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HOW TO EAT MORE VEGETABLES & FRUITS
* PACK PORTABLE, easy-to-eat fruits and vegetables in your work or school bag.
* CHOOSE VEGETARIAN meals once a week. Think vegetable lasagna, portobello mushroom "burgers" or grilled veggie kabobs.
* FILL A SANDWICH out with veggies. Try sliced or shred ded vegetables like beets, carrots, celery, cucumbers, onions, peppers, radishes, tomatoes and zucchini.
* READY TO MUNCH Make adding fruits and veggies to meals handy by cutting them up and keeping them in the fridge.
* ADD TO BREAKFAST Turn any omelet into a hearty meal with broccoli, squash, carrots, peppers, tomatoes or onions.
* ENJOY fruit for dessert.
* MAKE IT FUN. Pick out a new fruit or vegetable in the grocery store each week. Try a new method to cook or prepare it.
* EAT THE RAINBOW. A fun and tasty way to make sure your family is eating a good variety of fruits and vegetables is to eat as many different colors as you can each day.
* ADD IT ON. Variety abounds when using vegetables as pizza topping. Try broccoli, spinach, green peppers, tomatoes, mushrooms and zucchini.
* WRAP EM UP. Make a veggie wrap with roasted vegetables.
* TACK IT ON Add a handful of leafy greens to every meal. Add grated, shredded or chopped vegetables such as zucchini, spinach and carrots to lasagna, meat loaf, mashed potatoes, pasta sauce and rice dishes.
High Desert Food & Farm Alliance | PO Box 1782 Bend, OR 97709 | www.hdffa.org | [email protected] | 541-390-3572
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London, January 29 th 2020
Novel coronavirus: information for our customers
In light of the recent coronavirus outbreak in Wuhan city and Hubei Province in mainland China, we are monitoring developments closely.
To ensure that our customers and our people have the latest information, we are following the latest guidance from local and national authorities and the World Health Organization (WHO) as it relates to travel to and participation in our events.
We are also working with authorities and our venues to put contingency plans in place as the situation develops.
Please check back here for updates.
If you require further information, please do not hesitate to contact your customer service representative.
Information about the virus
A coronavirus is a type of virus which, as a group, are common across the world. Typical symptoms of coronavirus include fever and a cough that may progress to a severe pneumonia, causing shortness of breath and breathing difficulties.
Generally, coronavirus can cause more severe symptoms in people with weakened immune systems, older people, and those with long-term conditions like diabetes, cancer and chronic lung disease.
Wuhan coronavirus has been termed "novel" because it is a new strain of coronavirus first identified in Wuhan City, China.
Protect yourselves
The World Health Organisation's standard recommendations for the general public to reduce exposure to and transmission of a range of illnesses are as follows, which include hand and respiratory hygiene, and safe food practices:
- Frequently clean hands by using alcohol-based hand rub or soap and water;
- When coughing and sneezing cover mouth and nose with flexed elbow or tissue – throw tissue away immediately and wash hands;
- Avoid close contact with anyone who has fever and cough;
- If you have fever, cough and difficulty breathing seek medical care early and share previous travel history with your health care provider;
- When visiting live markets in areas currently experiencing cases of novel coronavirus, avoid direct unprotected contact with live animals and surfaces in contact with animals; and
- The consumption of raw or undercooked animal products should be avoided. Raw meat, milk or animal organs should be handled with care, to avoid cross-contamination with uncooked foods, in accordance with good food safety practices.
Advice for travellers from Wuhan
If you have returned from Wuhan or Hubei Province in the last 14 days:
- stay indoors and avoid contact with other people as you would with other flu viruses;
- call your local healthcare provider to advise of your recent travel to the affected area.
Please follow this advice even if you do not have symptoms of the virus.
What this means in practice
You should take simple, common-sense steps to avoid close contact with other people as much as possible (as you would with other flu viruses).
This means remaining at home for 14 days after arriving from Wuhan or Hubei Province and not going to work, school or public areas.
For more information please refer to www.who.int as well as updates from your local or national authorities.
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of them are still here for us.
My first acquaintance with Adolf Hungry-Wolf came while I was announcing for our Indian Days celebration, back in the 1960's. I saw this fellow out there, dressed up and dancing. In those days we didn't often see an outsider joining in with our people like that, to be part of our traditional activities. We had lots of outsiders all through the years, but they usually just watched when we danced. So we were glad to see someone from outside taking part in what we were doing. There were no objections to him doing that from our old people. Then, after I met him, I would sometimes remark on the microphone, 'There's Hungry-Wolf, all the way from Long Beach, California.' That's how I first remember him, as a guest of ours.
Back in those first years when I met Adolf, I also remember seeing him around some of our old people, like Louis Plenty Treaty, old Jim White Calf, Mary Ground, and others. I never thought, back then, that someday I'd be sitting down with him, talking about all the many things in this book—I never even thought there would be books like these about our people, much less that he would be the one to write them.
Also, back when I first met him, I didn't expect to see Adolf move up here to join us, move up to Canada and learn to live the life of our old native people. Back in the Sixties, I didn't think he'd still be around here, among us, some forty years later. I didn't imagine he'd be the one gathering up all these old stories, photos, and information, or helping us to continue with our Blackfeet traditions and culture. It's amazing, when I think about it, that our early acquaintance, our early relationship, has developed into something far more than just being friends, just coming together at celebrations.
Adolf Hungry-Wolf has been among our people for a long time now, and he has learned a lot of our ways. He takes part in our dances, and he also performs some of our traditional ceremonies. For him to write these books, I think it is very important that he has lived the kind of life that our people did. I would say that he has shown more interest and obtained more knowledge of our traditional way of life than most of our people, today.
Another thing that has taken place in the time since Hungry-Wolf and I first met is that he has a family of grown children who are enrolled in the Blood band of
the Blackfoot Confederacy, and are taking leading parts in our way of life. They follow this path because of their father's example, his way of life among us. What they have learned will be handed on to their children and grandchildren, so this legacy should go a long ways.
Now, some people might say, 'Well, Adolf is not an Indian—he is not a tribe member.' But you take us as Indian people—a lot of us try hard to live the white man's way of life. So it's just the same with a person like him—he puts everything he's got into learning our traditional way of life. He doesn't just come around us at certain times—he's become part of us. I think it works both ways—we can't put one another down, criticize one another, over the choices we make for life. If you want to be like a white man, then do what you can to be like that. If you want to be like our old time native people—even if you're a white man by birth— then do what you can to be part of it. There is nothing wrong with what Adolf has done.
There are a lot of books that have come out in which the writers put things that they don't really know much about—white and Indian writers, both. People read such books without knowing that the information in them is not correct. Some of these writers come to us from cities and universities far away, studying us and our ways for a while, then they think they know all about us. It makes a big difference that these books are by somebody who lives among us, who joins with us in our traditional ceremonies and celebrations.
One summer I was up at the Blood Reserve while they were having their Sun Dance camp. I have relatives there, and they gave me a chair so I could sit in the shade and watch while the Medicine Lodge was being put up. When I sat down, they were still having their ceremonies in the Sun Dance woman's tipi— singing the songs and so forth—before going out from there to raise the Center Pole. I heard our old people singing those Medicine Lodge songs when I was young, so I know about how they go. I was thinking to myself, 'These songs that I'm hearing, they sound real.' So I asked my relatives, 'Who is doing the singing?' They said, 'That's Adolf Hungry-Wolf and his boys.' I was surprised, and I thought to myself, 'My, they're singing those songs the way they're supposed to be sung.'
That's the difference that I see between his work and others—he has a lot of knowledge that he gained
3
from the old people. It's not just something that he put together on his own. It is real knowledge, gained through all the years since I first met him. That's why I think these books are going to mean a lot to us Blackfeet.
As for the critics, the ones who will say things like, 'Oh, he's white, he's just doing it for fame and money.' We have that among each other just the same. If someone in the tribe works hard to get ahead, or to help the people, some others will try to tear that person down. Often these critics don't do much themselves, they don't know much. They usually don't understand what our traditional culture is really about, or even who the person is that they're criticizing. There's really no way you can respond to people like that.
When people criticize me, as a chief and a leader, I don't respond—I don't say anything. As long as I know that I'm sincere in what I'm doing—as long as I'm trying to do it right—that's what I consider most important. They can say whatever they want. If you don't answer, it just goes back to them. It will hurt them more than you. Even so, I still greet them, though I know that hurts them as well. Over the years, a lot of my critics have later become my friends, my supporters.
My dad used to tell us kids, 'If anyone says anything to you, walk away, don't say anything back. Only if someone really comes after you, then you do whatever you can to protect yourself. But otherwise, let them say what they want.
There are some who think that we shouldn't show pictures or tell stories about our ceremonies and traditional ways. But usually those people don't know much about it themselves—they didn't grow up with it. I say that there should be a way for our people to learn our culture, even with all our old people gone. They should be able to find out our family histories and our backgrounds. For all that, I think these books will be very valuable and appreciated by most members of my tribe.
Earl Old Person October 17, 2005 Honorary Chief of the Blackfeet Nation Former Blackfeet Tribal Chairman Blackfeet Tribal Council member for more than fifty years.
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पारिवारिक तथा घिेलु ह िंसा। अब अतत नै भयो भन्ने समय आएको छ।
पारिवारिक तथा घिेलु ह िंसालाई स न सककन्न।
पारिवारिक तथा घिेलु ह िंसा यस्तो व्यव ाि ो जसले व्यतिलाई रसितसत बनाछ छ।
यो तनम्न खालको हुन सक्छ:
- शािीरिक, मौतखक, मानतसक, यौनजन्य वा मनोवैज्ञातनक दुव्ययव ाि
- बेवास्ता
- तवत्तीय दुरुपयोग
- पतछपनुय
- कसैलाई तनयन्रसिण गनुय
- कुनै व्यति, जनावि वा सम्पतत्तलाई क्षतत पुर् याछनु
- आध्यातममक वा सािंस्कृततक स भातगतमा िोक लगाछनु, ि
- बालबातलका अगाति यस्ता ब्यव ाि देखाछनु।
सबै मातनस रुले पारिवारिक तथा घिेलु ह िंसाको अनुभव गनय सक्छन्। यो सबै ककतसमको सम्बन्ध रुमा हुन सक्छ, जस्तैैः
- तबगत वा बतयमानका सम्बन्ध रु, तलङ्ग वा लैंतगकता जे भएता पतन
- नातागोता तथा अतभभावक रु
- जेष्ठ नागरिकका ेिचा कताय रु, अपािंगता वा िोग भएका मातनस रु, ि
- सािंस्कृततक मान्यता पाएका पारिवारिक समू रु।
पारिवारिक तथा घिेलु ह िंसाको प्रभावमा पिेका मातनस रु छनी रु आफ्नो तथा छनी रुको परिवािका लातग ििरसिासमा बा तचि ेका हुन सक्छन्। छनी रुले ह िंसाग्रस्त सम्बन्धलाई मयातगसकेपतछ पतन यस्तो म सुस गनय सक्छ।
स ायता
यकद तपाई वा तपाईले तचनेको को ी व्यति प्रभातवत हुनुहुन्छ भने ामी तपाईलाई तवशेषज्ञ, आकतस्मक गा सबा स, बसोबास तथा कानुनी स ायतालगायतका समुदायमा भएका सेवा रुमा सम्पकय गिाईकदन सक्छौ ।
ामी तपाई ाम्रो भुिानी तथा सेवा रुका लातग योग्य हुनुहुन्छ कक भनेि पतन जा च गनय सक्छौ, जस्तै:
- आम्दानी स ायता भुिानी
- Crisis Payment
- िोजगािी खोज्न छुटकािा
- बाल स ायता सिंकलन
- सामातजक काय सेवा रु।
ामीस ग तनैःशुल्क दोभाषे तथा अनुवादक रु हुनुहुन्छ। तपाईको भाषामा ामीस ग कुिा गनयका लातगैः
- Centrelink भुिानी तथा सेवा रुका लातग 131 202 मा फोन गनुय ोस्, वा
- अनुवाद तथा दोभाषे सेवा (Translating and Interpreting Service (TIS National) लाई 131 450 मा Medicare तथा Child Support भुिानी तथा सेवाका लातग
तपाई humanservices.gov.au/enough पतन ेनय सक्नुहुन्छ वा सेवा केन्रमा जान सक्नुहुन्छ।
थप जानकािी
Family Safety Pack अिंग्रेजी ि अन्य धेिै भाषा रुमा छपलब्ध छ। यसमा पारिवारिक तथा घिेलु ह िंसा, यौन आक्रमण, बलजफ्ती तववा तथा पाटयनि तभसाका सम्बन्धमा अष्ट्रेतलयाको कानुनबािे जानकािी पाईन्छ। dss.gov.au/familysafetypack मा गएि यस्लाई ेनुय ोस्।
य ा थुप्रै सामुदातयक स ायता सेवा रु पतन छपलब्ध छन्, जस्तैैः
- 1800RESPECT
1800 737 732 मा फोन गनुय ोस् — दोभाषे सेवा छपलब्ध छ — वा 1800RESPECT.org.au मा जानु ोस् 1800RESPECT एछटा िातष्ट्रय पारिवारिक ह िंसा तथा यौन आक्रमणसम्बन्धी पिामशय सेवा ो। यो सेवा तनैःशुल्क ि गोप्य छ । यो कदनहु २४ सै घण्टा ि प्ताको सातै कदन छपलब्ध छ।
- Family Relationship Advice Line
1800 050 321 मा फोन गनुय ोस् वा familyrelationships.gov.au मा जानु ोस्।
The Family Relationship Advice Line ले पारिवारिक सम्बन्धजन्य समस्या तथा सम्बन्धतवच्छेदपतछको आमाबाबुको बन्दोबस्तका बािेमा जानकािी तथा सुझाव प्रदान गदयछ। यसको वेबसाइटमा अनुवाद गिेका जानकािी पाईन्छ ि यसले तपाईलाई मद्दत गनय सक्ने स्थानीय सेवाक ा तसफारिस गनय सक्छ।
सोमबाि देतख शुक्रबाि तब ान ८ बजेदेतख बेलुका ८ बजेसम्म, ि शतनबाि तब ान १० बजेदेतख कदछ सो ४ बजेसम्म यो सेवा छपलब्ध छ (सावयजतनक तबदामा बन्द ि न्छ)।
- MensLine Australia
1300 789 978 मा फोन गनुय ोस् वा अिंग्रेजी भाषामा छपलब्ध जानकािीका लातग मारसि ो भने mensline.org.au मा जानु ोस्।
MensLine Australia ले पुरुष रुलाई टेतलफोन तथा अनलाइन स ायताका साथै रिफि सेवा तथा जानकािी छपलब्ध गिाछ छ। यसले पारिवारिक तथा घिेलु ह िंसाको अनुभव गिेका वा यसको असि पिेका व्यति रुलाई तवशेषज्ञ स ायता पतन छपलब्ध गिाछ छ।
कदनको २४ सै घण्टा, प्तामा सातै कदन छपलब्ध छ।
- Financial Counselling Australia
1800 007 007 मा फोन गनुय ोस् वा अिंग्रेजी भाषामा छपलब्ध जानकािीका लातग financialcounsellingaustralia.org.au मा जानु ोस्।
Financial Counselling Australia ले तवत्तीय समस्या भोतगि ेका मातनस रुका लातग तनैःशुल्क गोप्य तवत्तीय पिामशय प्रदान गदयछ। यसले मातनस रुलाई ऋणको चक्रव्यू बाट बात ि तनस्कन मद्दत गछय।
सोमबािदेतख शुक्रबाि, तब ान ९.३० देतख सा झ ४.३० सम्म यो सेवा छपलब्ध छ (सावयजतनक तबदामा बन्द हुन्छ)। यो नम्बिले स्वचातलतरुपमा तपाईको िाज्य वा प्रान्तको नतजकको सेवा प्रदायकलाई प्रमयक्ष रूपमा सम्पकय गिाछ छ। प्रदेशको सेवा प्रदायकक ा तपाईलाई जोतिकदन्छ।
Family and domestic violence. It's time to say enough.
