while on this system. These damages may include but are not limited to loss of data as a result of delays, non-deliveries, mis-deliveries, or service interruptions caused by the system or student errors or omissions. Google Docs will be used as an interactive tool. Students under 13 years old need parent permission. Use of any information obtained via the information system is at the student's own risk. Our Lady of the Lake School specifically disclaims any responsibility for the accuracy of information obtained through its information services.
VI. EMERGENCIES
A. Emergency Information
In emergencies, information (such as emergency information) may be released to appropriate persons if it is necessary in the judgment of the principal or his/her designee to protect the health or safety of the student or other persons.
The school has a file containing current emergency car information for each student. Each parent is responsible to annually update the following information:
1. The name of the student, his/her home address, telephone and birth date
3. The date of the latest tetanus immunization/booster
2. The business addresses and telephone numbers of the parents/guardian, and the hours during which they will be at their place of work. If applicable, the cell phone and/or pager numbers of parents should be recorded
4. The name of the family physician and dentist, office addresses and telephone numbers
6. Special health conditions or allergies to which the student is susceptible, the emergency measures to be applied, and any current medication
5. Name of medical insurance company and identification number
7. The parents' approval to send the student to a medical facility for emergency treatment should this become necessary
9. The signature of responsible parent(s) or legal guardian
8. The names of the persons to whom the student may be released
Emergency procedures at Our Lady of the Lake Catholic School:
In the event of an emergency, Our Lady of the Lake Catholic School has a plan in place. During the 2018- 2019 school year, each classroom will be equipped with first aid supplies, flashlights, food, and other essential equipment. Every year, we have drills (fire, earthquake, and lockdowns) as well as Code Blue drills. Students learn how to react, where to assemble, and what to expect in emergencies. The following procedures are designed to ensure student safety and reduce parental anxiety in the event of an emergency.
In the event of a fire, the staff and students at OLL will:
* Evacuate the classroom with emergency backpacks to their designated areas
* Triage and first-aid as needed
* Account for all students and assess injuries
* Set up a communication command center
In the event of an earthquake, the staff and students at OLL will:
* "Duck, Cover, and Hold"
* Evacuate with classroom emergency backpacks to their designated areas
* Set up a communication command center
* Account for all students and assess injuries
* Activate search and rescue procedures, triage, and first aid as needed
In the event of a high-risk intruder on campus, the staff and students at OLL will:
* Activate "Run, Hide, Defend" and follow procedures as directed by Incident Command/Principal
Information about Student Release:
* No students will be released until at least 15 minutes after the onset of the emergency or evacuation from the buildings (this allows staff time to assess damage and activate our emergency procedures)
* Please keep your student's emergency form up to date
* Students will only be released to people listed on the student's emergency form
* All parents or designated people, who come for students, can sign out students only at the Student Release Area (signs will be posted)
* Photo ID will be required
Please Note: depending on the severity of the incident, we are unable to tell you where the Student Release Area will be. The Emergency responders will designate an area for OLL.
Our Lady of the Lake Catholic School is prepared to care for your student in times of emergency situations. If you are not able to reach the school, we will care for your student here. We have people with first aid training and we will follow directions from the Emergency responders (Police, FBI, SWAT, Fire Fighter, etc.).
We do ask for your help in the following areas:
* Please do not call the school – we must have the lines open for emergency calls and we will not have anyone in the office
* If you can walk to school that is preferable
* Do not immediately drive to the school – streets and access to our school may be cluttered with debris
* The school access route and street entrance areas must remain clear for emergency vehicles
* Bring photo ID when you come to pick up your students (driver's license, Oregon ID or passport). No work badges
* In the event of a "Run Hide Defend" you will not be allowed access to the campus until the all clear is given
* When you arrive at the campus, follow the directions of the school staff/Emergency
Responders and PLEASE BE PATIENT
* We are responsible for each student and must be allowed to account for each one of them to ensure safety for all
B. School Lockdown
In some situations, it may be necessary to have a school lockdown. As per police recommendations, the following procedures will be implemented for a school lockdown:
1.Doors will be locked
3.No one will be permitted to enter or leave the building
2.Drapes and/or blinds will be closed
4.Lockdown will continue until the school receives an "all clear" signal from emergency personnel or Principal
Parents should not call the school so the phone will be available to emergency personnel.
VII. Extended Care/Day Care
Our Lady of the Lake Catholic School offers an extended care program available for all students. The hours of operation on a regular school day are from 7:00 a.m. to 8:00 a.m. in the morning and from 3:00 p.m. to 6:00 p.m. in the afternoon. Tuesdays from 7:00am-8am and 2:10pm-6:00pm. Our Lady of the Lake Extended Care will not be open on in-service days or holidays.
Extended Care adheres to and follows the policies and discipline policies outlined in the Our Lady of the Lake School Handbook.
The regular daily schedule is as follows
Tuesday schedule is as follows
Extended Care Fee Schedule
Daily Fees: $4.50 per hour per student.
*There is a nine (9) minute grace period before charges begin for the next one-half-hour.
CLOSING: Extended Care closes promptly at 6:00 p.m. There will be a $1.00 per child per minute charge after that time.
BILLING: Monthly billing statement will be added to FACTS
VIII. FINANCIAL
A. Insurance
All students are covered by accident insurance, the cost of which is covered by Our Lady of the Lake Catholic School.
B. Tuition
Registration Fee
$200 per student is non-refundable. This fee must accompany the Application for Admission or the Re-registration form. If a student is currently on the waiting list for 2018-2019, the registration fee may be applied to the 2019–2020 school year.
Tuition
Grades K–8
The full cost of educating each child is $9,966. The second child in a family receives a 5% discount and the third child in a family a 15% discount, a fouth child in the famly is 50% discount.
Payments may be made monthly for 11 months or quarterly through FACTS.
Credits
For qualified active parishioners, a credit in the amount of $1,100 will be subtracted from tuition. A credit as an active parent may also be applied in the amount of $1575, if the family volunteers 30 hours per year (10 hours in school support; 20 hours in fundraising).
Admission Requirements For Current Families Re-Enrolling
To re-enroll children at Our Lady of the Lake Catholic School, each current family needs to submit an online OLL School Application and fee. After receiving the application, the Admissions Committee will verify that each family has met the following criteria:
Active Involvement in OLL Parish
* Is registered in the parish
* Uses parish envelopes when attending Mass or online giving
* Participates in the life of the parish
Active Involvement in OLL School
* Has contributed time and talent of at least 30 volunteer hours during school year; (minimum 20 fundraising hours and 10 support hours; hours for single parent families are reduced by half)
* Has zero account balance for tuition payments and fees by April 15 th .
The Parish Business Office will provide information about each family regarding: parish registration date, family involvement in parish ministries, use of parish envelopes, and the balance for school tuition payments. The School Volunteer Coordinator will provide the number of volunteer hours each family has contributed in fundraising and support during the school year. As per the tuition contract, a family will be charged $100 per unfulfilled volunteer commitment hour.
Collecting Monthly Tuition Payments
Each tuition payment is due on the 1 st or 15 th of the month and is considered delinquent thereafter.
If payment is not received by the 1 st or 15 th of the month FACTS will attempt a 2 nd withdrawal and charge the family $30 fee.
Any family whose payment has not been received by the end of the month must contact the principal.
If requests for tuition assistance exceed the budgeted amount for the year, the School Advisory Council (SAC) will review any request for additional funding.
If a family fails to participate in the meeting or to comply with the recommendation from the Tuition Payment Committee, it will receive a date to withdraw from Our Lady of the Lake Catholic School. Any remaining debt the family owes to the school will be sent to a collection agency.
Unpaid Tuition
If a family does not have a zero account balance for tuition payments during the re-enrollment period, it will not have met the criteria within the procedure: "Admission Requirements for Current Families Re-Enrolling at Our Lady of the Lake Catholic School".
If a family is unable to meet the terms of its Tuition Payment Contract, it must immediately contact the Principal to arrange for a payment plan or for tuition assistance.
To be considered for re-enrollment, a family must have a zero account balance for tuition by April 1 st or 15 th , or it may lose reserved space at Our Lady of the Lake Catholic School for the upcoming school year.
After April 1 st or 15 th , the family may be allowed to re-enroll at Our Lady of the Lake Catholic School if:
* It has met all admission requirements for current families re-enrolling at OLL.
* It has paid all of its outstanding tuition, thus having a zero account balance for tuition payment, or it has arranged for a payment plan with the principal.
* The upcoming year's tuition is current.
* Space is still available in the school.
Financial Assistance Procedure
Using FACTS, Our Lady of the Lake Catholic School assists families to determine need levels and allocation of available funds for financial assistance.
FACTS Grant and Aid Assessment is a professional service that assists private and parochial schools to manage their tuition. It provides Our Lady of the Lake Catholic School with an analysis of a family's key personal and financial information to evaluate need for financial aid.
If financial assistance is needed, a family must apply each year.
If a family's financial situation has changed during the year, such that it is unable to meet its Tuition Payment Contract, the family must contact the principal immediately to arrange for a payment plan. The family must apply for financial assistance.
A family will receive a Tuition Payment Contract after a determination is made.
A family may be admitted conditionally, if it fulfills the criteria with the procedure: "Admission requirements for Current Families Re-Enrolling at OLL School".
Once funds for financial assistance are determined and admission requirements are met, a family's application will be processed and space will be reserved at Our Lady of the Lake Catholic School for the upcoming year.
IX. Medical
A. Communicable Diseases
In the school environment, many communicable diseases or conditions are easily transmitted from one individual to another. Among the most common school restrictable diseases or conditions in students are head lice (pediculosis), chicken pox, mumps, fifths disease, and measles.
Students who have restrictable diseases or conditions must be excluded from school.
B. Immunizations
Students entering Archdiocesan schools must provide a signed Certificate of Immunization Status (CIS) form documenting either evidence of immunization or a religious and/or medical exemption prior to initial attendance.
Oregon law requires that every child between the ages of 5 and 14 entering into any Oregon public, private or parochial school for the first time must have all of the required immunizations or meet one of the requirements listed on the form supplied by the school or family physician. Out-of-state
transfer students are given a 60-day grace period to obtain their immunization records or to initiate immunizations.
C. Food Allergy Guidelines
OLL School is committed to safety, and is thus a food allergy aware school. Although many students suffer from food and/or environmental allergies, OLL School recognizes that some food allergies, particularly to peanuts and tree nuts, can be life-threatening. OLL School has created policies and procedures to reduce the likelihood of and prepare a response to a severe allergic reaction. OLL School cannot guarantee that nuts and peanuts will not be present within the school, and thus presents these practices as shared responsibilities between the school, the parents, and the food allergic child.
Avoidance of the Food Allergen
Peanut and tree nut products can be consumed in the cafeteria (also known as the Multi-Purpose Room [MPR]), and outside. They are not to be consumed at the "nut free" table in the MPR or in the classrooms. OLL School cannot monitor food allergens in the school after hours, on weekends, at athletic events, or served by OLL Church.
Parent Responsibilities
* Communicate instructions to the main office
* Meet individually with your child's teacher to discuss specific instructions for food allergy management
* Provide a selection of "safe" treats for use when class treats are not known to be safe
* Educate your child on safe food practices (no trading food, not eating foods with unknown ingredients) recognizing allergic reaction symptoms, and preparing for exclusions (from parties, class treats)
* Provide a safe lunch and snack daily; hot lunch is currently at own risk
* Accompany your child on field trips, if desired
* Volunteer to help when food will be served at school (lunchroom volunteer, room parent, Field Day), if desired
Student Responsibilities
* Do not eat food that has unknown ingredients
* Do not share or trade food
* Report food-allergy related bullying
* Wash hands regularly, especially after eating
School Responsibilities
* Lockers will be assigned with peanut and nut allergy awareness (no locker sharing)
* OLL will include notes about food allergic children in all substitute teacher folders
* PE/Health teacher will present information on prevention and treatment of anaphylaxis
1. Field Trips: Food is not to be consumed on the bus.
* OLL School manages food allergens in the school according to the following practices:
2. Birthday Treats: Treats with tree nuts or peanuts are not to be served in the classrooms; all birthday treats should be tree nut and peanut free. ALL snacks should be store bought or from a commercial bakery and remain peanut and tree nut free.
3. Class parties/Celebrations: Products with tree nuts or peanuts are not to be served in the classrooms; class parties should be tree nut and peanut free. Snacks should be store bought.
5. Lunch Time: Peanut and tree nut products may be consumed in the MPR (NOT at the nut free table), and outside.
4. Snack Time: Peanut and tree nut products may be consumed in the MPR (NOT at the nut free table) and outside.
6. Extended Care: Peanut and tree nut products may be consumed in the MPR, (NOT at the nut free table), and outside. Extended care staff will not serve products with peanuts or tree nuts.
8. Special Events (parent-supervised): Parents are encouraged to supervise their food allergic children at all school events.
7. Special Events (school-supervised): Peanut and tree nut products will not be served at the Lenten Dinner, Field Day, Special fundraising Lunches or any all-school event.
TREATMENT IN THE CASE OF INGESTION - The following procedures are designed to prepare for and treat an accidental ingestion:
Parent Responsibilities
Parents will provide medication – with instructions.
Parents will submit (annually) a physician directed Medical Action Plan including emergency contact information.
Parents will replace medications upon expiration.
Parents may accompany their child on field trips, if desired.
Parents will educate their child (safe foods, unsafe foods, avoiding exposure, symptoms, how to tell an adult).
Parents may volunteer to help when food will be present at school (room parent, Field Day), if desired.
Inform school of changes, new medications, etc.
Student Responsibilities
Students are responsible to report any possible ingestions and/or symptoms immediately.
School Responsibilities
OLL will review this plan annually, with each new staff member, with substitute teachers, after an emergency, and if a new student arrives or a student's condition changes.
The diocese provides anaphylaxis certification/Epi-pen administration training for school personnel, including annual updates for those already trained and training for any staff member who has a food allergic student in their classroom.
OLL School will store parent-provided Epi-pens in three safe but easily accessible locations – the main office, the student's classroom, and the MPR.
If a food-allergic student ingests a life threatening allergen or complains of symptoms, OLL School staff will do the following:
Staff will bring Epi-pens, Benadryl, cell phones and emergency contact information on all field trips.
Accompany the child at all times (never leave him/her alone).
Another faculty/staff member will call 911 and request advanced life support.
A trained faculty/staff member will administer Benadryl and/or Epi-pen.
The parents will be contacted.
The principal/vice principal will be notified.
If transported and no parent is present, a staff member will accompany the child.
D. Animals in the School Building
Due to the possible allergic reactions of children, as well as adults, animals will not be permitted in the school building including the gymnasium. The exception to this policy may include service animals, wildlife assemblies or a classroom "show and tell". In the case of an exception, families would be notified ahead of time.
E. Medication
The school recognizes that administering of medication by the school to students and self-medication may be necessary when the failure to take such medication would jeopardize the health of the student or the student would not be able to attend school if medication were not made available during school hours. Consequently, students may be permitted to take non-injectable prescription or nonprescription medication to school, on a temporary or regular basis under school supervision. The parent, in writing, shall make all requests for the school to administer medication to a student. Requests shall include the written instructions of the physician for administration of a prescription medication to a student or the written instructions of the parent for the administration of a nonprescription medication to a student. A prescription label will be deemed sufficient to meet the requirements for written prescription.
The school reserves the right to reject a request to administer prescription or non-prescription medication when, in the judgment of the school, the administration of such medication is not feasible. This policy shall not prohibit, in any way, the administration of recognized first aid to students by school personnel in accordance with established state law.
1. Medication Dispensation Guidelines
Prescription Medication
The following is required for : "….any non-injectable drugs, chemical compounds, suspensions or preparations which are taken either internally or externally by a student under the instruction of a physician."
a. Written instructions from the doctor which include
ii. Name of medication
i. Name of student
iii. Dosage
v. Method of administration (e.g., mouth, nose, ear, etc.)
iv. Time and/or frequency of administration
b. It is recommended that the physician note any possible adverse reactions and action required. These instructions may be included on a prescription label or in separate written directions from the physician. "Take as directed" or "as needed" cannot be taken as specific direction.
d. All prescription medication must be in the original prescription bottle and clearly labeled. (If the student is also taking the medication at home, the medication can be filled by the druggist in two separate bottles.)
c. The authorization form attached must be signed and filled out completely by the parent or guardian.
e. Unused medications must be picked up by a parent when treatment is complete or at the end of the school year. Medication left at school past the end of the school year will be destroyed.
2. Prescription Medication (Injectables)
The following is required for: "….any injectables for students who have severe allergic responses to insect sting, to other specific allergens and to students who are experiencing severe hypoglycemia when other treatment has failed or cannot be initiated."
a. Written instructions from the doctor which include
ii. Name of medication
i. Name of student
iii. Dosage
v. Method of administration (e.g., mouth, nose, ear, etc.)
iv. Time and/or frequency of administration
b. The parent shall make the request in writing for the school to administer, as necessary, injectable medication (medication administered by the intramuscular route) to the student.
d. Since the training of staff members to be authorized to administer injectable medication must be conducted under the supervision of a licensed physician, or nurse practitioner, (parents/guardians cannot train the designated school personnel in the use of
c. The request must include written instructions of the doctor for the administration of an injectable medication to the student. (A prescription label on the original container of the injectable medication is deemed sufficient to meet the requirements for written physician instruction.)
injectables).
e. Unused medications must be picked up by a parent when treatment is complete or at the end of the school year. Medication left at school past the end of the school year will be destroyed.
3. Non-Prescription Medication
The following is required for "…only commercially prepared, non-alcohol based medication to be taken at school that is necessary for the student to remain in school. This shall be limited to eyes, nose and cough drops, cough suppressants, analgesics (pain relievers), decongestants, antihistamines, topical antibiotics, anti-inflammatories and antacids.
a. Written instructions from the parent which include
ii. Name of medication
i. Name of student
iii. Dosage
v. Method of administration (e.g. mouth, nose, ear, etc.)
iv. Time and/or frequency of administration
b. All non-prescription medication must be in original container or packaging.
c. Unused medications must be picked up by parent when treatment is complete or at the end of the school year. Medication left at school past the end of the school year will be destroyed.
4. Parent to School Notification
Parents should notify the school immediately if their child has come in contact with or has any contagious disease or condition, such as but not limited to, chicken pox, pink eye, and/or head lice.
Should I Send My Child to School Today?
If you are having doubts regarding whether to send your child to school, the following guidelines will aid in your decision (please do not send)
SYMPTOM
GUIDELINE
Vomiting and/or diarrhea Conjunctivitis or “pink eye” Strep throat or sore throat
No vomiting or diarrhea for 24 hours.
May return after 24 hours of antibiotics.
May return 48 hours after no fever or accompanied by fever antibiotic therapy.
Chicken Pox
After all blisters have scabbed.
Measles
At discretion of personal physician. School must be notified of onset of disease ASAP.
Lice
Having shampooed with NIX or equivalent and with note from personal physician.
Remember: shampoo the 2 nd time to prevent re-infestation.
Impetigo
May return after 24 hours of antibiotics.
Pin Worms
Usually 7-10 days after initiation of medication.
Fever greater than 100°
No fever for full 24 hours, for the good of all
Congested Cough
On note from physician.
Rash
On note from physician stating rash is not contagious.
Please remember it is very important to call the office (636-2121) when your child will be absent.
X. PARENTS
A. Community
Our Lady of the Lake Catholic School is a Christian community that is bound together by a common goal—the value-centered education of our children. Three separate groups—faculty, parents, students—form this community and are united by this common goal. That we all believe in Christianity does not guarantee community. If we are to act in the best support of our students, the following four precepts of community must be understood:
* The good of the whole, which flows from the Biblical commandment to love, calls us to put communal needs above those of the individual. Whereas individual needs are not ignored, decisions, about any individual or isolated circumstance must necessarily consider the consequences to the whole community.
* Community must be inclusive. Human differences are celebrated as gifts. Members reach out to each other and by doing so extend themselves in a willingness to coexist.
* Community is lawful. Any community has its own set of rules that provides for the good of the whole and demands our love, discipline and sacrifice. The rules of community are by nature interdependent. They enhance the development of the group by asking each individual to be other-centered. The power of community rests with individuals' ability to take responsibility for themselves.
* Members of a community enter into dialogue. Dialogue requires a clear commitment to listen and an attempt to see things as another sees them. Finally, at the heart of both communication and Christianity is reconciliation. To say, "I am sorry" and to grant forgiveness requires everyone to look boldly at themselves for the growth of a relationship and ultimately the community.
B. Parental Responsibility
* In an attempt to be Christian role models for their children, parents are encouraged to promote the positive self-image of other members of the community and discouraged to engage in that which negates the other, i.e. teasing, bullying, excluding, put-downs, etc.
Community building is an essential part of Catholic education. It is important that we as parents support the common Christian value of "community" by their behavior. The following are guidelines of behavior which will help to strengthen and nurture the OLL school community:
* In as much as teachers are responsible for supporting good parent-student relationships, parents are asked to be supportive of the student-teacher relationship by expressing critical comments in a professional way directly to the teacher or principal. Parents should be aware that comments made in the presence of children which disparage the action or intention of a teacher undermines the child-teacher relationship.
* Giving to each decision the best interpretation possible is being fair and just to those in the community who make public decisions, i.e. our teachers, principal, pastor, and parent community leaders. To try to understand the complexity and often the agony of decisions is to honor the responsibility of decision-makers.
* Understanding that honest dialogue is integral to a healthy community, parents are encouraged to engage always in direct communication when trying to solve a problem or resolve an issue. Gossip is always destructive to community because it perpetuates problems and convolutes issues.
C. Resolution of concerns, issues, complaints
Concerns regarding individual school staff members should first be directed to that staff member. If the issue is not resolved, the parent should then address it with the principal. Finally, if the concern is still unresolved, the pastor should be contacted.
Procedure
Listed below are procedures to follow to speak with a teacher/parent regarding an issue:
First, contact the teacher by writing a note identifying the specific issue or to request an appointment to meet with them personally. A response can be expected within two school days. Some issues can be handled with a simple note while others may require an appointment. Please avoid hallway conversations that may lead to unintentional miscommunication, or cause distraction to a teacher supervising students. If the teacher needs to speak with a parent regarding an issue, they will follow the same procedure and write a note or call to make an appointment.
If an appointment is desired, please write a note to the teacher asking for an appointment, or call the school office at 503-636-2121 and leave a message for the teacher to call back. The teacher will call you back within one school day. If no one is home, the teacher will leave a message on the answering machine with specific call back instructions. It is expected that the interchange between both teacher and parent follow the guidelines outlined beginning on page 15.
D. Classroom Interruptions
All visitors including parents must report to the office, sign in, and sign out. In order to keep classroom disruptions to a minimum and learning time to a maximum, parents wishing to visit a classroom must arrange with the teacher, and have administrative approval, 2-3days in advance. The school office will deliver forgotten lunches or other school materials.
E. Family Cooperation/Removal of Students Resulting from Parental Attitude
Under normal circumstances a student should not be deprived of a Catholic education on grounds relating to the attitude of the parents. Nevertheless, a situation may arise in which the uncooperative or destructive attitude of parents so diminishes the effectiveness of the school that the family may be asked to withdraw from the school.
F. Use of Alcohol on Campus
When a school event is held where students are present, there will be no alcohol served on the parish premises.
G. Messages to Students
If during the school day it is necessary that a child receive a message from a parent, please call the office and leave the message for their child. It will be delivered to them at the appropriate time. Except for a very unusual circumstance, we will not call a child to the phone during school hours. Likewise, students may not use the telephone to call home for forgotten homework or lunches or to make after school social plans.
H. Parent-Teacher Organization
The Parent Association of Our Lady of the Lake Catholic School seeks to build a sense of Christian community by fostering positive relations among parents and with school personnel, providing a forum for parents to express their feelings and opinions, assisting in the operation of the school as needed through volunteer activities, and by fundraising to help meet the school budget.
1. General Philosophy
2. Dues
Annual membership dues are requested of each family at the time of registration. These funds are used to pay for classroom parties and hospitality obligations of the Parent Association.
3. Fund-raising
Parent involvement in fund-raising is essential. The school's common goal has been to provide a quality, affordable Catholic education for all. To this end, the Parent Association sponsors fundraisers which include: a Scrip program running during the school year; a Wreath and Poinsettia sale in late fall, a major Auction in the winter, and a handing basket sale in the spring.
Proceeds from our fund-raisers are a necessary part of the school budget. This year, fundraising will provide approximately 14% of the operating budget. In addition, monies will be allotted for various capital improvements to our school.
4. Service Program (Volunteer Hours)
The school is a community of students, staff, parents and parish personnel. All members must be of service in order for the community to function well. Each family is asked to contribute a minimum of 30 hours of service per year with 20 of those hours devoted to the school's fund-raising /development efforts. For single parent families, these hours are reduced by half. The OLL community has been fortunate to have many talented members. Volunteerism allows everyone an opportunity to share their special talents for the benefit of the community.
Volunteer commitments are coordinated by the volunteer chairpersons. Families paying full cost may have the fundraising portion of the volunteer hours waived. Incomplete volunteer hours will result in the family's loss of a reserved place in the school for the upcoming school year and charged $100 for each hour not met.
5. Offices
Offices include President, Vice President, Secretary, and Treasurer. Elections for these offices are held in the spring for the upcoming school year.
6. Meetings
The Association will hold monthly meetings for social benefit, exchange and acquisition of information.
I. Parties
1a. In- School
Celebrations are arranged with individual teachers. In Clackamas County, the health department regulates that treats be purchased and not home-baked. Please refer to Food Allergy Policy, IX Medical, Section C.
1b. No contact sports, games, or activities allowed during in-school parties.
2. Out of School Party Invitations
a. Invite less than you exclude
When planning parties, please be mindful of the number of boys and girls in your child's class and:
b. Whenever possible invite all students of the same gender.
d. Have children delivered to your home or place of party, rather than departing from school as a group. (This refers to situations where all boys or girls in a class haven't been invited.)
c. Send invitations and thank you cards through the mail
3. Gifts
In the spirit of community, students should not bring gifts (e.g. birthday, special occasion) to school for just one child. Gifts for one or a couple of students should most appropriately go from home to home.
4. End of the Year Party
Classroom end-of-the-year parties are at the discretion of the homeroom teacher. Room parents should contact the teacher within a reasonable amount of time to make the decision and to plan the event. These parties are to be held at school. The school will not authorize, approve funds, or be responsible for social activities planned by the parents off campus.
J. Releasing Students during the School Day
Students will be released only to a parent/guardian or to an individual authorized by the parent/guardian. Ordinarily, the parent/guardian's authorization to release a student to a nonparent/guardian is in writing.
An ill student will be released only to a parent or authorized person as listed on the Emergency Information Card. Please sign out at the main office.
K. School Advisory Council
A Catholic School Advisory Council (SAC) is a body whose members are selected and/or elected to participate in decision-making in designated areas of responsibility. Our Lady of the Lake Catholic School is part of the educational mission of Our Lady of the Lake Parish for which the pastor is the canonical administrator. He delegates, according to archdiocesan policy, administrative responsibilities to the school principal, who is accountable to him.
Role, Purpose, and Function
In the Archdiocese, all local School Advisory Councils are advisory in nature. An advisory council operates in the policy-making process by formulating and adopting but never enacting policy. Advisory implies that the pastor/principal will listen to the advice of the council in certain designated matters prior to a decision being made.
The umbrella role of the Catholic School Advisory Council is to provide policy direction to the school. This very general responsibility resolves into six distinct functions:
* Help develop and defend policy
* Participate in and encourage strategic planning
* Offer financial advice
* Evaluate itself periodically
* Serve as a good public relations source
* Participate in the selection process of the Principal, who is the Advisory Council's Executive Officer
Meetings
* Implement Archdiocese of Portland objectives and policies at Our Lady of the Lake School
Each month, the OLL School Advisory Council conducts meetings that are open to the school community. During its meetings, SAC concentrates on its basic functions to:
* Perform specific actions required by OLL SAC by-laws
* Review the principal's implementation of SAC policies
* Recommend policies affecting Our Lady of the Lake School that will guide the principal and staff
* Evaluate the effect of SAC's policies on the total educational program.
Meetings are usually held during the 3rd Tuesday of the month in the Parish Center. (Please check in advance, especially for holiday months). Individuals who are interested in expressing an opinion or presenting a proposal to SAC during the monthly meeting should contact the SAC President two weeks in advance.
Membership
* The SAC Nomination Committee receives and approves applications from the community before presenting candidates for election.
The Our Lady of the Lake Catholic School Advisory Council has nine appointed/elected members serving four-year terms, plus the pastor, principal and vice principal as ex-officio members. Individuals who have special skills or expertise (e.g. finance, planning, etc.) are encouraged to present themselves as candidates for council membership. Current membership consists of:
* Other members selected by SAC and approved by the pastor from the parish-at- large. Some members are selected by SAC for specific positions, including Finance, Planning, Marketing, Facilities, and Education.
2018-2019 OLL SCHOOL ADVISORY COUNCIL
COUNCIL MEMBER
POSITION
Fr. John Kerns
Pastor, Ex-Officio
Corrine Buich
Principal, Ex-Officio
Denise Gonzalez
Vice Principal, Ex-Officio
Brian Gerritz
President
Dan McKenzie/Brian Gerritz
Facilities
Sr. Janina Kokowrowski, SNJM
Education
Dan McKenzie/Kevin Hanna
Finance
Arianne Cakarnis
Marketing
Jill Vogt
PA Representative/SAC Secretary
Chris Mallory
Technology
Shelby Campion
Endowment
L. Tri-Council
The Pastoral Council, Administrative Council and School Advisory Council serve as the Tri-Council for the parish and are under the leadership of the pastor.
The Pastoral Council is responsible for assisting the pastor in providing the establishment of parish goals and programming. The School Advisory Council works in the context of the parish's mission statement, programs and parish policies that are established by the pastor and Pastoral Council. The Administrative Council is responsible for assisting the pastor in administering the finances of the parish.
The Finance Committee of the School Advisory Council and Administrative Council meet to plan the financial contribution/allocation from the parish to the school. The parish budget includes the financial contribution to the school as part of the total parish budget.
The school income budget is prepared by the School Advisory Council's Finance Committee, and the principal. The pastor approves the budget. The school expenditure budget is prepared by the Finance Committee in conjunction with the principal and SAC. It considers the total amount of money to be spent and cost-per-pupil in relation to schools of similar size and situation.
The Parent's Association supports the school and School Advisory Council. In fulfilling its purpose the Parent Association's objectives are
* To work in conjunction with the School Advisory Council to broaden understanding and to foster appreciation of Catholic education
* To raise the appropriate funds for the support and benefit of the school
* To assist in the operation of the school as needed through volunteer activities
* To work closely with SAC and various fund-raising groups to insure successful incomeproducing events
* To support the current OLL parish population enrollment
* To develop within a Christian community, positive relations among parents, students, school faculty, and the parish
* To enable the entire school and parish community to achieve its stated mission and goals with the school's philosophy
OUR LADY OF THE LAKE
PASTOR
Pastoral Council
Administrative Council
Principal
School Advisory Council
Parent Association
M. Verification of Compliance
By signing the Tuition Payment Contract parents verify that they are aware of and will comply with all regulations as written in the handbook.
XI. SAFETY
A. Asbestos Notification
Our Lady of the Lake Parish Center & School is exempt from the AHERA surveillance because asbestos products were not used in the construction.
B. Bicycles
Bicycles should be walked on and off the school premises. Bicycles should be locked to bike racks during school hours.
C. Earthquake Drills
In accordance with state law, earthquake drills will be held at least twice per year. Prior to the drills, students will receive instruction on proper procedures.
D. Fire Drills
In accordance with state law, fire drills will be held weekly during the first month of school, and monthly throughout the school year to ensure that students understand the procedure to be followed in case of fire or other emergency.
These rules must be followed during a fire drill:
Walk quickly (do not run) to your designated area, using the routed outline for each class.
Return to the building at the signal of the bell.
Stay as a class with the teacher.
Keep silent during the entire drill (from the time the bell rings to the time students re-enter their classrooms).
Special procedures are followed during Earthquake Drills, thus, students need to follow teacher directions carefully.
E. Laser Pointers
As a general rule, laser pointers are not allowed at school. If a student is giving a classroom presentation and would like to use a laser pointer for the presentation, permission must be received from the teacher at least one day prior to intended use. If granted permission the pointer must remain with the teacher except during approved use.
F. Playground Rules and Usage
See Code of Conduct
G. School Closure
In the event of inclement weather or other emergencies, Our Lady of the Lake Catholic School will follow the Lake Oswego School District decision for closure or late arrival. Upon receiving notice from the Lake Oswego School District, the Business Manager will notify Flash-News for inclusion on their school lists. Please listen to the radio or TV beginning at 6:00 a.m. for this information. Should Our Lady of Lake Catholic School have to close mid-day, the Flash-News will be notified and the parents will be notified through Ren-Web. Please be aware that when the school closes, Extended Care will also close. All students and staff need to be free to be able to get home safely and expeditiously.
H. Skates, Skateboards and Scooters
Skates, skateboards, and scooters may not be used on the school or parish property during school hours.
I. To and from School
Students who walk to school should use crosswalks at 8 th Street and 'A' Avenue when coming to and leaving from school.
J. Transportation
If students arrive or depart from school via Tri-Met, they are expected to use the appropriate crosswalks and follow other safety rules. Our Lady of the Lake Catholic School does not provide safety patrol personnel at any crosswalk.
1. Bus
When OLL uses a bus company for field trips, it is expected that student behavior will be appropriate at all times. Directions of a faculty or parent volunteer chaperone will be followed.
1. Drop-Off/Pick-up of Students - For the drop-off/pick-up procedures refer to the map located on pages 57 & 58. Please, be a good neighbor and DO NOT use Evergreen Road coming to, or going from School.
3. Traffic Safety
* Please drive slowly at all times.
* The traffic patterns are designed for the safety of the children.
* Our goal is to keep all cars parked only in designated "Staff/Visitor" Parking during school hours.
4. Drop-Off Procedure
* Cars should pull forward to the handi-cap parking slot nearest the church. Do not leave any gaps between cars. Cars cannot congest on 8 th Street while waiting to enter the parking lot. School personnel will direct all drivers.
* Please enter the parking lot from the 8th Street driveway closest to Evergreen Road.
* Cars can unload from that handi-cap parking slot, down the line to the play structure area.
* Children should exit from the passenger side for safety.
* Children should be ready to exit the car when it stops. That is, they should have in hand their book bag, lunch, etc. Messages to them should have occurred before the car door opens.
* Cars that have parked and wanting to exit need to wait for a safe opportunity. Do not stop your car to let them out.
* If the adult is coming into the school with the child, she/he must park in the middle section of the parking lot. Parents/Children should use the crosswalk whenever possible. Cars may not leave the lot until the carline is finished (about 8:10 a.m.), but must leave by 9:15 a.m.
5. Pick-up Procedure
* A Staff member will direct cars to an area to "line-up". Please pull in close to the car alongside to you and pull up close to the car in front of you (as many cars as possible will be placed in the holding pattern).
* As with morning drop-off, enter the parking lot from the driveway closest to Evergreen Road
* When the car line begins, please follow the staff members' direction. New families to the school must display their name card as you approach the staff person with the bull-horn.
* If a driver, unfamiliar with the system is to pick up a child:
* When exiting, please turn right onto 8 th Street (only exceptions are Evergreen Neighborhood residents).
o Make sure their name is on the family approved list for pick-up or call the office to give that permission
o Children should be prepared for a different pick-up person
o Explain to them the system used
* Grades K-6 will exit from the front doors of the Parish Center. Seventh and eighth grade student will exit from the south entrance. Only those who live within walking distance from the school, and have a current parent note on file with the school office, will be allowed to
proceed toward A Avenue and walk home. These students should be reminded to use the signalized crosswalk.
* Please note: Children waiting in the carline will only be released to the car picking them up. Parents may not walk into the carline to retrieve children! This is a safety issue.
* If you wish to pick up your child (other than via carline), you must meet them in the atrium.
* At all times, please follow the directives of staff on duty.
* Please do not use cell phones at any time when in car lines.
6. Volunteers/Appointments
All valuable volunteers or those having appointments with staff members must be aware that afternoon pick-up line begins forming by 2:30 p.m. Please, do not park in an area that would obstruct the carline formation at that time.
K. Visitors
2. Any student visitors who wish to visit campus must have made prior arrangements with the principal.
1. All visitors must report to the main office.
L. Weapons Policy
Ordinarily, any student in possession of a weapon will face disciplinary consequences up to and including expulsion from school.
Under Oregon law, the principal who has reasonable cause to believe that a person while at school or on grounds adjacent to the school is, or within the previous 120 days, has been in the possession of a firearm or destructive device must report the person to a law enforcement agency. For the purposes of reporting, a weapon is defined as but not limited to a firearm, a knife or similar instrument, mace/tear gas/pepper spray, a club bludgeon or similar instrument, or a deadly or dangerous weapon.
XII. STUDENT ACTIVITIES
A. Altar Servers
In cooperation with the parish altar server preparation program, 5 th grade students are eligible to participate in a training program coordinated by the 5 th grade teacher and a parish volunteer. Subsequent to the training sessions, new altar servers will be assigned to serve with an experienced server for school Masses. Assignment for weekend Masses begins at the 6 th grade level.
B. Assemblies
To enrich the curricular offering, to foster spirit, or to celebrate liturgical or other special occasions, assemblies are held on a regular basis. Assemblies may be school-wide or age/class specific.
C. Athletics and Eligibility
For OLL students to participate in CYO athletic activities, they must be a student in good standing both academically and behaviorally. Academically, it is recommended that a 'C' average must be maintained during the athletic season.
D. CYO Handbook/Guidelines
Catholic Youth Organization (CYO) athletics is a Catholic centered program which provides opportunities primarily for parish youth – 3 rd grade and older. CYO is "committed to the dignity and worth of all youth." All sporting events that involve OLL CYO teams must strictly adhere to the CYO philosophy. Today's CYO organization is governed by the CYO/Camp Howard Board of Directors. Depending on coach availability and student interest, CYO-OLL could offer fall volleyball, late fall/winter basketball, winter swimming, (K-8) (in conjunction with St. Clare School) and spring track and field. Registration for CYO sports is normally handled during September. Please see the separate CYO Handbook for information or contact OLL's CYO's Athletic Director, Mrs. Cathy Foy .
E. Field Trips/Camps
Field experience is an important part of learning. For each field trip the following information should be available:
1. Student Permission Slips: Each field trip requires a signed permission slip from home. Students must return the permission slip to school before the trip is to be taken. If a student is lacking the permission slip, he/she will remain at school and must arrange with the teacher to make up the missed experiences in some other way. If multiple trips on the same topic are planned, a general permission slip will be requested at the time of the first excursion. This permission slip will be kept on file for future reference.
3. Proof of insurance
2. Driver responsibilities (e.g., follow planned route, do not make extra stops, dress appropriately, no use of any alcohol at any time.) Any adult driver must have a completed Driver Information form left with the office prior to leaving on the trip.
4. Siblings are not allowed to accompany a class on a school field trip.
5. Any student not participating in OMSI Camp or Outdoor School must be prepared to stay at home and fulfill assignment requirements through a packet of homework relating to what the class will be learning at Camp/Outdoor School. This packet will be due back the day the class returns to session.
F. Money Collection
2. Endowment monies: Checks should be made payable to Our Lady of the Lake Catholic School Endowment Fund (please make these checks separate from your tuition check.)
1. Tuition monies: Payable through FACTS
3. School fees: Whenever possible please pay all school fees at the time of Registration in September. Checks should be made payable to Our Lady of the Lake Catholic School and with a memo to registration fees.
4. Misc: Any other monies coming to school need to be placed in a sealed envelope and clearly labeled.
G. Student Council
As a leadership opportunity, Our Lady of the Lake Catholic School elects Student Council officers and representatives twice per school year. A grade point average of 2.0 in each subject is required from the previous trimester and must be maintained while a member of the Council. Under the guidance of a faculty advisor, Student Council holds student body meetings, plans assemblies, manages the student store and coordinates some of the service opportunities.
H. Service Projects
Responding to the needs of others provides an important opportunity for social and spiritual growth as Christ calls everyone to love one another. Education at Our Lady of the Lake Catholic School fosters dedication to service for our entire life, and special projects are periodically undertaken to underscore this commitment. Students participate in at least one event annually for the benefit of the less fortunate (usually for children).
As an outgrowth of our Catholic social teachings, Our Lady of the Lake Catholic School actively participates in a variety of service programs that benefit others and helps the entire school community – students, parents, and faculty/staff – to live out the Gospel message of service and to increase our awareness of the human condition. As appropriate faculty committees plan these programs, announcements will be made in the weekly parent letter.
XIII. STUDENT AWARDS
A. Attendance
In keeping with our academic policies, the faculty promotes good attendance practices among the students in their classrooms. At the end of each school year, students with perfect attendance records receive an award during an all school assembly.
B. Other Awards Granted by the School
Physical Fitness Awards
Yearly, as part of the physical education curriculum, students have an opportunity to participate in various fitness programs. During some years, OLL may participate in the Presidential Physical Fitness program. In June these certificates are awarded to those students who qualify.
Graduation Awards
In addition to department awards, Our Lady of the Lake Catholic School confers three major awards to the graduates. They are: Academic Excellence, Distinguished Scholar and Christian Leadership.
XIV. STUDENT INFORMATION DISCLOSURE
A. Review of Student Education Records
Parents of students currently in attendance at Our Lady of the Lake School may review the student's education records. Parents wishing to review student records should make written request to the principal to do so. An amendment to the student's education records may be requested, if the student's parents believe the contents are inaccurate. If the school concludes that the request is valid, the record(s) will be amended. If the school concludes that the record(s) need not be amended, the parent may place a statement with the record commenting on the disputed information. Our Lady of the Lake Catholic School forwards education records requested by an educational institution in which the student seeks enrollment or services in a timely manner.
B. Directory Information
Our Lady of the Lake Catholic School provides a yearly parent/student directory to each registered family and employee of the school. In the fall of the year the middle school directory is sent to the admission directors of the five Catholic high schools for purposes of application and admission. The office will give directory information to other Our Lady of the Lake Catholic School families but will not disclose this information to other companies or vendors. A parental signature is required for Our Lady of the Lake Catholic School to release specific information, (e.g. name, photograph, age. etc.)
A parent may elect not to have any or all of these items included in a school- related directory. Notice from a parent that he or she does not want any or all of these types of information included must be made in writing to the principal of Our Lady of the Lake Catholic School before registration day.
C. Emergency Disclosure of Information
The school is required by law to disclose personally identifiable information from a student's education record to law enforcement, child protective services, health care professionals and other appropriate parties in connection with a health and safety emergency, if knowledge of the information is necessary to protect the health and safety of the student or other individuals.
XV. STUDENT SERVICES
A. Counseling
When appropriate, recommendations will be made by the teacher and principal/vice principal to the parent for a referral to an outside counselor, speech therapist or tutor.
B. Lunch Services
OLL has two lunch programs. Students may bring a lunch prepared and brought from home, or they may choose to participate in the catered hot lunch program when it is made available. Students who have forgotten their lunch will be given an adequate lunch to prevent hunger.
C. Milk Program
White milk, 1% and 2% and Fat Free is available daily and chocolate milk is available on Tuesdays and Thursdays. Milk may be purchased paying for the entire year at registration, by purchasing milk tickets from the office, or by paying daily with cash.
D. Telephone
Students without permission of a staff or faculty member may not use the telephone. Students may not call home for forgotten homework, lunches, or to make after school social arrangements. Parents may request to use a school phone or may ask to use one of the parish phones in their offices.
XVI. VOLUNTEERS
A. Volunteers
Volunteers assist the school in providing for the development of education of the students and provide a benefit to the school.
1. Volunteer Background Checks
The Diocese requires volunteers to undergo a background check. Volunteers will also be required to complete the "Called to Protect Program" and subsequent on-line updates. Ordinarily any person with an adult criminal conviction is not eligible to volunteer. The school further reserves the right to decline the services of a volunteer or to request a volunteer to withdraw from service in school activities whenever, in the judgment of the administration, it is in the best interest of the school to do so.
2. Volunteer Code
Volunteers serve to enhance the school's ability to provide for the students' development and to benefit the school. They serve in a variety of capacities, which include, but are not limited to: School Advisory Council and Committees, Parent Association Board and Committees, annual auction committee, Art Literacy, classroom assistance to teachers, cafeteria/hot lunch program, room parents, field trip assistants, playground supervision, and other activities relating to the talents and gifts of the volunteer population.
For reasons related to safety, as well as liability, pre-school children, or other siblings regardless of age, may not accompany a parent while the parent volunteers for a school activity, e.g. in the classroom or on a field trip. This policy is designed not only to protect the integrity of the school activity, but also to assure accuracy of the volunteer work performed.
Volunteers serving in the school will support and model the moral teachings of the Catholic Church and function faithfully within the mission and structures of the school, parish, and archdiocese with proper respect for those serving in ministries.
Volunteers work in a collaborative role with others, ministering to the development of the children and the school as an educational institution. Volunteers are asked to recognize confidentiality as a living principle and respect the dignity of those with whom they work and come into contact.
Volunteers accept responsibility to use contacts made through the school in such a way so as not to disrupt the peace, order, and tranquility of the school community.
Should volunteers come into conflict with school/parish related issues, it is the responsibility of both to resolve the dispute through personal diplomacy and/or an executive decision by the school principal and/or the pastor of the parish.
Any person who has a conflict with a school/parish volunteer outside of the boundaries of school/parish activities must settle that dispute without involving or using school/parish resources.
Certain categories of volunteers, for example classroom helpers and playground volunteers, will be required to attend a training meeting prior to service.
Notice:
When parents sign the Tuition Payment Contract each year, it is an agreement to complete the required Volunteer Hours, comply with the tuition payment expectation, and "agree to abide by the
Our Lady of the Lake Catholic School policies as stated in the Parent handbook, posted on the website http://www.ollschool-lakeoswego.org.
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#1252 America as Media-Persia – Kings of the East, part 3, The Battle of Armageddon
Because the Allies were playing the role of a second Daniel 2:39 Media-Persia, they were also playing the role of a latter day(s) Kings of the East who were defeating the Ottoman Turks, symbolically drying up the Euphrates River.
Revelation 16:12-16 (KJV) And the sixth angel poured out his vial upon THE GREAT RIVER EUPHRATES; AND THE WATER THEREOF WAS DRIED UP, THAT THE WAY OF THE KINGS OF THE EAST MIGHT BE PREPARED. [The Allies in World War I were in the role of a second Media-Persia, defeating the Ottoman Turks, symbolically drying up the Euphrates River, and freeing the Promised Land for the Jews to eventually return.]
13 And I saw three unclean spirits like frogs come out of the mouth of the dragon, and out of the mouth of the beast, and out of the mouth of the false prophet.
14 For they are the spirits of devils, working miracles, which go forth unto the kings of the earth and of the whole world, to gather them to the battle of that great day of God Almighty.
15 Behold, I come as a thief. Blessed is he that watcheth, and keepeth his garments, lest he walk naked, and they see his shame.
16 AND HE GATHERED THEM TOGETHER INTO A PLACE CALLED IN THE HEBREW TONGUE ARMAGEDDON.
Question: If the events of World War I are actually a part of the fulfillment of Revelation 16:12, are events of World War I also a fulfillment of Revelation 16:16 and the Battle of Armageddon?
Key Understanding and Answer: A major battle during World War I between the British – led by General Edmund Allenby – and the Ottoman Turks occurred at Megiddo, the place the Bible calls Armageddon. The victory by the Allies at Megiddo, and its subsequent exploitation, was the culminating victory in the Allied conquest of Palestine during World War I, removing the Promised Land from the control of the Ottoman Turks for the first time in 400 years.
Megiddo, located on a hill about 16 miles southeast of Haifa. The location made Megiddo strategically important.
It will be explained later just how much the Battle of Megiddo in World War I has to do with the fulfillment of Revelation 16:16 [and why and how the dragon, beast, and false prophet are a part of the passage].
The Battle of Megiddo, 19-25 September 1918, was the climactic battle of the British invasion of Palestine of 19171918. It is also famous as the last great cavalry victory. The cavalry advance flowed past the ancient site of Megiddo on the night of September 19-20, and thus the name was adopted for the entire battle.
Here is #1252–Doc 1, which is about the pivotal Battle of Megiddo in World War I.
Click here for #1252–Doc 1 Click here for the Original Source of #1252–Doc 1
<< Previous
Main Page and List of Unsealing Summaries
Next >>
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Cambridge International Examinations Cambridge International General Certificate of Secondary Education
COMPUTER SCIENCE
0478/21
Paper 2 Problem-solving and Programming
October/November 2015
PRE-RELEASE MATERIAL
No Additional Materials are required.
This material should be given to candidates on receipt by the Centre.
READ THESE INSTRUCTIONS FIRST
Candidates should use this material in preparation for the examination. Candidates should attempt the practical programming tasks using their chosen high-level, procedural programming language.
Candidates' preparation for the examination should include attempting the following practical program coding tasks.
Write and test a program to complete the three tasks.
A new born baby is kept in a cot in a hospital; the temperature of the baby is monitored every 10 minutes. The temperature of the baby is recorded in degrees Celsius to one decimal place and must be within the range 36.0°C to 37.5°C.
TASK 1
To simulate the monitoring required, write a routine that allows entry of the baby's temperature in degrees Celsius. The routine should check whether the temperature is within the acceptable range, too high or too low and output a suitable message in each case.
TASK 2
Write another routine that stores the temperatures taken over a three hour period in an array. This routine should output the highest and lowest temperatures and calculate the difference between these temperatures.
TASK 3
For a baby who has a temperature difference of more than one degree Celsius, and/or has been outside the acceptable range more than twice in the three hour period, output a suitable message giving a summary of the problem.
Your program must include appropriate prompts for the entry of data. Error messages and other outputs need to be set out clearly and understandably. All variables, constants and other identifiers must have meaningful names. Each task must be fully tested.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
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Social Media Policy
Adopted by Cavan and Monaghan Education and Training Board on 13 November 2013
Introduction
Social media is the term commonly given to Internet and mobile phone-based channels and tools that allow users to interact with each other and share opinions and content. Social Media, as the name implies, involves the building of communities or networks and encouraging participation and engagement.
Cavan and Monaghan Education and Training Board recognise that the use of Social Media provides valuable educational opportunities for shared learning and the collaborative exchange of ideas. However, the widespread use of social networking sites and the possibilities of inappropriate use which may bring Cavan and Monaghan Education and Training Board into disrepute or compromise a member of staff of Cavan and Monaghan Education and Training Board, means that a Policy is required which sets out the position of Cavan and Monaghan Education and Training Board on social networking by members of staff.
Purpose
The purpose of this Policy is to outline the responsibilities of members of staff who utilise social networking services. Whilst this is not definitive, social networking services include Facebook, MySpace, Bebo, Blogging, Twitter, YouTube, LinkedIn and also includes the use of such services via mobile telephones.
Scope
The Policy applies to all staff in any role in any Schools/Institute/Centre/Office, on a permanent, temporary, casual or fixed term basis and refers to the following essential elements of social networking usage;
- Access
- Account Management
- Acceptable Use
- Employee Conduct
o Professional Use
o Personal Use
- Content Management
- Security
- Data Protection
- Legal Issues
- Public Conduct
Policy
Access
It is envisaged that Collaborative Networking Services will be provided to all Cavan and Monaghan Education and Training Board Staff, Students and Learners via emailing and Virtual Learning Environment (VLE) facilities.
Where available, it is intended that staff be issued with an email account for on commencement of employment.
Requests for other social media facilities must be submitted in writing to the School Principal/Institute Director/ Centre Manager as indicated in Appendix I.
Account Management
Each School/Institute/Centre should coordinate an authorisation process for Staff wishing to create an account for the benefit of the School/Institute/Centre.
Each School/Institute/Centre is responsible for establishing and maintaining a Register of all social networking application domain names in use, the names of all Staff Administrators of these accounts, as well as the associated user identifications and passwords currently active within their School/Institute/Centre as outlined in Appendix II.
No new accounts can be opened in the name of Cavan and Monaghan Education and Training Board, or in the name of an individual School/Institute/Centre of Cavan and Monaghan Education and Training Board, without authorised sign off being secured in advance from Senior Management.
Acceptable Usage
In availing of Social Media Services approved by Cavan and Monaghan Education and Training Board, Staff must follow regulations and guidelines according to the ICT Acceptable Usage Policy for the Information Systems of Cavan and Monaghan Education and Training Board.
Employee Conduct - Professional Use of Social Media
- Staff should never post or send abusive, defamatory or distasteful messages or post photographs, videos or other media which could be considered in breach of Cavan and Monaghan Education and Training Board Policy and Procedure.
- Staff should not publish personal identifiable information of Cavan and Monaghan Education and Training Board Staff, Students or Learners unless this is in line with the policies of the school/centre and Cavan and Monaghan Education and Training Board.
- Staff should not send individual emails to students from their personal email accounts or reply to individual emails sent by Students from their personal email accounts.
- Staff should note that student names will not be recorded in website photographs unless it is an officially sanctioned photograph by the School Principal/Institute Director/ Centre Manager and Parental/Guardian consent has been secured.
- Staff should never post a comment about Cavan and Monaghan Education and Training Board that purports to represent the views of Cavan and Monaghan Education and Training Board or an individual School/Institute/Centre unless approved by the School Principal/Institute Director/ Centre Manager or the Chief Executive.
- Harassment/Sexual Harassment or Bullying via social media will not be tolerated
- The inappropriate use of Social Media web sites may lead to disciplinary action
Teaching Staff must follow the Guidelines prescribed by the following extract from the Teaching Council Code of Conduct
"Teachers shall…
3.3.6 Communicate effectively with pupils/students, colleagues, parents, school management and others in a manner that is professional, collaborative and supportive, and based on trust and respect.
3.3.7 Ensure that any communication with pupils/students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites.
3.3.8 Ensure that they do not access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format.
3.3.9 Ensure that they do not access, download or otherwise have in their possession, at any time or in any place, illegal materials/images in electronic or other format."
The Teaching/Tutoring Staff of a School/Institute/Centre have an important role to play in educating students in the safe and responsible use of Social Media. The School/Institute/Centre Social Media Policy should be read in tandem with this Policy, with Appendix III presenting guidelines on the preparation of such a Policy.
Employee Conduct – Personal Use of Social Media
The use of Social Media websites which are purely about personal matters and do not identify the user as an employee of Cavan and Monaghan Education and Training Board or discuss the activities of Cavan and Monaghan Education and Training Board will normally fall outside the guidance of this Policy, however, where members of staff place material on such personal social media webpages which would identify the user as an employee of Cavan and Monaghan Education and Training Board and discuss the activities of Cavan and Monaghan Education and Training Board this will fall within the scope of this policy.
However, the use of such personal social media within the Workplace should fall within the parameters of the Cavan and Monaghan Education and Training Board ICT Acceptable Usage Policy. It is important for staff to be aware that the use of social media when outside work can become the concern of the School/Institute/Centre and Cavan and Monaghan Education and Training Board, if the content relates to School/Institute/Centre or College activity. Disciplinary procedures may be invoked and there have been numerous court cases in recent times where employees have been dismissed for badmouthing their employer or customers on social media in outside work activity. This is where the "think before you type" culture can provide assistance.
Staff using social media sites for personal use should be conscious of 'keeping private life private'. Any 'friend' or link requests from students should be declined/refused.
Content Management
Each School Principal/Institute Director/Centre Manager is responsible for establishing, publishing, and updating their pages on social media sites and reserves the right to modify social media content based on best educational practice and standard.
Security
Cavan and Monaghan Education and Training Board is working to develop best practices to ensure the security of data and technical infrastructure in light of the new uses, users, and technologies related to social media use.
As a result, Cavan and Monaghan Education and Training Board's IT Administrators shall limit Internet access to Social Media services web sites according to the Cavan and Monaghan Education and Training Board's ICT Acceptable Use Policy, while allowing authorised users to reach content necessary to accommodate operating and instructional requirements. Such limitations may include:
- Allowing Internet access to Users who are specifically authorised.
- Preventing unnecessary functionality within Social Media web sites, such as instant messaging (IM) or file exchange.
- Minimising and/or eliminating the addition of web links to other web sites
Cavan and Monaghan Education and Training Board IT Administrators shall enable technical risk mitigation controls to the extent possible.
Such controls may include:
- Filtering and monitoring of all Social Media web site content posted and/or viewed.
- Scanning any and all files exchanged with the Social Media web sites.
Data Protection
As a Data Controller Cavan and Monaghan Education and Training Board have responsibilities in relation to Data Protection. The collection, use and retention of personal data in the form of subscribers to social media pages or the automatic collection of 'cookie data' fall under the data protection rules. Staff should familiarise themselves with the Code of Practice for Protection of Personal Data in ETBs and Cavan and Monaghan Education and Training Board's Data Protection Policy. It should be noted that a higher threshold of care must be exercised in relation to the collection, use and retention of sensitive data and the data of students.
Legal
Members of Cavan and Monaghan Education and Training Board's staff are responsible for ensuring that the use of Social Media facilities is lawful and must exercise due caution and diligence to ensure the use of all Social Media services adheres to all applicable laws and regulations.
Failure to do so may result in any or all of the following legal consequences;
- Member of staff being personally liable to criminal prosecution.
- Members of staff being personally sued for damages in a civil court.
- Cavan and Monaghan Education and Training Board or a School/Institute/Centre being sued for damages in a civil court.
Public Conduct
Users and visitors to social media sites of Cavan and Monaghan Education and Training Board shall be notified that the intended purpose of the site is to serve as a mechanism for communication between the School/Institute/Centre and members of the public.
Cavan and Monaghan Education and Training Board social media site articles and comments containing any of the following forms of content shall not be allowed:
- Comments not topically related to the particular social medium article being commented upon
- Comments in support of or opposition to political campaigns or ballot measures
- Profane language or content
- Content that promotes, fosters, or perpetuates discrimination in violation of the Equal
Status Act 2000-2011and theEmployment Equality Act 1998-2011in the domains of
o Gender
o Marital status
o Family status
o Sexual orientation
o Religion
o Age
o Disability
o Race
o Membership of the Traveller Community
- Sexual content or links to sexual content;
- Conduct or encouragement of illegal activity
These guidelines must be displayed to users or made available by hyperlink. Any content removed based on these guidelines must be retained, including the time, date and identity of the poster when available.
Other Related Policies and Procedures
The School/Institute/Centre Social Media Policy should be followed in connection within the implementation of this Policy (A template policy is given at Appendix III which may be adapted by individual schools/institutes/centres to suit their own needs).
All Cavan and Monaghan Education and Training Board Social Media services are subject to Cavan and Monaghan Education and Training Board's Policies and Procedures and relevant Department of Education & Skills Circular Letters. Staff should read this Social Media Policy in consultation with the following;
- ICT Acceptable Usage Policy for the Information Systems of Cavan and Monaghan Education and Training Board
- Child Protection Procedures for Primary and Post Primary Schools
- The Teaching Council Code of Professional Conduct for Teachers
- Grievance Procedures for Staff employed by Education and Training Boards
- Bullying Prevention Policy - Complaint Procedure For ETB Staff
- Harassment/Sexual Harassment Prevention Policy - Complaint Procedure For ETB Staff
-
School/Institute/Centre Health and Safety Statements
- Student Code of Conduct/Behaviour
- Code of Practice for dealing with Complaints made by Parent/s, Guardian/s of a Student or by a Student (who has reached the age of eighteen) currently enrolled in a school/centre, against a Staff Member employed by Cavan and Monaghan Education and Training Board (ETB)
- Code of Practice for the Protection of Personal Data in ETBs
Access to the Policy
This policy can be found on the Cavan and Monaghan Education and Training Board's Websites, www.monaghanvec.ie. and www.cavanvec.ie and on School/Institute/Centre Websites, where they are available. Note Cavan and Monaghan ETB's website is currently being developed and will shortly be available as www.cmetb.ie.
Members of staff should consult with their School Principal, Institute Director, Centre Manager or Head of Section for further details pertaining to this Policy.
Implementation and Review
This policy will be implemented by Principals, Institute Director and Centre Managers. Staff members will also be responsible for implementation in their own area of work.
This policy was adopted by Cavan and Monaghan Education and Training Board on 13 November 2013.
This policy will be reviewed annually and/or in light of any changes in legislation, advice received and changes in technology.
Appendix I
Request to create a Social Media Account within a School/Institute/Centre of Cavan and Monaghan Education and Training Board
Name of Staff Member:
School/Institute/Centre:
Name and Brief Outline of Social Media Facility being Requested:
What is the Educational Purpose of this Social Media Facility?
How will this Social Media Facility be managed?
Authorised Permission has been granted to create this Social Media by:
Signature
Date
Authorised Permission can only be signed by School Principal / Institute Director or Centre Manager.
No accounts can be opened in the name of Cavan and Monaghan Education and Training Board or in the name of an individual School/Institute/Centre of Cavan and Monaghan Education and Training Board without authorised sign off being secured in advance from Senior Management.
Appendix II
Register of Social Media Accounts within a School/Institute/Centre of Cavan and Monaghan Education and Training Board
| Name of Social Media Facility | Date of Authorised Permission being Granted | Staff Administrators |
|---|---|---|
Appendix III
Guidelines for the preparation of a School/Institute/Centre Social Media Policy. This template may be adapted for use by Individual schools/Institutes/Centres.
<Insert School/Institute/Centre Name>
Draft Social Media Policy
School/Institute/Centre MISSION STATEMENT
CONTENTS
1. RATIONALE.
2. RELATION TO MISSION.
3. AIMS OF THE POLICY.
4. POLICY CONTENT.
5. ROLES AND RESPONSIBILITIES.
6. REVIEW AND EVALUATION.
7. APPENDICES
RATIONALE
There can be little doubt that we currently live in an information age where the majority of the content (photographs, music, video, print) we consume and create is of a digital nature. The distribution and sharing of such material on the Internet via Social Media sites such as Facebook, Twitter, MySpace, YouTube, Google+ etc. has become a feature of our times. Young people are now said to be 'digital natives' as the creation and sharing of content comes naturally to them.
Unfortunately there is scope for naïve, irresponsible and inappropriate use of Social Media sites and this can lead to bullying, harassment and illegal activity whilst online. Insert 'School /Institute /Centre Name' therefore needs a policy to ensure the safe & responsible use of Social Media by all members of the school/centre community. This is necessary in order to protect students, staff and the good name of our Insert 'School / Institute /Centre Name'
RELATION TO MISSION
The Mission Statement of Insert 'School / Institute /Centre Name' and embedded pastoral approach place a committed emphasis on care for the student. The focus is on care for the individual, respect for others and the promotion of positive behaviours that will enable students to participate safely in a digital world and aligns to the objectives of this Social Media Policy.
AIMS
This Policy aims to:
[x] Produce a set of strategies for students that will allow them to use Social Media safely and responsibly.
[x] Protect the integrity and good name of all members of the Insert 'School / Institute /Centre Name' community from online abuse.
[x] Outline behaviours which are unacceptable and the consequences of these.
[x] Provide guidance for staff and students on the appropriate use of Social Media.
POLICY CONTENT
1. Strategies to be communicated to students/learners to enable safe & responsible use of Social Media
a. Use strict privacy settings.
Students/learners (Users) should review all of the options on the privacy settings page. Many social media websites' default settings tend to keep information public until a user makes it private (although Facebook is a little stricter with minors' accounts). "Friends Only" is a good choice for most items, but users can be even more selective.
b. Be selective and control what you post.
Users should be selective about what they share by customising the recipients of posts. Activities on Facebook, including the applications young people use and games they play, can be viewed by others. Remember: Everything online happens in front of a vast, invisible, and often anonymous audience. Once something is out there, it doesn't go away as it can be copied and forwarded easily and quickly. Everything leaves a digital footprint.
As a rule of thumb if users wouldn't be comfortable posting something (pictures, comments etc.) on a noticeboard in the school corridor then they shouldn't post it online.
Students/learners should never post personal details such as phone number, personal email address or home address.
Remember that irresponsible online behaviour can damage real life reputation.
c. Be selective with friends.
Users should be careful who they make friends with online. In general it is better to restrict friends to people who are known and trusted in the real world.
d. Pre-approve tags.
Users should choose the settings that allow them to see everything they have been tagged in (including photos) before the tag links to their page.
e. Use notification settings.
Users can tell Facebook (or other social media site) that you want to be notified of any activity performed on their name, including photo tags.
f. Never post location.
Facebook lets users post their location on every post. Users should not do this for safety and privacy reasons. It also allows users to "tag" friends' location. Users can prevent anyone from tagging their location in the 'How Tags Work' section of the website.
g. Cyberbullying
Cyberbullying can involve unwanted text messages, phone video recordings or web posts being used to threaten, abuse or harm someone. It is like physical or verbal bullying, but it uses technology instead.
Cyberbullying, like all bullying, is difficult on the victim. It can be hard to prove and difficult to get the courage to report it.
If a student/learner is experiencing this form of bullying, it is vital they don't suffer in silence. Also, if a student/learner has witnessed cyberbullying, it is important that they take appropriate action and address the problem.
Further information for Parents/Guardians and Students/Learners is available from the following publication produced by Barnardos and the NCTE:
http://www.hotline.ie/documents/Cyberbullying.pdf
Read the Office for Internet Safety's Guide to cyberbullying, which includes information on when and how to contact service providers if you are being cyberbullied.
http://www.internetsafety.ie/website/ois/oisweb.nsf/page/DPCY-7LYJ4V1343473-en
h. Beating Cyberbullying
- Don't reply to the messages or get into any online arguments.
[x] Save the evidence (photo/email/video/web post, etc.) as proof. Take a screenshot of any comments that are threatening.
- Make a note of the time and date that messages or images were sent, along with any details available about the sender.
- Tell a trusted adult, such as a close relative, a family friend, a Class Tutor, Year Head, the Deputy Principal or Principal or any Teacher/Tutor in the School/Institute/Centre,
health professional or a youth worker, someone who will be able to help and give support.
- Contact a free confidential support service such as Samaritans - telephone 1850 609090.
- Report the bullying to the Gardaí.
- Report the bullying to the technology providers such as the mobile phone company, web host or website owner.
Text Bullying
Texting is cheap, easy and can be great for quick conversations. Unfortunately it can also be used to harass, bully and frighten people. Text bullying or harassment can be texts that frighten, insult, threaten people or make them feel uncomfortable. Email, social networks like Facebook/Twitter/BBM (Blackberry Messaging) and phone calls can be used to harass in the same way.
It is illegal to bully or harass someone by text, phone, Internet or email and if the harassment is getting out of hand you should report it to the Gardaí.
If Text Bullying is happening:
- Students/learners should not stay quiet about the bullying. They should tell a friend, parents, a Class Tutor, Year Head, the Deputy Principal/Deputy Director or Principal/Director/Centre Manager or any Teacher/Tutor in the School/Institute/Centre, health professional or a youth worker, someone who will be able to help and give support.
- Students/learners should not reply to the messages or get into any text arguments. If there's no answer, hopefully they will get bored and stop harassing.
- Messages should not be deleted as they can be used as evidence for reporting the crime. A note should be made of the time and date that messages or images were sent, along with any details available about the sender.
- The bullying should be reported to the Gardaí and the phone company. If the phone company are aware of the problem they may be able to give a new phone number or caution the person carrying out the harassment.
Parents/Guardians worry about the dangers of cyberbullying. The Office of Internet Safety booklet "Get With IT!" is a Guide to Cyberbullying. This booklet is intended to increase awareness of all aspects of cyberbullying in the new media world and to help parents and their children understand the often confusing issues of new media technologies and tools which children and young people are using for this behaviour.
This publication was produced as a joint initiative between the Office for Internet Safety, the National Centre for Technology in Education (NCTE), O2 and Barnardos http://www.internetsafety.ie/website/ois/oisweb.nsf / pag e/D P CY -7L YJ4 V13 4 3 47 3 -en
i. Using Social Media on a Mobile Phone.
If a student/learner's profile is linked to their mobile phone, they should use the website's privacy settings to ensure that their phone number is not visible.
j. Chat & VoIP services. (These allow for communication that may be typed or spoken with or without webcam access)
When using the above services e.g. Skype, Google Talk, Facebook Chat; users should only communicate with people they trust and remember that other people may be able to view all aspects of the communication.
k. Watch the clock.
Social media sites can be real time wasters. Hours and hours can go by online - time that should be spent doing homework, studying, reading or exercising.
Appendix A contains links to some online resources that may be useful in dealing with the above subject in class.
Appendix B contains information on reporting inappropriate use on the Facebook site.
2. Unacceptable uses of Social Media sites and their consequences.
Unacceptable use of Social Media sites will include:
[x] Sending or posting discriminatory, harassing, or threatening messages or images that may cause harm to any member of the school community.
[x] Forwarding or 'Liking' material that is likely to cause offence or hurt to a third party.
[x] Sending or posting messages or material that could damage the School's image or reputation.
[x] Creating a fake profile that impersonates another member of the school community.
[x] Sending or posting material that is confidential to the School.
[x] Uses that violate copyright law, fail to observe licensing agreements or infringe on others' intellectual property rights.
[x] Participating in the viewing or exchange of inappropriate images or obscene material.
While all cases involving the inappropriate use of social media will be dealt with on an individual basis, the School/Institute/Centre and its Board of Management considers the above to be serious breaches of our Code of Behaviour. Disciplinary consequences up to and including expulsion may be exercised in certain cases.
Please see the School/Institute/Centre Code of Behaviour for information on the full range of sanctions the School/Institute/Centre employs and our appeal procedures.
3. Guidelines for staff on the use of Social Media sites.
Personal use of Social Media:
Use of these sites by staff in school is governed by Cavan and Monaghan Education and Training Board's Social Media Policy, Cavan and Monaghan Education and Training Board ICT Acceptable Usage Policy and the recently published 'Code of Professional Conduct' from the Teaching Council, see Appendix C.
Staff should not use their personal profiles to conduct school business or communicate with Students/Learners or their Parents/Guardians.
Educational use by staff:
Social Media sites can offer educational opportunities for collaboration on projects, presentation of ideas and sharing of class materials and resources. Staff should be guided by the following principles when incorporating Social Media into their teaching.
[x] The starting point for all Social Media interaction should be via a link in the Subject Department section on the school's website where this is available.
[x] The educational advantage of the use of the Social Media site in question should be clear and permission sought from the School/Institute/Centre Principal/Director/Manager before use. Appendix I of the Co Monaghan Social Media Policy indicates how this permission is sought.
[x] Material that is confidential in nature such as student names, grades etc. should never be posted.
[x] In general Facebook pages for schools/institutes/centres should be set up as 'like' pages rather than 'friend' pages. This means that the pages is used as an information resource only and students who 'like' the page cannot view or link to others who 'like' the page.
[x] 'Groups' should be used when collaborating on Facebook. Membership of these can be strictly controlled and users do not have to be friends of other users or the group's creator.
[x] Pay strict attention to intellectual property and copyright laws.
[x] All students participating in the online collaboration should be advised of their responsibility to use the site appropriately as per sections 1 & 2 above.
[x] Staff are expected to exercise sound judgement and maintain the highest professional standards while using Social Media in the School/Institute/Centre
More information on how Facebook may be incorporated safely into the classroom and the creation of groups may be obtained from the Facebook Safety Centre (see link below).
http://www.facebook.com/safety/groups/teens/
ROLES AND RESPONSIBILITIES
1. The Board of Management will approve the policy and ensure its development and evaluation. The Policy will then go before the ETB for ratification. This approval, development and evaluation is conducted in parallel to the prescriptions of the Cavan and Monaghan Education and Training Board Social Media Policy
2. The Principal/Director/Centre Manager and Deputy Principal/Director/Centre Manager will be responsible for the dissemination of the School/Institute/Centre Social Media Policy and the application of consequences, which are conducted in parallel to the prescriptions of the Cavan and Monaghan Education and Training Board's Social Media Policy.
3. Year Heads/Head of School/Course Co-ordinator will outline unacceptable uses of Social Media to students and be responsible for keeping records of breaches of Section 2 of the Policy.
4. The Principal/Director/Centre Manager and relevant Staff including HSCL Teacher, Year Head will organise for the provision of a Parents Information Evening on Internet safety. This should take place ideally every two Years and could be done in conjunction with Feeder Primary Schools/ Parents of pupils in Feeder Schools could be invited to attend.
5. Class Tutors will be alert to the signs and possibilities of Bullying within their groups.
6. Strategies to ensure online safety will be taught as part of the School/Institute/Centre Pastoral Care anti-bullying programme.
7. Subject Teachers will report any incidents of online bullying and be mindful of their obligations under the Child Protection Guidelines.
8. The Guidance Counsellor and Care Team will provide support for students who have been victims on online bullying.
9. Programme Co-ordinators will ensure that their section of the school's website, where available complies with this policy.
10. Subject Teachers will adhere to the guidelines outlined in Section 3 of the policy above.
11. All Staff must highlight that use of Social Media in cyber, text or other bullying formats may be the concern of the School/Institute/Centre if it impacts on School/Institute/Centre itself, its staff or students/learners
12. All staff must adhere to this policy and the prescriptions of the Cavan and Monaghan Education and Training Board's Social Media Policy.
REVIEW AND EVALUATION
The effectiveness of this policy will be monitored by the Principal/Director/Centre Manager and Deputy Principal/Deputy Director/Deputy Centre Manger and School/Institute/Centre Staff.
The policy will be reviewed annually and in light of changes in legislation and advances in technology or as needs dictate during the academic year.
APPENDIX A
Follow the links below for resources to assist in educating students on the responsible use of the Internet and Social Media.
http://www.makeitsecure.org/en/young-users.html http://www.make-it-safe.net/
http://www.webwise.ie/
http://www.facebook.com/safety/groups/teens/
http://www.internetsafety.ie/website/ois/oisweb.nsf/page/safety-en www.watchyourspace.ie
www.thinkb4uclick.ie www.safekids.com
http://www.spunout.ie
APPENDIX B
Procedure for Alerting Facebook in the case of Bullying or the posting of inappropriate images.
The link below can be used to report the above to Facebook who generally take such reports seriously and quickly remove the offensive material.
http://www.facebook.com/help/?page=178608028874393&ref=bc
Procedure for Reporting a Fake Profile on Facebook.
The first piece of action to be taken by a person, in respect of whom a fake profile on Facebook has been set up, is to contact the Facebook Help Centre immediately and require Facebook to remove the fake profile. This can be done using the link to the Help Centre below. Facebook state that the profile will be removed within 24 hours from notification.
http://www.facebook.com/help/?faq=167722253287296
Procedure for having inappropriate or offensive clips removed from YouTube
YouTube may be alerted to inappropriate uses by selecting the 'Flag' option beside the clip. YouTube will then ask you to select one of six reasons why the video is inappropriate: Sexual Content; Violent or Repulsive Content; Hateful or Abusive Content; Harmful Dangerous Acts; Infringement of Personal Rights; Spam. Once you have indicated the reason YouTube will review the clip within 48 hours and delete it if necessary
APPENDIX C
Guidelines for staff on Personal use of Social Media websites
From the Teaching Council Code of Conduct
Teachers shall…
3.3.6 Communicate effectively with pupils/students, colleagues, parents, school management and others in a manner that is professional, collaborative and supportive, and based on trust and respect.
3.3.7 Ensure that any communication with pupils/students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites.
3.3.8 Ensure that they do not access, download or otherwise have in their possession while engaged in school activities, inappropriate materials/images in electronic or other format.
3.3.9 Ensure that they do not access, download or otherwise have in their possession, at any time or in any place, illegal materials/images in electronic or other format.
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The Godly Man as Christ's Representative Financial Responsibility
Money represents life because we must invest our lives to acquire it. Money is neither good nor bad, but becomes so only in the context of its use. It is a medium of exchange. Since it represents life, we are responsible for its use and handling. I Corinthians 4:2 "Moreover it is required in stewards, that a man be found faithful."
Financial Truths
1. Who really owns the world's riches? Haggai 2:8 …………………………………………….
2. Who gives us our ability to make money? Deuteronomy 8:18, I Corinthians 4:7 ……………
3. Match up some of the pitfalls of money with their appropriate scriptures:
( ) Forgetting God
1. Proverbs 30:8-9
( ) Stop trusting God
2. I Timothy 6:10
( ) Being deceived
3. Mark 4:19
( ) Falling in love with money
4. Deuteronomy 8:12-14
( ) Trusting a fleeting commodity
5. Proverbs 23:4-5
( ) Becoming ungrateful
6. Matthew 6:24
( ) Becoming double minded
7. Malachi 3:8
( ) Robbing God
8. Proverbs 11:28 (Living)
"Trust in your money and down you go! Trust in God and flourish as a tree."
4. Do you feel prosperity or poverty is more spiritually helpful? ………………………………...
Why? ……………………………………………………………………………………….
5. List a principle in finances from the following scriptures: Proverbs 20:4, Proverbs
14:23, II Thessalonians 3:10 The principle is: ……………………………………………..
………………………………………………………………………………………………
6. Proverbs 21:20 (Living) says, “The wise man saves for the future, but the foolish man spends whatever he gets.” What principle do we find in this verse regarding finances?
………………………………………………………………………………………………
7. Proverbs 16:9 (Living) says, “We should make plans - counting on God to direct us.” How does this apply in finances?
……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ………………………………………………………………
8. Proverbs 17:18 (Living) says, “It is poor judgment to countersign another's note, to become responsible for his debts.” What does this warn us against? ………………………………... ………………………………………………………………………………………………
9. What is our condition when we owe money? Proverbs 22:7 ………………………………………………………...
10. Many people stay in debt because of a continuing practice of buying items which depreciate rapidly. Watch out for this trap. Romans 13:8 says we are to owe others only …...…………………………………………………………
11. God, in Philippians 4:19, has promised to provide our ………………………………………….
………………………………………………………………………………………………
12. What is the difference between wants and needs? ……………………………………..
…………………………………………………………………………………………………....
13. In Matthew 4:6, 7, the devil tempted Jesus to the sin of presumption. How can this sin be committed in the financial realm? ……………………………………………………………
…………………………………………………………………...
14. If you are short of money, answering the following questions may reveal to you the reason why this is true:
a. Do I really need it? ………………………………………………………………..
b. Is God testing my faith? …………………………………………………...
c. Did I mis-spend the money God has already given me? …………………………...
d. Have I violated the financial principles? …………………………………………
Match the scriptures with the principles:
(…..) Stinginess
1. Luke 12:15
(…..) Hastiness
2. Proverbs 11:24, 25
(…..) Stubbornness
3. Proverbs 28:19, 20
(…..) Laziness
4. Proverbs 21:5
(…..) Gluttony
5. Proverbs 20:13
(…..) Get-Rich-Quick Schemes
6. Proverbs 23:21
(…..) Coveteousness
7. Proverbs 13:18
The Principle of Giving
Another important principle in finances is giving. We will search for truths regarding why, how, and where to give.
1. In the light of Deuteronomy 14:23b (Living), “the purpose of tithing is to teach you always to put God first in your lives.”
Why do you feel God instituted tithing? ……………………………………………………
2. God is not nearly as interested in raising money as He is in raising children.
What has God promised to those who give faithfully? Malachi3:10 ………………………
………………………………………………………………………………………………
3. What would be the opposite effortwhich could come upon those who do not give faithfuhy? Malachi 3:11 ……………………………………………………………………...