Family and domestic violence is not acceptable.
Family and domestic violence is behaviour that can cause a person to be fearful.
It can be:
- physical, verbal, emotional, sexual or psychological abuse
- neglect
- financial abuse
- stalking
- control of someone
- harm to a person, animal or property
- stopping spiritual or cultural participation, and
- exposing children to these behaviours.
ENGLISH
All people can experience family and domestic violence. It can happen in all types of relationships including:
- past or current relationships, it doesn't matter the gender or sexuality
- relatives and guardians
- carers of older people, people with disability or a medical condition, and
- culturally recognised family groups.
People affected by family and domestic violence may live in fear for themselves and their family. This can happen even when they've left a violent relationship.
Support
If you or someone you know is affected, we can connect you to services in the community, including specialists, emergency accommodation, housing and legal assistance.
We can also check if you are eligible for our payments and services, including:
- income support payments
- Crisis Payment
- exemptions from seeking employment
- collecting child support
- social work services.
We have free interpreters and translators. To speak to us in your language:
- call 131 202 about Centrelink payments and services, or
- the Translating and Interpreting Service (TIS National) on 131 450 about
- Medicare and Child Support payments and services.
You can also go to humanservices.gov.au/enough or visit a service centre.
More information
A Family Safety Pack is available in English and in a range of languages. It has information about Australia's laws regarding family and domestic violence, sexual assault, forced marriage and partner visas. Go to dss.gov.au/familysafetypack
There are also a range of community support services available, including:
- 1800RESPECT
Call 1800 737 732—interpreting services are available—or go to 1800RESPECT.org.au 1800RESPECT is the national family violence and sexual assault counselling service. The service is free and confidential. Available 24 hours a day, seven days a week.
- Family Relationship Advice Line
Call 1800 050 321 or go to familyrelationships.gov.au
The Family Relationship Advice Line provides information and advice on family relationship issues and parenting arrangements after separation. It has translated information on its website and can refer you to local services that can help.
Available 8 am to 8 pm Monday to Friday and 10 am to 4 pm Saturday (closed public holidays).
- MensLine Australia
Call 1300 789 978 or go to mensline.org.au for English information only.
MensLine Australia provides telephone and online support for men, information and a referral service. It also provides specialist support to those who inflict or experience family and domestic violence.
Available 24 hours a day, seven days a week.
- Financial Counselling Australia
Call 1800 007 007 or go to financialcounsellingaustralia.org.au for English information only.
Financial Counselling Australia offers free confidential financial counselling for people experiencing financial problems. It can help people to get out of the cycle of debt.
Available 9.30 am to 4.30 pm Monday to Friday (closed public holidays). The number will automatically direct you to a service provider in a state or territory closest to you.
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PENNANT HILLS WAR MEMORIAL CHILDREN'S CENTRE
3-7 Shields Lane, Pennant Hills NSW 2120. Telephone: 9484 1133
Postal Address: PO Box 537, Pennant Hills NSW 1715
Email: [email protected]
ABN 85 129 536 459
PENNANT HILLS WAR MEMORIAL CHILDREN'S CENTRE (PHWMCC)
PROVIDING A CHILD SAFE ENVIRONMENT POLICY
Introduction
PHWMCC has a moral and legal responsibility to ensure that the rights and best interests of the child are paramount and that we will provide training, resources, information and guidance to support this.
All children have the right to experience quality education and care in an environment that promotes opportunities to thrive with adults who safeguard and advocate for their health, safety, security and wellbeing.
Educators must consider all of the elements of wellbeing, and ensure that programs also acknowledge the importance of risk management to provide a safe environment and reasonably protect children from potential harm.
Aim
At PHWMCC we will:
- Ensure that the health, safety and wellbeing of children is protected at all times.
- Protect and advocate for the rights of all children to feel safe, and be safe, at all times.
- Ensure all educators and staff act in the best interests of each child.
- Maintain a culture in which children's rights are respected.
- Monitor and minimise hazards and safety risks in the environment.
- Listen to and respect the views of children, and appropriately consider these.
Procedure
The Physical Environment
In order to promote a safe physical environment PHWMCC will:
- Ensure all equipment and materials used at the service meet relevant safety standards.
- Remove, repair or replace worn and damaged buildings, structures, equipment and resources which may provide a safety risk for children in a timely manner.
- Ensure learning environments are established that provide appropriate child groupings, sufficient space, and include carefully chosen and well-maintained resources and equipment.
- Organise indoor and outdoor spaces to ensure risks to health and safety are minimised.
- Conduct annual safety inspections and maintenance in order to minimise risk to children – electrical tagging, pest inspection, playground inspection, hot water testing, tree inspections (as required).
- Conduct an inspection of the preschool on a quarterly basis to determine any risks to children's health and safety.
- Conduct an inspection of each room weekly, and of the outdoor area each day.
- Report any risks or hazards within the preschool to the Nominated Supervisor as soon as possible, so that repairs and maintenance can be carried out.
- Analyse and evaluate the risks associated with identified hazards.
- Determine appropriate ways to eliminate or control identified hazards.
- Review risk assessments after any serious incident report is made to the Regulatory Authority.
- Ensure smoking is banned within the grounds of, and within 4 metres of any entrance of the preschool.
- Make sufficient allowance within budgets to allow for the replacement of worn and damaged equipment and resources which may pose safety risks for children.
- Make sufficient allowance within budgets to allow the adequate maintenance of all indoor and outdoor environments.
Staffing and Supervision
PHWMCC will:
- Ensure that sufficient numbers of educators are employed to ensure adequate supervision of children at all times.
- Manage rosters to not only ensure that adequate numbers of educators are on duty to meet ratio and qualification requirements but that duty of care implications are considered to ensure adequate supervision at all times.
- Ensure that staff will be made aware of the need for adequate supervision of children at all times. This may include the development of supervision charts for outdoor or indoor areas.
- Ensure screening and suitability of staff and volunteers as per the legislation and policy at the time of employment, and as part of an ongoing process.
- Respond proactively to emerging staff performance concerns.
Child Protection
- Refer to the PHWMCC Child Protection Policy.
- All educators, staff and volunteers of our preschool are Mandatory Reporters and are required to report to the Child Protection Helpline (Phone : 132 111) or eReport at https://reporter.childstory.nsw.gov.au/s/ if they have reasonable grounds to suspect a child or young person is at risk of significant harm and have current concerns about the safety, welfare or wellbeing of a child or young person.
- The Mandatory Reporter Guide will be used to guide decision making and determine whether or not to report to the Child Protection Helpline under the risk of significant harm reporting threshold.
- Staff will undertake training in order to effectively:
o make appropriate responses to all disclosures of abuse and any allegation of abuse against staff members of the service;
o understand the responsibilities and processes as a mandatory reporter;
o be able to recognise the factors that increase a child's vulnerability to maltreatment; and
o be aware of the vulnerabilities which may indicate a need to assess, monitor or curtail the behaviour of individuals in relation to children and young people within the preschool.
Roles and Responsibilities
Approved Provider
Ensure all staff have access to relevant professional development.
-
- Ensure that the Nominated Supervisor and staff members at the preschool who work with children are advised of current child protection legislation, its application, and any obligations that they may have under that law.
- Ensure all members of the Management Committee and all staff of the preschool have current Working With Children Checks and that these are verified annually.
- Ensure that families are aware of and have access to the PHWMCC Complaints Handling Policy.
- Ensure that there is a rigorous and consistent recruitment, screening and selection process when employing new staff.
- Ensure that the premises are maintained at a high standard, in order to minimise risk.
- Ensure that the premises provide clear visibility between classrooms, bathrooms and outdoors so that staff can always be seen, thereby minimising any risk to children. Staff are never to be out of sight with a child / children.
Nominated Supervisor
- Ensure all staff are aware of how to access the Mandatory Reporter Guide.
- Ensure all staff complete regular approved Child Protection Training.
- Ensure all staff have access to the Child Wellbeing and Child Protection NSW Interagency Guidelines.
- Ensure screening and suitability processes are maintained to meet policy and legislated requirements.
- Identify and provide appropriate resources and training to assist staff, contractors, visitors, volunteers and students to implement this policy (refer to Useful Resources at the end of this document).
- Keep up to date and comply with any relevant changes in legislation and practices in relation to this policy.
- Co-operate with other services and/or professionals in the best interests of children and their families.
- Ensure that families are made aware of support services available to them.
- Protect the rights of children and their families.
- Ensure that staff are supported to implement this policy.
Early Childhood Educators
- Raise concerns when barriers or threats to the protection of children and young people's safety and wellbeing are identified, including through the conduct of other adults at the preschool.
- Act in accordance with the obligations outlined in this policy.
- Keep up to date and comply with any relevant changes in legislation and practices in relation to this policy.
- Follow all record keeping requirements.
- Identify any potential for risk and harm to a child at the preschool and develop and implement effective prevention strategies in consultation with the Approved Provider and the Nominated Supervisor.
- Undertake appropriate training and education on child protection.
- Co-operate with other services and/or professionals in the best interests of children and their families.
- Inform families of support services available to them and of the assistance these services can provide.
- Ensure that no child is left alone (or is out of sight) with a contractor, visitor, volunteer, student or parent/guardian at the preschool.
- Implement the procedures for reporting suspected child abuse.
- Notify the Nominated Supervisor or the Approved Provider immediately on becoming aware of any concerns, complaints or allegations regarding the health, safety and welfare of a child at the preschool.
- Offer support to the child and their family, and other staff in response to concerns or reports relating to the health, safety and wellbeing of children.
- Maintain confidentiality at all times.