4. List some principles of giving to be found in II Corinthians 9:6-15 ……………………
………………………………………………………………………………………………
5. List some principles of giving to be found in II Corinthians 8:1-15 ……………………
………………………………………………………………………………………………
6. Where should we give?
a. Galatians 6:6 …………………………………………………………………… b. Proverbs 19:17 ………………………………………………………………….
c. James 2:15-16 …………………………………………………………………..
d. I Corinthians 9:11-14 …………………………………………………………..
Assignment
In the light of this study, discuss your financial situation with your wife to see if some changes need to be made. If they do, and you are in agreement, put them into effect immediately. ………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
Suggestions For Further Study
Tape 1267AB - Financial Responsibility, Gene Warr
How to Live on your Income, Readers Digest Association, Pleasantville, New York Guide to Personal Finance by Sal Nuccio, Harper & Row Publishers You Can Be Financially Free by George Fooshee, Revell
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WRITING A SCIENTIFIC ARGUMENT
CER – Claim Evidence Reasoning
Remember, your evidence supports your claim. Your reasoning supports your evidence.
Directions:
1. Open a google document - Share Google Document with your teacher
2. Name your Google Document "NS – Period – Your Name"
3. Copy/Paste your pre-write from the reasoning tool in NS Lesson 2.4.3.
4. Use below format to create your written response
5. Copy/Paste your final 3 paragraphs into amplify NS Lesson 2.4.4
Dear Dr. Young,
Paragraph 1 -
Introduce the problem/topic
State your claim you are supporting
List your evidence you have to support your claim
Paragraph 2 -
Describe supporting evidence in detail
Provide your reasoning that connects your evidence to your claim.
Paragraph 3 -
Re-state topic/problem
Re-state your supported claim
Closing statement connecting your claim to why population of Newts changed over time.
Sincerely,
Your Name Student Biologist Email Address
WRITING A SCIENTIFIC ARGUMENT
Paragraph 1 – Introduce Topic
Paragraph 1 - State your supported claim
Paragraph 2: Supported Evidence
Paragraph 5 - Conclusion
Paragraph 2: Reasoning for Evidence
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Description of an Active Saint Simon Parishioner
An active Saint Simon parishioner lives out their discipleship by:
- Being a registered parishioner of Saint Simon the Apostle Catholic Church
- The family attends Sunday Mass and Holy Days of Obligation faithfully, mostly at Saint Simon.
- Shares their God-given blessings with our parish community and the greater community.
- Shares their time in our Saint Simon community through participation in various ministries.
- Supports our parish through sacrificially sharing of their financial treasure.
- Shares their talents within our Saint Simon community to build up the Kingdom of God.
- Is committed to deepening their relationship with God through prayer.
- Loves God with their whole mind, heart, and soul and loves their neighbor as yourself.
All of the above descriptions are important in living our faith. An added benefit is that active parishioners receive the parishioner tuition rates at Saint Simon and in our Archdiocesan High Schools. In early spring of each year, the Catholic high schools request from parishes a list of families that have active parishioner status.
Families not registered at St. Simon Catholic Church
Incoming Catholic families must obtain a letter of good standing from their previous parish to receive the benefit of parishioner tuition rates. Newly registered families enjoy a grace period of one school year granted to give their family time to grow into full participation in the life our parish community.
Non-Catholic and non-parishioner families must pay full tuition.
We are a welcoming community. Your child(ren) and your family are invited to participate as fully as possible in the life of our community. Should your hearts be moved to desire to enter into the faith tradition of the Catholic Church, we are happy to walk with you in your discernment and to welcome you.
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motivation and emotion psychology pdf
Motivation is the reason for people's actions, willingness and goals.Motivation is derived from the word motive which is defined as a need that requires satisfaction. These needs could also be wants or desires that are acquired through influence of culture, society, lifestyle, etc. or generally innate. Motivation is one's direction to behavior, or what causes a person to want to repeat a ...
Motivation - Wikipedia
Definition. The following definitions of motivation were gleaned from a variety of psychology textbooks and reflect the general consensus that motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction (see Kleinginna and Kleinginna, 1981a).. internal state or condition that activates behavior ...
Educational Psychology Interactive: Motivation
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices.
Intrinsic and Extrinsic Motivations: Classic Definitions
Educational psychology is the branch of psychology concerned with the scientific study of human learning.The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning.
Educational psychology - Wikipedia
The study of psychology at Colby revolves around research at all levels of the curriculum, beginning with the introductory course. Students and professors collaborate in courses and the lab to explore interesting phenomena in cognition, development, emotion, health, language, motivation, neuroscience, perception, personality, psychopathology, and social psychology.
Psychology | Colby College
Encountering America: Humanistic Psychology, Sixties Culture, and the Shaping of the Modern Self Jessica Grogan, Harper Perennial, 2012. The Founders of Humanistic Psychology Roy Jose DeCarvalho, NY: Praeger, 1991. The Growth Hypothesis in Psychology: The Humanistic Psychology of Abraham Maslow and Carl Rogers Roy Jose DeCarvalho, Lewiston, NY: Edwin Mellen Press, 1991.
Official Abraham Maslow Publications Site
Culture and Psychology, 5th Edition. This edition creates a deeper and more complex understanding of the nature of culture for the reader and delves into the relationship between culture and psychology through exploration of topics such as changing gender roles, sexuality, self-esteem, aggression, personality and mate selection.. Click here to pre-order
David Matsumoto
REVISESD SYLLABUS OF PSYCHOLOGY Emotions. Theories of Emotion: James-Lang’e, Cannon-Bard, Schachter and Singer, Lazarus, Lindsley’s Activation Theory.
C. S. J. M. UNIVERSITY, KANPUR
PEOPLE FACILITIES PUBLICATIONS PHOTOS MEDIA [All articles are the sole copyright of the respective publishers Permission to access copyrighted PDF files MUST be requested before downloading by clicking here.] BOOKS:
Publications - Richard E. Petty
2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages .. acquisition, that is by using language for real communication (natural environment) ... learning .. "knowing about" language'
Affect in Language Learning: Motivation - Nada's Island
Abstract. We conducted a field study to test the applicability of the job characteristics model (JCM) in volunteer organizations and examine the impact of job characteristics on volunteer motivation, satisfaction and intent to quit, as well as test a measure of volunteer performance.
Designing volunteers’ tasks to maximize motivation
About the Advanced Placement Program ® (AP ) The Advanced Placement Program® has enabled millions of students to take college-level courses and earn college credit, advanced placement, or both, while still in high school. AP Exams are given each year in May. Students who earn a qualifying score on an AP Exam are typically
AP PSYCHOLOGY - Unauthorized
A Take Home Message. Gratitude is a human emotion that can be most simply defined as appreciation or acknowledgment of an altruistic act. Historically, philosophers have suggested that gratitude is one of the most important human emotions for the success of the society, and religious and spiritual thinkers have suggested that it is a crucial aspect of religious and spiritual life. Modern ...
What is Gratitude and What Is Its Role in Positive Psychology?
Session Activities Readings. Read the following before watching the lecture video. One of the following textbook chapters: [] Chapter 1, "Introduction to the Science of Psychology: History and Research Methods" Study outline for K&R Chapter 1 (PDF) Chapter 1, "Introducing Psychology"
Introduction | Introduction to Psychology | Brain and
MANUSCRIPT STRUCTURE AND CONTENT 43 EFFECTS OF AGE ON DETECTION OF EMOTION 5 To maintain positive affect in the face of negative age-related change (e.g., limited time
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Scary, Scarier, Scariest
and fill your head with trepidation. That's a 25¢ word for worry, dread, fear. There are many fears we can choose from: fear of failing; fear of falling; fear of flying; maybe, as weird as it sounds, fear of winning (as in, "You won! Now what?" How do you top that? Can you keep winning?) Besides, the pressure to be smart, smarter, smartest! can give you such a headache!
Some things are just plain scary
There is a name for every possible fear capable of mortifying the human psyche. For instance, nephophobia, or fear of clouds, kathisophobia, fear of sitting, kyphophobia, fear of stopping, and for the ultimate chicken: alektorophobia, which is fear of chickens.
We're not just talking kids. Adults have fears ranging from fear of bathing, itching, open spaces, closed spaces, peanut butter sticking to the roof of the mouth, garlic, opinions, spiders, numbers, fainting, flutes, Bolsheviks, body smells, toads, hair, thunder, dining, insanity, skin lesions, money, clocks, making decisions, mirrors, dawn or daylight, being oneself, work, marriage, laughter, growing old, mice, mushrooms, dental surgery, lawsuits, frogs, scabies, symbolism, symmetry, relatives, taking tests, otters, heights, basement flats, elevators, childbirth, the number 13, and... you get the picture. This better stop before you experience the symptoms of pounding heart, trembling, sweating, shortness of breath, weak knees, dry mouth, or feelings of unreality. One of the biggest fears we can have, and sometimes it's a healthy fear: people.
People can be scary.
More scary than any monster, vampire, creepy scientist, Tokyo-gobbling Godzilla. People can be more scary than a Hitchcock invented sicko; than anything ever sketched on a pad and animated in celluloid; than the monster in your closet, the noises in your house, or the dark thoughts in your head. People can be worse than your worst nightmare. However realistic the fright on the screen, it is, after all, fiction, a scripted, gargantuan production with every scene meticulously directed and controlled with frequent re-shoots and re-takes. It is the expensive figment of many creative imaginations. As real to life as movies are, movies aren't life. When it's over, everyone goes home, and often to their own private hells. Scary people are for real. It's not an act.
What scares lots of us is the nagging fear of being uncool, singled out, picked on, laughed at, rejected, left out, bullied, judged, and ridiculed, torn down, screamed at, forgotten. Life is abusive for far too many people, children, adolescents, and adults alike. What people do to people is bone-chilling scary.
We can be scary.
Ever read a story about a character who is so afraid of something moving at the edge of the bed that he shoots himself in the foot? It's not funny: we can be our worst enemy. You know something? The Bible doesn't lie. In it we find out that being human means being in the nasty business. Being a sinner means being naturally rotten, naturally revolting. Worse than slime, snot, puke, and poison. Do you ever catch yourself being so bad you even disgusted yourself, but you couldn't stop? Sure you and I have, and for one simple reason: There's evil in us all.
Don't be afraid!
There is a way out! 2,000 years ago a special man walked this earth who not only claimed to be the Messiah or Savior, he also performed miracles and wonders. All sorts of unlikely people had their lives changed when they put their faith in him. Guess what? He's still around, and he loves you and me! He even died in our place to defeat the scariest thing of all: death—the final battle. When you put your faith in the Jewish Jesus of Israel, Savior of the world, you get to pass from death to life; you get to go to heaven when you leave this planet! So don't be spooked out by devils, witches, goblins, yourself, or your friends. Someone stronger than all your fears loves and can save you.
Don't go there!
There's only one thing you need to be SCARED of—there is a name for that phobia as well: hadephobia. Thankfully, you don't have to go there to find out if it's real or not. You know, that place that will never freeze over.
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Walker Books Classroom Ideas
Guinea Pig Town and other Animal Poems
*Notes may be downloaded and printed for regular classroom use only.
Ph +61 2 9517 9577
Fax +61 2 9517 9997
Author: Lorraine Marwood
ISBN: 9781922077424
ARRP: $16.95
NZRRP: $18.99
April 2013
Outline:
A beautiful collection of poems about animals.
Squawk! Snuffle! Bark! Roar!
Feathers, fins, scales, claws.
Running, hopping, crawling, soaring.
All creatures are celebrated in this new collection of poetry by Lorraine Marwood.
Author Information:
Lorraine Marwood was born and raised in rural Victoria and has lived for most of her married life on a dairy farm with her husband and their six children. Lorraine now lives in a rural town with plenty of bush around. Lorraine is an award-winning poet who has been widely published in literary magazines across Australia, as well as magazines in the UK, USA, New Zealand and Canada. She has also published several children's novels and collections of poetry. She loves to take writing workshops and encourages others to write their own poems.
Her titles with Walker Books Australia include A Ute Picnic and Other Australian Poems, Ratwhiskers and Me, Note on the Door and Other Poems about Family Life which recieved a Notable mention in the Children's Book Council of Australia Awards and Star Jumps, which was short-listed for the Speech Pathology Australia Book of the Year Awards 2010, Lower Primary Category; received a Notable mention in the Children's Book Council of Australia Awards, 2010; and won the Prime Minister's Literary Awards, Children's Fiction, 2010.
For more information about the author, please visit her website: www.lorrainemarwood.com.
How to use these notes:
This story works on many levels. The suggested activities are therefore for a wide age and ability range. Please select accordingly.
These notes are for:
Example of:
Themes/ Ideas:
National Curriculum Focus:*
Key Learning Areas:
* Primary years 2-4
* English
* Poetry
* English
* Ages 7+
www.walkerbooks.com.au/teachers
* Australia
* Animals
1
English content descriptions include:
These notes were created by Steve Spargo. For enquiries please contact: email@example.com
Walker Books Australia Locked Bag 22 Newtown, N.S.W., 2042
Notes © 2013 Walker Books Australia Pty. Ltd. All Rights Reserved
Classroom Ideas
Lorraine Marwood on Guinea Pig Town
Inspiration comes in many forms. Here are some great moments that inspired some of the individual poems.
* A visit to the rooftop gardens of a restaurant in London to see the flamingos and ponds. Of course a poem resulted from observation.
* A castle in Scotland that had a narwhal tusk as the top of a long staircase, sent me off in a scurry to research the narwhal and its history.
In fact once an observation, or an idea came to mind, I researched until I knew the characteristics of that animal and could weave them poetically in a poem. Often the characteristics of the animal itself gave me the entry into the format of the poem itself.
For example, in the Cheetah poem on page 129, I use the animal's distinct markings and its characteristic speed to be the main focus the poem.
Some poems become the embodiment of a little observed incident and poems that fall into this category are While on Holiday and An Incident. These two poems are based on actual fact and I'm sure many children and adults could recall such an incident – this is ideal material for a poem.
See if you can find the acrostic poem in the collection or have a go at writing a two-word poem like Penguins in 2 on page 23. Strong nouns and verbs are the best to use in this poem. Two-word poems also make great read aloud poems.
Of course many poems come from experience like Having words with our Puppy or Routine. Now there's a challenge, see if you can write a one-word to one-line poem. Following the pathway of an action like a dog's walk is a great way to do this.
I love the diversity of ways to write poetry and the diversity of the animals we have been gifted in the world.
For me, observation, comparison and research are the forerunners to writing a poem. I am armed with material to allow the tone and emotion of the poem to work its magic.
My webite is www.lorrainemarwood.com
My blog site: http://lorrainemarwoodwordsintowriting.blogspot.com.au www.walkerbooks.com.au/teachers
2
Discussion Questions and Activities
Classroom
Poetry
Ask students to visit the school library and find a short poem that they like. Have students write this poem on a piece of paper and then fold it in half (make sure that they record the title of the poem and the book that they found it in). Then ask students to put their chosen poems into a hat or box at the front of the classroom. Throughout the week select random poems from the box and read aloud. Ask students to discuss why they like/ dislike this poem and what type of poem it is. Choose interesting words from the poem for further discussion.
Discuss different forms of poetry with students. What style of poetry is used in Guinea Pig Town? Look at Lorraine Marwood's other titles: A Note on the Door, Ratwhiskers and Me and Star Jumps. How does this book differ?
Reading aloud
Locate the poetry section in your school or local library. Choose a poem that you like and practise reading it aloud. Read the poem aloud to your class and then explain what interested you about the poem.
Ask students to choose a poem from Guinea Pig Town to recite to the class. After they have recited the poem ask them to share why they chose this particular poem.
Ask groups of students to take turns reading a line each of a particular poem. When they have practised a few times ask the group to perform their poem to the class. How does a poem change with different voices reading it?
www.walkerbooks.com.au/teachers
3
Ideas
Discussing the book
What is the purpose of a table of contents? Why would one be included in this book?
Locate the contents then read the titles of the poems in your section of the book. Choose one title which intrigues you and write your own poem using that title. (You may like to use the words and phrases you have brainstormed as inspiration.) After you have written your poem, compare it with Lorraine Marwood's version. Was hers like you expected? How were the subjects, themes and poetic style similar and different to your poem?
Look at the section titles in the contents ("Bird Screech Street", "Aussie Animal Avenue", etc.) and write a poem that would fit a section of your choice. You can either write in Lorraine Marwood's style or your own unique style.
Create a collage or other visual representation of Guinea Pig Town. This should use pictures and found objects, font, colour and composition to reflect the main subjects and themes of the book. Display these in the classroom.
Choose one poem and rewrite as if it were prose (ordinary grammatical structure). Compare the poem and your prose adaptation and use it as a base for a class discussion on the difference between poetry and prose.
Write a poem about a pet that you own or someone else's pet that you know well. Think of interesting or funny things that this animal does to include in your poem.
Write a book review on Guinea Pig Town. Discuss what you liked about it, reference books that are similar and recommend who you think would like the book.
Research Lorraine Marwood and prepare a PowerPoint (or similar) presentation about her.
Have a class "scavenger hunt" and see who is first to locate the language techniques and types of poems listed below. (You may like to work in pairs for this activity – and make sure you remember to write down the quotes and/or page numbers!) After completing this activity, use the quotes you've found to create a memory card game where you match up the following techniques with examples from the book.
Language techniques
* rhyme
* rhetorical question (a question that doesn't really seek an answer)
* repetition
* pun (a play on words)
* hyperbole (extreme exaggeration)
* alliteration (where the first letters of words near each other are repeated for poetic effect)
* direct speech (something someone says aloud)
* onomatopoeia (where a word imitates the sound it represents)
* simile (a comparison using "like" or "as")
* metaphor (a comparison where one thing is said to be another)
* first person ("I")
* aural imagery (description which appeals to sound or hearing)
* visual imagery (description which appeals to how something looks)
* olfactory imagery (description which appeals to how something smells)
* tactile imagery (description relating to the sense of touch)
* italics
* enjambment (where a sentence continues from one line to the next without punctuation)
* ellipsis ( … )
* parentheses (brackets)
* sentences made of one word
* words written in CAPITAL LETTERS
* three verbs (action words) in a row
Other books by Lorraine Marwood
Ratwhiskers and Me 9781921150395 AU$15.95/NZ$17.99
Star Jumps
9781921150722
Classroom ideas available
AU$15.95/NZ$17.99
Classroom ideas available
www.walkerbooks.com.au/teachers
Types of poems
* a prose poem (a poem set out as if it was not a poem, with the lines stretching all the way across the page)
* a poem with stanzas
* a poem written in a child's voice
* a poem which uses different fonts (lettering)
* a humorous poem
* a sad poem
A Ute Picnic and Other Australian Poems
9781921529771
AU$15.95/NZ$17.99
Classroom ideas available
4
A Note on the Door and Other Poems about Family
Life 9781921720611 AU$15.95/NZ$17.99
Classroom ideas available
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Curriculum Guide for 5
th Grade English
Sentences
15 days
Curriculum Objectives – 5.3, 5.5, 5.6
Biblical Worldview Essential Questions
What has God said in His Word that relates directly or indirectly to our speech?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify sentences • Differentiate the four kinds of sentences • Compose a prayer using the four kinds of sentences • Recognize the subject and predicate of a sentence • Distinguish simple and complete subjects and predicates • Identify you as the subject of an imperative sentence • Recognize compound subjects and predicates • Recognize compound sentences • Identify sentence fragments and run-on sentences • Compose sentences avoiding sentence fragments and run- ons • Diagram simple sentences • Use context clues to understand unfamiliar words • Locate sentences in selected Bible passages | • Group work • Class games • Complete worksheets individually, in pairs, and as a class • Student writing • Board activities • Review games • Activities using overhead transparencies • Assign workbook pages • Scripture search | • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Practice Workbook (instructional Fair, ed.) • Sentence strips – A Beka Books • Overhead projector transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Newspaper articles • Magazine articles • Restaurant menus • Church bulletins • Holy Bible • Index cards • Charts, posters • Hershey Kisses • Notebook paper • A Beka Books language charts |
14 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
After God created the world, He said it was "good." What is still "good" about a fallen world?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify nouns • Use exact nouns in writing • Differentiate singular and plural nouns • Locate nouns in selected Bible passages • Form irregular plural nouns • Differentiate common and proper nouns • Capitalize proper nouns • Locate names of God in Scripture • Determine abbreviations for nouns • Form possessives of singular and plural nouns • Examine three types of compound words • Identify words in Psalm 119 that refer to the Word of God | • Take tour around the school • Plural noun spelling bee • Assign workbook pages • Group discussion • Review games completing worksheets, individually, in pairs and as a class • Board activities • Highlighting scripture • Activities using overhead transparencies • Compound word search • People/Things on Parade activity | • Teacher’s text (HBJ Language, 1990 ed.) • Student ext (HBJ Language) • Practice Workbook (Instructional Fair Grammar, Gr. 5 and 6, 1990 ed.) • Pictures from magazines • Newspapers • Holy Bible • Notebook paper • Index cards – noun • Cereal boxes • Bulletin board paper – 8 ft. • Art supplies • Sentence strips – A Beka Books • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test |
Pronouns
12 Days
Curriculum Objectives – 5.2, 5.5, 5.8 Biblical Worldview Essential Questions
How does God describe himself in the Bible by using "I am?"
Verbs
24 Days
Curriculum Objectives – 5.2, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find passages where God uses verbs in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify action and linking verbs • Use clear and exact action verbs in writing • Differentiate main verbs and helping verbs • Discuss the eternal nature of God • Recognize present, past, and future tense verbs • Spell verbs of all tenses • Determine correct subject-verb agreement • Identify forms of the verbs be and have • Distinguish synonyms and antonyms • Identify irregular verbs • Identify direct objects • Identify easily confused verbs • Identify contractions • Identify and use prefixes • Diagram sentences containing verbs • Locate verbs in selected Bible passages | • Group discussion • Complete worksheets, individually, in pairs, and as a class • Present mock TV newscast • Play “Simon Says” • Class games • Role play • Group work • Scan newspaper headlines • Window words activity • Fishing for contractions • Direct object scramble • Board activities • Review games • Activities using overhead transparencies • Scripture search | • Small red, blue, yellow dots for each student • 2” red, yellow, blue dots • Selected sentences • Class games • Construction paper • Scissors • Holy Bible • Coin labeled with H & M • Flashcards • Magazines • Newspapers • Index cards • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ Language • Practice workbook – (Instructional Fair Grammar, Gr. 5 & 6, 1990 ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Adjectives
13 Days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
How does God use adjectives in the Bible to describe Himself to us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adjectives • Understand that adjectives describe nouns and pronouns • Use clear and vivid adjectives in writing • Identify articles and demonstrative adjectives • Understand that articles and demonstrative adjectives tell which one about a noun • Identify proper adjectives • Understand that proper adjectives are formed from proper nouns • Use articles, demonstrative adjectives, and proper adjectives in writing • Identify adjectives that follow linking verbs • Understand that adjectives may appear in different places in a sentence • Identify adjectives that compare nouns • Understand that adjectives can be used to compare two or more people, places, things or ideas • Identify and use suffixes • Diagram sentences containing adjectives • Locate adjectives in selected Bible passages | • Group activities • Class games • Design greeting cards • Draw pictures of most/least favorite lunch • “hearing Things” activity • Board activities • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Diagram sentences | • Cardboard box • Pens of various shapes, sizes and kinds • Hand-drawn map of classroom • Large coin • Magazines • Menus from different restaurants • Twist tie for each student • Index cards • Used greeting cards • Art supplies • Construction paper • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • A Beka Language charts • A Beka sentence strips • Overhead projector • Transparencies • Review game materials • Teacher made quizzes • Teacher-made test • Notebook paper |
Adverbs
11 days
Curriculum Objectives – 5.2, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
What adverbs are used in the Bible to describe how sin affects us?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Identify adverbs • Understand that an adverb describes a verb, adjective, or other adverb • Identify adverbs that are used to compare • Identify negatives • Understand that negative means “no” or “not” • Discriminate between similar adjectives and adverbs • Identify and use homophones and homographs • Design a flyer describing a special event • Discuss how one’s words and actions affect others for good or bad • Diagram sentences containing adverbs • Locate adverbs in selected Bible passages | • Class games • Play Bingo Blast • Design a flyer • Diagram sentences • Class discussion • Board activities • Make lists of homophones/homo graphs • Group work • Review games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Index cards • Masking tape • Newspapers • Bingo markers • Kitchen timer • Art supplies • Construction paper • Holy Bible • A Beka Language charts • A Beka sentence strips • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Review game materials • Teacher-made quizzes • Teacher-made test • Adjective/adverbs poster • Notebook paper |
Prepositions, Conjunctions, Interjections
13 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.8
Biblical Worldview Essential Questions
Where can we find examples of interjections, prepositions, and conjunctions in the Bible? How do these parts of speech help us understand what God is saying in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Memorize a list of common prepositions • Understand that prepositions relate nouns and pronouns to other words in a sentence • Identify prepositional phrases • Understand that a prepositional phrase includes a preposition, its object, and the words between them • Use vivid prepositions in writing • Determine whether a word is used as a preposition or as an adverb • Identify conjunctions and interjections • Understand that a conjunction connects words of groups of words in a sentence • Understand that interjections are words or groups of words that express strong feeling • Assess the importance of using self-control with our words • Identify and use word origins • Diagram sentences containing prepositions and conjunctions | • Play Charades • Diagram sentences • Draw/label park scene with characters and prepositions • ACSI visit story • Oral drill • Board activities • Bible search • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies • Group discussion | • Photos from magazines/newspapers • Index cards • Conjunction cards • Slips of paper naming prepositional phrases • Illustrations for hiding in classroom • Stopwatch or timer • Holy Bible • A Beka sentence strips • A Beka language charts • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Overhead projector • Transparencies • Teacher-made quizzes • Teacher-made test • Notebook paper |
Mechanics Wrap-up
25 Days
Curriculum Objectives – 5.2, 5.3, 5.5, 5.6, 5.8 Biblical Worldview Essential Questions
Where can we find examples of letters written in the Bible?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss value of good grammar in communicating with others • Identify correct punctuation for all kinds of sentences • Correctly use capital letters, punctuation, and abbreviations in writing sentences • Understand that commas are used to separate parts of sentences • Identify proper nouns and proper adjectives • Understand that proper nouns, proper adjectives and the pronoun I are always capitalized • Associate abbreviations and the words from which they are formed • Understand that most abbreviations begin with capital letters and are followed by a period • Recognize parts of a friendly letter • Identify the return address and receiver’s address on an envelope • Write a friendly letter and address an envelope • Identify parts of an outline • Locate different kinds of titles • Identify direct quotations and dialogue • Summarize dialogue in selected Bible passages | • Pantomime • Group activity • Outline a section/chapter from a textbook • Compile a comma booklet • Student writing • Act out comma rules • Board activities • Class games • Complete worksheets individually, in pairs, and as a class • Activities using overhead transparencies | • Abbreviation cards • Punctuation cards • Index cards • Magazines • Construction paper • Cancelled envelopes from various addresses • Friendly letter cut into puzzle pieces • Outline parts labeled on index cards • Yarn • Copy of reproducible – Mailbox, 4/5, 1997, pg. 55 • Art supplies • Envelopes • Unlined paper • Overhead projector • Overhead transparencies • Holy Bible • Teacher’s Text (HBJ Language, 1990 ed.) • Student Text (HBJ) • Practice workbook (instructional Fair, ed.) • Teacher-made test • Notebook paper • Friendly letter poster |
Persuasive Paragraphs
13 Days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9
Biblical Worldview Essential Questions
How can persuasive writing affect a Christian's view of the future?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Discuss harmful effects of smoking • Compare a Christian’s body to a temple • Read excerpts from Ramona and Her Father by Beverly Cleary • Analyze how effectively a write uses reasons to support opinions • Understand the different uses of business letters • Identify reasons that support an opinion • Recognize that writers of business letters use beginning and ending sentences to capture the reader’s interest • Brainstorm, select topic, gather and organize information for a persuasive paragraph in a business letter • Discuss tips on how to recognize propaganda techniques • Draft/revise a persuasive paragraph in a business letter • Proofread/publish a persuasive paragraph for capitalization, punctuation, grammar, and spelling | • Group discussion • Scan materials for information about smoking • Group and individual reading • Student writing • Proofreading written work • Brainstorming • Guest speaker • Board activities • Proofreading written work | • Leaflets, posters, etc. about smoking • Commercial clips • Ads from newspapers/magazines • Stationary/envelopes • Junk mail • Charts/posters • Ramona and Her Father by Beverly Cleary • Doctor or school nurse • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text • Notebook paper |
Paragraphs of Comparison & Contrast
14 Days Time Allotted
Curriculum Objectives – 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9
Biblical Worldview Essential Questions
If you were God, what would you say to society about cultural differences?
| Objectives | Methods | Resources |
|---|---|---|
| The students will • Recognize that paragraphs of comparison/contrast show similarities and differences • Evaluate things in order to compare and contrast them • Brainstorm, select topic, gather information, organize facts, draft, and revise paragraph • Analyze how writers change tone to fit audience purpose • Use conjunctions to combine two sentences into one compound sentence • Proofread paragraph for capitalization, punctuation, grammar, and spelling • Proofread paragraph to see if proper nouns have been capitalized • Proofread for correct use of apostrophes in possessive nouns • Discuss tips for giving and listening to an oral report • Research various cultures’ similarities and differences • Design a bulletin board depicting similarities and differences in various cultures • Practice listening and speaking in a response group • Prepare to explain to someone how they may be saved | • Group and individual reading • Conduct research using reference materials • Brainstorming • Compare/contrast selected Bible characters • Group work • Board activities • Proofreading written work • Group discussion • Student writing • Activities using overhead | • Reference materials • Library books • Art • Supplies construction paper • Holy Bible • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Index cards • Notebook paper • Overhead projector |
News Story
13 days
Curriculum Objectives – 5.1, 5.4, 5.5, 5.6, 5.8, 5.9 Biblical Worldview Essential Questions
How do you think God feels about our news today?
If you were God, what would you do about some of the stories and words that are used in articles and songs today?
| Objectives | Methods | Resources | Assessment |
|---|---|---|---|
| The students will • Read and respond to news stories • Analyze how effectively writers include details that provide enough information • Recognize that a news story gives facts about a newsworthy event • Discuss how the Bible is God’s Good News to man • Identify parts of a news story (headline, lead, and body) • Classify facts and opinions • Recognize that facts, not opinions, should be presented in a news story • Recognize that writers of news stories use precise words to tell exactly what happened • Brainstorm, select topic, gather information, organize facts, draft, and revise a news story • Discuss tips on how to interview • Identify and revise sentences to delete wordy language • Proofread for capitalization, punctuation, grammar, spelling, and correct use of quotation marks • Create a class newsletter using completed news stories | • Role play an interview situation with a partner • Examine newspapers • Invite a guest speaker to class • Group and individual reading • Brainstorming • Student writing • Group discussion • Proofreading written work • Board activities • Group work | • Newspapers/news magazines • Holy Bible • Reporter from local newspaper • Teacher’s text (HBJ Language, 1990 ed.) • Student text (HBJ Language) • Notebook paper | • Class newsletter • Oral responses • Participation in the creation of class newsletter • Individual news stories • Teacher-made rubric for news stories • Responses to questions in text • Responses during interview with partner |
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MAGGIE L. WALKER GOVERNOR'S SCHOOL
The Maggie L. Walker Governor's School for Government and International Studies (MLWGS) is an innovative public high school offering a comprehensive college preparatory program emphasizing government, international studies, science, mathematics, languages, and fine arts. The school serves students selected based on aptitude and interest in its mission.
Established in 1991, MLWGS is the product of a public/ private partnership to support the needs and interests of the region's gifted high school students. In 1998, the Regional School Board facilitated the renovation of the historic Maggie L. Walker High School building to become the permanent home of MLWGS. Through a coordinated effort, the school's Booster Groups, PTSA, and Foundation continue to partner with the Regional School Board and school leadership to raise parental and corporate support for the school. As a public school, MLWGS is also supported by the Virginia Department of Education.
The Washington Post , May 5, 2017, included Maggie Walker Governor's School on their list of Top-performing Schools with Elite Students.
Maggie Walker is described by students and alumni as "inclusive," "friendly," "fostering independence," and "surprisingly noncompetitive." Students balance academics with a high involvement in an eclectic set of courses, clubs, and a broad participation in successful athletic teams. MLWGS fosters an incredibly tightly knit community of passionate students, dedicated teachers, involved parents, and connected alumni.
PARTICIPATING SCHOOL DIVISIONS
Students who live in one of the following school divisions are eligible to apply (see detailed enrollment requirements towards the end of this document).
Charles City
Dinwiddie
Henrico
King and Queen Prince George
Chesterfield
Goochland Hopewell
Petersburg Richmond
Colonial Heights
Hanover
New Kent
Powhatan
MISSION STATEMENT
Our mission engages intellectually curious students in an inclusive environment that offers comprehensive, interdisciplinary education enriched by local and global connectedness.
The mission of MLWGS is based on the beliefs that:
* Our success is fueled by the unique geographic footprint of our students who share diverse ideas and perspectives from a wide range of Central Virginia School divisions.
* Gifted students benefit from special academic programs designed to meet their unique educational needs.
* By cultivating a family-like, nurturing community of students, supported by our staff of professional and dedicated teachers, our school is an effective, proven platform for limitless personal and academic development.
* A rigorous, exciting education that is responsive to the emotional, social, physical and intellectual needs of each student prepares them to reach their goals for higher education, define their academic passions, and to cultivate their talents.
* Our school's deep-rooted heritage of liberal arts curricula, infused with an emphasis on government and international studies, inspires our students to embrace the responsibility of citizenship, the value of effective government and the richness of diverse cultures.
* The pursuit of excellence in interdisciplinary, collaborative, and experiential academic studies prepares students to contribute productively to society and to compete successfully in the workplace.
* Because our students have a wide array of curricular and extracurricular interests, including history, sciences, arts, technology, music, literature, mathematics, athletics, and more, we inspire our students to find their own unique paths.
GOALS
* Maggie L. Walker Governor's School will create and welcoming and responsive environment that celebrates and reflects the diversity of the school districts we serve and fosters a sense of belonging for all.
* Maggie L. Walker Governor's School will engage students with innovative curricula and responsive instruction that focuses on student-centered experiential learning. Instruction will be interdisciplinary and enriched by local and global connectedness.
* Maggie L. Walker Governor's School will be a safe school with effective management of resources.
FACULTY and STAFF
The challenging curriculum is shaped by a talented faculty with guidance from the regional Planning Committee. The opportunity to share professional talents with students committed to learning enables the school to attract the best possible faculty and staff.
DIPLOMA REQUIREMENTS
Minimum total units of credit*
31 units
*Graduation requirements meet and/or exceed requirements for graduation with an advanced studies diploma in Virginia. All students elect to attend MLWGS and are required to maintain a full day schedule of classes (7 of 8 periods minimum) unless a waiver is granted in accordance with policies of the governing board and/ or local school boards. When students below the ninth grade successfully complete courses offered for credit in grades nine through twelve, standard and/or verified credit shall accrue toward meeting the units required for graduation in accordance with 8 VAC 20-131.50 of the State Board of Education's regulations. Verified credits are required in accordance with standards of ac- crediting schools in Virginia as prescribed in 8 VAC 20-131-110.B. A student who does not satisfy the MLWGS diploma requirements but meets those of the State Board of Education shall not be awarded the Governor's School Seal.
COURSE of STUDY
MLWGS offers courses in all disciplines. While government and international studies is a theme, the school does not attempt to only produce future ambassadors and diplomats. Instead, the program allows a flexible approach for the individual to understand our shrinking world community. In addition to our theme, interest in English, mathematics, science, international languages, the arts, or other academic areas may serve as the focal point for understanding our world utilizing each student's interest.
The curriculum is developed through immersive approaches using the components that include:
* Interdisciplinary Learning
* Community Service
* Athletics
* International Experiences
* Seminars and Mentorships
* Laboratory and Field Experiences
* AP and University Courses
* Academic Teams
* Clubs
* Block Scheduling
* Independent Research
* Extracurricular Activities
The 9th and 10th grade classes utilize regional themes to create connections across the disciplines. The major civilizations of the Middle East and North Africa, Europe, China, Japan, India, Sub-Saharan Africa, Southeast Asia, Latin America, and Russia are analyzed. History, geography, politics, economics, religion, art, ethnicity, and current events are incorporated.
SUGGESTED 4-YEAR ACADEMIC PLAN
Grade
Grade
Grade
Grade
SOCIAL Global Studies I
Global Studies II
US & VA History
US & VA Government
STUDIES
AP US & VA History
AP US & VA History
AP US & VA Government
AP Economics
AP Comparative Govt
AP European History
AP Human Geography
ENGLISH World Literature
World Literature
Contemporary Voices
Contemporary Voices
& Composition I
& Composition II
AP English Lang and Comp AP English Lit and Comp
Yearbook
Creative Writing
Shakespeare Studies
MATH Geometry
Algebra II
Pre-Calculus
Statistics/AP Calculus
Algebra II
Pre-Calculus
AP Calculus AB
Math Modeling/Reasoning
AP Calculus BC
Linear Alg/Multivariate Calc
Discrete Mathematics
SCIENCE Biology
Chemistry
Physics/AP Physics I
AP Chem, AP Physics
Chemistry Plus
AP Chemistry
AP Biology
Meteorology
AP Biology
Human Genetics
Astronomy
Anatomy&Physiology
AP Environmental Science
INTER-
French I, II, III, IV, AP, V, Topics
Russian I, II
Chinese I, II, III, IV, AP, V
NATIONAL German I, II, III, IV, AP, V, Topics
Italian I, II
Japanese I, II
LANGUAGE Spanish I, II, III, IV, AP , V, Topics
Latin I, II, III, IV, AP, V
American Sign Lang I, II, III
Arabic I, II
GENERAL MLWGS101 REQUIRED COURSES Health/PE
Senior Seminar/Mentorship
Health/PE
Community Service Community Service
Community Service
Community Service
9 10 11 12
ELECTIVES Elective courses will be available throughout the four-year program in the areas of art, music, social studies, international languages, mathematics, science and technology.
EXTENDED LEARNING OPPORTUNITIES
The Mentorship Program field experience is an opportunity for seniors to gain a realistic perspective of a career or profession. Students are expected to acquire and apply knowledge gained through observation and participation in professional settings. Opportunities include studies with legal professionals and government officials; physicians and researchers; engineers, musicians, business/financial professionals, educators, and others.
The Maggie L. Walker Governor's School offers opportunities for international study. Currently some of these experiences include school-sponsored and non-school sponsored study, and student independent study proposals.
COLLEGE HEAD START
The Advanced Placement (AP) Program exposes high school students to college-level work. It gives them the opportunity to demonstrate mastery of a subject on an AP exam, from which colleges may grant credit or placement. During the 20212022 school year, MLWGS offered twenty-one advanced placement courses.
Virginia Commonwealth University and MLWGS partner to offer for university course options on the MLWGS campus. Students successfully completing these courses receive from one-half to one full high school credit and from three to seven university credit hours at minimal cost to the student. In 2023-24, MLWGS offered seven dual-enrollment courses.
The Class of 2024
(176 Graduates)
* 3 Presidential Scholar Candidates
* 30 National Merit Commendations
* 16 National Merit Finalists
* 4 National Merit Semifinalists
* The average GPA - 4.29
* The average SAT score - 1383
* Average ACT - 29
* Performed 33,063 hours of community service
* Scholarship Offers of $9,540,000
STUDENT AFFAIRS
Student Honor Council
Student rights and responsibilities are important facets of the school. A faculty-sponsored student directed judiciary system thus exists to protect the integrity of the learning process while granting students the freedom of a society based on principles of honor.
Student Ambassador
Student ambassadors assist the administration on projects related to such activities as daily operation of the school, school outreach projects, recruitment of new students, hosting school visitors, and new curriculum projects. Student ambassadors, serving as liaisons to the general community, gain a deeper understanding of the MLWGS program and share in the continuous improvement of the school.