Families
- Report any concerns, including in relation to potential for child abuse, to the Nominated Supervisor
- Comply with this policy.
Monitoring, Evaluation and Review
This policy will be monitored to ensure compliance with legislative requirements and unless deemed necessary through the identification of practice gaps, the preschool will review this policy every three years.
Families and staff are essential stakeholders in the policy review process and will be given opportunity and encouragement to be actively involved.
In accordance with R. 172 of the Education and Care Services National Regulations, the preschool will ensure that families of children at the preschool are notified at least 14 days before making any change to a policy or procedure that may have significant impact on the provision of education and care to any child enrolled at the preschool; a family's ability to utilise the preschool; the fees charged or the way in which fees are collected.
Definitions
Regulatory Authority:
Early Childhood Education and Care Directorate
Approved Provider:
Pennant Hills War Memorial Children’s Centre Management Committee
Nominated Supervisor:
Director of Pennant Hills War Memorial Children’s Centre Nominated Supervisor or an Educator who has been placed in day-to- day charge of the Preschool
Responsible Person:
Early Childhood Educators: Teachers and Child Care Workers
Related Legislation
Education and Care Services National Law Act 2010: Sections 165,167 Education and Care Services National Regulations 2011: Regulations 84, 99, 158-159, 168, 172, 176
Child Protection (Working with Children) Act 2012
Child Protection (Working with Children) Regulation 2013
Ombudsman Act 1974 – Part 3A
Privacy Act 1988
Smoke Free Environment Act 2000
Related Guidelines,
National Quality Standards
Standards, Frameworks Quality Area 2 Children's Health and Safety – Standard 2.2
Quality Area 3 Physical Environment – Standard 3.1, 3.2
Quality Area 7 Governance and Leadership – Standard 7.1, 7.2
Sources
Community Early Learning Australia – Providing a Child Safe Environment Sample Policy
Office of the Children's Guardian Child Safe Sample Policy
Relevant Documents
PHWMCC Child Protection Policy
PHWMCC Staff Code of Conduct Policy
PHWMCC Staff Interactions with Children Policy
PHWMCC Incident, Injury, Trauma and Illness Policy
PHWMCC Alcohol, Drugs and Smoking Policy
PHWMCC Volunteers, Students and Visitors Policy
PHWMCC Privacy and Confidentiality Policy
PHWMCC Complaints Handling Policy
PHWMCC Risk Management Policy
PHWMCC Working Together Policy and Agreement
PHWMCC Maintenance / WHS Policies (to be updated)
PHWMCC Recruitment Policy (to be updated)
Useful Resources:
Australian Children's Education and Care Quality Authority
(ACECQA) –www.acecqa.gov.au
Mandatory Reporter Guide & training including e-learning presentation www.keepthemsafe.nsw.gov.au
eReporting is available at https://reporter.childstory.nsw.gov.au/s/ Working With Children Check -
www.kidsguardian.nsw.gov.au/working-withchildren/working-with- children-check
Become a Childsafe Organisation –
www.kidsguardian.nsw.gov.au/child-safeorganisations/become-a- child-safe-organisation
Childsafety Australia – www.childsafetyaustralia.com.au
United Nations Convention on the Rights of the Child – www.unicef.org.au
The Supporting young children’s rights: Statement of intent (2015- 2018) – www.earlychildhoodaustralia.org.au
Australian Human Rights Commission – www.humanrights.gov.au Australian Childhood Foundation – www.childhood.org.au Families NSW - Supporting Families to Raise Children - www.families.nsw.gov.au
Policy Reviewed:
May 2019
Next Review Date:
May 2022
Child Safe Risk Management Template OOCG
Other Child safe templates
Child Safe risk Management Strategy
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4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
Your Four Year Old
Four year olds are active and enthusiastic! Your challenge will be to keep up during this special year. Your child will may show a strong identity with the opposite sex parent. Encourage family togetherness.
Children will ideally have opportunities for social experience – away from you. Encourage a few household jobs and situations in which your child is allowed to figure things out. Preschool programs are encouraged. During this year your child will become more aware of social issues, gender, race, and handicaps. This is a prime time to continue open minded and positive attitudes and dispel untruths.
Four year olds are enthusiastic rule keepers and enforcers. Use this tendency to teach car seat use, hand washing, tooth brushing, and why we eat nutritious foods. Some regrets about misbehavior and the concept of right and wrong is developing. However, they often realize the rule itself and the whys.
At this age, children learn by doing. Provide lots of activities. The more opportunities provided the more they learn. Fantasy and "pretend" friends are common. Your child may also tell untrue stories or tall tales. These exaggerations represent what children believe and wish was true in their imagination. Continue to stress reality.
Your four year old may become bossy and express a "know it all" attitude. This may frustrate parents but in part this reflects positive confidence and self-esteem. He/She may use "big" words and speech may sound adult at times. Smart talk and four letter words may also creep in. Your child will be prone to strong reactions. Moderate feelings are not common at this age!
Nutrition
It is safe to decrease saturated fat in their diet – especially with the use of lower fat milk. We recommend 2% or less. Try to avoid high fat meals. Lean meat, poultry, low fat dairy products, and whole grains are recommended in moderation with emphasis on fruits and vegetables.
4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
Dental
Regular brushing and dental care is necessary. Dental visits are recommended every six months.
Sex Education
This is the age where interest in where babies come from and how boys and girls are different emerges. There are many books available to help you discuss this with your child. Please see our suggested reading section. Whether your child asks questions or not, it is a good time to be prepared and use books and/or opportunities to teach your child beginning information.
Safety
Supervise your child at all times - especially for outdoor and water activities.
Prevent access to electrical tools, matches, or lighters. Discuss fire safety and have smoke alarms on every level of your home.
Lock up firearms! Keep firearms and ammunition in separate, safe places. Firearms should be unloaded and NEVER available to children.
Think toy safety! Avoid toys with projectile parts or violent intent. Explosives or fireworks should never be around children.
Use helmets for bicycles, scooters, skateboards, etc.
Teach children to NEVER go with or accept items or food from people they do not know. Avoid strange dogs, too. (See Body Safety Handout)
A Few Words on Being a Parent
Strong responses, greater verbal abilities, and inflexibility of thinking often lead many parents into power struggles with their four year olds. The guiding theme is unconditional love.
4171 Westport Road 6112 Crestwood Station
Louisville, KY 40207 Crestwood, KY 40014
(502)896-8868
www.eastlouisvillepediatrics.com
NEXT CHECKUP: 5 YEARS OF AGE
Please ensure your child's immunizations are completed to this age. If not, please arrange to complete them.
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Texts: One Snowy Night, Non Chronological Reports on Polar Animals, The Snow Queen
Reading: Children will take part in guided reading sessions and whole class reading sessions.
Writing: Children will learning to write and adapt stories. They will also be learning to write letters and their own non-chronological report about an arctic animal.
Grammar Year 2: Sentence types, Word classes,
Apostrophes, Tenses, Suffixes
Handwriting:
Form lower-case letters of the correct size relative to one another. Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Cursive – Journey to cursive scheme
Geography
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.
* Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
* Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting nonEuropean country.
History
* Learning about different arctic explorers
* Show an awareness of the past, using common words and phrases relating to the passing of time
* Sort artefacts from 'then' and 'now'
* Discuss the lives of significant individuals in the past who have contributed to national and international achievements and use some to compare aspects of life in different periods
Robins Curriculum
Music
* Music Express units –
* Water, Our Bodies, Animals, Pattern
Computing
* Create a topic- based e-book
* Sequencing simple algorithms and programs
PE
* Invasion games skills (attacking and defending focus)/Basketball
* Health and Fitness
Polar Explorers Spring term
RE & PSHE incl diversity
RE-Families & Worship and Ceremonies PSHE- Happy and Healthy me, Me and my safety.
Maths
White Rose Maths Scheme
Multiplication & Division, Statistics, Properties of shape, Fractions
Science
Living things and their habitats
* Explore and compare the difference between things that are living, dead and things that have never been alive
* Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of animals and plants, and how they depend on each other.
* Identify and name a variety of plants and animals in their habitats, including micro- habitats.
* Describe how animals obtain their food from plants and other animal
Materials
* Describe how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
* Identify and compare the suitability of a variety of everyday materials for particular uses
DT
Make a diorama:
* Create products using levers, wheels and winding mechanisms.
* Design products that have a clear purpose and an intended user.
* Make products, refining the design as work progresses. Explore and use mechanisms such as wheels, axels, levers and sliders.
Art
Draw lines of different sizes and thickness. Colour (own work) neatly following the lines. Show pattern and texture by adding dots and lines. Show different tones by using coloured pencils.
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African Americans and Their Families
Need Paid Sick Days
JANUARY 2017
Everyone gets sick, and everyone needs time to recover. Yet more than 7.3 million black workers – nearly 40 percent of black workers – in the United States cannot earn a single paid sick day, forcing them to choose between their health and the health of their families and their economic security when they get sick or need to care for a sick loved one. 1 The consequences can be devastating. It is past time for a national paid sick days standard that would protect the well-being of African Americans and all working families.
Too Many African Americans are Forced to Choose Between Their Jobs and Their Health or Their Families
A lack of paid sick days threatens African Americans' job security.
Thirty-eight percent of African Americans – including 41 percent of black men and 36 percent of black women – cannot earn a single paid sick day. 2 When illness strikes, they must risk their jobs and financial stability by staying home, or their health and the health of their communities by going to work.
Job loss due to illness is a serious threat for black families without paid sick days. Nationally, nearly one in four adults report having lost a job or being told they would lose a job for taking time off due to illness or to care for a sick family member. 3 Coupled with the fact that African Americans who are unemployed typically search for more than
"90 percent of African Americans support paid sick days legislation."
— National Opinion Research Center at the University of Chicago, 2010
4
three months for a new job, job loss is a risk many black workers cannot afford to take.
Getting sick can have serious economic consequences for African Americans without paid sick days.
On average, black workers are paid less and have less savings and access to wealth than white workers. More than 30 percent of black households have no net savings or assets to draw on during an unexpected loss of income. 5 As of 2015, more than one in five black families (22 percent) were living in poverty. 6
Just a few days of lost pay is equivalent to losing an entire month's worth of groceries or health care expenses for a typical family without paid sick days. 7 Since
African American workers are paid less, on average, than white workers, a loss of income can add up even more quickly. 8
Many black workers risk their health because they can't earn paid sick days.
Workers without paid sick days are less likely to go to the doctor or access preventive care. 9 This barrier to accessing care can be especially harmful to African Americans, who are 60 percent more likely to have diabetes than their white peers and have substantially higher mortality rates from stroke, heart disease and breast cancer. 10
Since the passage of the Affordable Care Act, 2.3 million previously uninsured black adults have gained health coverage. 11 However, in order to fully realize the benefits of health insurance, many African Americans still need job-protected time to seek care.
When black parents and caregivers are denied paid sick days, their entire families suffer.
The vast majority (80 percent) of African Americans with children under 18 were in the labor force in 2015, 12 and 81 percent of black mothers are primary breadwinners for their families. These working parents need time to care for their children when they get sick and time to take them for check-ups and immunizations. 13
African Americans tend to have significant adult and elder care responsibilities. One in five African Americans serves as a caregiver to an adult family member or someone close to them, and a majority of these caregivers (52 percent) work full time. 14 Black family caregivers who are denied paid sick days face additional – and sometimes impossible – barriers to taking time away from work to accompany their loved ones to doctor's appointments, administer medication or deal with a medical emergency.
Black Workers and Their Families Deserve a Solution
A national paid sick days law would enable millions of working people, including African Americans, to earn job-protected paid sick days. Currently, seven states (Arizona, Connecticut, California, Massachusetts, Oregon, Vermont and Washington) and 32 localities have – or will soon have – paid sick days laws in place, 15 and a growing body of evidence shows that existing laws are working well. 16 Black workers are often at the center of campaigns to pass these laws, joining advocates for workers, women and children, as well as public health experts, to win these important protections.
The Healthy Families Act would set a national paid sick days standard. For businesses with 15 or more employees, the Healthy Families Act would enable working people to earn up to seven job-protected paid sick days each year to recover from short-term illness, provide care for a sick family member, access preventive care or seek assistance related to domestic violence, sexual assault or stalking. Workers in businesses with fewer than 15 employees would earn up to seven job-protected unpaid sick days each year to be used for the same reasons, unless their employers choose to offer paid sick days. People across the United States – and especially African Americans – should have a fair shot at getting the care they need or caring for a loved one. Learn more at PaidSickDays.org.
1 U.S. Census Bureau. (2014). American Community Survey 1-Year Estimates 2014, Sex by Age by Employment Status for the Population 16 Years and Over (Black or African American Alone), Table C23002B. Retrieved 17 January 2017, from https://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_14_1YR_C23002B&prodType=table; Xia, J., Hayes, J., Gault, B., & Nguyen, H. (2016, February). Paid Sick Days Access and Usage Rates Vary by Race/Ethnicity, Occupation, and Earnings. Institute for Women's Policy Research Publication. Retrieved 17 January 2017,
2
from http://www.iwpr.org/publications/pubs/paid-sick-days-access-and-usage-rates-vary-by-race-ethnicity-occupation-and-earnings#sthash.2EEKh9Fj.dpuf (Unpublished calculation based on the number of Black workers in the civilian labor force multiplied by the percent of employed black workers without paid sick days)
2 Xia, J., Hayes, J., Gault, B., & Nguyen, H. (2016, February). Paid Sick Days Access and Usage Rates Vary by Race/Ethnicity, Occupation, and Earnings. Institute for Women's Policy Research Publication. Retrieved 17 January 2017, from http://www.iwpr.org/publications/pubs/paid-sick-days-access-and-usage-rates-vary-by-race-ethnicity-occupation-andearnings#sthash.2EEKh9Fj.dpuf
3 Smith, T. W., & Kim, J. (2010, June). Paid Sick Days: Attitudes and Experiences (p. 6). Public Welfare Foundation and National Opinion Research Center at the University of Chicago Publication. Retrieved 17 January 2017, from http://www.nationalpartnership.org/research-library/work-family/psd/paid-sick-days-attitudes-and-experiences.pdf
4 U.S. Bureau of Labor Statistics. (2016, October 7). A-36: Unemployed persons by age, sex, race, Hispanic or Latino ethnicity, marital status, and duration of unemployment Retrieved 17 January 2017, from http://www.bls.gov/web/empsit/cpseea36.htm.
5 Corporation for Enterprise Development. (2016). Assets & Opportunity Scorecard: Extreme Asset Poverty Rate. Retrieved 17 January 2017, from http://scorecard.assetsandopportunity.org/latest/measure/extreme-asset-poverty-rate
6 U.S. Census Bureau. (2016). 2015 American Community Survey 1-Year Estimates, Table S0201: Selected Population Profile in The United States. Retrieved 17 January 2017, from http://factfinder.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_15_1YR_S0201&prodType=table
7 Green, A., Filion, K., & Gould, E. (2011, June 29). The need for paid sick days: The lack of a federal policy further erodes family economic security. Economic Policy Institute Publication. Retrieved 17 January 2017, from http://www.epi.org/publication/the_need_for_paid_sick_days/
8 Black women who hold full-time, year-round jobs in the United States are paid, on average, just 63 cents for every dollar paid to white, non-Hispanic men while black men are paid just 72 cents for every dollar paid to white, non-Hispanic men. U.S. Census Bureau. (2016). Current Population Survey, Annual Social and Economic (ASEC) Supplement: Table PINC-05: Work Experience in 2015 – People 15 Years Old and Over by Total Money Earnings in 2015, Age, Race, Hispanic Origin, and Sex. Retrieved 17 January 2017, from http://www.census.gov/data/tables/time-series/demo/income-poverty/cps-pinc/pinc-05.html (Unpublished calculation based on the median annual wages of white, nonHispanic men, black women and black men who worked full time, year-round in 2015)
9 Peipins, L. A., Soman, A., Berkowitz, Z., & White, M. C. (2012, July 12). The lack of paid sick leave as a barrier to cancer screening and medical care-seeking: results from the National Health Interview Survey. BMC Public Health, 12(520). Retrieved 17 January 2017, from http://www.biomedcentral.com/content/pdf/1471-2458-12-520.pdf
10 Families USA. (2014, April). African American Health Disparities Compared to Non-Hispanic Whites
. Retrieved 17 January 2017, from http://familiesusa.org/product/african- american-health-disparities-compared-to-non-hispanic-whites
11 U.S. Department of Health and Human Services. (2015, September 16). The ACA is Working for the African American Community. Retrieved 17 January 2017, from http://www.hhs.gov/healthcare/facts-and-features/fact-sheets/aca-working-african-american-community/index.html
12 Dunn, D. (2016, September 22). Personal communication. (Unpublished calculation from U.S. Bureau of Labor Statistics data)
13 National Partnership for Women & Families. (2015, August). Healthy Kids, Healthy Schools: The Case for a National Paid Sick Days Standard. Retrieved 17 January 2017, from http://www.nationalpartnership.org/research-library/work-family/psd/healthy-kids-healthy-schools-the-case-for-paid-sick-days.pdf
14 National Alliance for Caregiving. (2015, June). Caregiving in the U.S. 2015. National Alliance for Caregiving and AARP Public Policy Institute Publication. Retrieved 17 January 2017, from http://www.caregiving.org/wp-content/uploads/2015/05/2015_CaregivingintheUS_Final-Report-June-4_WEB.pdf
15 National Partnership for Women & Families. (2016, September 13). Current Paid Sick Days Laws
. Retrieved 17 January 2017, from http://www.nationalpartnership.org/research-library/work-family/psd/paid-sick-days-low-cost-high-reward.pdf
16 National Partnership for Women & Families. (2015, November). Paid Sick Days: Low Cost, High Reward for Workers, Employers and Communities. Retrieved 17 January 2017, from http://www.nationalpartnership.org/research-library/work-family/psd/paid-sick-days-low-cost-high-reward.pdf
The National Partnership for Women & Families is a nonprofit, nonpartisan advocacy group dedicated to promoting fairness in the workplace, access to quality health care and policies that help women and men meet the dual demands of work and family. More information is available at NationalPartnership.org.
Founded in 1909, the NAACP is the nation's oldest and largest civil rights organization. Its members throughout the United States and the world are the premier advocates for civil rights in their communities, conducting voter mobilization and monitoring equal opportunity in the public and private sectors. More information is available at NAACP.org.
©2017 National Partnership for Women & Families and NAACP. All rights reserved.
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The Frazier family: introduction
To understand why a solicitor in land-locked Birmingham would want to join the Royal Navy Voluntary Reserve in WW1, one only has to view the Frazier family tree to see that they had a long maritime tradition. Rowland's great grandfather, John was a master mariner before he became a superannuated coast guard in later life. Grandfather, James, was a fisherman and master mariner on the brig 'Bideford' registered in the 1843 Lloyd's Register of shipping. Although Rowland's father George became a factor for soap before moving to Birmingham to set up a grocery business his brother James (Rowland and Gordon's Uncle Jack) became Captain of the clipper 'Pacific' and a maritime record breaker, setting a new record for the fastest crossing from Barrow to Valparaiso, Chile in 68 days via Cape Horn in March 1871.
Still in the age of sail, Jack went on to command the SS Waterloo and later the SS Dunkeld on a voyage to Australia.
SS Uganda
On going into steam, Jack had command of several vessels including the SS
Uganda at the time of the Boer War, from 1899 to 1902, transporting horses from Buenos Aires to Cape Town for the use of the British Army. After the Boer War, Jack commanded the SS Uganda and several other vessels transporting live cattle as deck cargo from America to Liverpool and other British ports at a time when the development of refrigeration began to render the transportation of frozen meat more profitable. One of the last ships he captained was the SS Roseneath of Cardiff about 1910.
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OUTCOMES
and adolescents develop age-appropriate competencies (emotional and cognitive), master skills, and improve self-esteem through positive interpersonal interactions, and develop selfefficacy as a coping strategy. They learn to interact appropriately with others and participate in community activities. Resilient people accept illness as an adversity that can be overcome, use humor as a way to cope, develop appropriate social skills and resources, feel hopeful about the future, and work to fulfill their dreams.
People who are RESILIENT communicate positively, experience good physical and mental health, and feel accepted and included in life. Resilient children
In RECOVERY, the individual defines the role of family and significant others. Recoveryoriented services and supports encourage reconciliation and forgiveness. Individuals experience good physical and mental health and feel accepted and included in life. They develop skills and competencies according to their own plans; build confidence and self-esteem through work, relationships, power, choice, hope, and control; and develop self-efficacy and self-management skills. Adults focus on being productive members of the community. Individuals learn to accept and understand their illness, take inventory of their strengths, develop empathy for others, and develop behaviors to manage symptoms and cope with life's stressors. Individuals develop the skills and abilities to nurture supportive relationships. Individuals feel hopeful about the future and work to fulfill their dreams.
INDICATORS
supportive relationships. Children have strong family bonds and attachments to caring adults and develop positive self-concepts and values.
People who are RESILIENT understand the challenges presented by illness and adversity and that discomfort is part of life. They establish independence and develop
People in RECOVERY accept illness and challenging life circumstances and tolerate discomfort as part of life. Individuals establish independence, develop supportive relationships and community connections, experience selfempowerment with humility, and take control of their own lives.
SUPPORTIVE SERVICES
and a choice of providers. Treatment plans are individualized, respect the child/family/ community culture, help maximize financial resources, prevent abuse and neglect, and focus on quality early care and education.
Families of RESILIENT children have treatment goals appropriate to the developmental age of the child, access to individualized and evidence-based services,
Individuals in the RECOVERY process receive services and treatment through approaches that support recovery, choose their type of treatment and supports, and set manageable goals. Services are person-centered, individualized, and respect the child/family/community culture. Services emphasize working to achieve financial independence and the importance of supportive relationships.
RESILIENCY RECOVERY
From The Allegheny County Coalition for Recovery (ACCR) Child and Family Committee
Although the term "recovery" may be understood in many ways, the concept of recovery is the catalyst for development and change in behavioral health services.
In child and adolescent systems, another term commonly used is "resiliency" which describes both innate and developed abilities to withstand stress and adversity. Services promoting resiliency are focused on strengths, providing hope and developing potential. Both resiliency and recoveryoriented services reject the idea that illnesses are permanent or defining or that they cannot be overcome.
An attempt to identify the common elements of recovery and resiliency follows. Despite some similarities, these terms should not be used interchangeably. Resiliency may occur with or without an antecedent illness and might be considered as an element of recovery.
While it may never be possible to define terms in a way that everyone is comfortable with, it is clear that there are important concepts or principles that are held in common regardless of age or disability. These principles move people toward hope, productivity, autonomy, and interactivity.
For more information about recovery and resiliency, please visit the ACCR website at www.coalitionforrecovery.org.
DEFINING CONCEPTS
of challenges, not all related to mental illness.
RESILIENCY is a dynamic process in which people adapt positively within the context of significant adversity. The concept of resiliency recognizes that children have a wider range
RECOVERY is a process in which people are able to live, work, learn, and participate fully in their communities. For some individuals, this means the ability to live despite adversity. For others, recovery implies the reduction or complete remission of symptoms. Recovery also recognizes that individuals may need to recover from bad experiences with the "system."
TIME FRAME
RESILIENCY is an ongoing developmental process.
RECOVERY is an ongoing, individualized, lifelong process.
SOCIAL CONTEXT
an environment where there is an awareness of the presence and impact of violence and social disruption on the family and child.
RESILIENCY occurs in the context of peer, school and community supports when there is a strong bond within a family and a significant attachment to a caring adult. It also occurs in
RECOVERY occurs within a social context that encourages individuals to take on new roles and/or re-establish connections to a community, and when they develop reciprocal relationships with hopeful, caring others. Overcoming social stigma is part of the recovery process.
LOCUS OF CONTROL
about their child's illness/disability and ways to treat and support their child. As adolescents approach adulthood, decision making is transferred to them.
RESILIENCY recognizes the family or primary caregivers as the primary decision-makers for the child's care. Resiliency involves the family learning
RECOVERY sees the individual as the informed decision-maker—capable of making decisions about treatment options and planning for possible future times of incapacity (Advance Directives). The individual is in the driver's seat and has control of his or her life's journey with an emphasis on personal responsibility. Recovery emphasizes the importance of the individual understanding and managing his or her own illness. Family and significant others are encouraged to provide support.
The Allegheny County Coalition for Recovery (ACCR) was created by consumers, family members, and providers in response to users of recovery services who felt that they were not being heard by providers and that they seldom had opportunities to participate in their treatment. In Allegheny County, ACCR strives to transform systems of care so that they are supportive of people who have mental health or substance use problems. Hope, autonomy, choice, and affiliation are the organizing concepts of ACCR's efforts.
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Most community services and programs aim to address or meet a need in the community such as increasing community disadvantage.
safety or decreasing Whatever your program's purpose for existence, it is likely that your program or intervention is trying to change something. Explaining what you are doing and why can often be complex and difficult, as there can be multiple activities and interventions that are required to bring about the change and outcomes you are seeking.
Designing a logic model is an excellent way to simplify the complexity of your program and assimilate the causal linkages that are assumed to occur from the start of the program through to the impact it makes. The logic model defines these linkages and assumptions explicitly, making them easily understood. Logic models are also commonly used as a tool to plan and implement an evaluation. They can help you identify indicators that can measure your outcomes and success.
Logic models are an excellent communication tool because they clearly and simply explain your program to people who are not familiar with it.