Student Leadership
The leadership and direction of MLWGS are shared responsibilities involving students. The student council has an active role in school governance and provides a voice for the student body in operational affairs.
STUDENT ACTIVITIES
Extensive opportunities for co-curricular involvement are important at MLWGS. MLWGS and the Virginia High School League (VHSL) policies require that students participate at MLWGS, not at home high schools. Regular activity periods allow for growth and understanding in areas of special interest. The following represents a partial listing of co- curricular clubs and teams offered at MLWGS:
American Red Cross
Peer Helpers
Art National Honor Society
Poetry Club
Art Club
ASL Club
Battle of the Brains
Asian Club
Chess Club
Debate Team
Dance Team
Drama Club
Environment Club
English National Honor Society
Fellowship of Student Athletes
French Club
Forensics Club
German Club
Honor Council
History National Honor Society
International Lang. National Honor Societies
Math Club
Literary Magazine
Model United Nations
National Honor Society
Mu Alpha Theta
Robotics
Spanish Club
Science National Honor Society
Student Pugwash USA
Tutoring
Technology Students Association
Student Council Association
United Brothers and Sisters
ATHLETICS
MLWGS participates in the VHSL 3B Region. The Virginia High School League policy mandates Governor's School athletes play for MLWGS.
As an extension of the classroom, MLWGS believes that athletic participation adds value to students' learning experiences. MLWGS has one of the Commonwealth's premier athletic programs with 28 Varsity and Junior Varsity teams. Historically the Dragons have won numerous VHSL regional and state championships.
Basketball (girls/boys)
Soccer (girls/boys)
Baseball (boys)
Softball (girls)
Cross country (girls/boys)
Swimming and Diving (girls/boys)
Field Hockey (girls)
Tennis (girls/boys)
Golf (girls/boys)
Volleyball (girls/boys)
Indoor track (girls/boys)
Wrestling (girls/boys)
Outdoor track (girls/boys)
ITEMS OF INTEREST
Community Service
A Carnegie credit for community service is required of all graduates of MLWGS. The 140 hours may be accomplished through volunteer projects with approved organizations that serve the general public or a community agency (typically non-profit). A maximum of 50% of the time may be accorded to any one organization. For verification, a letter signed by an appropriate supervisor must be presented to the office detailing the hours, dates, and duties performed.
Homework
Homework contributes to the development of organizational skills, self-discipline, and a sense of responsibility. In keeping with this philosophy, MLWGS emphasizes the importance of meaningful homework assignments carefully carried out by the student. The high ability level of students in MLWGS provides opportunities for creative endeavors and applications.
Failure/ Attendance/ Behavior
Students who fail to make satisfactory progress toward graduation, have poor attendance, or who fail to conduct themselves according to the established guidelines, may be dismissed from Maggie L. Walker Governor's School and returned to their home school division.
Support Available
Support services are available for students who have academic difficulty including tutoring with retired teachers in English and math, Honor Society tutors in all areas, pre-scheduled tutoring with teachers before and after school or during lunch, after school testing lab for make-up and assignments, peer mentors/helpers, assistance with research projects, study skill sessions, and meetings with school counselors. Support is available for students with financial need (free lunch, fees, etc.).
Parents Association
The PTSA of MLWGS serves the mission of the school in many ways. Through the formal Parent-Teacher-Student Association, the parents cooperate with the director and staff and are involved in the daily operation in ways designed to improve the learning and teaching opportunities.
Policy for Weather
Any changes which will affect MLWGS students will be announced on WTVR TV Channel 6, WRIC TV Channel 8, WWBT TV Channel 12 and the School Messenger System.
Transportation
Each school division is responsible for transportation and will develop bus routes and schedules, sharing routes with other divisions when feasible. Transportation is the responsibility of the parents/guardians when their school district's public schools are not in session.
THE ADMISSIONS PROCESS
The admissions process seeks to include a diverse pool of applicants who are interested in our mission and who are representative of the gifted populations in our participating school divisions. Local and regional selection committees are provided with a variety of information to identify students who have the potential for success at Maggie L. Walker Governor's School.
Except in cases where extenuating circumstances exist, applications are accepted only from students during their eighth-grade year of school. All applicants residing in a participating school district must meet the application deadline in December of each year to be considered for admission. If a new student moves into a participating school division between the deadline and the beginning of the fall semester, the student may submit an application and be placed on the waiting list if the student meets the qualifications. The selection process is highly competitive. Typically, over 1,200 eighth grade students apply each year for admission. Maggie L. Walker Governor's School will only accept full-time students who have met the regional requirements for admission.
Applicants must be enrolled in Algebra I or higher-level mathematics course when they apply, and they will be required to have successfully completed Algebra I for high school credit prior to enrollment. If offered during the middle school years, it is highly recommended that entering 9th graders have completed the following courses: Honors English, Earth Science, Honors History/ Social Science; One year of an International Language.
Step 1: Information Session at MLWGS
Saturday, October 26 - Interested students and parents are invited to attend an information session at MLWGS. 8:00 AM – Hanover and Richmond residents
10:00 AM – Colonial Heights, Dinwiddie, Henrico, Hopewell, King & Queen, Petersburg, and Prince George residents
1:00 PM – Charles City, Chesterfield, Goochland, New Kent and Powhatan residents
Step 2: Application Submission
Students are eligible to apply if they meet the following criteria:
1. Students must be enrolled in Algebra I or higher-level mathematics course for high school credit when they apply.
2. Students must have a B average on the core subjects for the 7th grade year (according to the local school division's grading scale).
(Students who do not have a B average but would like to be considered as an applicant due to special circumstances, must provide an explanation according to the local school division's guidelines.)
Online application portal is open beginning October 1 of 2024 (October 15 th for RPS) Public school students who are interested in becoming applicants from their local school division should consult with their middle school counseling department. Private and Homeschooled applicants should check with their school division gifted coordinator regarding their division's application process. In addition, Home-schooled students must have their curriculum registered with the local public-school division.
The following items will constitute the application for each student:
Personal Data
Basic student information is requested on the first page of the application.
Recommendations (limited to two recommendations)
Each student will solicit two recommendations to support his/her application. One of the recommendations must be from a seventh or eighth grade English, math, science, social studies, or world language teacher. The second recommendation must be from a teacher or other adult, not a relative, who knows the student's ability and potential for success from middle school. Persons completing recommendations must submit them digitally no later than Monday, December 9, 2024.
Transcript
The school will provide a transcript including second semester of seventh grade and the first semester of eighth grade work. Evaluation of the transcript will include the grade point average (GPA) of the core subjects and program rigor. Program rigor is a comparison of the courses listed on the applicant's transcript with the most challenging courses offered in the local public middle school.
Evaluation Session
Each student is required to attend a regional evaluation session. The student will complete timed evaluation activities and timed written essays based on topics provided on the evaluation day.
Public school students must submit their application* no later than Monday, December 2, 2024. Persons completing recommendations must submit them no later than Monday, December 9, 2024.
*For private and home-schooled students, the process for submitting an application varies by locality though deadlines are the same. Information is available on the MLWGS web site (www.mlwgs.com)
or by contacting the local gifted program office as listed later in this handbook.
No late applications will be accepted! No additional information from the student or parent may be added to the student's application after Monday, December 2, 2024.
Step 3: Evaluation Session
Each student is required to attend a regional evaluation session. Only students with a valid application submitted by the gifted program administrators will be allowed to participate in the evaluation. Students are to only bring pencils for the evaluation. The use of electronic devices (calculators, cell phones, etc.) will not be permitted. In the case of extenuating circumstances, a make-up session is available with prior approval. Please submit a written request to the gifted program administrator in the local public-school division. For emergencies on the day of the evaluation (illness, etc.), contact the division gifted program administrator no later than the Monday after the scheduled evaluation.
Saturday, January 25
All applicants will be scheduled for a three-hour evaluation session on Saturday, January 25, 2025. Students will receive instructions in early January including room assignments and time.
Time: 8:00 a.m. - 11:30 a.m. or 1:00 p.m. - 4:30 p.m.
Place: Maggie L. Walker Governor’s School 1000 North Lombardy Street Richmond, Virginia 23220
Snow date: Saturday, February 1, 2025
Make-up: Tuesday, February 4, 2025 (by approval only)
Step 4: Regional Application Evaluation
A regional committee composed of members from each participating school division will evaluate all applications. All categories are scored by experienced and trained teams of evaluators. A profile including a composite score from evaluation results will be created for each applicant. Evaluation criteria include:
* Teacher Recommendations
* Transcript (grades and rigor)
* Essay(s)
* Standardized Tests
Divisions may include additional criteria.
Step 5: Selection
Each member of the Planning Committee (p.19) will collaborate with the Superintendent of his/her participating local school division to select students to attend MLWGS. Selection will be based on the regional evaluation of applicants and the number of available slots for the school division. The number of students offered admission by each division is primarily determined by the number of seniors graduating from that division. Each school division will also establish an alternate list for openings that may occur after the initial selection. For students with alternate status, each school division reserves the right to review a student's current transcript before offering admission.
Step 6: Notification
All applicants who complete the admissions process will receive a correspondence of decision from their local division superintendent. If by mail, letters will be sent out on February 28th, 2025 (March 5 th for Chesterfield and Richmond). No information from the evaluation process will be available before this date. Students offered admission to MLWGS will be invited to "shadow" at the school and be given until March 17, 2025, to accept or decline the invitation.
Step 7: New Student Registration
New students will register at MLWGS for courses on March 26, 2025, 6:00 - 8:00 p.m.
APPEALS
Parents/guardians who have initial questions regarding the admissions decision should contact their Planning Committee member. The parents/guardians may initiate appeal of the ad- missions decision by submitting a written request of appeal to the Planning Committee member in their local school division. The request should include specific concerns related to the application process that the parents/guardians would like to have considered in the review. This request must be received no later than Monday, March 17, 2025. The Planning Committee member will refer the appealed case to the Coordinator of Admissions and the Regional Appeals Committee.
The Regional Appeals Committee is composed of at least three members from the participating school divisions not involved in the appeal. This committee reviews all relevant information (submitted by the application deadline) that is used in determining student admission. Appeals are heard within 30 school days of the receipt of the written request. The finding of the Regional Appeals Committee will be submitted to the division superintendent or designee who will notify the parents/ guardians within 10 school days of the final decision.
If the finding of the Regional Appeals Committee results in a change to the applicant's score, the participating local school division may use the new score to adjust the position of the applicant on the waiting list in accordance with the school division's wait list procedures. However, an applicant's score following a review by the Regional Appeals Committee shall not be used to displace or rescind an offer of admission that has been made by the local school division to another student.
NEW RESIDENT TESTING
Students who establish residence in a participating school division during the second semester of eighth grade may apply and be tested during the summer. The application is due prior to testing which will take place at MLWGS on July 9, 2025, at 9:00 a.m.
ENROLLMENT REQUIREMENTS
The parent/guardian of a student must have a primary established residence (where the student physically resides) in a participating school division for the student to apply and be granted admission to Maggie L. Walker Governor's School for Government and International Studies. Students will only be accepted through a participating school division and only on a full-time basis. Full-time basis is defined as being registered for at least 7 of 8 possible academic classes per semester. Acceptance of an invitation to enroll in MLWGS is a commitment on the part of the student for a minimum of one year. The student is expected to maintain at least a cumulative 2.0 grade point average and meet the academic standards established by the regional board. The student may remain at MLWGS for the four-year high school program providing:
* the student is in good academic standing and on track to receive the MLWGS advanced studies diploma,
* the student is in good standing in completing community service requirements,
* the student maintains good attendance and behavior,
* the student resides in a participating school division, and
* the school division has funding available.
The school division where the student resides on March 1 will be responsible for tuition for the school year beginning in the fall of the same year. Parents will be responsible for officially notifying, in writing, the school division and MLWGS within ten business days of change of residency. Failure to notify MLWGS and the school division may result in the loss of enrollment and the loss of tuition payment by the school division.
INFORMATION
If you have any questions about Maggie L. Walker Governor's School for Government and International Studies, please do not hesitate to contact the Planning Committee member from the locality in which you reside.
The 2024-2025 Planning Committee members are:
Maggie L. Walker
for Government & International Studies
GOVERNOR'S SCHOOL
1000 North Lombardy Street Richmond, VA 23220 (804) 354-6800 www.mlwgs.com
Non – Discrimination Policy
The MLWGS Regional School Board is committed to a policy of nondiscrimination with regard to race, ethnicity, gender, age, religion, disability, national origin, or status as a parent. This attitude will prevail in all of its policies concerning staff, students, educational programs and services, and individuals and entities with which the Board does business.
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Chinese New Year
The Chinese people celebrate the start of each New Year with a fantastic f_________. Families get together and give each other p_________.
The Chinese people dress up in a d_________ costume and dance in the street.
The Chinese people let off very loud f_________. The bang is supposed to scare away g_________ and m_________.
Chinese people feel that it is important to be part of a f_________ at the start of each new year.
Word Bank
dragon fireworks ghosts family presents monsters festival
Chinese New Year
The Chinese people celebrate the start of each New Year with a fantastic _________. Families get together and give each other _________. Some- times Chinese people celebrate the new year in the streets by having a _________. During the parade the people dance wearing a large costume of a _________ _________. The dragon appears to chase after a _________.
The Chinese people let off _________, these are like the fireworks we have on bonfire night, they make a very loud bang. The bang is supposed to scare away _________ and _________.
Chinese people feel that it is important to be part of a _________ at the start of each new year.
Word Bank
firecrackers Chinese dragon parade ghosts family presents monsters festival firestick
Chinese New Year
Answer the questions below in full sentences. Complete your answers as one piece of writing, do not number them. Check your work when it is finished for any mistakes.
How do Chinese people celebrate the new year?
What kinds of buildings close down over the new year period?
What do the Chinese people dress up as when they are celebrating the new year?
What kinds of fireworks do Chinese people let off at the new year celebrations?
What kinds of spirits are they trying to frighten away by setting off these firecrackers?
Where do the majority of the festival celebrations take place?
Why is it so important for Chinese people to be part of a family at new year?
What do you think you would enjoy the most about the Chinese New Year celebrations?
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Kiddush
is the first word in the . It means, "In the beginning." Each circle below represents one of the seven days of . Inside the circles are Hebrew words from . Use the English clues to locate each Hebrew word. Write the number of the day which contains that word in the blank next to the English clue.
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Elements Quiz 2
Instructions: Fill in the missing symbol or element name in the space provided
Name: ____________________________________
Date:
_________________
Answer
Answer
H
Zinc
Silicon
Potassium
Kr
Scandium
Ar
Carbon
Lithium
Beryllium
Mg
Na
Germanium
Se
Zirconium
Sulfur
Vanadium
Nitrogen
Fluorine
Ca
Manganese
Yttrium
O
Iron
Helium
Phosphorus
Bromine
Co
Boron
Chlorine
Nickel
Copper
Arsenic
Ne
Ti
Gallium
Aluminum
Rubidium
Chromium
Sr
Elements Quiz 2 (Answer Key)
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Coding for Good 1: Coding Basics
Complete the three steps to earn your Coding for Good 1 Badge.
1. Create algorithms for a computer that follow a sequence: In order for a computer to complete a task, it requires step-by-step instructions. This order of steps is called an algorithm. If the steps are confusing or out of order, the computer won't be able to do its job.
Look at the two bedtime routines below. Which one is in the correct order and which one is not?
Bedtime Routine 1:
* Brush your teeth
* Put your PJs on
* Read a story
* Go to bed
Bedtime Routine 2:
* Go to bed
* Read a story
* Brush your teeth
* Put your PJs on
2. Learn about women in computer science: Explore the life of Mary Jackson the first female African -American engineer to work for NASA!
3. Explore sorting algorithms: Computers follow algorithms which are a step-by-step process that help to complete a job. If the steps are out of order the computer is not going to know how to do its job.
Let's practice putting things in the right order by playing a word scramble game.
Word Scramble: Remember you can always ask a grown up for help if you get stuck!
Hint: These are all Girl Scout words!
Word 1: oocike
Word 2: lgri csuot
Word 3: ntih mnit
Word 4: adsiy
Word 5: tpela
Word Bank: Cookie, Girl Scout, Thin Mint, Daisy, Petal
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The Angels Appearing to the Shepherds
Luke: 2: 8ff: And there were in the same country shepherds watching and keeping the night watches over their flock. And behold an angel of the Lord stood by them and the brightness of God shone round about them: and they feared with a great fear. And the angel said to them: Fear not; for, behold, I bring you good tidings of great joy that shall be to all the people: For, this day is born to you a Saviour, who is Christ the Lord, in the city of David. And this shall be a sign unto you. You shall find the infant wrapped in swaddling clothes and laid in a manger. And suddenly there was with the angel a multitude of the heavenly army, praising God and saying:
Glory to God in the highest: and on earth peace to men of good will.
And it came to pass, after the angels departed from them into heaven, the shepherds said one to another: Let us go over to Bethlehem and let us see this word that is come to pass, which the Lord hath shown to us.
The Angel Appearing to Zechariah
Luke 1:5ff In the days of Herod, king of Judea, there was a priest named Zechariah, of the division of Abijah. And he had a wife from the daughters of Aaron, and her name was Elizabeth. …8Now while he was serving as priest before God ….9 he was chosen by lot to enter the temple of the Lord and burn incense. …And there appeared to him an angel of the Lord standing on the right side of the altar of incense. And Zechariah was troubled when he saw him, and fear fell upon him. But the angel said to him, "Do not be afraid, Zechariah, for your prayer has been heard, and your wife Elizabeth will bear you a son, and you shall call his name John. And you will have joy and gladness, and many will rejoice at his birth, for he will be great before the Lord. And he must not drink wine or strong drink, and he will be filled with the Holy Spirit, even from his mother's womb. And he will turn many of the children of Israel to the Lord their God, and he will go before him in the spirit and power of Elijah, to turn the hearts of the fathers to the children, and the disobedient to the wisdom of the just, to make ready for the Lord a people prepared."
And Zechariah said to the angel, "How shall I know this? For I am an old man, and my wife is advanced in years." And the angel answered him, "I am Gabriel. I stand in the presence of God, and I was sent to speak to you and to bring you this good news. And behold, you will be silent and unable to speak until the day that these things take place, because you did not believe my words, which will be fulfilled in their time."…
The Angel Appearing to Mary
Luke 1: 26ff: In the sixth month the angel Gabriel was sent from God to a city of Galilee named Nazareth, to a virgin betrothed to a man whose name was Joseph, of the house of David. And the virgin's name was Mary. And he came to her and said, "Hail, full of grace, the Lord is with you! " But she was greatly troubled at the saying, and tried to discern what sort of greeting this might be. And the angel said to her, "Do not be afraid, Mary, for you have found favor with God. And behold, you will conceive in your womb and bear a son, and you shall call his name Jesus. He will be great and will be called the Son of the Most High. And the Lord God will give to him the throne of his father David, and he will reign over the house of Jacob forever, and of his kingdom there will be no end."
And Mary said to the angel, "How will this be, since I am a virgin?"
And the angel answered her, "The Holy Spirit will come upon you, and the power of the Most High will overshadow you; therefore the child to be borne will be called holy—the Son of God. And behold, your relative Elizabeth in her old age has also conceived a son, and this is the sixth month with her who was called barren. For nothing will be impossible with God." And Mary said, "Behold, I am the servant of the Lord; let it be to me according to your word." And the angel departed from her.
The Angel Appearing to the Prophet Daniel
Daniel 8: When I, Daniel, had seen the vision, I sought to understand it. And behold, there stood before me one having the appearance of a man. And I heard a man's voice between the banks of the Ulai, and it called, "Gabriel, make this man understand the vision." So he came near where I stood. And when he came, I was frightened and fell on my face. But he said to me, "Understand, O son of man, that the vision is for the time of the end."
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KS3 Revision Timetable
Your revision timetable will help you to be organised and on track in the run up to your assessments. You do not need to study from 8am-10pm; decide which hours of the day you can concentrate best.
Use different colours for different topics. Remember to keep reviewing what you have revised and testing yourself at the end of the day, the next day and the end of the week - this will help you to recall the information in the exam (there is an example further down this document).
Don't be over ambitious – break work down into small chunks. Assess how familiar you are with each topic and focus on your weak areas. Take breaks, do short (45 minute) sessions often and include rewards – that way you are more likely to stick to your timetable.
When you know the date of each assessment, you should put these on your revision timetable so that you have a goal to work towards.
Mix it up – make sure you use a range of different types of revision activities – here are some ideas…
KS3 Revision Timetable
| | Time | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|---|---|---|---|---|---|---|---|
| 8:00 | 8:00 | | | | | | |
| 9:00 | | | | | | | |
| 10:00 | | | | | | | |
| 11:00 | | | | | | | |
| 12:00 | | | | | | | |
| 13:00 | | | | | | | |
| 14:00 | | | | | | | |
| 15:00 | | | | | | | |
| 16:00 | | | | | | | |
| 17:00 | | | | | | | |
| 18:00 | | | | | | | |
| 19:00 | | | | | | | |
| 20:00 | | | | | | | |
| 21:00 | | | | | | | |
An example revision timetable for half term:
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Design and Technology Whole School Progression Document
Design and Technology in the Early Years
Nursery
Throughout the year, children will develop their own ideas and will decide what materials they need to express them. Children talk to adults about what they want to create and adults skillfully model and offer suggestions to extend/support the children as required. Children have free access to materials and tools, such as scissors, glue, paper clips and fastenings that they may need to make their ideas.
Skill
| | Term 1 | | Term 2 |
|---|---|---|---|
| To show a preference for a dominant hand. To use one handed tools and equipment. To join materials. | | To use one handed tools and equipment. To join different materials and explore different textures. To explore different materials freely, to develop their ideas about how to use them and what to do. | |
| To cut using tools. To join materials. To join materials in different ways. In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | | To my imagination to build. To talk about my ideas. To cut using tools. To join materials. To join materials in different ways. To make a simple model In weekly baking/cooking: To peel using tools to cut, spread, mix and peel food. | |
| As Designers, hold scissors and a hole punch correctly. As Designers, make snips with scissors. As Designers, use scissors to cut along a straight line. As Designers, join paper together using glue and tape. | | As Designers, hold scissors correctly. As Designers, use scissors and a hole punch correctly. As Designers, use scissors to cut out a shape. As Designers, join 3D containers and boxes together using glue and tape to create a model. | |
Reception
Reception will continue to access their continuous provision where they can independently use resources, practise skills and display knowledge and understanding of design and technology principles. Adults in the foundation stage unit will facilitate and model skills, as well as providing the resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated provision time.
There will be some enhancement and focused teaching to ensure design and technology skills are being taught and implemented effectively. These adult-led projects will occur throughout the year and adults will teach by modelling the activity and provide support for the child to independently apply skills in their allocated provision time. In the EYFS, we often go with the child's interests and so children choose and select their own materials and resources, as well as identifying a product to create. Adults in the provision may also model and encourage skills/products to make , to move learning forward.
Skill
How does EYFS prepare for future learning in NC D&T Disciplines?
| | Term 1 | | Term 2 |
|---|---|---|---|
| To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To explore different materials freely, to develop their ideas about how to use them and what to do. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | | To develop their small motor skills so that they can use a range of tools competently, safely and confidently. To return to and build on their previous learning, refining ideas and developing their ability to represent them. | |
| To use my imagination to build. To talk about my ideas. To use my senses to explore different materials. To make models for specific purposes. To join materials in different ways. To choose the most effective materials, tools and techniques for a purpose. To explain my choices. To work with my friends. | | To hold mark making tools with increasing control. To plan and design a product. To talk about my ideas. To join materials in different ways. To explain my choices. To work with my friends. To choose the most effective materials, tools and techniques for a purpose. To choose techniques and apply them. To use cutting skills safely. To fold and join paper. | |
| As Designers, understand that strong and stable models need to have bigger and heavier blocks/boxes at the bottom. As Designers, learn the skill of overlapping to make structures strong and stable. As Designers, investigate different joining techniques to allow paper to be secure (glue, tape, staple) and to move (treasury tag, split pin) | | As Designers -share their ideas about how they will make a part of their puppet move. -draw a design of a puppet with a moving part and identify tools and resources needed to make it. -using drawing, cutting and joining skills to make a puppet that has a moving part. -apply finishing techniques to their puppet. - learn about Margaret Knight, the first woman to design a paper bag. Learn that she was from America and went on to founder the Eastern Paper Bag Company. Learn to fold and glue paper to make a paper bag. | |
| Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Join Move Cut Draw Design Hole punch Split pin Finishing techniques Paint Margaret Knight America Paper bag Fold Glue | |
Design, Make,
Evaluate
I can develop my own ideas about which materials to use and what to make. Gain some experience of designing, making and evaluating products for a specified user and purpose. I can share the purpose in mind before I create my product, with a friend or adult. I can confidently share my creation, explaining the process I have used to create it.
Progression in KS1 and KS2
Below is an outline of progression for the designing, making and evaluating process of D&T; as well as progression in technical knowledge. Underneath this progression plan, is a more in-depth breakdown of knowledge and skills for each year group in KS1 and phase cycle in KS2 with an overview of each project.
Health and safety –Risk assessments are carried out prior to undertaking D&T activities. All health and safety policy and guidance are followed.
| UKS2 |
|---|
| Understanding |
| contexts, users and |
| purposes |
Generating, developing, modelling and communicating ideas
Across UKS2 pupils should:
* generate innovative ideas drawing on research
* use a range of drawing skills, discussion, prototypes, pattern pieces and computer-aided design.
| Food |
|---|
| preparation, |
| | Autumnn | | Spring |
|---|---|---|---|
| Year 1 | | Food Preparing Fruit and Vegetables Why is a fruit salad a suitable snack for children? | |
| | Why should I use scissors correctly and | | |
| | safely? | | |
| | Revisit previous learning and ensure all can | | |
| | use scissors correctly | | |
| | | Structures Why do we need bridges? | |
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | | Food Healthy and Varied Diet How do you make a healthy sweet snack? |
|---|---|---|
| Structures Shell Structures inc CAD How do gift boxes work? | | Food Healthy and Varied Diet cont... How do you make a healthy wrap? |
| | Textiles | Food Celebrating Culture and Seasonality How do you make a healthy energy snack? |
| | Combining Different Fabric Shapes | |
| | Why might we need a wallet? | |
| Mechanical Systems Gears or Pulleys Kapow – How can I make a toy vehicle move? | | Structures Structures CAD designs TBC |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Why should I use scissors correctly and safely? | Why should I use scissors correctly and safely? | | Food Preparing Fruit and Vegetables |
| | | | Why is a fruit salad a suitable snack for |
| | | | children? |
| Reception: To use cutting skills safely. | | Baking skills in EYFS To peel using tools. To cut, spread, mix and peel food. | |
| Continue to access activities where they can independently practice skills and display knowledge and understanding of design and technology principles. Adults will facilitate and model skills, as well as providing resources, materials and equipment the children require. Adults will continue to model how to use resources, materials and equipment accordingly through allocated curriculum time. | | To know where fruits and vegetables are grown. To know which parts of fruits we eat. To handle, smell and taste fruit. To know basic food hygiene practices. To know how to use simple utensils and equipment: peel, chop, and slice. To know how to prepare a fruit salad. | |
| Recap Reception: Join Build 3D Blocks Biggest Heaviest Bottom Strong Secure. Overlap Secure Move Glue Tape Staple Treasury tag Hole punch Split pin | | Taste, texture, bitter, sharp, tangy, sour, juicy, leafy, smooth, hygiene | |
| Year 1 Summer sliders and levers | | Y2 – human diet LKS2 – preparing food hygienically UKS2 – use a heated appliance | |
| | Term 1 | | Term 2 |
| | Textiles Templates and Joining Techniques | Structures Why do we need bridges? | Structures Why do we need bridges? |
| | How do you turn a fabric into a hand puppet toy? | | |
| EYFS – threading beads and laces. Gained some experience of designing, making and evaluating products for a specified user and purpose. | EYFS – use of construction kits |
|---|---|
| To thread a metal needle and tie a knot. To complete a running stitch. To know how to finish off. To know what buttons are used for. To fasten a button on a piece of fabric. To attach two pieces of fabric using a simple running stitch. | To know the parts of a bridge – foundation, deck, towers, cables. To know and discuss how to make structures strong and stable. To evaluate existing famous bridges. To know how to use drawings to show ideas. To know how to make joints. To know how to make towers/ foundations. To know what will make a structure weaker or stronger. To know how to test the strength and evaluate their bridge. |
| Needle, thread, knot, seam, fabric | Freestanding, function, beam, weak, strong, stability, base, foundation, join, fix |
| LKS2 – cutting fabric, seam allowance and a range of stitches UKS2 – create a bag with a fastening, more complex stitches | UKS2 – make a 3D construction frame |
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles 2-D Shape to 3D Product Why is a small teddy bear a good toy for a child? | Textiles 2-D Shape to 3D Product | Food Healthy and Varied Diet How do you make a healthy sweet snack? | Food Healthy and Varied Diet |
| | Why is a small teddy bear a good toy for a child? | | How do you make a healthy sweet snack? |
| Y2 – toy puppet unit learnt running stitch, threading needles, tying knots. | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To evaluate existing products. To know the intended user and purpose. To draw ideas and choose a design. To add labels to their chosen design. To produce and use a template. To understand seam allowance. To know how to join two pieces of felt with an overhand or simple stitch. To evaluate the product and discuss possible improvements. | | To design and make a sweet dish, such as fairy cake or fruit tarts, for a target audience and for a particular purpose e.g., party, celebration. Pupils will begin by investigating a range of food products containing wheat and comparing seasonal food in other areas of the world. We will then investigate a range of sweet dishes and evaluate them against what is essential for a healthy and varied diet, using our knowledge of the eatwell plate. They will consider how ingredients can be swapped or altered slightly to cater for a healthy and balanced dish. Pupils will explore a variety of fairy cakes and fruit tarts and their texture and taste, recording their results on a table. Pupils will also explore the ingredients needed to make these sweet dishes and the recipe they follow. Pupils can choose a sweet dish to create from a variety of recipes for fairy cakes or fruit tarts. | |
| Pattern, template, needle, thread, knot, stiffen, seam, allowance | | | |
Prepares for
UKS2 – create a bag with a fastening, more complex
LKS2 - Healthy wrap
Year 5 Mechanical Systems: Gears or Pull
| | Term 1 | | Term 2 |
|---|---|---|---|
| | Structures | Food Healthy and Varied Diet How do you make a healthy wrap? | |
| | Shell Structures How do gift boxes work? | | |
| Year 1 Mechanisms Sliders and Levers unit with moving parts | | Y1 - designing and making a healthy fruit salad PSHE and Science – healthy diets for wellbeing/growth | |
| To design and make a moving card/storybook, based on an imaginary storybook character and for a particular purpose. This topic will teach our children to bring stories to life. Children will begin by investigating, analysing and evaluating books and, where available, other products which have a range of lever and linkage mechanisms. Pupils will learn how to recreate some of these moving parts using a variety of tools and techniques before investigating different types of fonts and graphics. The children will design, create and evaluate their very own moving card/storybook with moving mechanisms. | | To design and make flatbreads/wraps for someone and for a particular purpose. Pupils will acquire the knowledge, skills and understanding about seasonal food in the UK and seasonal food around the world. Children will be able to differentiate between ingredients that are grown, reared, caught and processed and will combine these ingredients to make a meal with multiple processes and a variety of skills. When exploring food around the world, children will focus on creating flatbread/wraps and how the ingredients can be adapted according to and in line with the country they are made in (e.g. burrito, gyros, falafel tortilla wraps etc.) Pupils will create a design criteria and will adapt their design, ingredients and cooking method in line with the design criteria. Pupils will be expected to design, prepare and make a wrap containing meat/meat substitute filling, vegetables and relish/sauce. Pupils will evaluate their finished savoury meal against design criteria. | |
| series circuit, fault, connection, toggle switch, push-to- make switch, push-to-break switch, battery, battery holder, bulb, bulb holder, wire, insulator, conductor, crocodile clip control, program, system, input device, output device user, purpose, function, prototype, design criteria, innovative, appealing, design brief | | texture, taste, sweet, sour, hot, spicy, appearance, smell, preference, greasy, moist, cook, fresh, savoury hygienic, edible, grown, reared, caught, frozen, tinned, processed, seasonal, harvested healthy/varied diet | |
in…
| | Term 1 | | Term 2 |
|---|---|---|---|
| Textiles Combining Different Fabric Shapes Why might we need a wallet? | | | Food |
| | | | Celebrating Culture and Seasonality |
| | | | How do you make a healthy energy snack? |
| LKS2 – basic stitching techniques, threading a needle, fastening a row of stitches. | | LKS2 – healthy wraps and snacks | |
Vocabulary
stiffen, strengthen,
reinforce, temporary,
| | Term 1 | | Term 2 |
|---|---|---|---|
| Mechanical Systems Gears or Pulleys Kapow – How can I make a vehicle move? | Mechanical Systems Gears or Pulleys | Structures Structures CAD designs | Structures Structures |
| | Kapow – How can I make a vehicle move? | | CAD designs |
| Yr2 | | Yr 4 Structures | |
| To design and make a controllable toy vehicle with gears or pulleys, for example a dragster, off-road vehicle, sports car, lorry etc. Pupils will begin by investigating, analysing and evaluating existing everyday products and existing or pre-made toys that incorporate gear or pulley systems. Year 5 will design, make and evaluate their toy vehicle with gears or pulleys against design criteria. Pupils will be encouraged to evaluate throughout and the final product in use, comparing it to the original design specification. Critically evaluate the quality of the design, the manufacture, functionality, innovation shown and fitness for the intended user and purpose. | | tbc | |
Function, pattern, template, reinforce, seam frame
structure,
|
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News Release: March 29, 2023
Zach Warnow, Director of Communications, Point Blue (415) 786-5285, email@example.com
Groundbreaking Awards Will Accelerate Restoration Across California
Petaluma, CA--The State of California's Wildlife Conservation Board (WCB) has awarded Petaluma-based non-profit, Point Blue Conservation Science, two major restoration-oriented block grants. In total, the two grants represent $50 million over four years for science-based restoration with particular focus on community engagement, research, and equity building across California. These two grants are among the largest WCB has ever awarded. Point Blue will administer these funds with significant amounts redirected to partner organizations in addition to direct implementation by our own teams.
WCB is a primary implementing agency for Governor Newsom's bold goal of conserving and restoring 30% of California's lands and waters by 2030, an initiative known as 30x30. As an integral part of this biodiversity and conservation initiative, WCB has been allocated significant general funds from the recent budget surplus to achieve the goals of 30x30.
"We're just thrilled to have the support of WCB for these critical projects," says Manuel Oliva, Point Blue's CEO. "This is a major win for conservation in California and we're excited to get to work."
The restoration of degraded lands is a tried-and-true conservation strategy that brings multiple benefits to wildlife and people and increasing the pace and scale of climate smart restoration is a strategic priority for Point Blue. Restored ecosystems create wildlife habitat, sequester carbon, provide clean air and water, increase agricultural productivity, create recreational opportunities, and generate other cultural values. The two awards approved by WCB will support numerous restoration projects in two land types: 1) working landscapes such as farms and ranches across California (aka Point Blue's "Roots Program"); and 2) mountain meadows in the Sierra Nevada and southern Cascades.
The Roots Program block grant awards Point Blue $26 million over four years to build wildlife-friendly resilience and equity in California's working landscapes through restoration projects on farms and ranches. Point Blue will prioritize outreach and funds to projects that are otherwise hard to reach through state funding mechanisms, with a focus on reaching disadvantaged communities. The funds will provide resources to support core work in our STRAW Program, through which we engage K-12 students in environmental education and in-the-field, professional level restoration projects.
"One of the most exciting things about the Roots Program award is that it allows us to scale up the community-based restoration model we've created over years of development" says Liz Chamberlin, Point Blue's Director of Innovation and a member of the leadership team for both awards. "We'll now be able to implement restoration projects on far more farms and ranches, while growing our capacity for equity building and social science research and connecting to major conservation efforts, like California's ambitious 30x30 goals"
This Roots Program grant has a broad coalition of partner support including California Department of Food and Agriculture; California Association of Resource Conservation Districts; the Yurok Tribe; Amah Mutsun Land Trust; Watts Rising, Compton People's Garden; and numerous farmers, ranchers, and land trusts.
The Sierra Meadows Partnership Block Grant awards $24.7 million over 4 years to the Sierra Meadows Partnership via Point Blue. The Sierra Meadows Partnership, which Point Blue currently leads, is an established coalition of organizations working to restore and protect Sierra meadows. Of the estimated 280,000 acres of Sierra meadows, roughly 50% are degraded and climate change and development continue to threaten them.
"The Sierra Nevada mountains are an iconic feature of California," says Ryan Burnett, Point Blue's Sierra Group Director. "And given the critical importance of Sierra Meadows to California's water supply, carbon sequestration goals, and the maintenance of biodiversity, it's fantastic that WCB has agreed on the urgent need to increase the pace, scale, and efficacy of meadow restoration and protection." This grant will enable the restoration of 12,500 acres of critical meadow habitat. Importantly, this grant helps the SMP reach its target of restoring and protecting 30,000 acres of mountain meadows by the year 2030.
These two grants represent an unprecedented opportunity for Point Blue to partner with WCB to help implement CA's ambitious 30x30 plans.
# # #
About Point Blue Conservation Science:
Point Blue advances conservation of birds, other wildlife and ecosystems through science, partnerships, and outreach. Our highest priority is to reduce the impacts of habitat loss, climate change, and other environmental threats while promoting naturebased solutions for wildlife and people, on land and at sea. Visit Point Blue at www.pointblue.org.
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NEWS RELEASE
FOR IMMEDIATE RELEASE: June 9, 2022
Contact: Donna Campbell | (734) 660-6518
firstname.lastname@example.org | www.iccsafe.org
International Code Council Technical Training Program introduces building codes to high school and college students
The program was created to help teach the importance of building codes and prepare students for careers in building safety
Washington, D.C. – The International Code Council's Technical Training Program (TTP) introduces students to building codes associated with the trades and helps them understand the importance of building codes in the construction process. Part of the Code Council's signature Safety 2.0 portfolio of programs, the TTP is another tool to welcome a new generation of members and leaders to the building safety profession.
The TTP utilizes the International Residential Code (IRC) and IRC study companion as the primary resources for the program. Organized into six separate modules—building, masonry, plumbing, mechanical, electrical, energy—the TTP enables schools to easily integrate one or more disciplines into current curriculum. Students learn up-to-date code information and technical training along with practical training for the workplace. The program includes the necessary course materials, exams and completion certificates.
This year, the Code Council launched a Technical Training Program Portal that provides instructors and students complete digital access to the TTP. After joining the TTP, instructors can use the portal to host the program. Once they establish their course in the portal, they invite their students to create an account and join their course. The Code Council provides instructions to both instructors and their students on course material.
The program's technical content (2018 IRC and study companion), quizzes and exams are all available digitally through the portal. Instructors can supplement the program with their own additional content and customize administration and delivery. In addition, the portal provides automated monitoring of student performance and progress and features student communication and study tools.
"The Technical Training Program can be implemented through career and technical education programs and schools as well as community colleges with building or construction majors. We are also exploring the potential for building departments and building safety service providers to apply this program as an introductory course," said Code Council Director of Safety 2.0 Programs Madi Dominescy. "And now, with the TTP Portal, this program is virtually accessible to anyone interested in teaching building codes as a foundation to their programs."
Students who complete the program will receive a nationally recognized, stackable and transferable certificate from the Code Council upon completion of any of the six disciplines and passing a final exam. Students who earn a certificate of completion in all six disciplines will be better prepared for the Code Council's Residential Building Inspector Certification exam. Learn more about the Code Council's certification exams.
Visual resources will soon be available for instructors to help navigate the TTP Portal. Find out more about the Code Council's Safety 2.0 Technical Training Program.