A logic model is a graphic that often looks like a flow chart. While the model frequently reads from left to right there is no "correct" way of drawing a logic model. You might want a vertical logic model that reads from top to bottom or bottom to top. A circle may express your program or components within a program better than boxes. You can decide on which model you prefer.
A logic model can be developed at any stage of a program's life, but it should be the first thing you do when planning an evaluation.
Step 1:
Decide who is going to be on your team to develop the logic model. You may want key managers, practitioners and those involved in the evaluation process.
Step 2
Your team needs to agree on how the logic model is going to be used and what information is needed to
zark consultancy
Designing a Logic Model
Practice Guide
develop the logic model. Decide if the logic model should focus on a specific component of your program or broadly cover the entire program or organisation. Your decision should be driven by your evaluation or information needs.
Step 3
Consult with stakeholders and gather input from those involved in the program or experts in the field. You may need to refer to program reports, budgets or existing research.
Step 4
Identify your model's components and their relationships. The most commonly used components include:
Inputs
The resources you need to make your program possible.
Activities
The tasks and actions taking place during the implementation of the program.
Outputs
The results of the activities. These can include the amount of services you provide, the products you produce or number of clients you work with. Outputs also include how satisfied clients were with the program.
Outcomes
The changes that occur at an individual, group or community level as a result of the activities and outputs. They are often described in terms of:
Short Term: • outcomes achieved in less than 2 years
Medium Term: • outcomes achieved within 2-5 years
Long Term: • outcomes achieved after 5 years
Outcomes are sometimes referred to as "measures of effect", so they should normally begin with words such as: "increased, improved or enhanced", etc.
© 2011 zark consultancy :: www.zarkconsultancy.com
Because outcomes can take years to achieve or evaluate, you need to be very thoughtful about how and why you include them in your model. You should try to make them as measurable and specific as possible, though some will be hard to quantify or measure with accuracy.
Step 5
Develop the connections between your components by drawing lines or arrows in the diagram. Arrows reveal the direction of influence and signal the changes that are expected to occur as a result of the previous component.
Step 6
Review your logic model and answer these questions before finalising your diagram:
Is it meaningful and does it make sense? 1
Does it make the assumptions explicit? 2
Can it be verified? 3
AIM
The broad need you are addressing and change you expect.
INPUTS
What you
invest
ACTIVITIES
What you
do
OUTPUTS
Who you
reach
The
results
OUTCOMES
What
changes occur
What impact
you make
© 2011 zark consultancy :: www.zarkconsultancy.com
zark consultancy
Designing a Logic Model
Practice Guide
You should now have a diagram that depicts clearly and simply what need your program addresses, what activities you undertake, what you expect to achieve and what you hope to achieve. The next step is to collect evidence to verify your model and assumptions. This is the beginning of your evaluation process…
Designing A Logic Model Key Principles
Use a participative process •
Keep it simple •
Do not let perfection be the • enemy of progress
Use the model to tell the story of how your • program achieves change
Use arrows to show how your activities influence • the outputs and outcomes
Ensure your model is a way of thinking – not just • a graphic
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JULY 2020
TARRYTOWN
VOLUME 8 ISSUE 7
Dance Camp for Students K-8th Set for August 10 to August 13
TARRYTOWN
(Continued from Cover Page)
Austin, Texas_June 11, 2020_Young dancers from Kindergarten to 8th grade can join the award-winning Austin High Red Jackets dance team this summer for a 4-day camp filled with hip hop routines, jazzy dance mixes, high kick counts, and some arts and crafts fun.
The camp, which runs from Aug. 10 -13, offers dance time with current team members plus arts and crafts projects. While serving as a key fundraiser to support the team's activities for the year, the main focus is on connecting with young dancers and campers from the Austin community.
"Our August camp is a great opportunity for the Red Jackets to connect with the local community in a fun and creative way and, hopefully, inspire more young students to study movement, arts and dance," said Stephanie Braden Wright, Red Jacket Director. "We have girls on the team that were campers themselves and we have students who come for many years in a row to see their favorite dancers and friends. It's a great week for everyone involved and we appreciate our community for sharing their young students with us and supporting our dancers."
Established in 1926, the Austin High Red Jackets team is the oldest drill team in Austin, Texas. The team boasts 2,000 devoted alumni. Team members perform at Austin High athletic events;
For more information about the Red Jackets and to sign up for the 2019 summer camp, please visit their website at http://redjackets. snappages.com/.
compete in regional and national dance competitions; teach children's dance clinics; and produce an annual Spring Show.
Founded in 1881, Stephen F. Austin High School is one of the oldest public high schools west of the Mississippi River and was the first public high school in the state of Texas. The campus is located near Downtown Austin, on the edge of Lady Bird Lake.
Austin Film Festival is excited to launch our Virtual Film Camp Classes for the Summer of 2020! Designed for the young filmmaker stuck at home, these classes will provide both a fun and instructional creative outlet for your young storyteller. Whether a novice or advanced filmmaker, these classes are sure to take your camper's filmmaking skills to the next level. Sign up now: https://bit.ly/2zNdECJ
TARRYTOWN IMPORTANT NUMBERS
Lettuce Recycle!
by Dena Houston
QUESTIONS FROM OUR READERS – PART 2
of multiple layers of materials that cannot be separated for recycling.
Here is part 2 of the f a b u l o u s r e c y c l i n g questions I have received from the readers of "Lettuce Recycle."
I STILL DON'T HAVE CURBSIDE COMPOST COLLECTION. WHEN
WILL IT START IN MY NEIGHBORHOOD? The last rollout for curbside compost collection was originally scheduled for September 2020. Here is an update from Austin Resource Recovery: Due to the impact of COVID-19 and a delay in the delivery of essential equipment, the final phase of the Curbside Composting expansion is tentatively scheduled for late 2020. All customers will be notified of their first service date via mailed postcard as soon as the date is confirmed.
WHAT DO I DO WITH AN OLD BARBEQUE GRILL? CAN
I PLACE PARTS OF IT INTO MY CURBSIDE RECYCLING BIN? Metal grill parts cannot go into the blue curbside bin. You can take the grill to the Recycle & Reuse Drop Off Center where the steel components will be recycled OR wait till the next bulk item collection date when the entrepreneurs will pick it up.
IS ALL ALUMINUM FOIL RECYCLABLE? No, aluminum foil must be totally clean and dry (no paint or food product) in order to be recyclable. It needs to be wadded up into at least a two-inch ball. Foil tops on cream cheese, sour cream, and yogurt can be recycled if clean and dry. Some wrappers and toppers look like foil but are not. If you wad it up and it stays wadded up, it is foil. If it does not stay wadded up, it has a plastic coating on it and is not recyclable.
IS THERE ANY ADVANTAGE TO PUTTING FOOD INTO CURBSIDE COMPOSTING INSTEAD OF INTO THE GARBAGE DISPOSAL? Not really. Everything that goes into your curbside compost becomes soil. Everything that goes into your garbage disposal goes into the wastewater stream. In Austin, the sludge from the wastewater treatment plant is processed into Dillo Dirt (a type of fertilizer unique to Austin).
ARE DISPOSABLE PAPER VACUUM CLEANER BAGS ALLOWED IN THE GREEN CURBSIDE COMPOST
BIN? No, they are not. A vacuum cleaner bag could contain contaminated materials such as glass and cat litter. There is no way to open each bag to check the contents at the compost facility. Also, some bags have metal or plastic parts that make them non-compostable.
Here is a very informative City of Austin recycling website: http://www.austintexas.gov/what-do-i-do
ARE TETRA PAKS RECYCLABLE? No, they are not recyclable in Austin. Tetra paks, as well as cardboard milk and juice containers, must be placed in the trash carts. They are made
Stay tuned for future tips that will include creative ways to recycle or reuse. If you have any questions or recycling ideas, please send them to: [email protected].
They'll eat anything
By Cheryl Conley, TWRC Wildlife Center
We've all been in parking lots where we feel we're being stalked by big black birds just waiting for us to drop a morsel of food. What are they? Ravens, Crows, Grackles? If you said Grackles, you'd be correct.
about anything else they can find. They'll wade in water in search of small fish and will even eat leeches off of the legs of turtles. They steal worms from robins, raid the nests of other birds and will even kill and eat other birds. Of course, we all know that they love French fries, cookies and anything else that is dropped in a parking lot or in a trash bin.
Grackles practice a strange behavior known as anting. This involves rubbing ants on their bodies. No one knows exactly why they do this but some scientists believe the ants secrete an acid that kills feather mites. Others believe it has something to do with shedding feathers or molting.
There are actually three types of Grackles—Great-tailed Grackle, Common Grackle and the Boat-tailed Grackle. The Common Grackle is found throughout North America, the Boat-tailed Grackle can be found in the southeastern states and the Great-tailed bird is found along the Texas border and into Mexico. What you are seeing in parking lots are mainly Common Grackles.
So how do you tell the difference? Ravens are very large and have a long wedge-shaped tail. They have a thick bill. Their throat looks a little shaggy if you're ever able to get close to one. Their call is deep. Crows are about the size of a chicken. They have smaller beaks and shorter tails that are squared off at the ends. They have a higher-pitched call than Ravens. Grackles are about the size of Robins. They are easily identifiable by their iridescent f/Users/Administrator/Peel Inc Dropbox/Newsletters/ Houston/Bridgeland/2020 BG/2007 BG/Multiple_SubmittedArticle. txteathers mostly seen on their heads. They have golden eyes and their call has been compared to the sound of a rusty gate.
Just like their eating habits, grackles are not very particular when it comes to where they build their nests. Some live and nest in colonies as large as 200 breeding pairs. A female can lay from 4 to 7 eggs in a single season.
Grackles are not picky eaters. They'll eat bugs, berries, seeds and just
Right now, we're in baby bird season. Some birds that are brought to us for care should have been left where they were. If you find a baby bird, please give us a call and let us help you determine if the bird needs help or not. Our website also has some great information on a number of topics. www.twrcwildlifecenter.org 713.468.8972
TARRYTOWN
The Tarrytown Newsletter is a private publication published by Peel, Inc. It is not sanctioned by any homeowners association or organization, nor is it subject to the approval of any homeowners association or organization, nor is it intended, nor implied to replace any publication that may be published by or on behalf of any homeowners association or organization. At no time will any source be allowed to use the Tarrytown Newsletter's contents, or loan said contents, to others in anyway, shape or form, nor in any media, website, print, film, e-mail, electrostatic copy, fax, or etc. for the purpose of solicitation, commercial use, or any use for profit, political campaigns, or other self amplification, under penalty of law without written or expressed permission from Peel, Inc. The information in the newsletter is exclusively for the private use of Peel, Inc.
DISCLAIMER: Articles and ads in this newsletter express the opinions of their authors and do not necessarily reflect the opinions of Peel, Inc. or its employees. Peel, Inc. is not responsible for the accuracy of any facts stated in articles submitted by others. The publisher also assumes no responsibility for the advertising content with this publication. All warranties and representations made in the advertising content are solely that of the advertiser and any such claims regarding its content should be taken up with the advertiser.
* The publisher assumes no liability with regard to its advertisers for misprints or failure to place advertising in this publication except for the actual cost of such advertising.
* Although every effort is taken to avoid mistakes and/or misprints, the publisher assumes no responsibility for any errors of information or typographical mistakes, except as limited to the cost of advertising as stated above or in the case of misinformation, a printed retraction/correction.
* Under no circumstances shall the publisher be held liable for incidental or consequential damages, inconvenience, loss of business or services, or any other liabilities from failure to publish, or from failure to publish in a timely manner, except as limited to liabilities stated above.
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June Study Guide
This guide moves rapidly through several rules, especially Rule 1 and 2. More in depth of Rule 8 is covered here. July guide will involve the remaining Rules 9/10. Lot's to cover so let's get to it.
1-1
Know when GHSA officials take jurisdiction prior to kickoff and how far post game jurisdiction extends and for what specific reason(s).
1-2
How large are team boxes?
When the pylon(s) are properly placed are they inbounds or out of bounds at the intersection of the goal lines and sidelines?
1-5
Know required protective equipment and legal and illegal manners they are worn.
Know types of illegal equipment.
What process happens after illegal equipment or legal equipment is worn improperly is discovered?
2-3
When can an offensive player legally push, pull (obviously requires grabbing) an opponent?
When can a defensive player push, pull or ward off an opponent? What is a chop block? Define blocking below the waist. Define a blindside block.
2-4
Define a catch.
Other Critical Definitions
Clipping/Blocking in the back
Fair catch Valid and Invalid
Encroachment- please learn new definition based on new ready for play definition
Force- this is an essential definition-
Fouls- different types
Two different types of scrimmage kick formations
Free Blocking Zone
Kick- when starts and ends, what is a legal and illegal kick and different types of kicks
Muff
Out of Bounds
Post-scrimmage kick enforcement
Ready for Play- new definition
What is a lineman and what is a back by definition?
Substitute
Defenseless player
Spots
8-2
What are the options to scoring team when opponent commits a live ball foul during a touchdown scoring play in terms of enforcement? Does a change of possession during the down affect these options? What are the options if there is an unsportsmanlike or non-player foul?
8-3
When does the try start and end?
How does a foul on K/A or B/R affect the outcome of a successful try?
Unsuccessful?
8-4
What are options for Team K for a foul by R on a successful field goal? Does Post-scrimmage kick enforcement apply to an unsuccessful field goal?
8-5
How does force affect whether there is a touchback or safety?
Define the ways a safety is scored
Define the ways a touchback occurs
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Supercritical Geothermal Cogeneration on the Threshold
Jim Shnell, John Orcutt, William L. Osborn, Michael C. Tucker and Eric Wachsman 1371 Smokewood Drive, Santa Ana, California 92705 [email protected]
Keywords: supercritical, ocean floor, rift zone, baseload, dispatchable, electrolysis, hydrogen
ABSTRACT
The Accord signed by 177 nations at COP 21 in Paris in 2015 demonstrated the breadth of the consensus around the world that the problems of global warming and climate change must be solved. At the same time, it reflected a lack of consensus on the best means and methods to achieve the solution. It left the choices of means and methods to the discretion of each of the various countries. Variations in the relevant conditions and circumstances in different countries led to various approaches to their solutions. In the same year, the World Geothermal Congress 2015 convened a large conference in Melbourne to consider new research and developments in geothermal science and industry, many of which have led to progress over the past five years. A global solution of the global problems, however, will require a new foundation to replace the coal, oil and natural gas that provided the foundation in 2015, and still do today.
Some of the solutions that were proposed in 2015 have lost support, while some innovative new solutions have gained support. Highenthalpy geothermal resources from around the world is one of the solutions that is gaining support. Massive amounts of supercritical geothermal resources exist in the ocean floor all around the world and science and engineering are already developing the innovations in core fields like geophysics, exploration and power generation that will enable supercritical geothermal generation and electrolysis to balance the other renewable resources. Together, they will power the grids in various countries while, at the same time, supercritical geothermal energy will provide the clean hydrogen to replace fossil fuels for transportation, industrial and other uses around the world. These steps will not only transform the geothermal industry but will unify the entire energy industry.
Making the science and engineering innovations effective will require the development of accompanying innovations in cross-cutting and general fields such as advanced technologies (like electrolysis and desalination), minerals extraction and processing, integrated energy systems (like cogeneration), software for geothermal applications, new business strategies (like hydrogen transportation) and new financing, policy, legal and regulatory aspects. These innovations will support the science and engineering developments in the new, supercritical geothermal industry to enable it to work economically and achieve the efficiency and provide the power needed to solve global warming and climate change and become the cornerstone of the new, unified, clean energy industry.
1. INTRODUCTION
Much of the world has already switched to wind and solar power to curtail significantly the burning of coal to generate electricity for the grid, and the need for further, large increments of new, renewable electric generating capacity to replace fossil fuels will increase as the world replaces petroleum with electricity and/or hydrogen to fuel transportation, whether to charge the batteries of electric cars or to provide hydrogen through electrolysis. Such replacement transportation energy, by consuming off-peak electricity, will make baseload electricity even more important in the future. A solution to the global need for baseload and dispatchable renewable power can be achieved through several inter-related innovations, which adapt and use existing technologies to access geothermal resources in the deep-sea floor. Geothermal energy is the only form of clean, renewable energy that can provide enough baseload electricity to replace coal, petroleum, natural gas and nuclear power as the primary sources of transportation energy and of electricity to balance the grid. The use of geothermal energy is currently limited in scope and location to a relatively few areas on land that provide limited resources. Access to vast amounts of geothermal resources in a supercritical state can, however, be gained through the ocean floors. Not long ago, the ocean floors were almost entirely unknown but, in recent years, there has been rapid growth in research about the ocean floors, particularly in the study of the ocean rift zones. The continuing development of this knowledge will alleviate the historically high costs, risks and delays of geothermal development. Supercritical geothermal resources will enable the generation of electricity on an efficient, economical and highly reliable basis through the first innovation, the use of remote-controlled turbine generators on the ocean floor that will supply both the grid's demand for balancing electricity and, by operating during off-peak hours, the power needed to replace existing transportation fuels. These stations will incorporate a further innovation, the use of Braytoncycle turbines powered by supercritical CO2 as the working fluid, which are now in the research and development stage of commercialization. These advancements in geothermal technology, developing a very high-temperature and therefore very efficient form of geothermal generation, will make geothermal energy (already highly reliable, with availability factors over 95%, and very friendly to the environment, with no negative effect on the land surface or the atmosphere) more affordable by reducing the levelized cost of geothermal power. Such generation, being both bountiful and inexpensive, will form the foundation for a further innovation, the direct use of additional supercritical geothermal resources in a form of cogeneration to provide hydrogen by electrolysis without greenhouse gases or other pollution. This advance will enable the restructuring of the transportation and electrical energy industries so that the provision of inventories of transportation energy (in accordance with current industry practice) serves as a buffer for the load following demands of the grid for electricity. In addition, the ocean geothermal system can be operated in coordination with other energy sources such as wind and solar power or on a stand-alone basis to transform the energy generation and delivery industries. Geothermal resources are accessible in the ocean floor around the globe. Abundant resources are readily available near Iceland and the West Coast of North America, but such resources in fact wrap around the world. Also, the increasing need for potable water in many areas of the world is strongly linked to the issues and future demands of the climate change and the energy industry in general. To the extent that the solutions for the energy industry come from the production of hydrogen, electrolysis will increase the demand for pure water, and an increasing demand for and development of desalination. The solutions for the issues confronting the energy industry, and a variety of other technologies as well, are increasing the demand for strategic metals and minerals. In recent years, those increasing needs have driven increased research and development for the production of such metals and minerals, a number of which can be extracted from geothermal brine.
2. CURRENT STATE OF THE ART
The accessible geothermal resource base that is useable in existing geothermal technology is not sufficient to solve the current major issues in the electric generating industry such as climate change, pollution, and the costs and risks inherent in the reliance on fossil fuels or in the disposal of nuclear wastes. Satisfying the increasing demand for electricity while enabling the retirement of less desirable modes of generating electricity, such as the burning of coal, will require much more geothermal energy than is available using existing geothermal technology. Fortunately, the amount of geothermal heat available is far greater than the geothermal resource base that is accessible using current methods. Tester et al. (2006; hereafter the "MIT Study") estimated that 100 million quads of usable geothermal energy could be harvested per year, which is thousands of times the total global primary energy consumption of 472 quads in 2006. (Bullis, 2006).
An instructive exception to the typical 200°-300°C temperature range of geothermal resources for power generation is Iceland, which has very productive geothermal resources because it is located on the mid-ocean rift zone of the Atlantic Ocean. As a result, Iceland has comparatively easy access to large, very high-quality geothermal resources. A consortium of national governments and energy companies is seeking to use these exceptional resources by drilling to a depth of approximately 5,000 meters to tap supercritical geothermal resources. The engineers working on the Iceland Deep Drilling Project have calculated that supercritical geothermal fluids could provide up to ten times as much power, at the same volumetric flow rate, as a well producing two phase flow at 250°C. (Friðleifsson, et al., 2003) The MIT Study indicated that a liter of supercritical water at a temperature of 400C and a pressure of 250 bars "has more than five times the power producing potential than a hydrothermal liquid water geofluid at 225C." (Tester, et al., 2006).
3 ADVANCEMENTS IN EXPLORATION AND DEVELOPMENT
Recently, the potential advantages of supercritical geothermal resources in the United States has stimulated considerable research in the geothermal areas around The Geysers, Salton Sea and Coso geothermal fields in California (Stimac et al., 2017). Similar interest in supercritical geothermal systems has also grown in other countries, including Italy, Iceland, Japan, Mexico and Kenya (Reinsch et al., 2017). Several years ago, the Iceland Deep Drilling Project, in seeking to drill a deeper geothermal well, drilled into magma at a depth of approximately 2,000 meters, and a temperature of 900C. (Elders, et al., 2014) The geothermal resources accessible in Iceland are very unusual, however, because it is situated in a mid-oceanic rift zone. The difficulty and cost of drilling through a large amount of rock can be avoided by drilling offshore. The Earth's crust in continental landmasses averages approximately 30,000 meters in thickness, and can be as thick as 100,000 meters, but the thickness of the Earth's crust under the ocean averages about 5,000 meters, well within the accessible depths of current drilling and completion technology. The most promising area on the ocean floor is the oceanic rift zone, which wraps around the world "like the seams on a baseball." (Nicholls and Coules, 2009.) The geothermal resources under the ocean floor are vast enough to supply all future energy requirements. The question is how to access those resources.
Exploration for and the development of geothermal resources, and the risks, delays and costs thereof, have long been major impediments to the advancement of the geothermal industry. Worse, in the case of exploration in the ocean floor, until recently very little was known about the ocean floor and drilling wells in it was presumed in geothermal operations to present a daunting challenge, although the oil and gas industries have drilled wells in the ocean floors for decades.
Recently, however, the United States has created the Ocean Observatories Initiative ("OOI"), a network of technologically advanced cabled and uncabled platforms that measure physical, chemical, geological and biological properties and make the data freely available online to a global audience; during the third quarter of 2018, the OOI data portal received 6,100 visits from 56 countries with a total data download of 45.64 GB. (Smith et al., 2018) The OOI works with the Global Ocean Observing System, (an international framework under the United Nations) to support the collection of ocean observations to benefit science and society, making the data available freely to all users. (Lindstrom, 2018)
Such ocean observatories increasingly use nodes with arrays attached and autonomous underwater vehicles for gathering particular types of information, including crustal and deep earth data. An early cable system on the Juan de Fuca ridge, off the coast of the State of Washington, gathered data in an extreme environment of volcanoes, hot vents and related igneous features. Such corrosive and challenging conditions are likely to limit future cabled ocean observatory systems mostly to international and multinational projects, which could provide global coverage at a fraction of the cost of dedicated systems. The Smart Cables Joint Task Force is a partnership of three United Nations entities (the Intergovernmental Oceanographic Commission of UNESCO, the International Telecommunication Union and the World Meteorological Organization) who are working with scientific, telecommunications and governmental parties worldwide to develop geophysical and other types of prototype sensor suites. Seafloor geodetic measurements associated with plate tectonics can be measured without drift, and accurate seismic measurements on the sea floor can be made over a broad spectral band. (Baggeroer et al., 2018)
The innovations described in this paper will be further supported by ongoing developments in oceanography and geophysics. For example, the plumes created by geothermal vents in the ocean can be detected across thousands of kilometers of ocean in exploring for active vent fields (Searle, 2013). The belief that plate tectonics was driven primarily by slab-pull forces had been the predominant view of experts for the past forty years. It is, however, now being replaced by the realization that half of the energy driving plate tectonics arise from the deep mantle. The former perception was the result of early estimates that the heat flux in the core-mantle boundary was no more than 4 TW. More recent estimates of the heat flux at the core-mantle boundary range from 14 to 20 TW, indicating that there may be much greater geothermal resources under the ocean crust than previously anticipated (Rowley et al.,
2016). More recently, researchers have developed an analytical approach to using data from the Amphibious Array deployment of the Cascadia Initiative to show unusually high attenuation of teleseismic P and S waves and at the same time measuring P and S wave differential travel times across the array. This approach enables the gathering of significant information. For example, it can show dynamic upwelling under the Juan de Fuca Ridge from a depth of 200 kilometers below the crust (Eilon and Abers, 2017). Such information would be useful in determining where and how to drill geothermal wells not only under the Juan de Fuca Ridge, but also under the Gorda Ridge to the south of it, under the Explorer Rift Zone and the Souvanco Fracture Zone near the Pacific coast of British Columbia, and numerous other such oceanic locations around the world.
4 SUPERCRITICAL GENERATION OF ELECTRICITY
The geothermal energy under the ocean floor, a vast, high-temperature resource which has never before been accessed to generate electricity, could provide baseload energy to balance wind and solar power and, combined with them, to reverse climate change. This system will use a self-contained, submersible, remote-controlled electric generating station that will sit on the ocean floor at depths of 2,000 meters or more, where it can access geothermal resources at supercritical temperatures and pressures and use a highly efficient supercritical CO2 turbine to convert geothermal energy to electricity. This approach will access much more extensive geothermal resources than the conventional geothermal resources currently used. Supercritical geothermal fluids can provide five to ten times as much power, at the same volumetric flow rate, as a well producing two phase flow at 250°C. (Friðleifsson, et al., 2003; Tester et al., 2006).