###
About the International Code Council
The International Code Council is the leading global source of model codes and standards and building safety solutions. Code Council codes, standards and solutions are used to ensure safe, affordable and sustainable communities and buildings worldwide.
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Rural Water Supply Project (IV)
Report Date:
July, 2002
Field Survey:
July, 2001
1. Project Profile and Japan's ODA Loan
Level I System (Deep Well)
1.1. Background
At the end of 1987, the water supply coverage rate was only 63% in the Philippines (53% in rural areas), and approximately 19.6 million people did not receive public water supply services.
The Government of the Philippines (GOP) established the Rural Water Supply and Sanitation Master Plan in 1982 in order to provide a safe and reliable water supply system to most households in the country. Under this master plan, 10 foreign-assisted projects, including RWS I, RWS II and RWS III projects financed by Japan's ODA Loan, were carried out in the1970s-1980s. However, need was still evident, and in 1987 the GOP revised the master plan for the years 1988-2000. This master plan outlined a program for increasing the water supply coverage rate for the entire country from 63% to 79% by 1992.
In March 1989, the GOP enacted Republic Act 6716 (the Accelerated Water Supply Program), the objective of which is to provide an adequate water supply system in rural areas, and thereby improve living conditions. Republic Act 6716 set a goal of constructing or rehabilitating a total of 100,000 Level I (point source) systems 1 , which would provide at least one water supply system in each rural community, or "barangay. 2 "
This project, the Rural Water Supply IV Project (hereafter refer to as RWS IV), was a part of Republic Act
1 In the Philippines, water supply facilities are classified into three groups:
Level I (Point Source): A Level I system comprises a protected well or a developed spring with an outlet, but without a distribution system. This type of system is generally suited to rural areas, where the houses are scattered. A Level I facility normally serves 15 to 25 households, and its range must not extend more than 250 meters from the farthest user. The yield or discharge is generally 40 to 150 liters per minute.
Level II (Communal Faucet System or Standposts): A Level II system comprises a source, a reservoir, a piped distribution network and communal faucets, which are located at not more than 25 meters from the farthest house. This system is designed to deliver about 40-80 liters of water per capita per day to an average of 100 households, with one faucet per 4 to 6 households. This layout is generally suited to rural and urban fringe areas, where houses are clustered densely and justify insertion of a simple piped system. Level III (Waterworks System or Individual House Connections): A Level III system comprises a source, a reservoir, a piped distribution network and household taps. This system is generally suited for densely populated urban areas.
2 A barangay is the smallest unit of a community in the Philippines. A barangay normally consists of 50~100 households.
6716, and involved the construction and rehabilitation of a total of 17,500 Level I facilities in the areas of Visayas and Mindanao, where the water supply was particularly poor.
1.2. Objective
To improve the living conditions of people in the areas of Visayas and Mindanao by providing an adequate supply of safe, potable water.
1.3. Project Scope
The project consisted of the following components:
1. Construction and rehabilitation of 17,500 Level I systems, which entails the construction of 6,500 shallow wells and 8,500 deep wells; development of 500 springs; and rehabilitation of 2,000 deep wells
2. Construction of 17 workshop buildings
3. Consulting services for support of implementation agency and construction supervision
1.4. Borrower/Executing Agency
The Government of the Republic of the Philippines/ Department of Public Works and Highways (DPWH)
1.5. Outline of Loan Agreement
| Loan Amount/Loan Disbursed Amount |
|---|
| Exchange of Notes/Loan Agreement |
| Terms and Conditions |
| Interest Rate |
| Repayment Period (Grace Period) |
| Procurement |
| Final Disbursement Date |
2. Results and Evaluation
2.1. Relevance
The GOP placed emphasis on developing a water supply system and implemented 10 foreign-assisted projects in the 1980s. However, the gap in living standards between urban and rural areas was still wide at the end of that decade. Under the circumstances, the GOP enacted Republic Act 6716 in order to promote rural water supply projects, and thereby improve public sanitation, and raise the living standards of people living in rural areas. RWS IV followed RWS projects I~III and, as a part of Republic Act 6716, was consistent with the government policy. Furthermore, the project intended to meet the essential needs of people living in the project area, a rural area where living conditions were particularly poor.
The Medium-Term Philippine Development Plan for 1999-2004 also addresses the need for safe water in rural areas. It sets targets, defined by the number of people served (4.39 million people are slated for service coverage in rural areas), increasing incrementally over a five-year period. The project objective is still relevant.
2.2. Efficiency
2.2.1 Project Scope
A total of 17,500 Level I systems were originally slated for construction and rehabilitation at the time of appraisal, whereas 17,556 Level I systems were developed under the project. There was also a modification in the number of target provinces. While the project originally targeted 40 provinces, it was implemented in only 33 provinces 3 . The main reason for this modification was that the ADB 4 -assisted Second Island Provinces Rural Water Supply Sector Project was approved and implemented during the same period, and, accordingly, seven island provinces 5 that were originally under the scope of RWS IV, were covered under the ADB-assisted project. This modification helped augment implementation efficiency.
The number of workshop buildings increased from 17 to 47, due to the establishment of new District Engineering Offices 6 (DEOs) within DPWH. The workshop buildings served as the storage and repair shop for drilling equipment and tools during the project implementation. Nearly all of the new DEOs needed workshop buildings for repairing and replacing worn-out equipment, so the additional 30 workshop buildings were indispensable to facilitate the implementation.
2.2.2 Implementation Schedule
Originally, the entire undertaking was scheduled for a period of 32 months, but this was extended to 59 months, because of delays in the procurement and delivery of materials. During implementation, the performance of some equipment was poor, requiring repairs or replacement. Certain parts, such as bearings, were also continuously wearing out. Some of the barangays were located in remote areas, making it difficult to deliver materials or to replace worn-out machine. In order to overcome the delays, the implementation agency took various actions, including procurement of additional equipment, vehicles and spare parts, and construction
3 Even though the target number of provinces was reduced, the original number of 17,500 Level I systems was not changed. The targeted barangays where Level I systems were constructed were flexibly selected by the local government units (LGUs) during the project implementation.
5 Those 7 island provinces were Negros Occidental, Negros Oriental, Siquijor, Surigao Del Norte, Basilan, Sulu and Tawi-tawi.
4 ADB: Asian Development Bank
A DEO is the smallest unit of the DPWH office, which was responsible for actual implementation of the project within each district. A
6 total of 41 new DEOs were established during the project implementation.
of additional workshop buildings.
In addition, unforeseen or fortuitous events such as typhoons, earthquakes and discovery of high iron content in water caused delays.
2.2.3 Project Cost
The actual project cost was 4,306 million Yen, approximately 36% less than the original estimate of 6,773 million Yen. This cost under-run was attributable to a significant reduction in procurement costs, which originally was estimated at 3,153 million Yen, and was contained to 2,142 million Yen, representing a reduction of approximately 32%. Competitive bidding enabled the executing agency to procure materials at much lower prices. Depreciation of the Peso (from 1 Peso=6.2 Yen [1989] to 3.7 Yen [1995]) also contributed to the reduction in the project cost.
2.3. Effectiveness
2.3.1 Served Population and Water Supply Rate in the Project Area
The civil work of RWS IV started in January 1991 and was completed in December 1995. As shown in Table 1, the served population increased by 4,380,000 people between 1990 and 1995 7 , raising the water supply rate from 56% to 71% in the area.
Table 1 Water Supply Rate in Visayas and Mindanao, 1990 and 1995
| | | 1990 | 1995 |
|---|---|---|---|
| Rural Population (thousand) | 17,552 | | |
| Served Population* (thousand) | 9,783 | | |
Source: DPWH
* Population served by Level I system
The project aimed to improve services for 427,500 households (2,565 thousand people) in Visayas and Mindanao by constructing and rehabilitating 17,500 Level I systems. Under the project, 17,556 systems were constructed or rehabilitated (15,560 Level I systems constructed and 1,996 systems rehabilitated). It is, thus, calculated that upon the project completion, roughly 428,900 households (2,573,000 people) directly benefited from the project by gaining access to Level I systems 8 . Therefore, it can be estimated that the project initially contributed to approximately 59% of the entire newly served population, covering 2.5 million people in the area.
2.3.2 Utilization Rate of Level I System
With the issuance of NEDA Board Resolution No. 4 in 1994, the responsibility for developing and monitoring water supply facilities was transferred from DPWH to the local government units (LGUs). However, LGUs have not yet established a monitoring system to identify the current condition of each Level I systems, and it was impossible to obtain current utilization rate of the facilities constructed or rehabilitated under the project.
An interview survey was conducted for this evaluation in 110 barangays of 11 municipalities in the
7 The number here represents the population of Visayas and Mindanao, excluding the population in urban areas.
8 A Level I system normally serves around 15 to 25 households. In this case, the basis of calculation was taken from the appraisal data; 24.43 households/Level I system and 6 persons/household.
Province of Cebu 9 in 2001 to examine the achievements and impacts of RWS IV. A total of 107 respondents 10 were interviewed, and 75% of the respondents said that the Level I systems constructed or rehabilitated under RWS IV were operational, while 25% said that they were not operational because of malfunctions in the wells and poor water quality.
Japan International Cooperation Agency (JICA) also conducted a survey on the current condition of Level I systems between 1998 and 2000 in 18 provinces in Visayas and Mindanao, which were covered by RWS IV 11 . The survey produced similar results to the above interview survey. According to the JICA survey, in the 18 provinces there were a total of 66,301 public Level I systems, of which 49,835 were considered safe, functioning sources. The overall utilization rate of the public Level I systems was approximately 75%, though the utilization rate in each province varies from 45% to 95%. Most of the unsafe, or non-functioning Level I systems were shallow wells and open dug wells. These facilities were normally located near potential pollution sources, such as unsealed toilets and stagnant drainage trenches, and hence were easily affected.
Water quality is one of the crucial factors affecting the utilization rate of Level I systems. Currently, the provincial health offices (PHOs) in each province are monitoring the water quality of Level I systems. Table 2 shows the results of monitoring activities conducted by the PHO of Cebu Province between 1995 and 2001.
Table 2 Bacteria Content in Level I Systems, 1995~2001
| | | | Number of Level I | | Number of Samples | | Number of Positive | Rate of Bacteria |
|---|---|---|---|---|---|---|---|---|
| | Year | | | | | | | |
| | | | Systems | | Examined | | Results | Content (%) |
| 1995 | | 4,121 | | 406 | | 339 | | |
| 1996 | | 4,079 | | 682 | | 498 | | |
| 1997 | | 4,495 | | 753 | | 443 | | |
| 1998 | | 4,365 | | 711 | | 428 | | |
| 1999 | | 4,555 | | 1,124 | | 689 | | |
| 2000 | | 4,355 | | 935 | | 755 | | |
| 2001 | | 4,296 | | 949 | | 715 | | |
Source: PHO of Cebu Province
On average, 70% of the water samples tested showed positive for contamination, indicating that the majority of examined Level I systems were not potable. Low water quality is likely the cause of non-operation of Level I systems, especially in urban areas, which are more subject to the contamination, although the PHOs do chlorinate contaminated water as soon as the water tests positive.
Since there is no available data for each Level I system constructed or rehabilitated under RWS IV, the current utilization rate of all such systems is difficult to evaluate. Based on JICA's survey and the interview survey, however, it can be assumed that, on the whole, around 70% of the Level I systems of the project are currently utilized.
The utilization rate of the Level I systems in the 33 provinces has not been monitored since the completion of the project, and consequently there is a compelling and immediate need for implementing a monitoring system. Also, it is important to examine the water quality issue in reviewing the level I systems constructed under RWS IV.
2.4. Impact
Expected consequences of the project include improvement of public sanitation (prevention of water-borne diseases) and effective utilization of the work force as a result of the reduction in time needed to
9 Since the project sites were scattered all over Visayas and Mindano, Cebu Province was selected as a representative province in terms of economy and industry.
10 For the survey, the barangay captain or another barangay official was interviewed since it was assumed that these representatives
would know more about the history and background of the Level I systems constructed and rehabilitated under RWS IV project.
11 "The Study on the Provincial Water Supply, Sewerage and Sanitation Sector Plan in the Republic of the Philippines" 2000, JICA
fetch water from the source. However, it was rather difficult to evaluate these impacts as a whole. Here, the results of the interview survey conducted in 110 barangays in the Province of Cebu are shown as a reference for the impact of the project.
As shown in Figure 1, the average time needed to fetch water was reduced significantly. 77% of the respondents (representing 82 barangays 12 ) said that after the project it became possible to fetch water from point to point in less than 10 minutes. According to the aforementioned survey, 84% of the respondents affirmed that the project contributed to the reduction of women's working time. 53% observed that the number of residents affected by water-borne diseases had decreased, and 71% said that overall sanitation in the barangay had improved after the project (Figure 2).
Overall, 62% of the respondents were either satisfied or very satisfied with the project. The main reasons for the satisfaction were the improvement of water quality, and availability and accessibility of water. On the other hand, 38% of the respondents answered either ''less satisfied'' or ''not satisfied'' with the project because the water was not potable (59%) or the facilities were malfunctioning (41%).
There has been no negative environmental impact reported so far.
2.5. Sustainability
In rural area, the operation, maintenance, management and improvement of a public water supply system are responsibilities discharged by the users through the Barangay Waterworks and Sanitation Association (BWSA 13 ). Development of such an organization is, therefore, a major determining factor in the success (or failure) of the operation and maintenance of a water supply system.
2.5.1 BWSA
The formation of BWSAs was primarily the responsibility of the District Engineering Office (DEO) under DPWH. During project implementation, DEOs provided assistance in the formation of BWSAs, including training programs for operation and maintenance (O&M) along with O&M manuals written both in English and Tagalog.
12 Each respondent described the general condition of the barangay that she or he represented.
13 Local residents (beneficiaries) make up the membership of each. The BWSA collects water fees from its members and appropriates funds for the operation and maintenance of the facilities.
Nevertheless, according to an investigation 14 on the status of BWSAs conducted in 40 barangays in the 28 provinces of Visayas and Mindanao during project implementation, only 30% of bangarays organized BWSAs. Of that number, only 17.5% were functioning. Consequently, the majority of the barangays (70%) did not form any organizational structure. As a result, non-payment of dues by their members, and lack of their technical and financial capability to maintain the facilities were commonly observed.
One of the reasons that the organizing of BWSAs was weak during project implementation was that, with limited time and human resources, DEOs had to prioritize constructing Level I systems and had little time left for assisting in the formation of BWSAs. Moreover, follow-up activities to strengthen the Association has not realized since the project completion.
The JICA Survey mentioned earlier also reported that only a few BWSAs in the 18 provinces of Visayas and Mindanao were organized.
2.5.2 Local Government Units
In the absence of BWSAs, the responsibility for the operation and maintenance of the water facilities rests with the barangay. Sometimes the Barangay Councils (community leaders) try to settle the problems, and villagers make donations to repair the facility, as problems arise. In most of the barangays, however, no water charge payment is collected, and accordingly, there are no funds for the repair of the facilities. Barangays rely on the Local Government Units (LGUs) for financial and technical assistance. However, LGUs generally lack sufficient funds and technical capacity. Although the issuance of NEDA Board Resolution No. 4 in 1994 mandated that LGUs play a larger role in planning and implementing water supply and sanitation (WATSAN) projects, including assisting barangays in O&M, the institutional capacity of LGUs is limited, and a system to support O&M by barangays has not yet been established.
Consequently, a number of malfunctioning facilities constructed under the project have been abandoned. For instance, the interview survey mentioned earlier shows that in case of malfunctioning facilities, 53% of the barangays needed technical assistance to make repairs, 38% of which took no corrective action in that regard. Given the current condition of the O&M system, the utilization rate is expected to decrease in the near future. There is a definite need for the immediate reestablishment or reinforcement of the O&M organizations.
3. Lesson Learned
Regionally dispersed projects particularly require careful attention to develop self-sustaining capacity at both community and institutional level. It is essential that users participate in project planning process, being fully informed of the cost and benefits of the project, including their responsibilities and of limitations of the system, which allows communities to make rational decisions whether they accept the project. This process should not be neglected, since it plays a significant role in helping develop user's sense of ownership. Building institutional capacity, on the part of local governments, to support the users associations is also necessary.
4. Recommendations
The strengthening of the institutional capacity of LGUs is indispensable for the proper organization of BWSAs. The Government, specifically the Department of Interior and Local Government (DILG), should provide training programs to LGUs in order to improve the quality of its human resources. In the meantime, the LGUs should seek means to provide long-range training programs for BWSAs, by cooperating with DILG and NGOs.
14 An investigation was conducted by consulting agencies that supported implementation of this project. They conducted a questionnaire survey in 1994 to measure the status of BWSAs.
Comparison of Original and Actual Scope
| I. Project Scope A. Construction of wells 1. Shallow wells 2. Deep wells B. Development of springs C. Rehabilitation of wells Total D. Construction of Workshop Buildings E. Procurement of equipment F. Consulting service 1. International 2. Domestic | 6,500 wells 8,500 wells 500 springs 2,000 wells 17,500 Level I systems 17 Buildings Various 53 M/M 190 M/M |
|---|---|
| II. Implementation Schedule A. Preliminary and detailed engineering B. Formation of BWSA C. Procurement and delivery of materials D. Construction and installation of systems E. Consulting services F. Turn-over of the systems to the respective beneficiaries G. Training H. Completion of construction | Oct. 1989 – June 1992 Jan. 1990 – June 1992 Jan. 1990 – June 1991 Apr. 1990 – Dec. 1992 July 1990 – Dec. 1992 July 1990 – Jun. 1992 Oct. 1990 – Dec. 1991 Dec. 1992 |
| III. Project Cost Foreign Currency Local Currency Total ODA Loan Portion Exchange Rate | 3,389 mil. Yen 546 mil. Peso 6,773 mil. Yen 5,080 mil. Yen 1 Peso = ¥ 6.2 (February, 1989) |
Independent Evaluator Independent Evaluator''''s Opinion s Opinion s Opinion on on on Rural Water Supply Project IV Rural Water Supply Project IV Rural Water Supply Project IV
Wilfredo B. Carada
Professor of Development Management and Governance, University of the Philippines Los Banos
1. 1. Relevance Relevance Relevance
The Rural Water Supply Project (RWS IV) is relevant from the perspectives of the target group and the development policy of the Philippines both at the time of the project's appraisal and at present.
Like the previous development plan, the Philippine Medium Term Development Plan for 2001-2004 has included the provision of safe, potable water to 90% of its population as one of its priorities for year 2004. For majority of the household, especially those in the rural areas of Visayas and Mindanao, access to potable water remains a priority.
Although the project scope has been changed, the project remained relevant both to the target group and the development priorities of the recipient country. It still meets the overall project objectives.
2. Ef 2. Efficiency ficiency ficiency.
The project is efficient in terms of total cost vs. number of systems constructed or rehabilitated (originally, the total cost was 6,773 million Yen for 17,500 Level systems but actual cost was 36% lesser – 4,306 million Yen covering 17,556 systems). It was not efficient in terms target completion time – as planned, project duration is supposed to be 32 months but it was extended to 59 months.
3. 3. Effectiveness Effectiveness Effectiveness.
The effectiveness of the project is indicated by:
a. 17,556 Level I systems were constructed and rehabilitated as against 17,500 programmed;
b. Roughly 428,900 households gained access to Level I system, surpassing the original target of 427,500 households; and,
c. More systems, 75% of those surveyed, were operational while 25% are either not functioning or delivering poor water quality (70% of samples taken were contaminated).
4. 4. Impact Impact Impact
The project has generated direct-preliminary impacts. As reported, the average time used to fetch water from the source (level 1) to each household has been lessened, reducing women's time for fetching water. Time saved could be used for economic and social activities.
Notable impacts of the project are the decrease in the incidence of water-borne disease and improved sanitation of the recipient barangays
In the short run the project goal has been achieved. In the long run, however, generating and sustaining lasting impact is threatened by the poor organization and functionality of Barangay Waterworks and Sanitation Association, the village-based organization which is tasked to operate and maintain the system.
5. 5. Sustainability Sustainability Sustainability.
Sustainability is threatened by the fact that only 30% of the barangays surveyed have organized Barangay Waterworks and Sanitation Associations (BWSAs), the organization primary tasked to operate, maintain, manage and improve the system. Moreover, only 17.5% of the BSWAs organized are functioning. Consequently, dues of members are not collected thus the financial capacity of the organization to maintain the system has been adversely affected.
Lessons Learned. Lessons Learned.
Some lessons learned from the project include,
(a) Beyond rhetoric, a genuine donor coordination is needed to avoid project overlaps that could cause project re-programming and delays (overlap with the ADB's Second Island Provinces Rural Water Supply Sector Project resulted into project modification and delay);
(b) Authentic competitive bidding helps reduce project cost;
(c) To be relevant, efficient and effective is challenging but to create impact and make the project sustainable is more difficult;
(d) Institution building is a key to project sustainability; and.
(e) A systematic evaluation of project relevance, effectiveness, efficiency, impact, sustainability and equity should be in place as early as the project planning stage.
Recommendations Recommendations.
(a) Build the capability of BWSAs to manage and maintain the project;
(b) Mobilize the local government unit or a non-governmental organization to assist the BWSAs operate and maintain the system; and,
(c) Share with the Local Planning and Development Office the responsibility to monitor and evaluate the project.
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Case Studies of the Cold War: A Course for Teachers and Lecturers in Europe
University of Utrecht, the Netherlands, 18-22 April 2012
The University of Utrecht, in partnership with the Harry S. Truman Library and the Parallel History Project on Cooperative Security, and with support of Euroclio, will pilot an intensive five-day course for secondary school teachers, PhD Students and (junior) university lecturers in the spring of 2012. The course will take place from 18-22 April 2012, at the University of Utrecht in the Netherlands. During this course, the Truman Library and the Parallel History Project on Cooperative Security will disclose new archival material from both sides of the Iron Curtain to the participants. The participants will use this material to create their own lesson plans.
The event will take place under the auspices of the Department of History and Art History at the University of Utrecht. The course will build on similar such seminars organized by the Harry S. Truman Library for American teachers in the past and will explore how to continue the program in the future for European teachers. The range of the course will nevertheless be extended, since (junior) university lecturers and PhD students will also be invited to attend. Presenters will examine the origins of the Cold War, explore its unique features, and discuss its enduring legacy. Teachers will have the opportunity to hear outstanding international scholars from around the world and discuss the latest research on the topic. Educators will also be expected to create lesson plans and teaching materials based on the presentations.
A unique feature of the course will be the international interaction between the scholars and the teachers. The scholars and teachers will be given the opportunity to work together to consider the best way to apply the latest historical research in the classroom or in seminars. Sessions will allow the scholars and teachers to engage in discussion and to build strategies for teaching use.
Teachers will have access to numerous primary sources from the Truman Library online archives and the PHP online collections during the course. They will be encouraged to share their ideas and create lesson plans during the course. Additional resources from European archives will be made available during the week to encourage teachers to share their views and interpretations of the documents.
About the Partners
The University of Utrecht
The University of Utrecht was founded in 1636 and has since become one of the most distinguished universities in Europe, and the largest and most successful one in the Netherlands. The Department of History and Art History is renowned for the high quality of its research and teaching. The project group for International and Political History, which will be particularly involved in this course, operates at the cutting edge of historical research, both nationally and internationally.
Harry S. Truman Library
The Harry S. Truman Library, the second of thirteen presidential libraries administered by the National Archives and Records Administration, came into existence on July 6, 1957. It is a research library, holding and providing access to the papers and other historical materials of President Truman and over 400 other individuals and institutions associated with him, and a museum, presenting exhibits on Truman's life and career and offering a full range of public and educational programs. The Library's non-profit partner, the Harry S. Truman Library Institute for National and International Affairs, supports the Library's programs and awards grants and fellowships to scholars to help them conduct their research and complete their writing projects. The Library's website, www.trumanlibrary.org, contains information about Truman and the Truman Library, tens of thousands of documents and photographs from the Library's holdings, and searchable access to Truman's daily schedule during his presidency and all of his public statements.
Parallel History Project on Cooperative Security
The Parallel History Project on Cooperative Security (PHP, founded in 1998 as Parallel History Project on NATO and the Warsaw Pact), provides new scholarly perspectives on contemporary international history by collecting, publishing, and interpreting formerly secret governmental documents. In response to the declassification of NATO records and the growing availability of documents from archives in Eastern and Central Europe, PHP as a cooperative undertaking of more than twenty partner institutes brings together leading Cold War historians, archivists, and government officials. The findings are made available at courses and published both in print and on their website. The Parallel History Project will partner with the University of Utrecht and the Truman Library Institute by assisting in planning, local arrangements, faculty and teacher selection and evaluation.
The course is also supported by Euroclio:
Euroclio is the European Association of History Educators. The capacity building of history educators is at the core of EUROCLIO's mission. The Association organizes national and international pre-service and in-service training based on cross border sharing of good practice.
Course Location
The course will take place at the Department of History and Art History of the University of Utrecht in the Netherlands (one of the Netherlands' oldest and most picturesque towns), which is located only 30 minutes from Amsterdam Airport, with excellent ICT-provisions. The department is located in 17 th century buildings in the middle of Utrecht's beautiful historic centre.
Teachers and scholars will be housed in the same four star hotel (www.mitland.nl) throughout the week so they can build relationships, share scholarship and teaching ideas on the Cold War.
Teacher Application Process
Interested participants will be invited to apply and fifty of them will be selected through an application process. The application deadline is 1 October 2011. Teachers will have to write a letter of motivation, in which they also explain how the course will benefit their teaching and how the information will be used in their classroom, and submit it with a brief CV by email to Laurien Crump (email@example.com). The University of Utrecht will review the applications and determine the successful applicants, assisted by Education staff of the Truman Library and members of the Parallel History Project. The seminar is intended for teachers and lecturers from all over Europe. Working knowledge of English will be required. Applicants will be notified by 15 October 2011 if their application has been successful.
Course fee and accommodation
Course fee (tuition, materials and all meals): €275,- (Wednesday till Sunday)*
or €195,- (Thursday morning till Saturday evening)
Hotel (single rooms):
€395,- (Wednesday till Sunday)* or €197,50 (Thursday and Friday night only)
* The course is registered in the Comenius-Grundtvig Training Database, which means that teachers from the European Union (except the Netherlands) can apply for a grant for both the course fee and the accommodation. This only applies to teachers attending the entire course (Wednesday 18 April till Sunday 22 April). The reference number of the course is NL-2012-251001. For more information see http://ec.europa.eu/education/trainingdatabase/search.cfm.
NB: Dutch teachers can choose to attend the course from Thursday till Saturday to reduce the costs. They can also choose to only stay in the hotel for two nights or travel from home. The course is heavily subsidized by the Truman Library.
Lasting Impact
All of the teachers attending the course will create lesson plans for their students. These lesson plans will be displayed on the Truman Library website and Euroclio's Historiana website so that teachers across the globe can access them. They will be linked to the online archives of the Truman Library and the Parallel History Project so that teachers around the world could use them in their own classrooms. Moreover, it will create an international community of teachers and university lecturers, who can share their knowledge and experience in terms of teaching about the Cold War.
Objectives
This intensive professional development opportunity allows teachers to:
1. Broaden their historical knowledge of the Cold War; how it began and its consequences. They will examine the origins of the Cold War, explore its unique features, and discuss its enduring legacy.
2. Acquire new materials, teaching methods and strategies. Re-think their assumptions and approaches to classroom teaching by re-examining how they raise questions and approach difficult subject matter so that their classroom becomes a lively arena in which students test and apply important analytical skills.
3. Be introduced to teaching resources and institutions around the world which can assist in their classroom instruction.
4. Analyze primary source materials related to the course topics and experience how the use of primary resources (official documents, diaries, letters, drawings, and memoirs created by those who participated in or witnessed the events of the past) can be used to:
a. Encourage debate about the interpretation of the sources;
b. Challenge others' conclusions;
c. Seek out evidence to support their own conclusions; and
d. Provide a snapshot of a particular time period, thus allowing for contextual interpretation of historical events.
5. In addition, it allows PhD-students and university lecturers to acquaint themselves with the latest methods of disseminating their knowledge about the Cold War to students in an interactive and varied manner.
Teacher Expectations
Teachers and other participants will be expected to attend the course in its entirety and:
1. Actively participate in course sessions and read the material which will be emailed in advance.
2. Create two high quality lesson plans and include new knowledge and methodology gained through participation in this workshop. Selected lesson plans will be posted on the Truman Library website (www.trumanlibrary.org) and on Euroclio's Historiana Project.
3. Submit a reflection paper covering the topics presented and how it will impact their teaching.
Program
There will be one plenary session and two parallel workshops and/or seminars a day, out of which the teachers can choose. Each day will contain a teacher research session, during which the teachers and lecturers will create lesson plans based on the materials provided during the course.
Wednesday 18 April
Thursday 19 April
Friday 20 April
16.00-18.00
19.00
Teacher session at the Utrechts Stedelijk Gymnasium, incl. a discussion with the school's debating team. Dinner
Saturday 21 April
Sunday 22 April
NB: The exact number of seminars and workshops depends on the number of participants (ca. 25 per group).
The Team
Dr. Michael Devine is in charge of the teacher research sessions and recap of the day. Michael Devine leads an expert team of educational trainers, who often provide interactive courses for teachers around the globe, and will probably be assisted by his colleague Dr. Ray Geselbracht.
Professor Dr. Vojtech Mastny is in charge of the invitation of European and American speakers, who are academic experts in the field. Vojtech Mastny also has access to newly available archival material, which will be disclosed during the course.
Drs. Laurien Crump is responsible for the organization of the course and the workshops. Laurien has extensive experience of training teachers and of internationalization in secondary education.
Professor Dr. Duco Hellema (Professor in the History of International Relations, University of Utrecht) is in charge of the invitation of preeminent Dutch speakers. Duco Hellema is a pioneer in the international relations of the Netherlands during the Cold War and after, and has published a standard work on Dutch Foreign Policy: The Role of the Netherlands in World Politics (2009).
Drs. Fia Dieteren (University Lecturer in Social and Economic History, Universitiy of Utrecht) is in charge of the liaison with secondary school teachers. Fia Dieteren is responsible for the Minor in Teacher Training and thus well qualified to monitor the quality of the course.
Professor Dr. Jan Hoffenaar (Professor in Military History at the University of Utrecht and director of research at the Netherlands Institute for Military History) assists in planning the course. Jan Hoffenaar is the Netherlands' most eminent expert on the Cold War from a military perspective, and has published extensively on this topic.
Project Coordinators
Vojtech Mastny (Parallel History Project on Cooperative Security)
Vojtech Mastny is the coordinator in Washington of the Parallel History Project on Cooperative Security, an international network based in Zurich. He has been a Senior Fellow at the National Security Archive and the Woodrow Wilson Center in Washington D.C. Previously he was Professor of History and International Relations at Columbia University, the University of Illinois, Boston University, and the Johns Hopkins University School of Advanced International Studies. He was also Professor of Strategy at the U.S. Naval War College in Newport and Fulbright professor at the University of Bonn. In 1996-98, he was the first Manfred Wörner Fellow of NATO. His publications include Russia's Road to the Cold War, the award-winning The Cold War and Soviet Insecurity, and A Cardboard Castle? An Inside History of the Warsaw Pact (with Malcolm Byrne).
Michael Devine (Truman Library)
Michael Devine is the director of the Harry S. Truman Library and has taught courses in U.S. history and 18th and 19th century diplomatic history at the University of Wyoming. In the fall of 2000, he was a Senior Fulbright lecturer in Korea and in 1998 served as Houghton Freeman Professor of American History at the Johns Hopkins University-Nanjing University Graduate Center for Chinese and American Studies in Nanjing, China. Prior to joining the faculty at the University of Wyoming, Dr. Devine served as the Director of the Illinois Historic Preservation Agency/Illinois State Historical Society and was the Illinois State Historian from 1985-1991. Dr. Devine earned a B.A. from Loras College in Dubuque, Iowa, and an M.A. and a Ph.D. from Ohio State University. He has published nationally on subjects ranging from American foreign policy to the history of the West.
Laurien Crump (University of Utrecht)
Laurien Crump (M.A. Classics and PGCE Cambridge, and M.A. Comparative History Utrecht) is a lecturer and researcher in the History of International Relations at the University of Utrecht. She has also worked as a teacher in secondary education for ten years, both in the UK, where she taught A-levels and the IB, and in the Netherlands. Laurien has taught Latin, Greek, Classical Civilization, History, Critical Thinking and Italian. As coordinator of internationalization in her previous job she has designed one of the biggest international programs in the Netherlands. In addition, she has coordinated an international project on European Citizenship, and she has organized international courses and Master-classes. She is currently writing her doctoral thesis on the multilateralization of the Warsaw Pact, called The Warsaw Pact Reconsidered: Inquiries into the Evolution of an Underestimated Alliance, 1960-1969, which is to be published by Routledge (London/New York) in 2014.
Teacher application form
Case Studies of the Cold War: A Course for Teachers in Europe, 18-22 April 2012
Sponsored by the Truman Library, the Parallel History Project, and Utrecht University;
supported by Euroclio and the Dutch Atlantic Association
Hosted by the Department of History and Art History, Utrecht University
Name: _____________________________________________________________________
Home Address: ______________________________________________________________ ___________________________________________________________________________
Country: ____________________________________________________________________
Home Phone: _____________________ Work Phone: _______________________________
Email: ______________________ Fax: ___________________________________________
School Name / University: ______________________________________________________
Type of school / level: _________________________________________________________
School Address: ______________________________________________________________
City: _______________________________________________________________________
Teaching assignment(s): ________________________________________________________
Age of students you teach: ______________________________________________________
Attendance of the course:
□ From Wednesday till Sunday (€ 275,- incl. tuition, materials, and all meals)
□ From Thursday till Saturday (€ 195,- incl. tuition, materials, and all meals)
Hotel: □ From Wednesday till Sunday (€ 395,-)
□ Thursday and Friday night only (€ 197,50)
□ No hotel needed at all
To apply for this course you also need to include the following:
- A one page letter of motivation describing why you should be selected for this course and how you would apply it in your current teaching position
- A brief CV
- Any additional information you deem relevant to the application
Please email your application (in Word or PDF) to Laurien Crump, firstname.lastname@example.org
Application deadline: 15 October 2011
Questions? Email: email@example.com
NB: Extra funding may be available for PhD-students and trainee teachers upon request.
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2020-2021 RCIA #19 2/22/20
Part III: The Sacraments and Prayer (Chapter 27)
* The Mass
* We Begin the Mass
* What Makes a Sacrifice
* Every Mass is Our Mass
* The Mass Has a History
* The Mass of the Faithful
* Why Have Vestments?
* The Roman Missal
* Participating in the Mass
The Mass
* First, it is a memorial of our Lord-"Do this in remembrance of me," This is the living presence of Christ at the Lord's Supper, and on Calvary and the resurrection
* Second, it is a holy or divine banquet where our souls are fed with the Body and Blood of Christ
* Third, it is a sacrifice
* Sacrifices existed in antiquity with the father acting a priest
* Cain and Able
* Abraham and his family
* Melchizedek
* Moses on Mount Sinai
* Eldest son as priest
* Levitical priesthood – Aaron, the brother of Moses
* Sacrifice
* A gift offered to God in order to draw closer to Him
* Requires a victim who is the gift offered
* Must be a part of a social group worship
* Must be performed by a priest
* Christ is priest and victim
* Messianic period – the perfect sacrifice
* Today the sacrifice to be offered is worthy of God because it is His Son
* Everything else that we have are gifts from God
The Mass is a:
* Memorial – the Last Supper
* Divine banquet where we feed on the "body of Christ"
* Perfect holy sacrifice of the precious gift of God's Son who acts as priest and victim
* The human priest acts in the person of Christ, in persona Christi
* The four-fold purpose of the Mass:
* Adoration
* Thanksgiving
* Petition
* Reparation for sins
* When we give honor to God in the Mass we receive three fruits:
* The general fruits for those present, the Church, the Pope, the bishop, all the faithful Christians living and dead and the salvation of mankind
* Special fruit of the Mass applied to person or persons for whom the Mass is offered
* Personal fruit of the Mass is given to the priest who celebrates the Mass for his sanctification and the reparation for his sins
* Parts of the Mass
* Liturgy of the Word
* Liturgy of the Eucharist
* The importance of:
* Vestments
* Vessels
The Eucharist
* The greatest of the seven sacraments where the actual giver of grace himself, Jesus Christ, is present
* A very profound mystery requiring Faith
* The Eucharist (presented at the Last Supper) is discussed in:
* Mark 14:22-24
* Matthew 26:26-29
* Luke 22:19-20
* 1 Corinthians 11:23-26
* St. John provides the theology for the Eucharist (which is closely related to the Book of Exodus) in Jn 6
Part III: The Sacraments and Prayer (Chapter 28)
* Holy Communion
* So Close to Christ
* Who May Receive?
* The Eucharistic Fast
* Practical Pointers
* Communicants
Holy Communion
* The Mass:
* Provides a sacrifice which renews us via the sacrifice of the cross
* Effects the soul by giving it grace
* Is spiritual food which does for the soul what material food does for the body
* Is a mystical and spiritual union
* It produces its effect ex opera operato – by the sacrament itself not by any effort on our part or that of the priest
Holy Communion (Cont)
* Provides communion with Christ and our neighbor
* Is a decision of the will, not a feeling
* Produces spiritual growth by increasing sanctifying grace
* Remits venial sins
* Lessens concupiscence
* Preserves us from Mortal sin
* Readies us for work
Holy Communion (Cont)
* Who may receive?
* Every baptized Catholic who has attained the age of reason
* One who is free from Mortal sin – importance of frequent Confession
* One who expresses the right intention in receiving it – not to please someone else
* The amount of grace we receive depends on the perfection of our disposition
Holy Communion (Cont)
* Practical points for communicants
* Be free of mortal sin
* Have a right intention
* Keep the fast (one hour before receipt of communion)
* We should dress in accordance with the dignity of Communion
* We may chew the host and must swallow it at some point
Holy Communion (Cont)
* We may receive Communion twice in one day under certain circumstances
* We must receive Communion at least once a year during Easter time
* We should receive Communion often
* We should end Holy Communion with a period of thanksgiving
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Three Levels of Listening
by Wendy Balman and Shannon Bruce
Active listening is being fully present with self, noticing where your attention is, and being intentional with the impact of your listening. There are two aspects of active listening. One is being aware and listening at different levels (Levels 1, 2 and 3), using your ears and eyes while paying attention to sounds, words, images, feelings and energy. The attention is on the information coming in. The second aspect is what you do in response; for example, whether you decide to ask a question, be quiet, raise your voice, etc. Active listening often involves clarifying what the other person says, noticing body language, increasing your awareness of the feelings behind the words and sharpening your sensitivity to non-verbal communication.
Level One—Self-Focused Listening
o How the conversation is affecting you.
* Focusing your attention on what is going on inside you during a conversation:
o What thoughts or feelings you have as a result.
o Even random thoughts about how hungry you feel right now or what you're going to do later.
o What opinions or reactions are provoked in you as you listen.
Level Two—Relationship Focused Listening
o You are paying attention to what he/she is saying.
* Attention is laser focused on the other person:
o There is not much awareness of the outside world as you focus intently on the other person.
Level Three—Universal Focused Listening
o Can be utilized with individuals, groups, teams and larger networks of people.
* Allows you to hear beyond the words being spoken to the non-verbal context, meaning, intent and atmosphere/vibe of the whole environment:
o You watch expressions, body language, and emotions in addition to hearing words.
o You are listening to what is valued, what brings vitality, and what does not.
o You pay attention to the emotional field.
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This is what your child will be learning in school. As always, we welcome your support and encourage you to talk and explore some of these with your child at home.
Maths
Homework
As mathematicians, we will continue to develop our understanding of numbers beyond 10. Children will recap their learning of adding and subtracting numbers within 20. Children will learn to share and group objects, as well as developing their understanding of odd and even numbers.
Please encourage your child to access Top Marks- this is a great website to consolidate learning!
www.topmarks.com
Communication and Language
This term, we will be discussing right from wrong. The children will discuss the right/wrong choice in different scenarios. With your child, discuss rules that your child must follow to stay safe at home and in school.
Physical development
Full kit is required every Thursday for PE, where children will be participating in team games! Children will continue to develop their fine motor skills through daily writing sessions.
Ask your child to show you a skill that they have learned in PE.
Reading- all children are expected to read/be read to 4 times a week and ensure it is recorded in their reading journal.
Learning task- All children are expected to complete the weekly learning task. Please upload any pictures to tapestry/dojo.
Children will be awarded a dojo for their home learning task.
Personal, Social and Emotional Development This term, we will be focusing on road safety and sun safety.
With your child, make a list of how to stay safe in the sun.
I wonder who shares our world…?
English
In English, we will be reading 'We're Going on a Lion Hunt', 'Island Born' and 'Big Book of Blue'.
Use the QR codes on our weekly learning letters to read along with us!
The children will be looking at non-fiction texts, writing diaries and exploring poetry.
This term, pupils will continue to develop their confidence in writing sentences. Please encourage your child to use capital letters, finger spaces and full stops in their writing.
Pupils continue to take part in daily RWI phonics lessons. Please continue to support your child in reading their RWI book at home.
Understanding of the World
As scientists, we will be comparing hot and cold climates. We will also be classifying animals.
Look at a world map with your child. Can you identify hot and cold climates on the map?
As geographers, we will be exploring Africa. We will be comparing African life to our own. With your child, discuss cultural difference between Africa and the UK.
Expressive arts and design
As artists, we will be using paper to sculpt fish, adding details by manipulating paper in different ways. Pupils will explore the work of Aysa Kozina, and reflect on the ways that she has manipulated paper.
Research the work of Aysa Kozina. Learn one fact about this artist.
As inventors, we will create a beach hut. Pupils will produce and annotate plans to specify the colours of their design and the placement of their components.
As musicians, we will be listening to African music.
Listen to some African music with your child. What instruments can you hear?
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Old Palace Year 3 Newsletter Summer 1
Year Lead: Ms McClelland Teachers: Mr King (3K) and Ms Hantar (3H) Support Staff: Ms Khan and Ms Jasmin
Maths
Trips
Please see below the order of the topics the children will be focusing on this half term:
Boysdell Dairy Farm Trip
1. Fractions- Finding equivalent fractions, comparing fractions, ordering fractions, adding and subtracting fractions and problem solving using fractions.
3. Capacity- measuring capacity in litres and millilitres, comparing capacities, adding and subtracting capacities
2. Mass- Measuring mass in grams and kilograms, comparing masses, adding and subtracting mass
Useful Links:
t
ht ps:// w ww.topmarks.co.uk/maths-games/7-11years/fr a ct ons-and-decimals
English
Please see below the order of topics the children will be focusing on this half term:
1. Novels in a Series- the children will be reading a range of stories from the Mr Majieka series and using ideas from these stories to write their own Mr Majieka adventure!
2. Persuasion: Advert and Packaging- the children will be writing an advert to convince people to eat healthy, looking at food packaging and information included on them!
Other Subjects
Art-Observational drawing and mixed media
Computing-Adobe Posters
Science- Soil, plants, pollination, food groups, balanced diets and food preservation
MFL – Le Petit Dejeuner
DT- Food technology – pickling and jamming
PE- Badminton and Outdoor Adventure
PSHCE- Relationships
RE – Why do people pray?
School Uniform
Before the holidays, we placed a reminder in the school newsletter about uniform requirements.
These can be checked here.
In cases where a child's clothing does not comply with our uniform policy, we will send a text to the family.
We would be grateful if the issue could then be rectified before they return to school the next day, so that the uniform policy is applied fairly to all pupils.
To support the children's learning in our 'Food, Glorious Food' science unit we will be visiting Boysdell Dairy farm to learn more about food production. The children will be travelling to the farm via coach.
Cost of the trip: £5
Trip Date: Tuesday 14 th May 2024
PE
The children need to bring in their PE bag each day when they have PE. Year 3 have PE on a Tuesday and Wednesday afternoon please ensure they have the appropriate kit and footwear. Children will need to have trainers to take part in PE.
Vocabulary
practice these words at home!
Word of the day: here are the new vocabulary words we will be introducing to the children this half term. You may wish to
Thriftwood
Next half term, for our end of year trip, year 3 will be visiting Thriftwood camp. Children will have the opportunity to take part in some outdoor adventure and team building activities. Taking part in these activities helps to build character and independence, gives the children new and shared experiences and provides opportunities to bring out new talents. There will also be the option for pupils to stay overnight as part of the residential experience.
We are holding an information morning next week to share more information about:
-the activities the children will take part in
-dates of the trip
-day trip and residential experience options
-the accommodation and catering for the residential experience -costs
Please join us on Wednesday 24 th April from 9:10 – 9:50am for the parent's information morning. We hope to see you there!
Key dates
If there are any issues preventing parents/ carers from providing the correct uniform, please contact the school office, so these can be discussed.
Wednesday 24 th April 9:10-9:50: Parent Information morning
Wednesday 24
th
April10:00am: Year 3 festival assembly
Tuesday 30
th
AprilParent Voice: Wrap Around Care & clubs 9:15am
Monday 6 th May: Bank Holiday
Tuesday 14 th May: Year 3 Trip Boysdell Farm
@oldpalacepri
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Food School Group
ACU Health Clinic's Food School Group supports children to learn about new foods. It incorporates principles from the SOS Approach to Feeding and Ellyn Satter's Division of Responsibility and Responsive Feeding, which provides a holistic approach to understanding and providing intervention for picky eating.
FAQ'S
Who can attend?
Any child who is presenting with challenges eating a variety of foods. You can contact us via our website or call the clinic.
What is the cost?
A $40 fee will apply for an initial assessment with our speech therapy and occupational therapy students. Each Food School Group sessions is $15.
When is it?
One-hour sessions will run every Thursday morning for five weeks. The groups run at various times of the year.
Location and Contact
8 Approach Rd, Banyo Qld 4014 Free parking is available on site 07 3623 7740 firstname.lastname@example.org
ACU Health Clinic
CRICOS 00004G | PRV12008
Disclaimer (September 2023): Information correct at time of printing. The university reserves the right to amend, cancel or otherwise modify the content without notice.
Each week, your child will engage in different food-themed activities to gradually expose them to different textures, smells, colours and flavours of foods. We offer a supportive and comfortable environment where your child can learn at their own pace.
While children are engaged in food activities, parents watch through our two-way mirror to learn about and discuss feeding development. Research tells us that parent education is critical to the long-term success of feeding therapy and equips you with the knowledge you need to problem solve in your own home.
The program is delivered by occupational therapy and speech pathology students under the supervision of professional practice educators, who are qualified and experienced therapists.
OUTCOMES FOR PARENTS
* Understand why your child is having eating challenges.
* Understand the development of feeding skills across physiological, oral, motor, physical, and sensory systems.
* Take the first steps to improve your child's relationship with food and make mealtimes less stressful.
BENEFITS FOR CHILDREN
* Peer modelling from other children and student therapists during food interaction.
* A fun, pressure-free engagement with less preferred foods to support them to move up the steps to eating.
* Progressive assessment from student therapists to understand their feeding challenges holistically.
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TOOTH DECAY PREVENTION
Tooth Decay Prevention
Tooth decay is a progressive disease resulting in the interaction of bacteria that naturally occur on the teeth and sugars in the everyday diet. Sugar causes a reaction in the bacteria, causing them to produce acids that break down the mineral in teeth, forming a cavity. Dentists remove the decay and fill the tooth using a variety of fillings, restoring the tooth to a healthy state. Nerve damage can result from severe decay and may require a crown (a crown is like a large filling that goes over the tooth to cap it, making it stronger by covering it). Avoiding unnecessary decay simply requires strict adherence to a dental hygiene regimen: brushing and flossing twice a day, regular dental check-ups, diet control and fluoride treatment. Practicing good hygiene avoids unhealthy teeth and costly treatment.
Sealants
The grooves and depressions that form the chewing surfaces of the back teeth are extremely difficult (if not impossible) to clean of bacteria and food. As the bacteria reacts with the food, acids form and break down the tooth enamel, causing cavities. Recent studies indicate that 88 percent of total cavities in American school children are caused this way.
Tooth sealants protect these susceptible areas by sealing the grooves and depressions, preventing bacteria and food particles from residing in these areas. Sealant material is a resin typically applied to the back teeth (molars and premolars) and areas prone to cavities. It lasts for several years but needs to be checked during regular appointments and occasionally replaced.
Fluoride
Fluoride is a substance that helps teeth become stronger and resistant to decay. Regularly drinking water treated with fluoride and brushing and flossing regularly ensures significantly lower cavities. Dentists can evaluate the level of fluoride in a primary drinking water source and recommend fluoride supplements (usually in tablets or drops), if necessary.
Diet Control
The teeth, bones and soft tissues of the mouth require a healthy, well-balanced diet. A variety of foods from the five food groups help minimize and avoid cavities and other dental problems. Consumption of foods that contain sugars and starches should be decreased. These foods can include candies, cookies, chips and crackers. Healthier foods, such as vegetables, low-fat yogurt and cheeses, help promote stronger teeth.
Dental Visits
You should visit your dentist twice a year (about once every six months). In order to maintain a healthy smile, it is vital to have professional cleanings and regular check-ups. Your dentist will examine your teeth and provide an evaluation of existing dental problems and proposed treatment. If you have a dental emergency, you should call your dentist immediately.
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5210 Grand Avenue • Fort Smith, AR 72913
479-788-7675 • email@example.com
* uafs.edu
THE LEARNING PYRAMID
Studies show that varying your study methods and materials will improve your retention, your ability to recall information, and enhance your learning experience. The "learning pyramid", developed by the National Training Laboratory, suggests that most student only remember 10% of what they read from textbooks, but retain nearly 90% of what they learn through teaching others. The Learning Pyramid model suggests that some methods of study are more effective than others and that varying study methods will lead to deeper learning and longerterm retention.
Adapted from https://www.educationcorner.com/the-learning-pyramid.html
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ACCOUNTABILITY
KEY ISSUES
North Carolina's accountability methods have historically been intended to support every student in meeting college and career ready expectations. Teachers, students, and schools are all held accountable for the growth and achievement of students. But developing accountability measures that accurately reflect student performance and the degree to which schools and teachers have had an impact on achievement has been an ongoing challenge.
North Carolina currently utilizes an accountability model that relies on a system of assigning A-F grades to all schools in the state based on a formula that combines student achievement (80%) and student growth (20%). In addition, North Carolina places a strong emphasis on third grade reading scores, as seen with the 2012 Read to Achieve legislation that requires students to meet certain reading proficiency benchmarks in order to move on to the fourth grade. Finally, low performing schools in North Carolina are defined by law as "those that receive a school performance grade of D or F and a school growth score of "met expected growth" or "not met expected growth." 1 These schools must submit to the state and share with the public plans for improvement that specifically addresses the strategies the school will implement to improve both the School Performance Grade and School Growth designation.
OVERVIEW
Since North Carolina began to earnestly focus on accountability in 1989, state systems for holding students, schools, and teachers accountable have gone through several iterations.
Measurement and assessment are important components of accountability. Assessments can be "summative," occurring at the ends of grades or courses to capture what students have learned. Or they can be "formative," meaning they are used in the short-term to influence what teachers teach and students learn, sometimes week-to-week, day-to-day, or even moment-to-moment. North Carolina is in the process of developing technology-based platforms that will track student performance and assist teachers and schools in targeting student needs more efficiently. Streamlined information will not only make accountability clearer and simpler, but also may also improve teaching and learning.
The way accountability measures are shared with the public is another important part of the state's accountability plan. Parents and communities need access to clear and understandable information about the performance of schools, teachers, and students. As policymakers pursue information-sharing as a public ideal, they must also take into account the need for fair and accurate information about performance, and the impact that public transparency may have on the ability of schools to improve and serve students well.
Current accountability standards prohibit schools from 'social promotion' at the end of third-grade, requiring through the state's Read to Achieve program that every student can read at grade level by the end of third grade before moving to fourth grade. At all grade levels, the issue of how to support struggling students so they can progress to more advanced work is something policymakers and educators must continually address.
1 G.S. 115C-83.15. School achievement, growth, performance scores, and grades. Available at http://www.ncga.state.nc.us/EnactedLegislation/Statutes/PDF/BySection/Chapter_115C/GS_115C-83.15.pdf.
SCHOOL PERFORMANCE GRADES: SCHOOL ACCOUNTABILITY MODEL
The Excellent Public Schools Act, enacted by the General Assembly in 2012, included among its provisions a new policy to assign school performance grades to every public school in North Carolina. 2 The first school performance grades of A, B, C, D or F were released in February 2015 based on data from the 2013-14 school year.
The original legislation called for the first year of the school performance grades to be calculated on a 15 point grading scale (A = 85, B = 70, C = 55, D = 40, F = less than 40) and then move to a 10 point scale in subsequent years. Legislation passed in 2014 enabled the 15 point scale to remain for the 2014-15 school performance grades and subsequent legislation has kept the 15 point scale constant. However, the 2017-19 budget included a provision that will change the grading scale to a 10-point scale beginning with the 2019-20 school year.
North Carolina is one of 18 states nationally to have adopted an A-F grading system. 3 Supporters of these systems say that they hold schools and districts accountable for results, provide parents with an understandable marker of performance, and encourage school improvement efforts. Common complaints include that many A-F grade systems inadequately account for student growth and other important measures of school quality, and that they create incentives for schools to serve students on the borderline at the expense of the lowest- and highest-performing students. In some states, the grading scales and underlying criteria have changed over time, resulting in confusion, inconsistency, and charges of political gamesmanship. Additionally, critics of A-F grading say that the letter grades are too often used to criticize and punish failing schools rather than to target resources and assistance to schools and students that need it most.
SCHOOL PERFORMANCE GRADE INDICATORS
EOG: End-Of-Grade Test
EOC: End-Of –Course Test
Schools Performance Grades are based on two components: a School Achievement Score and a School Growth Score. A combination of the School Achievement Score and the School Growth Score make up the overall School Performance Grade. Currently, 80% of the School Performance Grade is the School Achievement Score and 20% of the grade is the School Growth Score. Deliberations in the General Assembly have been underway for the past several years re-evaluating the weight given to each of these components.
School Achievement Score. Schools earn one point for each school-wide percent of:
- Students who score at or above proficient on annual assessments for mathematics in grades three through eight.
- Students who score at or above proficient on annual assessments for reading in grades three through eight.
2 G.S 115C-83.15.
3 Burnette, D. "A-F School Rankings Draw Local Pushback" Education Week.
Available at https://www.edweek.org/ew/arti
cl es/2017/03/08/a-f-school-rankings-draw-local-pushback.html.
- Students who score at or above proficient on annual assessments for science in grades five and eight.
- Students who score at or above proficient on the Algebra I or Integrated Math I end-of-course test.
- Students who score at or above proficient on the English II end-of-course test.
- Students who score at or above proficient on the Biology end-of-course test.
- Students who complete Algebra II or Integrated Math III with a passing grade.
- Students who achieve the minimum score required for admission into a constituent institution of The University of North Carolina on a nationally normed test of college readiness.
- Students enrolled in Career and Technical Education courses who meet the standard when scoring at Silver, Gold, or Platinum levels on a nationally normed test of workplace readiness.
- Students who graduate within four years of entering high school.
The total points are then converted to a 100-point scale.
School Growth Score. Using EVAAS (SAS® EVAAS™ (Education Value-Added Assessment System) for K-12 is a customized software system available to all North Carolina school districts. EVAAS provides North Carolina's educators with tools to improve student learning and to reflect and improve on their own effectiveness.), the overall growth score earned by schools is calculated. Growth is calculated by weighting achievement indicators used to calculate the School Performance Grade, but only those indicators with growth values (End of Grade and End of Course test scores) through EVAAS are included. The numerical values used to determine whether a school has met, exceeded, or has not met expected growth shall be translated to a 100-point scale.
Many other states place a greater emphasis than we do on growth while deemphasizing achievement. The reason for this is simple: school achievement scores reflect single point-in-time test results, over which schools have far less control than growth, which is designed to measure the impact schools and teachers have on students' academic progress. 4
ADDITIONAL REPORTING
- Growth is reported separately for each school: exceeds, meets, or does not meet expected growth
- A separate achievement score for math and reading is reported for schools serving grades K-8
- The report card that shares the school performance grade for schools serving 3rd graders contains information on the number and percentage of third graders who are retained or promoted based on reading performance
4 Public School Forum of NC. "A is for Affluent." Available at https://www.ncforum.org/wp-content/uploads/2013/05/Ais-for-Affluent-Issue-Brief-Format.pdf.
SCHOOL PERFORMANCE GRADES AND POVERTY
In 2016-17, only 16 percent of schools with at least half of their students living in poverty ("high-poverty schools") received A's or B's, compared with 64 percent of all other schools. At the other end of the performance spectrum, 35 percent of high-poverty schools received D's or F's, compared with only 4 percent of all other schools. In the entire state, only two schools with less than half of their students living in poverty received F's, compared with 96 high-poverty schools. 5
Source: NC DPI, 2016–17 Performance and Growth of North Carolina Public Schools Executive Summary
An analysis of North Carolina's 2013-14 school performance grades by Duke University's Will Wilson revealed a 61 percent correlation between a school's free and reduced-price lunch population and its achievement score. By contrast, Wilson found only a two percent correlation between that same measure and a school's growth score. 6
THE CASE FOR EARLY INVESTMENT IN LITERACY
The structure of standards and curriculum in many schools marks the transition from third to fourth grade as the shift from "learning to read" to "reading to learn." Research on school achievement often points to third grade reading ability as a highly reliable indicator for later school success. For many reasons, ensuring students are reading at grade level by the third grade has been a high priority for teachers and policymakers.
A major goal of public education in North Carolina is to ensure every student graduates career and college ready. A wealth of resources and attention is focused on the final years of high school to keep students on track for graduation and encourage them to choose their best career or college path. However, North Carolina has been learning for years that investment earlier in a student's education has incredible impact on later success and ultimate preparedness for their future.
5 NC DPI, 2016–17 Performance and Growth of North Carolina Public Schools Executive Summary. Available at http://www.ncpublicschools.org/docs/accountability/reporting/2017/documentation/exsumm17.pdf.
6 Meyer,G., Common ground on school grades: We need to grade our schools, but we need to grade them differently. Available at https://www.ednc.org/2015/03/18/common-ground-on-school-grades-we-need-to-grade-our-schools-butwe-need-to-grade-them-differently/.
Study after study has revealed that the greatest predictor of high school graduation is the ability of a student to read by the third grade. An analysis by MetaMetrics of the Public School Forum's Roadmap of Need data found that in North Carolina, third grade reading performance was the most positively correlated with ACT scores, which are used by the state as a capstone evaluation of college and career readiness. 7 In fourth grade, students who still struggle to read and comprehend begin to fall farther behind their peers the longer they lag in literacy skills.
Recent legislation in North Carolina has attempted to address early literacy and a number of programs and resources across the state are focused to ensure literacy skills for every child in North Carolina.
READ TO ACHIEVE
The Read to Achieve program is a part of the Excellent Public Schools Act which became state law in 2012 and applied to all schools at the beginning of the 2013-2014 school year. The program focuses on preparing students to read at grade level by the end of third grade, and prevents them from moving to the next grade level until they can prove their reading competency. Under this law, third-grade students who are not reading at grade level by the end of third grade will receive special help, including summer reading camp and other interventions to make sure that they can read well enough to be able to do fourth-grade work.
The original 2012 Read to Achieve law required 36 tests to assess whether third-graders are up to grade level in reading comprehension, but greater flexibility has been provided after the specific requirements of the law proved to be challenging to implement. Teachers, parents and school administrators complained that the law is overly strict and requires too much testing – three tests for each of 12 reading standards, all administered in the second half of the school year. In June 2014 Governor McCrory signed a law passed by the General Assembly to give school districts more flexibility in how and when they test students. Alternative assessments are allowed as long as they are approved by the State Board of Education and teachers are allowed to spread testing throughout the third-grade year.
NC DPI has a wealth of resources available for parents and teachers to better understand the policies and implementation of Reach to Achieve at http://www.dpi.state.nc.us/k-3literacy/achieve/.
LOW PERFORMING SCHOOLS
The North Carolina General Assembly provides the definitions for "low-performing schools" as well as "lowperforming school districts."
- Low-performing schools are defined as those that receive a school performance grade of D or F and a school growth score of "met expected growth" or "not met expected growth" as defined by G.S. 115C83.15. 8
- A low-performing school district is a local school administrative unit in which the majority of the schools in that unit that received a school performance grade and school growth score as provided in G.S. 115C-83.15 have been identified as low-performing schools, as provided in G.S. 115C-105.37. 9
By law, low-performing schools and districts must develop a plan for improvement that is accessible to the public.
7 MetaMetrics, The NC CAP "Roadmap of Need" Supports the Importance of the Read to Achieve Act. Available at https://lexile.com/about-lexile/white-papers/.
8 G.S. 115C-105.37(a).
9 G.S. 115C-105.39A(a).
Beginning in 2011 and with the support of the federal Race to the Top grant, North Carolina implemented a successful state-wide program to turn around the state's lowest-performing schools. These interventions included comprehensive needs assessments, planning support, as well as coaching and professional development. After four years of services provided by the state's District and School Transformation (DST) division, 83 percent of the 118 schools ranked in the bottom five percent of public schools improved their overall performance and no longer fall in the bottom five percent. And 70 percent of those schools met or exceeded growth.
However, state lawmakers chose not to continue this support strategy, known as "Turning Around the Lowest-Achieving Schools" (TALAS), which was largely funded with federal dollars through the Race to the Top grant. The NC Department of Public Instruction is now only able to serve less than half of the lowperforming schools that they used to serve, and in a limited capacity, through TALAS.
A different alternative for low-performing schools is the Innovative School District (formerly known as the Achievement School District). The intention of the ISD, as enacted by the General Assembly in 2016, was to place up to five of the state's lowest performing schools into a new school district run by charter management organization (CMO). Similar efforts have been met with intense controversy in Tennessee and other locales. In North Carolina, the ISD proposal has faced considerable local pushback, resulting in the state choosing to begin with just one elementary school (instead of five) in Robeson County.
Low-performing schools do have another option to pursue in an effort to lift themselves out of lowperforming status. These schools can apply for the state's "restart" program, which offers them charter school-like flexibility in terms of how they structure their school days, hire and fire teachers, and spend state funds.
|
<urn:uuid:e8d93ef6-66f3-4ca9-9074-97b27da58043>
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CC-MAIN-2024-42
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https://www.ncforum.org/wp-content/uploads/2018/08/Accountability_2018.pdf
|
2024-10-08T18:22:44+00:00
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4 th International Yoga Day
Organized by
IQAC, Samaguri College
21
st
June, 2018
United Nations proclaimed 21 st June as the International Yoga Day by resolution 69/131 recognizing its universal appeal on 11 th December, 2014. The International Yoga Day aims to raise awareness worldwide of the many benefits of practicing yoga.
The 4 th International Yoga Day was celebrated on 21 st June, 2018 organized by IQAC, Samaguri College. Two resource persons were invited from Patanjali Yoga Trust, Nagaon for practicing Yoga among the teacher and student. Before start the practice session the resource person speaks on importance of yoga for healthy fitness. All the faculty member and students were actively participated in the yoga practice session and making it successful.
Mrs. Labanya Goswami
IQAC Coordinator
|
<urn:uuid:54d22284-16a5-44c0-aae8-c2adb979784e>
|
CC-MAIN-2024-42
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https://samaguricollege.co.in/upload/iqac/1668076103.pdf
|
2024-10-08T18:37:03+00:00
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Improvise and Compose - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Participate in creating a dramatic group performance using kitchen-themed props. | Compose a pentatonic ostinato. |
| Compose music to march to using tuned and untuned percussion. | Create rhythm patterns using the durations crotchet, crotchet rest, pair of quavers. |
| Experiment with sounds (timbre) to create aquarium-inspired music and draw the sounds using graphic symbols. | Transfer rhythm patterns to tuned instruments to create rising and falling phrases using just three notes. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
1
Improvise and Compose - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose word patterns in groups and melodies in pairs using mi-re-do (E-D-C). | Compose a 4-beat rhythm pattern to play during instrumental sections. |
| Compose new lyrics and create short body percussion patterns to accompany the song. | Working in small groups, sing a call-and- response song with an invented drone accompaniment. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
2
Improvise and Compose - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Create rhythm patterns, sequencing them, and ‘fixing’ them as compositions using simple notation. | Invent simple patterns using rhythms and notes C-D-E. |
| Attempt to record compositions with stick and other notations. | Compose music, structuring short ideas into a bigger piece. |
| Create musical phrases from new word rhythms that children invent. | Notate, read, follow, and create a ‘score’. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
3
Sing and Play - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a cumulative song from memory, remembering the order of the verses. | Sing a call-and-response song in groups, holding long notes confidently. |
| Play classroom instruments on the beat. | Play melodic and rhythmic accompaniments to a song. |
| Copy a leader in a call-and-response song, show the shape of the pitch moving with actions, and sing using mi-re-do. | Rap accurately and rhythmically with dynamic contrasts. |
| Sing a unison song rhythmically and in tune. | Perform crotchet and quaver actions (‘walk’ and ‘jogging’) on the beat and adapt these actions when the speed of the music changes. |
| Play percussion instruments expressively, representing the character of their composition. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
4
Sing and Play - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant together rhythmically, marking rests accurately. | Sing the syncopated rhythms in Latin dance and recognise a verse/chorus structure. |
| Play a simple ostinato on untuned percussion. | Play a one-note part contributing to the chords accompanying the verses. |
| Sing an echo song while tapping the beat, and clap the rhythm of the words, understanding there is one beat for each syllable. | |
| Sing familiar songs in low and high voices, recognising higher and lower. | |
| Play a partner clapping game while singing a song. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
5
Sing and Play - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Perform actions to music, reinforcing a sense of beat. | Perform call-and-response rhythms vocally, by ear, using word rhythms, then transfer rhythms to body percussion/instruments. |
| Sing and chant songs and rhymes expressively. | Perform vocal percussion as part of a group. |
| Sing either part of a call-and-response song. | Play the chords of Fly with the stars on tuned percussion as part of a whole-class performance. |
| Play the response sections on tuned percussion using the correct beater hold. | Sing solo or in a pair in call-and-response style. |
| Echo sing a line independently with teacher leading, then move on to pair singing in echo format. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
6
Listen and Appraise - Year A, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen and move in time to the song. | Listen and identify where notes in the melody of the song go down and up. |
| Respond to musical characteristics through movement. | |
| Describe the features of a march using music vocabulary (e.g. that it has a steady beat, that soldiers ‘march’ to music, naming the instruments playing in the clips). | |
| Listen to ‘Aquarium’, reflecting the character of the music through movement. | |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
7
Listen and Appraise - Year A, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise the difference between a pattern with notes (pitched) and without (unpitched). | Listen to a range of Cuban pieces, undestanding influences on the music and recognising some of its musical features. |
| Listen to and copy short rhythm patterns by ear. Mark rests in the song with actions, their voices, and instruments. | Develop active listening skills by responding to musical themes through movement. |
| | Understand the structure of rondo form (A-B-A-C-A). |
| | Develop a sense of beat and rhythmic pattern through movement. |
| | Experience call-and-response patterns through moving with a partner. |
| | Listen and compare how different composers have approached creating word-based compositions. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
8
Listen and Appraise - Year A, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Respond to musical signals and musical themes using movement, matching movements to musical gestures in the piece. | Recognise and copy rhythms and pitches C-D-E. |
| Develop awareness of duration and the ability to move slowly to music. | Move in time with the beat of the music. |
| Create art work, drawing freely and imaginatively in response to a piece of music. | Talk about what they have learnt about Brazil and Carnival (e.g. samba batucada instruments, playing in call-and-response, samba schools, that in Brazil music helps communities thrive, that word rhythms are an important way to learn rhythm patterns, that you can freely express yourself at Carnival). |
| Listen to and copy rhythm patterns. | Respond to and recognise crotchets and quavers and make up rhythms using these durations to create accompaniment ideas for the song. |
www.singup.org
Sing Up Music - Skills progression overview (2-year teaching cycle)
9
Improvise and Compose - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Improvise rhythms along to a backing track using the note C or G. | Improvise with the voice on the notes of the pentatonic scale D-E-G-A-B (and B flat if you have one). |
| Compose call-and-response music. | Identify, play from, and combine rhythm patterns to make a sequence using crotchets, quavers, and crotchet rests. |
| Select instruments and compose music to reflect an animal’s character. | |
| Create, interpret, and perform simple graphic scores. | |
Improvise and Compose - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Compose 4-beat patterns to create a new rhythmic accompaniment, using a looping app. | ‘Doodle’ with voices over the chords in the song. |
| Create action patterns in 2- and 3-time. | Improvise and compose, exploring how timbre, dynamics, and texture can be used for impact in a fanfare. |
| Compose a soundtrack to a clip of a silent film. | Invent a melody. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Improvise and Compose - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| | Compose a pentatonic melody. |
| | Create ostinatos. |
Sing and Play - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Play the melody on a tuned percussion instrument. | Sing in a Gospel style with expression and dynamics. |
| Sing with good diction. | Play a bass part and rhythm ostinato along with This little light of mine. |
| Create, interpret, and perform simple graphic scores. | Sing Part 1 of a partner song rhythmically. |
| | Perform a whole-class ‘rondo’ made up of playing and singing. |
| | Sing a stepping melody accurately and with clear articulation and diction. |
Sing and Play - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Chant Grandma rap rhythmically, and perform to an accompaniment children create. | Sing swung rhythms lightly and accurately. |
| Chant and play rhythms using the durations of ‘walk’ (crotchet), ‘jogging’ (quavers), and ‘shh’ (crotchet rest) from stick notation. | Learn a part on tuned percussion and play as part of a whole-class performance. |
| Learn a clapping game to Hi lo chicka lo that shows the rhythm. | Sing Part 2 of a partner song rhythmically. Adopt a rhythmic accompaniment while singing. |
| Create action patterns in 2- and 3-time. | Play repeating rhythmic patterns. |
| Compose a soundtrack to a clip of a silent film. | Count musically. |
| Understand and use notes of different duration. | |
| Understand and use notes of different pitch. | |
| Understand and use dynamics. | |
Sing and Play - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Learn an interlocking spoken part. | Sing with expression and a sense of the style of the music. |
| Sing a rock ‘n’ roll-style song confidently. | Understand triads and play C, F, G major, and A minor. |
| Play an introduction on tuned percussion. | Play an instrumental part as part of a whole-class performance. |
| Demonstrate an internalised sense of pulse through singing games. | Sing a part in a partner song, rhythmically and from memory. |
| Sing confidently in Polish, and play a cumulative game with spoken call-and-response sections. | |
| Play an accompaniment on tuned percussion and invent a 4-beat body percussion pattern. | |
Listen and Appraise - Year B, Term 1
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Recognise and play echoing phrases by ear. | Listen and move in time to songs in a Gospel style. |
| Listen with increased concentration to sounds/ music and respond by talking about them using music vocabulary, or physically with movement and dance. | Move to music, marking the pulse with action durations: ‘walk’ (crotchets), ‘jogging’ (quavers), ‘stride’ (minims), ‘skipty’ (dotted quaver/ semiquaver), and ‘shh’ (crotchet rest). |
| Identify different qualities of sound (timbre) e.g. smooth, scratchy, clicking, ringing, and how they are made. | |
| Recognise and respond to changes of speed (tempo), the length of notes (duration – long/ short), short/detached/smooth (articulation), and pitch (high/low) using music vocabulary, and/or movement. | |
| Recognise how graphic symbols can represent sound. | |
Listen and Appraise - Year B, Term 2
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Show the following durations with actions ‘walk’ (crotchet) and ‘jogging’ (quavers). | Listen and identify similarities and differences between acoustic guitar styles. |
| Listen actively and mark the beat by tapping, clapping, and swinging to the music. | Listen and appraise, recognising and talking about the musical characteristics of a fanfare using music vocabulary. |
| Listen and move, stepping a variety of rhythm patterns (‘walk’, ‘jogging’, ‘skipty’). | |
| Understand and explain how beats can be grouped into patterns and idenitfy them in familiar songs. | |
| Move freely and creatively to music using a prop. | |
Listen and Appraise - Year B, Term 3
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively and learn about rock ‘n’ roll music. | Compare music extracts and understand that the pentatonic scale features in lots of music traditions and cultures. |
| Listen and match the beat of others and recorded music, adapting speed accordingly. | Watch a film and analyse it in a musical context. |
| Listen to traditional and composed music from Poland. Begin to understand how music helps people share tradition and culture. | Identify similarities and differences between pieces of music in a folk/folk-rock style. |
Improvise and Compose - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Explore using sound quality (timbre), dynamics, and pitch to tell a story. | Compose a simple song using symmetry to develop a melody, structure, and rhythmic accompaniment. |
| Compose new words for the greeting section of the song. | Improvise and compose, creating atmospheric music for a scene with a given set of instruments. |
| Invent simple patterns using voices, body percussion, and then instruments. | Create short sounds inspired by colours and shapes. |
| Follow signals given by a conductor/leader. | Structure musical ideas into a composition. |
| Structure compositional ideas into a bigger piece. | Create and read graphic scores. |
| Improvise solos using instruments. | |
| Improvise and compose, structuring short musical ideas to form a larger piece. | |
| Begin to understand duration and rhythm notation. | |
| Structure musical ideas into a whole-class composition. | |
| Improvise and compose a sequence of sounds in response to a given stimulus. | |
| Compose an accompaniment using tuned percussion, playing chords and, creating sound effects. | |
Sing and Play - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Sing a simple singing game, adding actions to show a developing sense of beat. | Sing by improvising simple melodies and rhythms. |
| Change voice to suit different characters while performing appropriate actions. | |
| Play contrasting accompaniments to reinforce the verse structure. | |
| Sing a song that includes a time change from march to a jig. | |
| Play untuned percussion instruments and use movement to show the beat changing. | |
| Perform a song and dance simultaneously. | |
| Sing and play, performing composed pieces for an audience. | |
| Learn a simple rhythm pattern and perform it with tempo and volume changes. | |
| Learn about the musical terms crescendo, diminuendo, accelerando, ritenuto. | |
| Follow signals from a conductor. | |
| Sing small intervals accurately and confidently, and vary dynamic contrast. | |
| Play a piece, following a graphic score. | |
| Sing clearly articulated words, smoothly, and together in time. | |
| Match voices accurately in a singing game. | |
Listen and Appraise - Optional units
| Phase 2 - KS1 | Phase 3 - Lower KS1 |
|---|---|
| Listen actively by responding to musical signals and musical themes using appropriate movement. | Begin to develop an understanding and appreciation of music from different musical traditions. |
| Create a musical movement picture. | Identify that the songs are from different places in the world, use different instruments, have a different beat, and are different speeds. Pupils can use some musical vocabulary to describe these things. |
| Identify a simple song structure and rhyme pattern. | Understand that a folk song is music that belongs to the people of a particular place. |
| Listen to a jig and move in time to the music. | Identify how the pitch and melody of a song has been developed using symmetry. |
| Listen and appraise, with focus and attention to detail, recalling sounds and patterns. | Listen and appraise, recognising elements of the music that establishes the mood and character e.g. the rhythm. |
| Listen to and analyse four pieces of music inspired by travel/vehicles. | Talk about the effect of particular instrument sounds (timbre). |
| Listen to and appraise music in a minor key, recognising small steps in the music. | Understand that instruments can be used individually and in combination to create different effects of timbre and texture. |
| Listen to the music and create a ‘minibeast’- inspired dance. | |
|
<urn:uuid:5e098d4d-b354-4ddb-974c-dff723bc5492>
|
CC-MAIN-2024-42
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https://www.burtonjoyce.notts.sch.uk/attachments/download.asp?file=3393&type=pdf
|
2024-10-08T18:36:18+00:00
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Alzheimer's Caregiving Tips
Helping Family and Friends Understand Alzheimer's Disease
When you learn that someone has Alzheimer's disease, you may wonder when and how to tell your family and friends. You may be worried about how others will react to or treat the person. Realize that family and friends often sense that something is wrong before they are told. Alzheimer's disease is hard to keep secret.
There's no single right way to tell others about Alzheimer's disease. When the
time seems right, be honest with family, friends, and others. Use this as a chance to educate them about Alzheimer's. You can:
* Tell friends and family about Alzheimer's disease and its effects.
* Share articles, websites, and other information about the disease.
* Tell them what they can do to help. Let them know you need breaks.
When a family member has Alzheimer's disease, it affects everyone in the family, including children and grandchildren. It's important to talk to them about what is happening. For tips on helping children cope when a loved one has the disease, see "Helping Children Understand Alzheimer's Disease," www.nia.nih.gov/alzheimers/ publication/helping-children-understand-alzheimers-disease.
Tips for Communicating
You can help family and friends understand how to interact with the person with Alzheimer's disease. Here are some tips:
* Help family and friends realize what the person can still do and how much he or she still can understand.
* Give visitors suggestions about how to start talking with the person. For example, make eye contact and say, "Hello George, I'm John. We used to work together."
National Institute on Aging logo
* Help them avoid correcting the person with Alzheimer's if he or she makes a mistake or forgets something. Instead, ask visitors to respond to the feelings expressed or talk about something different.
* Help family and friends plan fun activities with the person, such as going to family reunions or visiting old friends. A photo album or other activity can help if the person is bored or confused and needs to be distracted.
Remind visitors to:
For more caregiving tips and other resources:
* Read "Caring for a Person with Alzheimer's Disease": www.nia. nih.gov/alzheimers/publication/ caring-person-alzheimers-disease
* Visit www.nia.nih.gov/ alzheimers/topics/caregiving
* Call the ADEAR Center toll-free: 1-800-438-4380
* Visit at times of day when the person with Alzheimer's is at his or her best.
* Be calm and quiet. Don't use a loud voice or talk to the person as if he or she were a child.
* Respect the person's personal space, and don't get too close.
* Not take it personally if the person does not recognize you, is unkind, or gets angry. He or she is acting out of confusion.
When You're Out in Public
Some caregivers carry a card that explains why the person with Alzheimer's might say or do odd things. For example, the card could read, "My family member has Alzheimer's disease. He or she might say or do things that are unexpected. Thank you for your understanding."
The card allows you to let others know about the person's Alzheimer's disease without the person hearing you. It also means you don't have to keep explaining things.
|
<urn:uuid:e0b93029-1b51-430e-ae9e-0d827df423cb>
|
CC-MAIN-2024-42
|
https://togetherinthis.com/wp-content/uploads/2014/02/Helping-Family-and-Friends-Understand-Alzheimers-Disease1.pdf
|
2024-10-08T18:04:53+00:00
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22. Safeguarding Children Child Protection
Aims of Policy
We at Seer Green Pre-School strive to create an environment in which children are safe from all forms of abuse and in which any suspicion of abuse is promptly and appropriately responded to in accordance with the procedures that are set down in ''Working together to safeguard children' (DfE 2018, available at http://www.education.gov.uk/publications) and the Buckinghamshire Safeguarding Children's Partnership (BSCP). We also follow all guidance as stated in 'Keeping Children Safe in Education 2023'.
Our aims are to carry out this policy by:
* Promoting children's rights to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self-image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.
* Promoting children's right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.
* Promoting children's rights to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.
* Helping children to establish and sustain satisfying relationships within their families, with peers and with other adults.
* Working with parents to build their understanding of and commitment to the principles of safeguarding all our children.
* Promoting children to be good citizens.
Seer Green Pre-School will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life. We acknowledge that abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Abuse of children can take different forms – physical, emotional and sexual neglect, as well as domestic violence, female genital mutilation, and child exploitation.