In addition to the foregoing advantages of supercritical resources in terms of the amount of energy that is accessible and the ability of such resources to transport more energy, the theoretical advantages of the Brayton cycle have been recognized for some time. In recent years increased research and development of the Brayton cycle using supercritical CO2 as the working fluid has been pursued. The U.S. Department of Energy has combined the efforts of several of its own offices with the resources and talents of Sandia National Laboratories and Argonne National Laboratory, in cooperation with industrial companies and other interested entities, to advance the commercialization of the Brayton cycle, in large part because it can achieve a conversion efficiency at a temperature of 750°C that is up to sixty percent (60%) higher than that of the Rankine cycle. Also, the Brayton cycle is highly flexible and can be used in connection with a large variety of energy sources. For example, the Office of Energy Efficiency and Renewable Energy (EERE) has shown an interest in developing the use of the Brayton cycle with geothermal energy and with concentrated solar power. The EERE focuses on the ability of concentrated solar power to reach temperatures of 600°C because they approach the optimal temperature of 750°C for the Brayton cycle. Unfortunately, the EERE considers geothermal energy to have a temperature range of only 100°C to 300°C, notwithstanding the demonstration in recent years that geothermal resources can be found at temperatures above 600°C. Moreover, geothermal resources are ideal for baseload operation and there are many other ways in which the characteristics of supercritical geothermal resources match up very well with the capabilities of the Brayton cycle. The current roadmap to commercialization calls for commercial interests to be ready to apply the Brayton cycle technology over the full range of expected conditions by 2025. The roadmap calls for the EERE to support the Supercritical Transformational Electric Production program (the "STEP Program") through the incremental development and testing of the components that comprise the sCO2 Recompression Closed Brayton Cycle ("RCBC") energy conversion system. The power conversion advantages of the Brayton cycle are its (1) broad applicability to a variety of heat sources, (2) up to fifty percent (50%) higher conversion efficiency, (3) reduced capital costs due to its smaller size compared to a Rankine cycle system, (4) reduction in greenhouse gas emissions, (5) reduced water consumption, and (6) ability to make more effective use of dry cooling. In addition, the operational flexibility of the Brayton cycle may provide greater ease of operation of cogeneration or otherwise combined functions such as the balancing of intermittent power on the grid and the production of inventories of hydrogen, thus providing storage of energy, or the ability to provide power to microgrids. In general, the supercritical closed Brayton cycle has the following benefits over the steam Rankine cycle: up to fifty percent (50%) higher cycle efficiency (potentially up to 60% higher with a recompression closed-loop cycle); good load following capabilities (especially important for balancing the grid); a wide array of designs to meet varying requirements; excellent scalability while maintaining efficiency; ability to incorporate air cooling; ease of building, installing and operating; compact turbomachinery; ability to interface with high temperatures at smaller scale; potential to reduce the cost of the power block; and operational simplicity to reduce operating and maintenance costs. The greater efficiency and lower costs of the Brayton cycle will flow through the SGC system to provide lower cost hydrogen. Other important benefits of the Brayton cycle include a smaller footprint (particularly important for a plant operating on the ocean floor) and reduced production of greenhouse gases. (Mendez and Rochau, 2018).
5 SUPERCRITICAL ELECTROLYSIS USING SOLID OXIDE PROTON-CONDUCTING MEMBRANES
Supercritical generation of electricity on the ocean floor will form the foundation for a further innovation, the direct use of supercritical geothermal resources to provide hydrogen by electrolysis. This advance will enable the restructuring of the transportation and electrical energy industries so that the provision of inventories of transportation energy (in accordance with current industry practice) serves as a buffer for the load following demands of the grid for electricity. In addition, the ocean geothermal system can be operated in coordination with other energy sources such as wind and solar power, or on a stand-alone basis, to transform the energy generation and delivery industries. Unlike electricity, which is generally transported via transmission lines, hydrogen (like oil and natural gas) can be transported around the world by tanker, or shorter distances by rail cars or trucks as well as by transmission pipelines, enabling hydrogen to replace oil, natural gas and coal. (Shnell et al., 2015).
Supercritical geothermal resources will, by operating during off-peak hours, supply the power needed to replace existing transportation fuels, whether by charging the batteries of electric cars or by providing hydrogen through electrolysis, which can be performed on the ocean floor by making direct use of additional supercritical geothermal resources together with the excess off-peak electricity from the baseload geothermal generation of the supercritical CO2 turbine generator discussed above. The nuclear industry has promoted the development of solid oxide electrolysis cells for high-temperature electrolysis, but they require temperatures of 800°-900°C to achieve maximum efficiency, and recent tests have observed long-term performance degradation rates of 3.2% to 4.6% per thousand hours of operation, which is considered unacceptable (O'Brien, 2010; Zhang et al., 2012). Supercritical water has properties that render electrolysis significantly more efficient than at standard temperature and pressure (Franck, 1970; Flarsheim et al., 1986). Electrolysis stations can make direct use of supercritical geothermal resources to heat water above critical temperature.
Electrolysis of water becomes less expensive when done at supercritical temperatures, in part because at high temperatures the additional heat replaces some of the electricity (which is more expensive than heat) that is otherwise required for electrolysis, as shown in Figure 1 (from Mougin, 2015).
Figure 1- Effect of temperature on thermodynamic parameters of electrolysis
Much of the new power replacing baseload coal and nuclear power is wind and solar power, which require load following to achieve grid balancing. Such balancing is provided in large part by natural gas-fueled generation that produces greenhouse gases, and more recently, in high value situations, using battery storage. Geothermal energy is baseload, but geothermal power generation using current technology is not sufficient to balance the grid; supercritical resources are needed. Also, further curtailment of greenhouse gases will require renewable energy to replace the fossil fuels now used for transportation fuels. Hydrogen could replace fossil fuels, but over 90% of hydrogen is now produced from fossil fuels, thereby producing greenhouse gases. This can be avoided by generating electricity from supercritical geothermal resources and using the electricity in combination with additional geothermal resources raising the feedwater to supercritical temperature to produce hydrogen by electrolysis in a form of Supercritical Geothermal Cogeneration (SGC). SGC will produce large amounts of clean electricity cheaply and will perform electrolysis efficiently and on a large scale using a solid oxide proton conducting membrane.
SGC is transformational because the properties of water under supercritical conditions change in unique ways that make both electricity generation and electrolysis more efficient. The supercritical temperature is sufficient to achieve high proton conductivity in the CPCM so that the protons are conducted more easily and efficiently, changes which may be further advanced by the effects of the supercritical pressure. Further, the properties of water change to make both electricity generation and electrolysis more efficient. It is anticipated that this approach will use electrolysis, and its flexibility, to expand greatly the scope and effect of virtually unlimited geothermal resources by opening major markets for geothermal and other renewable energy relating to balancing the electrical grid and to replacing current transportation fuels with hydrogen. To the extent that the grid needs balancing, baseload geothermal can do so without disruption of the grid, but it will disrupt the providers of coal, nuclear, natural gas and battery power that are otherwise needed for balancing. To the extent that electricity is not needed to balance the electricity grid, it can be used in electrolysis to create hydrogen for the transportation sector, disrupting and ultimately replacing oil, natural gas and other polluting fuels. When electricity is needed for balancing the grid, the amount used for solid oxide proton conducting membrane electrolysis can be reduced accordingly in two seconds, and the electricity sent to the grid.
SGC makes dual use of geothermal resources at temperatures above the critical temperature of water to power both electricity generation and electrolysis, as shown in Figure 2 (from Shnell et al., 2018). The feedstock for the electrolysis can be water that is purified (as discussed in the following section, on desalination) using excess low-grade geothermal heat (which would otherwise require "heat sinks" for disposal) and pressurized above 221 bar before being heated above 374°C in a heat exchanger using additional heat from the supercritical resource. SGC will use geothermal resources at supercritical temperatures and pressures, more efficiently than the current technology, so some of the costs of electricity from the proposed approach are projected to decrease. Other factors, however, such as the materials that are required to withstand more corrosive brines that may be encountered at such temperatures, may raise the costs unless other materials or approaches are developed through further research. This approach will use supercritical energy resources from the geothermal fields, with potential to cogenerate with solar and onshore and offshore wind resources, and reduce the use of coal, petroleum, natural gas and nuclear energy while providing hydrogen (without producing greenhouse gas or other pollution) as a flexible fuel to balance microgrids and backup power. It will enable utility-scale production of hydrogen for grid resiliency, energy storage and energy security around the world.
In addition to the foregoing factors, supercritical water changes properties in electrolysis. The efficiency of standard electrolysis is decreased by activation, ohmic, and concentration overpotential, which is alleviated by changes in the properties of water as it goes from a liquid to a supercritical state. (Franck, 1970; McDonald et al., 1986) Some of the changes that are important to electrolysis are related to the loss of polarity in supercritical water. These changes include the loss of surface tension and drop in viscosity by a factor of 10 to 20 (depending on pressure), increase in diffusivity and self-ionization, lower relative permittivity by an order of magnitude and higher specific conductance by an order of magnitude or more (Table 1).
Table 1 – Changes in Properties of Supercritical Water
| Self-Ionization (pKw) | 14 @ 25°C |
|---|---|
| Dynamic Viscosity | 890µPa |
| Surface Tension | 72mNm2 @ 25°C |
| Relative Permittivity | 78.54 @ 25°C |
Moreover, this approach combines supercritical electrolysis with recent developments in proton exchange electrolysis using a CPCM, instead of a polymer membrane. The CPCM will withstand the higher temperature and produce purer hydrogen. If the costs of electrolysis cell stacks follow those of equivalent fuel cell stacks, the operating temperature of the CPCM, lower than that of the solid oxide fuel cell ("SOFC"), may enable it to mimic the costs of the protonic ceramic fuel cell (PCFC): (a) PCFC production costs are 27% to 37% lower than SOFC production costs; (b) PCFC balance-of-plant hardware costs are lower than SOFC balance-of-plant hardware costs; and (c) PCFCs are more durable than SOFCs (Dubois et al., 2017). The lower costs and higher durability of the CPCM due to its comparatively lower temperatures than the SOFCs are not lost because of the supercritical pressure of SGC; current "ultra-supercritical" power plants, which operate at pressures of 292 bar and at temperatures of 623°C, use ferritic and austenitic stainless steel, which are in the same class of materials now used in PCFCs (Marion et al., 2014).
The foregoing analysis may combine a ceramic proton conducting membrane with metal-supported proton conducting electrolysis cells (collectively, MS-SOECs). Such MS-SOESs are similar to metal supported solid-oxide fuel cells ("MS-SOFCs") which have gained substantial recognition on the basis of their relatively low cost and robust structure. MS-SOFCs enable very fast start-ups and are primarily comprised of low-cost stainless steel as the metal support. These characteristics are also inherent to MS-SOECs. The early form of MS-SOECs were primarily oxide-conducting and predominantly engaged in steam electrolysis. As a result, these SOECs provide predominantly moist hydrogen, and the electrolysis is operated at a temperature range of 650° to 900°C, and the early MS-SOECs have a tendency to operate at temperatures up to be solid oxide conducting. Recent research has focused more on protonconducting electrolysis, which produces dry hydrogen, and much purer hydrogen with no mixture of oxygen. It operates at a temperature range of 500° to 700°C and the dryness and coolness of the hydrogen reduces or eliminates the oxidation of the metal (Tucker, 2020).
6. DESALINATION
The production of hydrogen by electrolysis will require a source of water. So far, renewable energy has played only a minor role in desalination (NRC, 2008). When collocated with saline or brackish water sources, geothermal energy can enable new and/or alternative desalination technologies such as multistage flash distillation, multi-effect distillation, and forward osmosis (FO) (Chung et al., 2012; Zhao et al., 2012). Prior work has utilized lower temperature geothermal fluids as the thermal energy source for multieffect distillation, and multistage flash distillation (Goosen, 2010), as well as other distillation systems (Bourouni and Chaibi, 2005). The amount of treated water recovered from saline waters using these technologies was low relative to reverse osmosis (RO). Recent development of thermally driven FO technologies described in this paper have the potential to recover more water while using less electricity than is used for RO (Shnell et al., 2018).
The usefulness of geothermal energy to desalt saline water depends on its competitiveness with other sources of energy. SGC will be competitive by using an innovative, energy-efficient FO desalination technique that will be powered using geothermal heat that, having initially been supercritical, has expended some of that thermal energy in SGC but still retains a comparatively high temperature. The geothermal resources produced will add economic value to the geothermal facility by providing pure water to produce hydrogen.
Forward osmosis (FO) is a membrane-based separation process that uses the osmotic pressure gradient between a concentrated draw solution and a feed stream to drive water flux across a semi-permeable membrane (i.e., passively with the gradient, as opposed to RO which requires energy to pump against the gradient; Cath et al., 2006; Shaffer et al., 2015). The primary requirement for draw solutions is to find a mixture with enough osmotic potential to power the trans-membrane transfer. Other challenges include selecting a draw solute that may be easily and economically removed and re-generated. While FO has achieved some market success, substantial research and development work remains in order for this method to compete with RO and traditional thermal desalination techniques.