In order to achieve our Safeguarding Children and Child Protection Aims, we adhere to the following procedures:
Roles, Awareness and Training
* Our designated child protection officer is the Pre-School Manager. In her absence the designated child protection officer is the Deputy Manager or Assistant Deputy Manager.
* Our designated volunteer Trustee responsible for child protection is the current Chairperson of the Board of Trustees.
* We ensure that all parents are made aware of our safeguarding policies and procedures at their
child's induction.
* We ensure all staff are made aware of our safeguarding procedures at their induction and staff are made aware of any updates to these procedures and updates to the BSCP guidance document at staff meetings, or through the BSCP newsletters, which are on the website http://bucksscp.org.uk/.
* The Trustee Chairperson is informed of any changes to our 'Safeguarding Children' policies (Policies 22 to 30) as they occur.
Employment and Volunteering
* All staff/people working directly with children undertake enhanced Disclosure and Barring Service (DBS) checks prior to starting work.
* Induction procedures include Child Protection training for all staff members.
* Level 1 training will be undertaken by all staff, as a minimum, every three years. Designated Officer training is refreshed every 2 years. A refresher is taken half way between these courses.
* We set out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse, neglect, domestic violence, female genital mutilation, breast ironing, and child exploitation, so that they are aware of the local authority guidelines for making referrals.
* Applicants for posts within the setting are clearly informed that positions are exempt from the Rehabilitation of Offenders Act 1974 and the Exceptions Order 1975.
* Candidates are informed that roles are offered subject to completion of a clear DBS check.
* Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.
* We abide by Ofsted requirements in respect of references and DBS checks for all staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children.
* Volunteers/Staff awaiting Enhanced Disclosure do not work unsupervised with the children.
* We abide by the Protection of Vulnerable Groups Act and the Protection of Children Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.
Security
* We have procedures for recording the details of visitors to the setting.
* We have security steps to ensure that we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.
Cameras
* All photographs of children are taken with prior parental consent, on a designated camera or tablet and are for the sole use of the Pre-School. Photos are only taken during Pre-School hours and in areas where other staff and children would readily frequent. The camera is not allowed to be taken into the toileting area. Any photos which are developed or printed externally will be processed either by a DBS checked Trustee or staff member who has read, understood and signed our 'Safeguarding Children Policy - Confidentiality and Parent Access to Records' policy (Policy 25) and is aware of the need for the careful safe-keeping of these images.
* External photographers comply with our policy in taking photos and deleting images.
Mobile Phones and other electronic devices
* Staff mobile phones are stored in the cupboard, the kitchen cupboard or in the Office during PreSchool sessions. Staff are permitted to use their mobiles in the kitchen during their break or in the Office, provided that no children are present.
* The Pre-School Manager or person in charge has the authority to use their mobile phone to take a photograph of the white board or related activity (excluding children) for the secure Facebook page. No children should be present at the time the photo is taken and the photo must be deleted on the same day it was taken.
* Smart watches with a camera facility should have the camera turned off when inside the PreSchool. Notifications should be set to silent or vibrate only, and not cause any distraction to staff whilst with the children.
Social Networking Sites
* Photographs taken to share with Parents for Facebook purposes are to be taken with no children present, and deleted on the same day from the staff mobile device. If the photo required captures an activity that cannot be transported then another staff member must be present to ensure the photograph is appropriately taken and no children are included in the shot.
* Staff are asked not to use social networking sites to refer in any way to the Pre-School, staff, parents, visitors or children that attend.
* Staff are encouraged to act with discretion regarding parents as their friends on social networking sites.
Awareness of Pre-Existing Injuries
* All pre-existing significant injuries, sustained outside Pre-School hours, are recorded on the child's arrival and the record is signed by both the person in charge and the child's parent/carer. This record is filed in a file dedicated for the purpose.
Responding and Recording Suspicions of Abuse, Radicalisation, Terrorism, and Disclosures
If any member of staff observes signs or signals that give cause for concern about a child's welfare, such as significant changes in behaviour, deterioration in general well-being, unexplained bruising, marks or signs of possible abuse or neglect, evidence of radicalization or terrorism, that member of staff immediately discusses their concerns with the Pre-School's designated child protection officer. The designated officer makes a referral to Bucks County Council First Response Team if appropriate, as is our responsibility as part of our Channel and Prevent Duty commitment.
Where a child makes a disclosure to a member of staff, that member of staff:
* offers reassurance to the child;
* listens to the child;
* gives reassurance that she or he will take action;
* does not question the child;
* takes care not to influence what the child says;
* discusses the disclosure with the Pre-School's designated child protection officer on the same day, who immediately makes a referral to the First Response Team; and
* discusses with the parents if this does not put the child at risk.
Staff make a record of:
* the child's name;
* the date and time of the observation or the disclosure;
* an objective record of the observation or disclosure;
* the exact words spoken by the child as far as possible;
* the names of the person to whom the concern was reported, with date and time; and
* the names of any other person present at the time.
These records are signed and dated and kept in the Safeguarding Logs.
All suspicions or investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the First Response Team. Parents are informed of any action taken, unless it is considered that this would put a child at risk of further harm.
Any referral is confirmed in writing to the First Response Team within 24 hours using a referral form.
All members of staff know the above procedures for recording and reporting.
Allegations against staff, Trustees or volunteers,
* At children's inductions, we ensure that all parents know how to complain about staff or volunteer action within the setting, which may include an allegation of abuse. This is detailed in our 'Safeguarding Children Policy - Complaints Procedure' (Policy 24). In the event of an allegation being made against a member of staff, volunteer or Trustee, the designated child protection officer (Pre-School Manager) would follow the procedures outlined in this policy. In her absence this would be the responsibility of the Deputy Manager. The Pre-School Manager and Chairperson of the Board of Trustees would be advised on the same day, and the Chairperson would consider whether the Secretary should also be informed. This should be the case if the allegation involves any relation to the Chairperson, and the Chairperson should remove themselves from further discussions where possible in this case. In the event of an allegation being made against the Pre-School Manager, the designated Trustee (the Chairperson) would be responsible for following the procedures.
* We follow the guidance of the Local Authority Designated Officer (LADO) when responding to any complaint that a member of staff, volunteer or Trustee has abused a child, or used a mobile phone or camera inappropriately.
* We respond to any disclosure by children or staff that abuse by a member of staff, volunteer or Trustee may have taken, or is taking place, by first recording the details of any such alleged incident, following the steps outlined in the section on 'Responding and Recording Suspicions of Abuse and Disclosures' in this document.
* We refer any such complaint immediately to the LADO. We follow the guidance from LADO, which potentially will be an investigation. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware that it is an offence not to do this. The parents involved would also be informed on the same day about the allegation, the involvement of LADO and any further action to be taken. We would also inform Bucks Early Years and Childcare.
* We cooperate entirely with any investigation carried out by social services in conjunction with the police.
* Our policy is to seek advice from the LADO about potential suspension of the member of staff. This would be on full pay for the duration of the investigation; this is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.
Disciplinary action
* Where a member of staff or volunteer is dismissed from the setting or internally disciplined because of misconduct relating to a child, we notify the Department of Health administrators so that the name may be included on the List for Protection of Children and Vulnerable Adults.
Children's Development and Awareness
* We introduce key elements of child protection into our curriculum planning to promote the personal, social and emotional development of all children, so that they may grow to be 'strong, resilient and listened to' and so that they develop understanding of why and how to keep safe.
* We create within the setting a culture of value and respect for the individual, having positive regard for children's heritage arising from their colour, ethnicity, languages spoken at home and cultural and social background.
* We ensure that this is carried out in a way that is developmentally appropriate for the children.
Support to families
* We believe in building trusting and supportive relationships with families, staff and volunteers in the group.
* We make clear to parents our role and responsibilities in relation to Child Protection, such as for the reporting of concerns, providing information, monitoring of the child and liaising at all times with the local social services department.
* The setting continues to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.
* We follow the Child Protection Plan as set by the First Response department in relation to the setting's designated role and tasks in supporting the child and the family, subsequent to any investigation.
* Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the procedure and only if appropriate under the guidance of the BSCP.
Liaison with other bodies
* We work within the BSCP's guidelines.
* We have procedures in place for contacting the local authority on Child Protection issues, including maintaining a list of names, addresses and telephone numbers of First Response, Bucks Early Years Childcare and LADO to ensure that it is easy, in an emergency, for our setting and First Response/LADO to work well together.
* We notify Ofsted of any incident or accident and any changes in our arrangements which may affect the wellbeing of children.
* Details of the local National Society for the Prevention of Cruelty to Children (NSPCC) contacts are also kept.
Legal Framework
Primary legislation
* The Children Act 1989,
* The Protection of Children Act 1999
* General Data Protection Regulation (GDPR) (2016), the Data Protection Act (2018)
* The Children Act 2004 (Every Child Matters)
* The Children (NI) Order
* The Children (Scotland) Order
* Counter Terrorism and Security Act 2015
Guidance
* What to do if you are worried a Child is Being Abused (2015)
* The Framework for the Assessment of Children in Need and their Families (2000)
* Working Together to Safeguard Children (2018)
* The Common Assessment Framework 2005
* Prevent Duty Guidance for England and Wales (HMG 2015)
* Prevent Duty: Departmental Advice for Schools and Childcare Providers (DFE 2015)
* Fundamental British Values in Early Years
* Child Exploitation RUWise2it?
* DCSF Safeguarding Children and Safer Recruitment in Education (2010)
* Keeping Children Safe in Education 2023
Secondary Legislation
* Sexual Offences Act (2003)
* Criminal Justice and Court Services Act (2000)
* Human rights Act (1998)
* Race Relations (Amendment) Act (2000)
* Race Relations (Amendment) Act (1976) Regulations
* Rehabilitation of Offenders Act 1974
Helplines and Referrals related to Child Protection Issues
Buckinghamshire County Council
If the matter involves an allegation against a member of staff, volunteer or Trustee contact
1. BSCP LADO (local authority designated officer) 01296 382070
2. Ofsted 0300 123 1231
3. Early Years via our key contacts, Jemma Vincent 07785591139
As with all the policies for Seer Green Pre-School, the Operational Plan should be referred to for the specific details of day to day operations of the Pre-School. In addition, any issues which arise in the course of a child's time with the Pre-School and that are related to a child's health and wellbeing, parent's or staff's concern, or the overall care and safety of our children, staff, parents and equipment will be dealt with in a professional and confidential manner in order to arrive at an appropriate outcome.
This policy was adopted on (date) _____________________________________________________
Signed on behalf of Seer Green Pre-School (Chairperson) _________________________
This policy was reviewed as indicated below:
2007 created 2011, 2012, 2013, 2014, 2015, 2016 reviewed and updated as required July-Nov 2017 reviewed and updated June-July 2018 reviewed and updated May 2019 reviewed and updated June 2020 reviewed and updated June 2021 reviewed and updated July 2022 reviewed June 2023 reviewed September 2024 reviewed and updated
UNCRC related article:
Number 19
Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.
Number 36
Governments must protect children from all other forms of bad treatment.
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Music & Movies go to war
Wartime Hollywood
Since the first scenes of warfare appeared in a brief 1898 silent movie filmed during the Spanish American War, many American films have sought to capture the horror and unbridled heroism, carnage and undaunted courage, the senseless and meaning of warfare. These films explore the realities of combat, the relationships that soldiers formed within their units; and the interior mind of soldiers as Wartime Hollywood.
Beginning in September 1941, a Senate subcommittee launched an investigation into whether Hollywood was campaigning to bring the United States into World War II by inserting pro-British and pro-interventionist messages in its films. Isolationist Senator Gerald Nye charged Hollywood with producing "at least twenty pictures in the last year designed to drug the reason of the American people, set aflame their emotions, turn their hatred into a blaze, fill them with fear that Hitler will come over here and capture them." After reading a list of the names of studio executives - many of whom were Jewish - he condemned Hollywood as "a raging volcano of war fever."
While Hollywood did in fact release a few anti-Nazi films, such as Confessions of a Nazi Spy, what is remarkable in retrospect is how slowly Hollywood awoke to the fascist threat. Heavily dependent on the European market for revenue, Hollywood feared offending foreign audiences. Indeed, at the Nazis' request, Hollywood actually fired "non-Aryan" employees in its German business offices. Although the industry produced such preparedness films as Sergeant York, anti-fascist movies as The Great Dictator, and pro-British films such as A Yank in the R.A.F. between 1939 and 1941, before Pearl Harbor it did not release a single film advocating immediate American intervention in the war on the allies' behalf.
After Pearl Harbor, however, Hollywood quickly enlisted in the war cause. The studios quickly copyrighted topical movie titles like "Sunday in Hawaii," "Yellow Peril," and "V for Victory." Warner Brothers ordered a hasty rewrite of "Across the Pacific" which involved a Japanese plot to blow up Pearl Harbor, changing the setting to the Panama Canal. The use of searchlights at Hollywood premiers was prohibited, and Jack Warner painted a 20-foot arrow atop his studio, reading: "Lockheed - Thataway."
Hollywood's greatest contribution to the war effort was morale. Many of the movies produced during the war were patriotic rallying cries that affirmed a sense of national purpose. Combat films of the war years emphasized patriotism, group effort, and the value of individual sacrifices for a larger cause. They portrayed World War II as a peoples' war, typically featuring a group of men from diverse ethnic backgrounds who are thrown together, tested on the battlefield, and molded into a dedicated fighting unit. Many wartime films featured women characters playing an active role in the war by serving as combat nurses, riveters, welders, and long-suffering mothers who kept the home fires burning. Even cartoons, like Bugs Bunny "Nips the Nips," contributed to morale.
Off the screen, leading actors and actresses led recruitment and bond drives and entertained the troops. Leading directors like Frank Capra, John Ford, and John Huston enlisted and made documentaries to explain, "why we fight" and to offer civilians an idea of what actual combat looked like. In less than a year, 12 percent of all film industry employees entered the armed forces, including Clark Gable, Henry Fonda, and Jimmy Stewart. By the war's end, one-quarter of Hollywood's male employees were in uniform.
Hollywood, like other industries, encountered many wartime problems. The government cut the amount of available film stock by 25 percent and restricted the money that could be spent on sets to $5,000 for each movie. Nevertheless, the war years proved to be highly profitable for the movie industry. Spurred by shortages of gasoline and tires, as well as the appeal of newsreels, the war boosted movie attendance to near-record levels of 90 million a week.
From the moment America entered the war, Hollywood feared that the industry would be subject to heavy-handed government censorship. But the government itself wanted no repeat of World War I, when the Committee on Public Information had whipped up antiGerman hysteria and oversold the war as "a Crusade not merely to re-win the tomb of Christ, but to bring back to earth the rule of right, the peace, goodwill to men and gentleness he taught." Less than two weeks after Pearl Harbor, President Roosevelt declared that the movie industry could make "a very useful contribution" to the war effort. But, he went on, "The motion picture industry must remain free . . . I want no censorship."
Convinced that movies could contribute to national morale, but fearing outright censorship, the federal government established two agencies within the Office of War Information (OWI) in 1942 to supervise the film industry: the Bureau of Motion Pictures, which produced educational films and reviewed scripts submitted by the studios, and the Bureau of Censorship, which oversaw film exports.
At the time these agencies were founded, OWI officials were quite unhappy with Hollywood movies, which they considered "escapist and delusive." The movies, these officials believed, failed to convey what the allies were fighting for, grossly exaggerated the extent of Nazi and Japanese espionage and sabotage, portrayed our allies in an offensive manner, and presented a false picture of the United States as a land of gangsters, labor strife, and racial conflict. A study of films issued in 1942 seemed to confirm the OWI concerns. It found that of the films dealing with the war, roughly two-thirds were spy pictures or comedies or musicals about camp life - conveying a highly distorted picture of the war.
To encourage the industry to provide more acceptable films, the Bureau of Motion Pictures issued "The Government Information Manual for the Motion Picture." This manual suggested that before producing a film, moviemakers consider the question: "Will this picture help to win the war?" It also asked the studios to inject images of "people making small sacrifices for victory - making them voluntarily, cheerfully, and because of the people's own sense of responsibility." During its existence, the Bureau evaluated individual film scripts to assess how they depicted war aims, the American military, the enemy, the allies, and the home front.
After the Bureau of Motion Pictures died out in the spring of 1943, government responsibility for monitoring the film industry shifted to the Office of Censorship. This agency prohibited the export of films that showed racial discrimination, depicted Americans as single-handedly winning the war, or painted our allies as imperialists.
View the following clips as examples of Music and Movies in the War effort:
https://www.youtube.com/watch?v=8of3uhG1tCI https://www.youtube.com/watch?v=eJV5wwK12NI https://www.youtube.com/watch?v=XJxe3vQRMuY https://www.youtube.com/watch?v=ennfIXvQYs4 https://www.youtube.com/watch?v=8Yc-lYU48bw
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Space Science Expert
Complete the five steps to earn your Space Science Expert Badge.
1. Uncover the stuff you are made of: Explore the origin of dark matter/dark energy and why it continues to stump scientists even today.
Take some time to think about what you are "made" of. What makes you unique? What gifts/skills do you have that could change the world?
2. Explore the brilliance of the stars: Explore the origin of constellations in this video and challenge yourself to create your own. Be sure to include a name for your constellation as well as a backstory for how it came to be.
3. Discover telescopes as light collectors: Check out this video about the science of telescopes to learn more about their role as light collectors. After you watch the video, challenge yourself to build your own telescope using materials you find outdoors or around your home. When your telescope is complete, take an evening walk after dark and scan the skies.
4. Find the light in the darkness: Check out this footage from NASA featuring upcoming 2020 missions. After you watch the video, challenge yourself to design/build a solution that will assist NASA on one of their upcoming missions. Share your creations with GSCWM by tagging us on social media!
5. Share your knowledge: Share your findings by creating a short video or writing a blog post about the mysteries of the night sky!
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BEEPS, CHIRPS & BLASTS
Science and Engineering Education Center
The University of Texas at Dallas
Challenge
Explore how bats use sound to communicate and to navigate their environments.
Activity 1
⚫clicker⚫bandana
Select one "bat" and one "mosquito" (bat prey). In an open space, blindfold the bat with a bandana. Give the mosquito the clicker. Let the remaining learners stand as "obstacles" who are allowed to clap only when directly faced by the bat. The obstacles do not move. The mosquito can move to avoid the bat, but must make sounds frequently. The objective is for the bat to avoid the obstacles and tag the mosquito. Repeat the activity with different bats and mosquitoes.
Activity 2
⚫ 2– 4 balls with bells
Go to an empty room (like a gym) or hallway. Holding to jingle bells, close your eyes and spin in a circle a few times. Keeping your eyes closed, stop and roll your bell in front of you. Listen how long it takes to hit the wall. Turn to the right and roll the other ball. Which wall is closer. How do you know? You just used echolocation!
Activity 3
⚫ Bandanas for all
Most female bats give birth to one or two pups at a time. A pup is born without fur; it stays warm by clinging to its mother when it nurses or by sharing body heat with other pups as they roost together in a nursery colony.
A female doesn't nurse just any pup. She locates her own pup by recognizing its unique call and scent. When she returns to the nursery colony after an evening flight, she calls her pup, listens for its call, and then sniffs her pup when united.
In an open area, divide the learners into 2 groups: mothers and pups. Create mother and pup pairs and assign each pup a distinct call. Allow for practice time for the mothers to listen to their pups calls, then blindfold and spread out the mothers. Have the pups call for their mothers using the assigned call. Continue until each pair is united.
Calls:
1) single hand clap, 2) 2 quick hand claps, 3)3 quick hand claps, 4) single snap of fingers, 5) 2 quick snaps of fingers, 6) 3 quick snaps of fingers, 7) single hand clap followed by a snap of fingers, 8) 2 hand claps followed by a snap of fingers.
Science Scoop
Bats are capable of making many different sounds. Pups often chirp, and roosting bats tend to squeak and squeal. Some bats emit warning calls, and others croak loudly during mating season.
Bats also emit sounds too high in frequency for people to hear. They are created in the bat's larynx and emitted through the mouth or nose. Called echolocation, these ultrasonic clicks bounce off objects in a bat's path and return to the bat's ears.
Many bats that eat insects have a piece of cartilage, or tragus, at the base of each ear thought to provide better sound definition.
By echolocating, a bat can create an image of its completely dark environment. With this image, it can avoid obstacles and locate food.
A bat flying and searching for insects might emit 10-50 ultrasonic sounds per second. A bat that has located an insect might emit 200 or more sounds per second!
Science and Engineering Education Center The University of Texas at Dallas 800 W. Campbell Road, FA 31 Richardson, Texas 75080 www.utdallas.edu/seec email@example.com
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TEXT SET TOPIC: Black and Native American Perspectives During the American Revolution
Grade Level Recommendation: Grades 4–5
Key Focus Areas for Design:
Counternarratives Current Events Identity Language Perspectives Social Justice
Topic: This text set is about Black and Native American perspectives during the American Revolution.
Curriculum Connection: This text set can be done as is but is also suggested as a companion resource for any grades 4–5 curriculum unit that focuses on the American Revolution, such as:
* Teachers College, Reading Workshop, Grade 4, Unit 3
* EL Education, Grade 4, Module 3
* Wit & Wisdom, Grade 4, Module 3
Context/Rationale/Reflections: In this unit, students build knowledge of the American Revolution, which often centers the dominant narrative of Loyalists vs. Patriots in published materials and resources. This narrative typically includes limited African American and Native perspectives (e.g., discussion of the enslavement of African Americans and the colonization of Native land).
Important teacher notes for this text set
* Consider language: Discuss with students using the term "enslaved" to acknowledge the humanity of enslaved people (see more from Anthony Bogues). Additionally, talk with students about Native peoples' language preferences (see more at Native Knowledge 360°),
* Consider how to engage students in conversation about these topics, especially for students who relate to the identities centered in this text set. See Let's Talk: Facilitating Critical Conversations with Students (Learning for Justice) for support.
Resources to build teacher background knowledge:
Teaching Hard History, Learning for Justice (formerly Teaching Tolerance): In particular, see Objective 5, which centers on the roles that slavery, Native nations, and African Americans played in the Revolutionary War.
An American Secret: The Untold Story of Native American Enslavement (NPR): Andrés Reséndez discusses the history of as many as five million enslaved Native Americans.
A note for multilingual students:
Text Sets are meant to support knowledge building! Support opportunities for student translanguaging while using this text set by encouraging students to write, discuss, and present in their home language(s), English, or a combination while they are learning.
Text set authors: Educator authors—Tawna Jordan, Tanya Hill; Additional author—Tori Filler
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| The Untold Story of Black Patriots VIDEO | Kareem Abdul Jabar | 3-minute video centered on questioning why the dominant narratives about the American Revolution do not showcase the essential contributions or perspectives of African Americans. | Considers how which information is included or left out of historical retellings impacts our understanding of events. |
| Excerpt from Stamped: Racism, Antiracism, and You SHORT TEXT | Jason Reynolds and Ibram X. Kendi | Book excerpt questions who was included in Thomas Jefferson’s notion of “all men are created equal.” | Expands on the narrative about Thomas Jefferson and freedoms. |
| Created Equal (0:00–9:15 only) VIDEO (THEATER) | Colonial Williamsburg | A museum theater exploration of African American perspectives on the Declaration of Independence, including that “all men” were not really equal in the Founders’ eyes. | Complicates dominant narrative of the Founders/founding documents. |
| Text/ Resource | Author/ Creator | Brief Description/Notes | Why use this resource? |
|---|---|---|---|
| Invasion of America INTERACTIVE MAP | Claudio Saunt | Interactive map demonstrating the seizing of tribal land from 1776–1867. | Expands on the idea that “the United States continued to take Indians lands by treaty and by force” (included in one of unit texts). |
| Native Americans in Colonial America ARTICLE | National Geographic | Discusses native resistance to the seizing of tribal land and impact of disease and enslavement. | Counters the often-shared idea that Native Americans passively accepted colonizers or supported the seizing of their lands; explains the challenges that impacted their ability to engage in resistance. |
Options for culminating experiences:
* At the beginning of the unit, ask students to jot down things they may already think or believe about the American Revolution, in addition to surveying at least one family member, older sibling, or other member of the school community. Analyze the results of that initial survey as a class. After the unit/text set, ask students to create a "Did you know?" piece (e.g., writing piece, poster, podcast, presentation) to demonstrate some of their new understandings and reflect on which understandings from the initial survey were most present. Share these "Did you know?" pieces with families or school community members.
* Create a student-accessible bulletin board with the guiding question prompt:"How does which information is included or left out of historical retellings impact our understanding? Whose perspective is included? Whose perspective is being left out?" Invite students to post onto the bulletin board their ongoing reflections to this question/reactions to other students' ideas and then to reflect at the end of the unit/text set.
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Inspection of Meadowcroft School
24 Bar Lane, Wakefield, West Yorkshire WF1 4AD
Inspection dates:
21 to 23 May 2024
What is it like to attend this school?
This is a welcoming school where pupils can make a positive new start to their education. There are high aspirations. The curriculum is broad and ambitious. Most pupils achieve an impressive range of academic and vocational qualifications by the time they leave the school.
Pupils establish positive and trusting relationships with staff. They are safe and well cared for. They learn to behave well because skilled staff help pupils to recognise and manage their emotions. Pupils develop effective strategies to regulate their behaviour.
Sixth-form students receive an excellent quality of education. The curriculum is carefully designed to support each student to achieve their absolute best. Students receive high-quality support and guidance with their chosen curriculum pathways. All go on to successful destinations in further education or employment.
The school's work to support pupils' personal development is aspirational. The 'STAR' values of self-belief, trust, aspiration and respect, strongly underpin the school's approach to supporting pupils' social, emotional and mental health needs. Pupils develop life skills and broaden their understanding of the world. They take part in an array of trips and experiences. These include trips to museums and the theatre. Older pupils enjoy activities linked to the Duke of Edinburgh's Award, such as rock climbing, caving and canoeing.
What does the school do well and what does it need to do better?
Most pupils join the school having missed considerable periods of education. Many lack the confidence and motivation to engage in school life. Staff assess pupils' needs thoroughly. They work closely with external professionals and parents and carers to gain a good understanding of pupils' barriers to education. Staff use this information to tailor learning to meet pupils' individual needs. They create precise targets for pupils to achieve. These targets link well to pupils' education, health and care (EHC) plans. Pupils enjoy small group and, sometimes, one-to-one teaching and support. They engage well in lessons. Staff adapt lessons to motivate pupils and help them to learn in a way that suits them best.
The curriculum is clearly sequenced. Curriculum content for all subjects, including vocational subjects, is structured to build pupils' knowledge and skills well. The mathematics curriculum has been revised and strengthened. Pupils now have opportunities to revisit and apply essential mathematical knowledge on a regular basis.
Reading is promoted well across the school. Pupils read every day. They enjoy reading. They like the range of books available to them in school. There is a strong emphasis on the development of phonics for reading. When necessary, extra phonics teaching and reading practise help pupils who struggle to read to catch up. However,
the teaching of phonics is inconsistent. Some pupils do not make the progress they should in developing their early reading skills. Leaders are aware of this issue. They have suitable plans in place to train staff to develop their expertise in the teaching of phonics.
Sixth-form students benefit from a curriculum that is designed and tailored for each student's individual interests and career aspirations. Students gain a wealth of relevant qualifications. Leaders make sure that the courses individual students choose will support their future learning and life skills. Students are extremely well prepared for independence in adulthood. They develop the skills they need to pursue their aspirations. Their attendance is excellent. Their behaviour exemplary. All sixth-form students go on to access further education or employment that meets their needs well.
Improving pupils' attendance is an essential part of the school's work. There are rigorous procedures in place. Leaders promote the importance of regular attendance. They work with pupils to help them to understand the importance of education for their future lives. This work is having a positive impact on the attendance of some pupils. However too many pupils continue to miss essential learning and social experiences due to their persistent absence.
There is a strong curriculum to support pupils' personal development. It is precisely matched to outcomes detailed in pupils' EHC plans. The curriculum is supported well and enriched by the expertise of the school's clinical team. This team includes a range of professionals who provide strong and specific support to meet pupils' diverse learning and pastoral needs. They do so in a timely and effective way. Pupils learn essential life skills. These include financial management and how to cope with potential risks to their safety, such as from fraud, coercion or risks from alcohol.
Pupils' spiritual, moral, social and cultural development is thread through the curriculum. Pupils learn about equality and diversity. They develop a deep understanding of the importance of respect for those with protected characteristics. They learn about equality and the value of empathy for others. Pupils take on positions of responsibility, such as members of the school council. They organise events such as litter picking in the local community and fundraising, including for the local foodbank. Pupils receive excellent independent careers advice and guidance. There is an exemplary programme in place to promote further education, employment or training options. Older pupils enjoy taking part in work experience that is astutely tailored to their interests and potential career options.
Leaders consider the workload and well-being of staff. Most are proud to work at the school. Most parents speak highly of the school and typically praise the positive difference it has made to their children's lives. Members of the proprietorial board and governors are knowledgeable. They ensure that the school meets the independent school standards. Pupils are appropriately supervised at different times across the school's site throughout the school day. The proprietor ensures that there are frequent checks on the health, safety and welfare of pupils.
Appropriate policies and procedures are in place to keep pupils safe. Strategies and policies for dealing with behaviour and bullying are suitable. The school's safeguarding policy, which reflects the latest guidance, is available on the school's website. The school complies with schedule 10 of the Equality Act 2010.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve? (Information for the school and proprietor)
◼ Persistent absence is an ongoing high priority for the school. Too many pupils miss essential learning, which has a detrimental impact on their education and social development. Leaders should redouble their efforts to ensure that parents understand that persistent absence can disadvantage their children educationally and socially.
◼ The teaching of phonics is inconsistent across the school. This means that some pupils may not make the progress in phonics that they should. The school should ensure that all staff are trained to teach phonics so that pupils develop the knowledge and skills they need to become confident readers.
How can I feed back my views?
You can use Ofsted Parent View to give Ofsted your opinion on your child's school, or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.
The Department for Education has further guidance on how to complain about a school.
School details
Unique reference number
135216
DfE registration number
384/6348
Local authority
Wakefield
Inspection number
10304582
Type of school
Other independent special school
School category
Independent school
Age range of pupils
5 to 19
Gender of pupils
Mixed
Gender of pupils in the sixth form Mixed
Number of pupils on the school roll 126
Of which, number on roll in the sixth form 9
Number of part-time pupils
0
Proprietor
Acorn Care and Education Ltd
Chair
Richard Power
Headteacher
Noreen Cheema
Annual fees (day pupils)
£62,775
Telephone number
01924 366 242
Website
www.meadowcroftschool.com
Email address
firstname.lastname@example.org
Dates of previous inspection
29 June to 1 July 2021
Information about this school
◼ Since the last standard inspection, the school has acquired an additional premises. The school now consists of four sites within the centre of Wakefield. All these sites are part of Meadowcroft School. The registered address for the school is known as 'The Hub'. The other three sites are located at The Works, Garden Street, Wakefield WF1 1DX and The Gallery, Wentworth Terrace, Wakefield WF1 3QW and The Lodge, 2 Leeds Road, Wakefield WF1 3JT.
◼ A material change inspection to increase the number of pupils on the school's roll took place in January 2023. The school was judged likely to meet the relevant independent school standards that were checked during the material change inspection.
◼ The school is registered to admit 146 pupils.
◼ The school does not use any providers of alternative education.
◼ Meadowcroft School provides education for pupils with social, emotional and mental health needs and pupils with autism. Some pupils have additional moderate learning difficulties and some have complex learning difficulties. All pupils have an education, health and care plan.
◼ Since the last standard inspection, several new staff have joined the school.
Information about this inspection
Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.
The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.
Inspections are a point-in-time judgement about the quality of a school's education provision.
◼ Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.
◼ Inspectors held meetings with the executive headteacher, the head of school, three assistant headteachers, the designated leaders for safeguarding, the facilities manager, the leader with oversight of special educational needs and/or disabilities, the special educational needs coordinator for The Lodge site, the school business manager, some curriculum leaders and some teachers. Inspectors also met with the director of operations for the proprietor, who is also the chair of the governing body, the chair of the proprietor body, some staff and pupils.
◼ Inspectors carried out deep dives in reading, mathematics, catering and motor mechanics. Inspectors looked at curriculum plans, visited lessons, spoke to
teaching staff and spoke to some pupils about their learning. Inspectors also looked at samples of pupils' work and listened to some pupils reading.
◼ Inspectors met with the curriculum leaders for history and PSHE, scrutinised leaders' planning and looked at samples of pupils' work for these subjects.
◼ The lead inspector toured all four of the school's sites with the executive headteacher and the facilities manager.
◼ To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils' interests first. Checks were made on staff training and safeguarding procedures.
◼ Inspectors checked the implementation of risk assessment and health and safety policies, including the Regulatory Reform (Fire Safety) Order 2005.
◼ Inspectors considered the responses to Ofsted's surveys for parents, pupils and staff. Inspectors met with some parents during the inspection, considered some written comments from parents sent to the school for inspectors during the inspection and spoke informally to some parents at the start of the school day.
Inspection team
Stephanie Innes-Taylor, lead inspector His Majesty's Inspector
Patricia Head
Ofsted Inspector
Bernard Clark
Ofsted Inspector
The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.
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Piccadilly Gate Store Street Manchester M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: email@example.com
W: www.gov.uk/ofsted © Crown copyright 2024
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Design and Technology Curriculum
Intent
At Holy Family R.C school we aim to provide all children with a broad and balanced curriculum which prepares them for life beyond primary education. We encourage children to use their creativity and imagination, to design and make products that solve and relevant problems within a variety of contexts, considering their own and other's needs, wants and values. Design Technology is an inspiring and practical subject. It can be found in many of the objects children use each day and is part of children's immediate experiences. It encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team.
At Holy Family R.C the design and Technology curriculum combines skills, knowledge, concepts and values to enable children to tackle real problems. It can improve analysis,
problem solving, practical capability and evaluation skills. We aim to where ever possible, link work to other subjects such as mathematics, science, topic, art and computing. The children are encouraged to become innovators and risk takers. High quality design and Technology education makes an essential contribution to the creativity, culture, wealth and wellbeing of the nation.
Aims
At Holy Family R.C the curriculum for Design Technology aims to ensure that all pupils:
* Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
* Build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a wide range of users
* Critique, evaluate and test their ideas and products and the work of others
* Understand and apply the principles of nutrition and learn how to cook
Implementation
Teachers need to plan the following:
* A bank of vocabulary all children can master
* A cycle of lessons for each subject, which carefully plans for progression and depth
* Challenge questions for pupils to apply to their learning
* Trips and visiting experts who will enhance the learning experience
* A means to display and celebrate the pupils work
Impact
Our Design Technology curriculum is well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum they are deemed to be making good or better progress. We measure the impact of our curriculum through the following methods:
* A reflection on standards achieved against the planned outcomes;
* A celebration of learning for each term which demonstrates progression across the school;
* Pupil discussions about their learning; which includes discussion of their thoughts, ideas, processing and evaluations of work.
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GET READY FOR SPANISH NEXT YEAR!
KEEP YOUR LANGUAGE SKILLS FRESH
Some ideas for daily practice
1.Complete a story on Duolingo every day
https://stories.duolingo.com/
2. Listen to music in Spanish on Youtube or Spotify: start with Álvaro Soler, Shakira, DVicio, Pablo Alborán, Rosalía... Find your favourite songs and look for the lyrics!
3. Read an article of your choice from one of Spain's most popular newspapers (English version)
https://elpais.com/agr/spanish_way_of_life/a/
4. Follow on Instagram:
https://tinyurl.com/y5z6nqpz https://tinyurl.com/y69lwfv7
5. Watch any of these shows on Netflix:
Money Heist, Cable Girls, The House of Flowers Elite, Seas, The Ministry of Time...
Ideally in Spanish with English subtitles (ever heard of Learning Language with Netflix?)
MCR 2019
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License Plate Road Trip
Complete the three steps to earn your License Plate Road Trip Patch.
Daisy Girl Scouts will pick two states. Brownie and Junior Girl Scouts will pick three states. Cadette Girl Scouts will pick four state. Senior Girl Scouts will pick five states. Ambassador Girl Scouts will pick six states.
1. Find a License Plate: Pick a state. Choose one that you haven't been to yet, or would be cool to visit. Find a picture of that state's license plate.
2. Cool Facts: Find three cool facts about the state. It could be where their capital is, what the state is known for, what the weather is like, or even a famous person from that state.
3. Visit somewhere in the state: Visit some place cool in the state. Did you know that there is a National Parks Service site in each state? Click here to find some places in that state, or do a search on your own and see if they have a virtual tour.
Alabama: Virtual tour of the USS Alabama.
Alaska: Virtual tour of Kenai Fjords National Park.
Arizona: Virtual tours of Grand Canyon National Park.
Arkansas: Virtual reality tours at Crystal Bridges Museum of American Art.
California: Live cams from the San Diego Zoo.
Colorado: Virtual tours and ranger talks from Mesa Verde National Park.
Connecticut: Virtual tour of the Mark Twain House and Museum.
Delaware: Online exhibits of the Winterthur Museum, Garden and Library.
Florida: Virtual rides from Disney World.
Georgia: Virtual exhibit of the Civil Rights Movement from the High Museum of Art.
Hawaii: Virtual tour of Hawaii Volcanos National Park.
Idaho: Videos and virtual tour apps from Craters of the Moon National
Monument and Preserve.
Illinois: Science at home programs from the Museum of Science and Industry Chicago.
Indiana: Videos and activities from the Children's Museum of Indianapolis.
Iowa:
Videos, activities and virtual tours from the National Mississippi
River Museum and Aquarium.
Kansas: STEM videos from Exploration Place.
Kentucky: Video tours and activities from the Kentucky Derby Museum.
Louisiana: Virtual exhibits from the National WWII Museum in New Orleans.
Maine: Virtual cruise at Acadia National Park.
Maryland: Virtual collection from The Walters Art Museum.
Massachusetts: Cellphone tours of the John Fitzgerald Kennedy
National Historic Site.
Michigan: Online exhibits from the Detroit Institute of Arts.
Minnesota: Online exhibits and talks at the Walker Art Center.
Mississippi: Activities from Mississippi Children's Museum.
Missouri: Videos from the St. Louis Zoo.
Montana: Facebook live videos from the Grizzly & Wolf Discovery Center.
Nebraska: Online videos and activities from the Omaha Zoo.
Nevada: Virtual tours and videos from the Las Vegas Natural History Museum.
New Hampshire: Videos and activities from the Mount Washington Observatory.
New Jersey: Online games at the Thomas Edison National Historical Park.
New Mexico: Virtual tour of Carlsbad Caverns National Park.
New York: Virtual tour of the Metropolitan Museum of Art.
North Carolina: On screen learning at the North Carolina Museum of History.
North Dakota: Videos from Theodore Roosevelt National Park.
Ohio: Virtual tour of the National Museum of U.S. Air Force.
Oklahoma: Virtual broadcasts and activities from the Oklahoma City Botanical Gardens.
Oregon: Live cams from the Oregon Coast Aquarium.
Pennsylvania: Science experiment videos from The Franklin Institute.
Rhode Island: Virtual tour from the Preservation Society of Newport County.
South Carolina: Virtual tours and activities from the South Carolina Museum.
South Dakota: Virtual tour of Mount Rushmore National Memorial.
Tennessee: Videos and activities from the Creative Discovery Museum.
Texas: Virtual app of the Space Center in Houston.
Utah: Virtual tour of Bryce Canyon National Park.
Vermont: Virtual exhibit from the Marsh-Billings-Rockefeller National Historical Park.
Virginia: Online exhibitions from the National Women's History Museum.
Washington: Virtual tour video of Seattle Aquarium.
West Virginia: Virtual gallery of New River Gorge National River.
Wisconsin: Virtual tour and activities from the Milwaukee Art Museum.
Wyoming: Virtual tours of Grand Teton National Park.
To get the road trip patch click here.
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Scot Pourri
Dumbarton Castle
Send us your inquiries on life's little question marks.
Ever wanted to know what happened to your old pal from home, how to make your favourite Scottish meal, or wondered about a certain bit of Scottish history?
Tartan Day
Dumbarton Castle commands a striking presence as it sits on a volcanic rock overlooking the Firth of Clyde. Its history is as remarkable as its landscape, having been a royal refuge, a military stronghold, and a silent witness to many significant events in Scotland's past.
With roots stretching back to the Iron Age, Dumbarton was once the capital of the ancient kingdom of Strathclyde. Its strategic position made it a coveted asset through the centuries.
In the year 870, the Vikings, led by the fierce Olaf and Ivar, laid siege to the castle, known then as Alt Clut, the rock of the Clyde. This stronghold was the
The search for Nessie
The following is a true story! It was misty and somewhat cool August 1997 afternoon, we visited from our 2 year home in Castiogne Dela Steverie in Italy to Loch Ness! While my beautiful wife Serene and our two Scottish friends were watching me at the beach side of the loch from the top of Castle Urquhart, I stood close to the edge and said in a yelling voice, "Hey Nessie, if you are real, I demand you show yourself!" All of a sudden I saw ripples in the water, and heard a loud grumbling sound! I ran so fast to the Castle that you would have thought that I was Eric Liddell, the Great Scottish Olympian runner of Chariots of Fire movie fame! The moral of this story is, if you don't want to get eaten by Nessie, then don't tease or challenge her! Cordially,
Pastor Joseph Captain Scotland Culp Pickerington, Ohio USA
Family research help
I wonder if any readers can help me please? I am doing my family history. My family came from the Scottish Borders and belonged to the Free Church of Scotland. What I am in need of help with is where the files and records are kept. My family is Johnston/Johstoun. I am getting back into family research so I would appreciate any help I can get. I have been told these people were around 1800?
heart of the Kingdom of Strathclyde. The Vikings encircled the rock, cutting off any escape, and after a brutal four-month siege, they conquered the fortress.
By the Middle Ages, it became a formidable fortress, with Scottish kings like Alexander II and James IV strengthening its defences.
The castle played pivotal roles during the Wars of Scottish Independence and saw action up to the Second World War. It's also famed for being the prison of William Wallace for a short period before he was taken to London for execution.
Today, Dumbarton Castle stands not just as a monument to Scottish resilience and strategy, but also as a treasure trove for history enthusiasts. The twin peaks of the rock, known as The Beak and The Summit, provide panoramic views that are well worth the climb, offering a serene vantage point to ponder the turbulent history that unfolded below.
Thomas Lamont The Kilted Photographer Falkirk, Scotland
Tartan Day in Ottawa
The Sons of Scotland Pipe Band in Ottawa, Canada enjoyed a big Tartan Day weekend in their nation's capital which saw a new Tartan Day Expo added to the National Tartan Day Celebrations held for the 16 th time on Parliament Hill. The Expo saw many exhibitors of Celtic fare, fashion and homemade creations, there was live music, and refreshments, and lots of wonderful raffle prizes – and an audience of hundreds that came out to support this inaugural event. The following day, the massed band was joined by friends in the dancing community – highland, step, and Scottish country- as well as singing and corgis on parade for an exceptional day marking heritage and tradition. It was also the first time the band's new Patron was out to support their efforts, His Excellency Mr. Whit Grant Fraser, C.C., who enjoyed the day's celebrations very much. He was moved by the talents of many, and gave his support of everyone's great work.
We look ahead to trips to Scotland, Ireland, the Invictus Games 2025, and more – and you can be part of our adventures. Visit us at www.sospb.com for all the details.
Valerie Vale 31 Henty St Pakenham, Victoria 3810, Australia
Bethany Bisaillion Sons of Scotland Pipe Band Ottawa, Ontario Canada www.sospb.com
In the April issue of the Scottish Banner, you asked the question of what we thought about the varying dates for Tartan Day. I must admit that I find the date of 6 th of April for Tartan Day in Canada and the USA a bit strange as the date has nothing to do with actual tartan and in fact, it's doubtful that it even existed back then considering the oldest tartan pattern known is dated between 1500 and 1600.
Yes, they made it about the Declaration of Arbroath but that was in 1320 when Canada and the USA didn't exist as we know it. Australia and New Zealand got it absolutely right by celebrating International Tartan Day on the 1 st of July, the actual date of repeal from the banning of wearing tartan from the Act of Proscription in 1747.
Well done Down Under.
Best regards,
Frank McGregor
Tasmania, Australia first generation Canadian, whose parents arrived from Scotland shortly before his birth in the 50's-he always jokes he was "made" in Scotland, but "born" in Canada.
T. Murray
Canada
The Kelpies
Well who else would want to feed the Kelpies!? After reading the April copy of the Scottish Banner with the 10 th anniversary of the Kelpies I had to send you this photo of my wife Trudi.
Tartan Day April 6 in Canada I think likely April 6 was selected for Tartan Day in Canada due to our nation's celebration of Canada Day being July 1 st annually-where we celebrate all cultures of all Canadians both born to Canada, and those who have made Canada their home, after arriving from elsewhere in the world. I'm a born Canadian, second generation with my Grandparents emigrating from Scotland in the 1920's, and married to a
David Mackenzie Mornington, Victoria Australia
What is my Clan?
Hi there, my maiden name was Crighton. It was, I believe, originally spelt Crichton but one of my grandparents changed it back in the day. Do you know what clan the name belongs to? Thank you,
Jane email@example.com
From Our social media
Sent to our Facebook, Twitter or Instagram accounts-send us your photos or letters via social media (#ScottishBanner or #TheBanner):
MV Dayspring
Portpatrick, Dumfries and Galloway
Sun shines on the Corpach shipwreck. Mik Coia
Paisley Abbey
Bauchaille
A misty Bauchaille never fails to impress. Ronald Stokes
Pose your questions on Scottish related topics to our knowledgeable readership who just may be able to help. Please keep letters under 300 words and we reserve the right to edit content and length. Letters can be emailed to firstname.lastname@example.org or online at www.scottishbanner.com/contact-us, alternatively you may post your letters to us (items posted to the Scottish Banner cannot be returned). Please ensure you include your full contact details should you require a reply. This page belongs to our readers so please feel free to take part!
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Learner/Parent and Carer Information on Foundation Apprenticeships
What is a Social Services: Children and Young People Foundation Apprenticeship?
What is a Social Services: Children and Young People Foundation Apprenticeship?
A Foundation Apprenticeship in Social Services: Children and Young People will set you up for a wide range of roles in a vital sector with great opportunities for progression. You could be looking after young children and supporting their families in jobs such as childminder, playworker, social worker, nursery worker or nanny.
Foundation Apprenticeships provide you with work-based learning qualification which includes the following attributes:
■ Good communication skills
■ Team working skills
■ Ability to think creatively
■ Problem solving
Foundation Apprenticeships provide you with transferable skills that will help you to tackle challenges in your learning, work, and life.
During your apprenticeship you will:
■ Reflect on how you approached a project or task and
■ Consider how it went and if you improved the outcome.
What makes your Foundation Apprenticeship in Social Services: Children and Young People different from other school subjects?
■ The difference is the industry insight and work experience you will gain as you spend time out of school attending college or a training centre and at an employer.
■ Attendance depends on whether you are on a 1 year or a 2-year programme:
■ 1 year = 1 day with employer and 1 day or 2 half days at college or training centre
■ 2 years = 1st year – 1 day a week at college or training centre with some employer input = 2nd year = 1 day a week at work placement
■ Your Foundation Apprenticeship requires the same level of effort as other school subjects and will require more time.
■ You will be expected to prepare and reflect on tasks you study before, during and after your lessons, just like other school subjects.
■ Your work placement attendance and passing your assessments is essential for achievement of your Foundation Apprenticeship.
How will my work be assessed?
You will:
■ Gather evidence of the work you have done for your Foundation Apprenticeship.
■ Assessment may include the creation of a learner folio, practical activities based on case studies contextualised to a children and young people's setting, as well as a research project which can take the format of a web page, a presentation, a folio of evidence or a written report. Assessment of this award will be a combination of practical and knowledge assessments under closed and open-book assessment conditions.
This means there is no need for a final exam as:
■ The qualifications that make up your Foundation Apprenticeship are designed to develop and assess skills and knowledge in the chosen vocational area.
■ They link to National Occupational Standards, that specify UK standards of performance that people are expected to achieve in their work.
■ Every piece of work earns you credits, and it all contributes towards getting your final Foundation Apprenticeship qualification.
■ You will receive continuous feedback on your progress from your learning provider as you work through all your tasks and assignments.
You must make sure you complete all your tasks fully and on time for your Learning Provider to assess your work and submit what you have achieved. This is important as the Foundation Apprenticeship qualification can support your future pathway into further learning and/or employment.
How does a Foundation Apprenticeship compare to a Higher?
As a Foundation Apprenticeship has the same level of learning as an SQA Higher (SCQF Level 6), the Foundation Apprenticeship can be used to support progression to employment, College, or University. But it is important that you understand that as the method of learning is different from a Higher, your workload will be greater as it involves industry experience through your work placement and assessment of industry knowledge. You'll be learning and being assessed in different ways, and you will be able to evidence your experiences in the workplace whilst still at school.
What challenges can I expect and how can I get support?
Pressures develop at certain times and the work you need to do for your Foundation Apprenticeship and school subjects can be more challenging. This can include:
■ There are more hours of learning involved in the Social Services Children and Young People Foundation Apprenticeship than in a Higher.
■ There are different kinds of assessment experiences involved, with more of a focus on the workplace or a vocation.
■ Learning from different learning providers when you study your Foundation Apprenticeship and Highers.
■ Prelims and exam can put extra pressure on the time you have available to study.
■ Changes to your timetable if you are on a 2-year Foundation Apprenticeship programme.
You should:
■ Make sure you set enough time aside to focus on the learning opportunities in your Foundation Apprenticeship.
■ Talk to your learning provider about what to expect from your assessments.
■ Talk to your learning providers about your experiences as part of your reflective practice and developing your transferable employability skills.
■ Manage your workload as you do other school subjects and remember travelling time.
■ Use your study leave in a way that also considers what is required for your Foundation Apprenticeship.
■ Seek support if you are feeling overwhelmed.
■ Speak to guidance staff to address any timetabling challenges.
If you need support or advice, you should at the earliest opportunity speak to your school contact and your Foundation Apprenticeship Learning Provider. Don't try and solve any issues alone, there is a lot of support available. You can also use the guidance on skillsdevelopmentscotland.co.uk to support your own mental health and well-being.
Do pupils get support with travel?
Yes, travel costs and arrangement are supported whilst you are participating in a Foundation Apprenticeship. You should also be aware that you can apply for free nationwide bus travel at freebus.scot. Your Learning Provider can provide any support or advice you may need on travel arrangements.
What will I learn on a Social Services: Children and Young People Foundation Apprenticeship?
Find out more about what you will learn at apprenticeships.scot.
What activities will I do on a Foundation Apprenticeship in Social Services: Children and Young People?
When you are in your work placement, you will be able to contribute to activities that are essential to the employer such as: planning developmentally appropriate activities to promote the active participation of all children, consulting on planned activities utilising case studies etc and undertaking project research.
Find out about other exciting activities at this page on skillsdevelopmentscotland.co.uk.
How can a Foundation Apprenticeship support me into further learning and/or employment?
Explore your post-school options at apprenticeships.scot.
Your school careers advisor can support you when considering your future pathways and developing your career management skills. Speak to them at school or via our helpline: 0800 917 8000.
Skills Development Scotland
1st Floor, Monteith House
11 George Square
Glasgow G2 1DY www.sds.co.uk
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Jane Eyre Study Guide Questions And Answers
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Pachinko (National Book Award Finalist) Saddleback Educational Publishing A New York Times Best Illustrated Book Hélène has been inexplicably ostracized by the girls who were once her friends. Her school life is full of whispers and lies - Hélène weighs 216; she smells like BO. Her loving mother is too tired to be any help. Fortunately, Hélène has one consolation, Charlotte Brontë's Jane Eyre. Hélène identifies strongly with Jane's tribulations, and when she is lost in the pages of this wonderful book, she is able to ignore her tormentors. But when Hélène is humiliated on a class trip in front of her entire grade, she needs more than a fictional character to see herself as a person deserving of laughter and friendship. Leaving the outcasts' tent one night, Hélène encounters a fox, a beautiful creature with whom she shares a moment of connection. But when Suzanne Lipsky frightens the fox away, insisting that it must be rabid, Hélène's despair becomes
Jane Eyre Gale, Cengage Learning "Clearly Francis Gilbert is a gifted and charismatic teacher," Philip Pullman, author of 'Northern Lights'.Are you struggling to understand Robert Louis Stevenson's classic novel 'Dr Jekyll and Mr Hyde'? Or are you an English teacher wanting ready-made exercises and guidance to help you teach this difficult text? Do your students need support to understand the language properly and work independently on the book? This brilliant edition of Stevenson's novel may be the answer to your prayers. Written by an experienced teacher and best-selling author, this version is aimed at students who must analyse the text in depth or teachers wanting to deliver outstanding lessons on it. This book contains an annotated complete text, numerous essays on the novel, including detailed accounts of Robert Louis Stevenson's life, relevant contexts and discussion of vital themes and imagery. The complex vocabulary of the book is analysed throughout, and simple explanations of what is happening punctuate each chapter.
Furthermore, there are academic explorations of the issues as well as comprehensive question and answer sections at the end of each chapter, including a "fill-in-the-blanks" summary to check understanding. At the end of the guide, there is advice on how to write successful essays and assignments. There are also plenty of pointers to help students develop their own personal responses, including thoughtprovoking thematic questions, links to the author's YouTube readings and explanations, and creative response tasks.
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October, 08 2024
Jane Eyre Study Guide Questions And Answers even more pronounced: now she believes that only a diseased and dangerous creature would ever voluntarily approach her. But then a new girl joins the outcasts' circle, Géraldine, who does not even appear to notice that she is in danger of becoming an outcast herself. And before long Hélène realizes that the less time she spends worrying about what the other girls say is wrong with her, the more able she is to believe that there is nothing wrong at all. This emotionally honest and visually stunning graphic novel reveals the casual brutality of which children are capable, but also assures readers that redemption can be found through connecting with another, whether the other is a friend, a fictional character or even, amazingly, a fox.
A Study Guide for Charlotte Bronte's Jane Eyre BrightSummaries.com Jane Eyre, mistreated as a child, learns to hold tightly to her moral convictions and self-respect. She finally finds happiness as a governess at Thornfield Hall, but her love for Mr. Rochester may never be realized when his past comes back to haunt him. An absorbing mystery. Setting: England, 1800s Pgs: 92
Okay For Now Research & Education Assoc. The Extraordinary Life of Ordinary People "Once she knows how to read there's only one thing you can teach her to believe in and that is herself." - Virginia Woolf, A Society Monday or Tuesday is a collection of eight stories crafted beautifully by Virginia Wolf. In all eight stories, the reader can witness ordinary people with extraordinary feelings that shape their mundane everyday life. Xist Publishing is a digitalfirst publisher. Xist Publishing creates books for the touchscreen generation and is dedicated to helping everyone develop a lifetime love of reading, no matter what form it takes
Proverbs of Hell St. Martin's Press
Unlock the more straightforward side of Jane Eyre with this concise and insightful summary and analysis! This engaging summary presents an analysis of
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Jane Eyre by Charlotte Brontë, which tells the story of a young orphan, Jane Eyre, and her quest for independence and equality, as well as her romance with the mysterious Mr. Rochester. It tackles themes such as morality, classism, sexuality and religion, making it an enjoyable yet thought-provoking read. The novel was the British writer's first publication and has been the subject of countless film and television adaptations. It continues to be a firm favourite for book lovers around the world, and is a classic example of British literature. Find out everything you need to know about Jane Eyre in a fraction of the time! This in-depth and informative reading guide brings you: • A complete plot summary • Character studies • Key themes and symbols • Questions for further reflection Why choose BrightSummaries.com? Available in print and digital format, our publications are designed to accompany you in your reading journey. The clear and concise style makes for easy understanding, providing the perfect opportunity to improve your literary knowledge in no time. See the very best of literature in a whole new light with BrightSummaries.com! Jane Eyre -- A Study Guide Sphere
A comprehensive study guide offering in-depth explanation, essay, and test prep for Charlotte Brönte's Jane Eyre, a story of a young woman who
October, 08 2024
Jane Eyre Study Guide Questions And Answers challenged social norms. As a classic novel written in the
Victorian era, Jane Eyre is thought to be one of the reasons women equality has progressed to the extent that it has. Moreover, the novel discusses still-relevant social issues such as women's employment, genteel poverty, marriage, and education. This Bright Notes Study Guide explores the context and history of Brönte's classic work, helping students to thoroughly explore the reasons it has stood the literary test of time. Each Bright Notes Study Guide contains: - Introductions to the Author and the Work Character Summaries - Plot Guides - Section and Chapter Overviews - Test Essay and Study Q&As The Bright Notes Study Guide series offers an in-depth tour of more than 275 classic works of literature, exploring characters, critical commentary, historical background, plots, and themes. This set of study guides encourages readers to dig deeper in their understanding by including essay questions and answers as well as topics for further research. Othello HarperCollins This classroom guide provides numerous activities designed to foster student engagement, learning, and a meaningful connection to literature. It is the perfect companion to introducing popular literature in any classroom!Contained in this
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book are sample activities on annotating, close reading,
outlining, essay prompts and essential questions. Other instructional guides simply give basic details of the literature, meaning that students read over material without digesting or learning it. Other guides take complex themes, concepts, and information and just regurgitate it to readers. This Classroom Guide series is different, in that the activities ASK of the students, and focus on citing evidence from the text in order to complete and reflect on your reading.Designed under the guidance of an experienced and certified educator, these activities guide series GUIDES the learner to discovering the answers for themselves, creating a fully detailed study guide, in the user's own words. Filled with guided reading activities, students are able to fill this guidebook with the information they gather, as they seek a deeper understanding of the text. If you read it, write it, and reflect on it, you will learn it!Teachers, you can also purchase a set of these books (or one book and make copies) for your entire class. It makes the perfect guided reading activity and will teach students how to
October, 08 2024
Jane Eyre Study Guide Questions And Answers internalize the reading, note taking, and learning process that advanced readers naturally perform. These make the perfect workbook to keep your class engaged and learning. And if your budget is an issue, feel free once you purchase to book, to make as many copies as you want for your classroom!
Monday or Tuesday HarperCollins UK Searches for the real Charlotte Bronte behind the loneliness, loss, and unrequited love--a strong woman with a fierce belief in herself, creative energy, and powerful ambition, who shaped her life and transformed it into art
Norton & Company Part of Penguin's beautiful hardback Clothbound Classics series, designed by the awardwinning Coralie BickfordSmith, these delectable and collectible editions are bound in high-quality colourful, tactile cloth with foil stamped into the design. Charlotte Brontë's first published novel, Jane Eyre was immediately recognised as a work of genius when it appeared in 1847. Orphaned into the household of her
Jane Eyre, The Original 1847 Edition (A Classic Illustrated Novel of Charlotte Bronte) W. W.
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Aunt Reed at Gateshead, subject to the cruel regime at Lowood charity school, Jane Eyre nonetheless emerges unbroken in spirit and integrity. How she takes up the post of governess at Thornfield Hall, meets and loves Mr Rochester and discovers the impediment to their lawful marriage are elements in a story that transcends melodrama to portray a woman's passionate search for a wider and richer life than that traditionally accorded to her sex in Victorian society.
Jane Eyre by Charlotte Brontë (Book Analysis) Penguin Books The fifth novel in the Chief Inspector Gamache series, from worldwide phenomenon and number one New York Times bestseller Louise Penny When Chief Inspector Gamache arrives in picturesque Three Pines, he steps into a village in chaos. A man has been found bludgeoned to death, and there is no sign of a weapon, a motive or even the dead man's name. As Gamache and his colleagues start to dig under the skin of this peaceful haven for clues, they uncover a trail of stolen treasure, mysterious codes and a shameful history that begins to shed light on the victim's identity - and points to a terrifying killer... 'The best Gamache so far' Globe and Mail 'Ingenious and unexpected'Guardian 'A cracking storyteller, who can
October, 08 2024
Jane Eyre Study Guide Questions And Answers create fascinating characters, a twisty plot and wonderful surprise endings' Ann Cleeves Study and Revise for GCSE: Jane Eyre Anchor
These literary masterpieces are made easy and interesting. This series features classic tales retold with color illustrations to introduce literature to struggling readers. Each 64-page book retains key phrases and quotations from the original classics. Containing 11 reproducible exercises to maximize vocabulary development and comprehension skills, these guides include pre- and postreading activities, story synopses, key vocabulary, and answer keys. The guides are digital, you simply print the activities you need for each lesson.
Jane Eyre B&H Publishing Group The Professor was the first novel by Charlotte Brontë. It was written before Jane Eyre, but was rejected by many publishing houses. It was eventually published, posthumously, in 1857, with the approval of Charlotte Brontë's widower, Arthur Bell Nicholls, who took on the task of reviewing and editing the text. Charlotte Brontë Influence Publishers
REA's MAXnotes for Charlotte Bronte's Jane Eyre MAXnotes offer a fresh look at masterpieces of literature, presented in a lively and interesting fashion. Written by literary experts who currently teach the subject, MAXnotes will enhance your understanding and enjoyment of the work.
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MAXnotes are designed to stimulate independent thought
about the literary work by raising various issues and thought-provoking ideas and questions. MAXnotes cover the essentials of what one should know about each work, including an overall summary, character lists, an explanation and discussion of the plot, the work's historical context, illustrations to convey the mood of the work, and a biography of the author. Each chapter is individually summarized and analyzed, and has study questions and answers. The Brutal Telling Gale, Cengage Learning Can you answer these questions?How and why does Bronte present sex as a dangerous activity in 'Jane Eyre'?Why are the elements of earth, fire, water and air important in the novel?Is 'Jane Eyre' a subversive novel?Is Rochester a hero or villain?If you're stuck for answers, then maybe you should read this study guide. It is ideal for students studying the text for A Level, but should be helpful for GCSE students aiming for high marks too. For English undergraduates, it clarifies some basic points about literary theory and will be useful regarding key ideas about context, structure and theme, and in analysing quotations. This guide really encourages students to think for themselves with searching,
October, 08 2024
Jane Eyre Study Guide Questions And Answers open-ended questions: this helps to develop personal responses which are vital to attaining higher grades.The study guide is useful in the following ways because it is:A great resource for students aiming for top grades;A great classroom resource for teachers too: the important sections of the novel are quoted in full, together with useful discussion points/comprehension questions;Written by an experienced teacher who has taught the text in real classroom situations and knows what students need to learn. Please note: this Study Guide contains the same textual commentaries/questions/tasks as the Study Guide Edition (SGE) but not the complete text, which the SGE does.
Bronte's "The Old Stoic" Ignatius Press One of the four great tragedies—alongside Hamlet, King Lear, and Macbeth—Othello is among the darkest of Shakespeare's plays, illumining the shadows of the gloomiest recesses of the human psyche and serving as a damning indictment of the world in which it was written. A cautionary tale of the destructiveness of sin and the ruinous consequences of bad philosophy, Othello seems to express Shakespeare's rage at the cynicism and brutality of the
A Study Guide for Emily
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age in which he lived. From the Machiavellian menace of Iago to the blind and prideful jealousy of Othello, this classic of world literature shows us the shadow falling over a society that has turned its back on the light and life of virtue. The Ignatius Critical Editions present a tradition-oriented approach to reading Western classics. While many critical editions view literature through the lens of modernism and postmodernism, this series offers critical examinations informed by the Judeo-Christian heritage as passed down through the ages—the same heritage that provided the crucible in which the great authors formed these classic works. Edited by acclaimed literary biographer Joseph Pearce, the Ignatius Critical Editions provide essays and footnotes that analyze works in light of the Western tradition, allowing the reader to meet the authors in their element. The series is ideal for academic study and for anyone wishing to understand the great literary works of Western civilization in the company of some of the finest literature professors alive today.
The Bronte Myth Yale University Press Jane Eyre Study Guide
October, 08 2024
Jane Eyre Study Guide Questions And Answers
Dr. Jekyll & Mr HydeHarlequin
2011 National Book Award
Finalist As a fourteen-yearold who just moved to a new town, with no friends and a louse for an older brother, Doug Swieteck has all the stats stacked against him. So begins a coming-of-age masterwork full of equal parts comedy and tragedy from Newbery Honor winner Gary D. Schmidt. As Doug struggles to be more than the "skinny thug" that his teachers and the police think him to be, he finds an unlikely ally in Lil Spicer—a fiery young lady who "smelled like daisies would smell if they were growing in a big field under a clearing sky after a rain." In Lil, Doug finds the strength to endure an abusive father, the suspicions of a whole town, and the return of his oldest brother, forever scarred, from Vietnam. Together, they find a safe haven in the local library, inspiration in learning about the plates of John James Audubon's birds, and a hilarious adventure on a Broadway stage. In this stunning novel, Schmidt expertly weaves multiple themes of loss and recovery in a story teeming with distinctive, unusual characters and invaluable lessons about love,
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creativity, and survival.
W. W. Norton & Company
Carnegie Medal-winning author Tanya Landman returns with a brilliantly realised and truly accessible retelling of one of the greatest novels ever written.Orphaned as a child, tormented by her guardian and cast out to a harsh boarding school, Jane Eyre has been raised in the shadow of cruelty and isolation. But when she takes a job as governess in Thornfield Hall, where secrets lurk in the attic and strange laughter echoes through the night, Jane meets the elusive Mr Rochester and her life is irrevocably transformed.Poignantly and powerfully retold in this stunning edition, Jane Eyre is the tale of a spirited heroine's search for love, independence and belonging. The Eyre Affair Teen Fiction Meet Thursday Next, literary detective without equal, fear or boyfriend Jasper Fforde's beloved New York Times bestselling novel introduces literary detective Thursday Next and her alternate reality of literature-obsessed England—from the author of The Constant Rabbit Fans of Douglas Adams and P. G. Wodehouse will love visiting Jasper Fforde's Great Britain, circa 1985, when time travel is routine, cloning is a reality (dodos are the
October, 08 2024
Jane Eyre Study Guide Questions And Answers resurrected pet of choice), and literature is taken very, very seriously: it's a bibliophile's dream. England is a virtual police state where an aunt can get lost (literally) in a Wordsworth poem and forging Byronic verse is a punishable offense. All this is business as usual for Thursday Next, renowned Special Operative in literary detection. But when someone begins kidnapping characters from works of literature and plucks Jane Eyre from the pages of Brontë's novel, Thursday is faced with the challenge of her career. Fforde's ingenious fantasy—enhanced by a Web site that re-creates the world of the novel—unites intrigue with English literature in a delightfully witty mix.
Independently Published A New York Times Top Ten Book of the Year and National Book Award finalist, Pachinko is an "extraordinary epic" of four generations of a poor Korean immigrant family as they fight to control their destiny in 20thcentury Japan (San Francisco Chronicle). NEW YORK TIMES NOTABLE BOOK OF 2017 * A USA TODAY TOP TEN OF 2017 * JULY PICK FOR THE PBS NEWSHOUR-NEW YORK TIMES BOOK CLUB NOW READ THIS * FINALIST FOR THE 2018DAYTON LITERARY PEACE PRIZE* WINNER OF THE MEDICI BOOK CLUB PRIZE Roxane Gay's Favorite Book of 2017, Washington Post NEW YORK TIMES BESTSELLER * #1 BOSTON GLOBE BESTSELLER * USA TODAY BESTSELLER * WALL STREET JOURNAL BESTSELLER * WASHINGTON POST BESTSELLER "There
Jane Eyre Thrift Study Edition
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could only be a few winners, and a lot of losers. And yet we played on, because we had hope that we might be the lucky ones." In the early 1900s, teenaged Sunja, the adored daughter of a crippled fisherman, falls for a wealthy stranger at the seashore near her home in Korea. He promises her the world, but when she discovers she is pregnant--and that her lover is married--she refuses to be bought. Instead, she accepts an offer of marriage from a gentle, sickly minister passing through on his way to Japan. But her decision to abandon her home, and to reject her son's powerful father, sets off a dramatic saga that will echo down through the generations. Richly told and profoundly moving, Pachinko is a story of love, sacrifice, ambition, and loyalty. From bustling street markets to the halls of Japan's finest universities to the pachinko parlors of the criminal underworld, Lee's complex and passionate characters--strong, stubborn women, devoted sisters and sons, fathers shaken by moral crisis--survive and thrive against the indifferent arc of history. *Includes reading group guide*
October, 08 2024
Jane Eyre Study Guide Questions And Answers
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To:
Subject:
Objection to the Biopark Broadwater road plan
This plan goes totally against the concept and the ethos of a Garden City.
The development is too high and too dense, eight levels of flats is way too high and not in line with the concept of a Garden city.
We do not need flats and more flats, we need houses with gardens and lots of green space and facilities for people to socialise and flourish.
People moved to Welwyn Garden City, precisely because it is pleasant and has most of the space and facilities for a decent living.
If we wanted to live in high blocks of flats we might as well have moved Finsbury Park or some other similar area, we do not want this for Welwyn Garden City.
Furthermore, where are all the parking spaces that will be required, 216 parking spaces for 289 homes is simply inadequate!
As we all know from experience high rise flats without enough space and facilities for people's needs (and don't forget, families tend to grow in size) will soon become an area characterised by social problems.
We have no hospital, not enough doctors or dentists and the pressure on schools in the local area will be even higher.
This proposal seem to be complete out of line with what was originally proposed, why? It is beginning to feel as if developers have more influence that the population that our town is intended for.
How will the infrastructure cope with the needs of so many people? Where will all the additional traffic flow? Where is the space for any expansion?
Why does Welwyn Garden City need to be overbuilt? Why can new homes also be built in other far less populated areas like Cuffley and Northaw ?
Why can we not spread ourselves a little better across the UK and build some new towns where space is available, industries can also be attracted to these potentially new towns and hence provide very good living for a lot of people, how about another Garden City?
The council must also work closer with the government and be able to influence good decisions.
This plan should simply be rejected.
===============
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Writing: Kim's Weekend
Instructions
Kim wrote what she did over the weekend. For each day, she wrote one main idea, a few supporting details, and one detail that doesn't support the main idea. Circle the main idea for each day. Cross out the detail that doesn't support the main idea.
Write about what you did over the weekend. Write down one main idea and two supporting details.
______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Faryn Boys Temperament Assessments Date Of Birth 6/12/24
Litter Album Litter Video TT Video
Blue - a little shy to start. He watches what his brothers do and then copies of he wants to. He wants to be the one to initiate play.
He is vocal when he is unsure or nervous.
He takes a minute to warm up to people but he really wants to interact.
Once he warms up, he enjoys playing with toys and his siblings the most.
He settles in when you hold him. Very attentive of his surroundings.
Hes the "fun police"
If his brothers get too rambunctious.
He likes to play independently and has the cutest play hops and puppy bows.
Not too needy of your attention.
Green - good confidence. Very social and affectionate.
He loves attention, toys and playtime.
Will need basic manners training to better understand personal boundaries.
He wants to be in your lap and as close was possible. You can't make a move without him wanting to join in.
Moderate energy level.
Orange - (BP)good confidence and social. He really likes attention. Happy and curious. Affectionate and is not interested in personal space. He is very bouncy and agile. Loves to run and bounce off of things. It's totally adorable.
He wants to be in your lap when play time
Is over.
Smart puppy. He has unique potential with proper training.
No health notes.
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Gander Radio celebrates 85 years
When we embark on an international journey, we often focus on the excitement of exploring new destinations, the adventure that awaits, and the cultural experiences we will encounter. But have you ever wondered about the intricate coordination and behind-the-scenes work required to make international flights a reality? The Gander International Flight Service Station plays a crucial role in ensuring that your journey is safe, smooth, and efficient.
As the aviation industry continues to evolve, one institution stands strong, serving as a cornerstone of international air travel. The Gander International Flight Service Station (IFSS), commonly referred to as Gander Radio, known for its unwavering commitment to safety, efficiency, and customer service, is celebrating its remarkable 85th anniversary. Since its inception, the IFSS has played a pivotal role in facilitating the global movement of people and goods.
85 years of excellence
Reaching an 85th anniversary is a testament to Gander Radio's enduring commitment to excellence. Throughout its long history, it has consistently adapted to the changing needs of the aviation industry, while always maintaining a focus on safety and efficiency.
As the world becomes increasingly interconnected through international travel, the station's role in ensuring the safety of passengers and cargo remains more critical than ever. Its continuous efforts to embrace modern technologies and improve coordination make it a vital player in the global aviation landscape.
Today, more than 50 NAV CANADA employees cover the North Atlantic and Northern part of Canada's airspace to the North Pole and as far west as Anchorage Alaska. The people behind Gander Radio provide en-route and emergency communications, weather and safety information, relay time-sensitive information between air traffic controllers and pilots, and other aeronautical services (NOTAMs, PIREPs, etc.).
Fun facts from the employees of the IFSS
- NAV CANADA monitors high-frequency communications in approximately 6.5 million sq km of airspace and must be familiar with all of it.
- In the summertime, the IFSS supports an average of 1,500 flights per day that carry about 375,000 people.
- IFSS employees listen to static 24 hours a day 7 days a week.
- The majority of the IFSS shifts are during the evening and night.
- Why high frequency (HF) you ask? Very high frequency (VHF) is normally crystal clear but has a usable range limited to the line of sight between the transmitter and receiver (a couple hundred kilometers typically). HF on the other hand can be used over thousands of kilometers because the signals bend around the earth. The trade-off in distance coverage is that the signal can be extremely weak and accompanied by a lot of other noise on the frequency.
- All communications received over the HF, VHF interphones, etc., are entered into NAV CANADA's GIA system and disseminated via AFTN to worldwide aeronautical stations. The IFSS team can type fast!
- On any given day, seven operators work in the day, eight at night, plus six people covering midnight shifts.
- In emergency situations on aircraft, the last thing to go out is typically the radio. The IFSS is the friendly voice that will help pilots through challenging situations.
- Gander's IFSS is the only International FSS in Canada (1 of 5 on the North Atlantic).
- NAV CANADA's IFSS works traffic in four Flight Information Regions (FIR): Edmonton, Montreal, Anchorage, Gander Domestic and Oceanic FIRs.
- The IFSS provides aeronautical services to pilots in three countries: Canada, USA, and France.
- The team in Gander regularly exchanges messages with nine area control centres and six network radio stations representing seven countries: Canada, USA, Russia, Iceland, UK, Portugal, and Denmark.
"Sometimes you can hear fishermen and other conversations in all different languages, but don't know where in the world they are," says Jennifer Bath, International Flight Service Specialist Team Supervisor, NAV CANADA.
A glimpse into history
Gander Radio began in 1938 when the one-year-old operation moved from a seaplane base in Botwood, Newfoundland to Gander, Newfoundland.
Originally known as "Gander Aeradio," the IFSS played a significant role during World War II, providing communications and navigation services to the thousands of aircraft as they ferried across the Atlantic Ocean to Britain. It also played a role in the sinking of the BismarckOpen a new window, a German battleship, by helping pinpoint its location using 'radio direction finding' (RDF).
After the war, Gander Aeradio continued to provide the same services to the rapidly growing commercial transatlantic operations.
For the first decade, communication was by HF radio using Morse code. Experiments were conducted with radio telephony (voice communications), but they proved unreliable. It was not until 1948 that technology improved enough for voice communications to become the norm. In the 1970s HF single side band (SSB) came into use, improving reliability even more. This technology is still used today.
In 1957, Gander Radio moved to the then-new Lancaster building in Gander. Operations continued there for almost 30 years and saw considerable evolution in equipment, eventually moving into the computer age.
Gander Radio moved to the Gander Area Control Centre (ACC) in 1986, where it remains to this day.
For many years, all training for Transport Canada (later NAV CANADA) had been done through the training centre in Cornwall, Ontario. In 1992, Gander developed its own Gander Unit Specific Training (GUST) course which was administered locally.
The IFSS team took over HF comms from Arctic Radio in 2007, becoming the only HF radio station in Canada. This change allowed NAV CANADA to communicate with pilots flying in polar airspace (Edmonton/Anchorage). Over 2.4 million sq km was added to the already vast 4 million sq km that Gander was already responsible for and extended the team's area of responsibility to nearly 1/3 of the way around the globe.
Over the years, the station has witnessed monumental changes in aviation technology and regulations. From the early days of radio communication to the sophisticated satellite-based systems of today, the International Flight Service Station has consistently adapted and innovated to keep pace with the industry's evolution.
The 85th anniversary of the International Flight Service Station is a momentous occasion for the aviation industry. This venerable institution has been a beacon of reliability, ensuring the safe and efficient operation of international flights for nearly a century. Its unwavering commitment to excellence, innovation, and customer service makes it a model for the future of air travel. As we celebrate this milestone, we look forward to the International Flight Service Station's continued contributions to the dynamic world of aviation.
-
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Education, Energy, and the Environment Committee
Testimony in Support of SB 762
February 13, 2024
To the Honorable Members of the Maryland Senate Education, Energy, and the Environment Committee,
My name is Julie A. Rosen, and I live in Montgomery County Maryland. I submit this letter to express my strong support for Senate Bill 762, which aims to establish the Maryland Seal of Civic Excellence program.
As an advocate and long-lived learner in Maryland –from kindergarten through PhD awarded from the University of Maryland, I have witnessed firsthand the transformative power of civic education. Civic knowledge and engagement are crucial for the health of our democracy and the development of responsible, informed citizens. However, these areas often receive insufficient emphasis in our educational system.
The Maryland Seal of Civic Excellence program represents a vital step forward. By formally recognizing students who excel in their understanding and participation in civic life, we can:
* Motivate students to engage more deeply with civic education and activities.
* Highlight the importance of being informed about local, state, and national issues.
* Encourage schools to prioritize civic learning in their curricula.
As a child of the 1960s, my formal education complemented the informal education about civics absorbed through community action 'on the streets.' My first exposure to the power of the people in the community was the successful outcome of a teachers action that improved the working environment of dedicated teachers, as well as the eye-opening explanations of why 'people power' is so important. And that all happened before the protests across the country in the late 60s. That exposure happened over 50 years ago, but equivalent issues and collaborative, community discussions are crucial today; perhaps even more wide-spread and urgent with the impact –good and bad—of social media's mis- and dis- information.
I recognize the findings of The State of Maryland's Civic Education: Final Report from Maryland's Civic Architecture Symposium* that "The state of Maryland is distinguished from other states nationally… The Code of Maryland Regulations (COMAR) requires that students earning a diploma must acquire "three credits including one credit in United States history, one credit in world history, and one credit in local, state, and national government aligned with the Maryland High School Assessment for government."" However, sitting in a classroom does not guarantee absorption of the important and implementable principles of a Civics curriculum. Students can be encouraged by community –as well as education—members if their absorption is supported through participation at school- and extracurricular- activities; activities that require additional time and attention that may be a challenge for the more vulnerable students in disenfranchised populations (including African Americans, women, lower socio-economic groups, and people with disabilities. The metrics identified in SB762 elaborate the benefit (seals and diploma recognition, among others) of such participation, and the longer-term nature that a civics education requires to take hold in the adults that we hope our students will become.
In conclusion, SB 762 is not just about recognizing deserving students; it's about investing in the future of our democracy and ensuring that our young people are prepared to contribute positively to society. I urge the committee to support the passage of this bill, paving the way for a more engaged, informed, and civic-minded generation.
Thank you for considering my testimony.
Sincerely,
Julie A. Rosen, Ph.D.
email@example.com
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* https://marylandpublicschools.org/about/Documents/DCAA/SocialStudies/CivicsReport.pdf
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