The foregoing includes a novel approach being developed by the Water-Energy Resilience Research Institute at Lawrence Berkeley National Laboratory to FO water purification, using the ionic liquids class of thermally sensitive draw solutes (WERRI, 2019). Phase separation between ionic liquid (IL) and water has been of great interest for fundamental research as well as potential industrial applications (Kohno and Ohno, 2012). SGC will use the dynamic shifts of IL/water mixtures between a homogeneous mixture and separate IL and water phases for FO desalination applications. Most IL/water mixtures exhibit an upper critical solution temperature phase change (i.e., miscibility of IL with water generally increases upon heating). Interestingly, some ILs undergo a lower critical solution temperature phase transition with water in which the separated IL and water phases become miscible upon cooling. As the phase transition of IL/water mixtures can occur at ambient conditions within a few degrees, ILs can be used as solvents in a highly energy efficient FO desalination process (Cai et al., 2015).
SGC can utilize lower temperature geothermal resources to provide the energy necessary for FO water treatment. SGC can provide all the thermal energy necessary for the FO treatment using geothermal fluids having temperatures of 150°C or less, while recovering more water from the feed stream than could be accomplished using RO technologies.
ILs are expected to be effective draw solutes for FO given their ability to reach high concentrations. The driving force for this separation is the natural osmotic pressure gradient between IL draw solution and saline water feed solution, which will force a net flow of water through the membrane, thus effectively separating the feed water from its solutes at temperatures that correspond to formation of a homogeneous IL/water phase. A small amount of the waste heat can be used to split the homogeneous IL/water phase into an IL phase and an aqueous phase. The rate of phase change between the homogeneous mixture and the separated IL/water biphasic mixture upon heating or cooling should be rapid but may require facilitation. This scheme could radically reduce the energyintensity of water purification.
The miscibility of ILs with water depends strongly on the character of the ionic species. Physico-chemical analysis of hydrophobic ILs that undergo a phase separation after mixing with water showed that there is a particular range of "hydrophilicity" of the amphiphilic ILs within which the phase transition is possible. IL/water phase changes can undergo phase separation upon heating from 20° to 25 o C. Since the hydrophilicity of ILs depends on the chemical structure and composition of the ion species, the phase behavior of the IL-water systems can be controlled by specific molecular design of IL ions.
WERRI is also pursuing research, development and demonstration of other new approaches. The Water Technology Innovation Program at the Idaho National Laboratory is also researching numerous new approaches to desalination, including FO (INL, 2019).
7. EXTRACTION OF METALS AND MINERALS
In instances where a supercritical geothermal resource is associated with hypersaline, metal-rich brines, such as those found in MidOcean Ridge and arc/back-arc basins vent fluids (Shnell et al., 2018), the SGC will provide an opportunity to extract metals and other valuable compounds from the brine, creating an additional source of revenue. Historical efforts to extract valuable minerals from the hot, hypersaline brines of the Salton Sea Geothermal Field were reviewed in Shnell et al. (2018). The current high market price of lithium and the elevated concentrations of lithium in the SSGF brine have encouraged continued development of extraction methods.
In June 2017, EnergySource Minerals LLC (EnergySource) received a $2.5 million grant from the California Energy Commission to produce an engineering package and capital budget for a facility to extract lithium and mineral co-products from geothermal brines using existing processes and equipment from the water treatment, metal processing and chemical processing industries, and demonstrate that process in an existing pilot test facility (CEC, 2017). In June 2018, EnergySource filed a U.S. Patent Application describing a process to remove various minerals from geothermal brine (Featherstone, 2018). In this process, the geothermal brine undergoes oxidation and precipitation to remove iron and silica, and further processing to precipitate manganese and zinc. The polished brine is then subjected to solid-liquid ion exchange (IX) to extract and concentrate lithium chloride, followed by conversion of the lithium chloride to lithium carbonate or lithium hydroxide. The precipitated manganese and zinc are processed using solvent extraction to produce manganese sulfate and zinc sulfate.
In December 2018, Lilac Solutions Inc. (Lilac) was granted a patent for the use of coated ion exchange particles for lithium extraction from brines (Snydecker, 2018). Their novel coating of the IX particles will prevent degradation of the material, and better control of molecular transport in and out of the IX particles during loading and elution. In October 2019, Lilac was granted a patent for an integrated system for lithium extraction and conversion, which incorporates their coated IX material in various embodiments of a complete lithium extraction and production process, including IX, pH modification, suspended solids control, purification and precipitation (Snydecker et al., 2019).
Efforts to develop improved methods to extract lithium from concentrated brines are also being applied in areas where lithium is produced from salars, or evaporite basins. Historically, lithium is produced from these areas, such as the Salar de Atacama in Chile, by solar evaporation. This relatively slow process results in the depletion of groundwater in the typically arid regions where these resources are located. Developers of these resources have more recently come under scrutiny for excessive water consumption. Thus, processes to rapidly extract lithium without relying primarily on evaporation are being developed. At Clayton Valley, Nevada, the site of the only current lithium production in the U.S., Pure Energy Minerals proposed using the Tenova process 1 , wherein pretreatment is applied to remove calcium and magnesium, followed by solvent extraction to remove lithium as lithium sulfate, and conversion of lithium sulfate to lithium hydroxide.
Although current efforts are currently focused primarily on lithium extraction, continued development of these multi-step processes to remove the valuable components of concentrated brines will allow more efficient recovery of metals from brines, including salars, conventional geothermal fluids or fluids associated with supercritical geothermal fluids.
8. CONCLUSIONS
The demonstration by the Iceland Deep Drilling Project of developing supercritical geothermal resources in the Atlantic Mid-Ocean Rift Zone (Elders et al., 2018), points to the need for development of supercritical geothermal generation of electricity, supercritical electrolysis of hydrogen, desalination by forward osmosis, and extraction of metals and minerals from the geothermal brine using reactions over a broad range of temperatures and other conditions. These developments will enable the combination of supercritical geothermal resources with wind and solar power to resolve both environmental and economic issues and unify the energy sector on a foundation of 100% renewable resources around the world. Recent innovations described above relate to exploring for and developing supercritical geothermal resources, including the tracing of plumes from geothermal vents for thousands of kilometers across the ocean, the realization that a much greater heat flux at the core-mantle boundary creates a more productive source of magma and hot rock to drive upwelling along the mid-ocean ridges, and the use of a more sophisticated analysis of seismic wave data to gather data on upwelling and other activity in the rift zones to a depth of 200 kilometers. The organization and continued growth and operation of the Ocean Observatories Initiative and the Global Ocean Observing System will lead to continuing advances in the global knowledge of the ocean floors around the world. The observational innovations confirm the existence of and aid in the development of the supercritical geothermal resources to power supercritical Brayton-cycle turbine generators and supercritical electrolysis via cogeneration to provide electricity to balance intermittent power and hydrogen to replace fossil fuels, with energy left over to drive innovative desalination and mineral extraction processes. Together, these innovations will create a unified energy industry that operates worldwide entirely from renewable resources, on a balanced and sustainable basis.
REFERENCES
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1 https://www.tenova.com/product/lithium-processing/
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HOMABAY COUNTY
ADOLESCENT SEXUAL AND REPRODUCTIVE HEALTH FACTSHEET
Homa Bay County Demographics
Source: Kenya National Bureau of Statistics, (2010): The 2009 Kenya population and Housing Census.
SOCIO-ECONOMIC BACKGROUND
The county Poverty Rate in 2016 was 22.7 % (2016).
Main economic activities include agriculture and fishing along the shores of Lake Victoria.
Homa Bay County primary school Net enrolment rate (the proportion of children in the official primary school age) at primary level of education is high at 98%.
Over half (58%) of children in the official secondary school-age are enrolled in secondary school.2
Gender parity in primary school enrolment is evident – especially at lower classes. In 2014 the County enrolled 22,002 boys and 21,840 girls in class 1 but slightly above half of the boys (13,529) and girls (11,802) were retained in class 8 an indication of high school dropout rate among girls.
SEXUAL REPRODUCTIVE HEALTH
Main health problems affecting young people in Homa Bay County
SEXUAL DEBUT AND MARRIAGE
Half of Homa Bay County women (20-49 years old) and men (20-54 years old) first had sex by age 16. Therefore, women in Homa Bay County first have sex two years earlier than the national trend. Whereas the men first have sex one year earlier than at the national level. (2,3)
Half of Homa Bay County women (25-49 years old) first married by age 18 and half of the men (30-54 years old) by age 24. At the national level, women and men in the same age groups first married by age 20 and 25, respectively. Early marriage among girls is therefore common in Homa Bay. (2,3)
SEXUAL DEBUT AND MARRIAGE
Homa Bay county has the second highest proportion of adolescents (33%) nationally who have begun childbearing.(8)
33% of girls aged 15-19 years in Homa Bay County have begun childbearing; considerably higher than the national level. Specifically, 2.1% are pregnant with their first child and 31.2% have ever given birth, compared to 3.4% and 14.7%, respectively, at the national level.(2)
Early marriage among girls is therefore common in Homa Bay.(3)
Pregnancy precipitates early marriage. A population council study in 2015 found that a third of the teenage mothers who reported that pregnancy was their main reason for being out of school, were married. Of these, 92% reported that their marriage was prompted by the pregnancy that preceded their school dropout. (10)
TEENAGE PREGNANCY
Homa Bay County is one of the Counties leading in teenage pregnancy in the Nyanza region and the country.
Pregnancy happens early in the county and available evidence indicates that pregnancy is the main reason for leaving school. A report by Population Council (2016) showed that of the teenage mothers who highlighted pregnancy as their main reason for leaving school, 80% dropped out at the primary level just like 66% of out-of-school teenage mothers.
An estimated 48% of girls in the county were out of school, while 40% of those aged 15-19 had begun childbearing.
Pregnancy happens early in the schooling career of most teenage girls. Of the out-of-school adolescent girls who highlight pregnancy as their main reason for leaving school, 80% drop out at the primary school level.(10)
Homa Bay County's age specific fertility rate for girls aged 15-19 (adolescent birth rate) is 178 births per 1000 girls; about 2 times higher than at the national level (96).(2)
Lifetime births per woman is 5.2 while the average woman's age at first birth is 17.9.
Intimate partnerships with peers are important for understanding school pregnancy in Homa Bay County. Most teenage mothers (89%) out of school due to pregnancy reported being impregnated by their boyfriends – 37% of whom were described as their fellow students at the time.(10)
CONTRACEPTION
Contraceptive prevalence stands at 45.5 %.
3 in 5 (56%) currently married girls aged 15-19 use modern contraceptives which is high compared to 2 in 5 (37%) at national level.
There is still an unmet need for contraceptives among currently married girls in Homa Bay. About 1 in 10 (11%) currently married girls aged 15-19 would like to avoid pregnancy but are not using a modern contraceptive method compared to 23% at national level.
HIV/AIDS
HIV prevalence in the county is still unacceptably high and nearly 4.5 times higher than the national prevalence at 26.0%.
The HIV prevalence among women in the County is higher (27.8%) than that of men (24.0%), indicating that women are more vulnerable to HIV infection than men in the County. (6)
In 2015, the county contributed 15.1% and 14.0 % of the total NEW HIV infections in Kenya among children and adults respectively and also contributed to 10.4% of the total number of people living with HIV in Kenya, and is ranked the second highest nationally. (6)
In 2017, new infections in Kenya were 52,767, with young people contributing 17,667 (33%). HIV infections among youth are concentrated in the high prevalence counties in Kenya. Homa bay County was the second highest contributor with 1,852 new infections.(11)
For more information contact: The Advocacy Officer, Centre for the Study of Adolescence; P.O. Box 19329-00202 Nairobi.
Email: [email protected] visit our website: www.csakenya.org
HIV/AIDS
The total number of people living with HIV in 2017, 105,213 (6%) were among children 0-14 years of age with Homa Bay county contributing the highest number at 10,722.(11)
Of the total number of people living with HIV in 2017, 184,719 (12%) were among youth 15-24 years of age. Homa Bay county contributed 19,050, the second highest among all counties in Kenya. (11)
CALL TO ACTION
All county leaders should:
SPEAK UP PUBLICLY in favour of programmes that provide access to age-appropriate reproductive health information, counselling and services for all adolescents and youth as well as quality sexual and reproductive health services and commodities.
ADVOCATE FOR, SUPPORT AND PUT in place programmes that promote innovative county-specific interventions to curb teenage pregnancy. County health department should be supported to ensure adolescent and youthfriendly SRH services are made available, accessible, acceptable, appropriate, equitable, and effective for all.
WORK CLOSELY with law enforcement agencies to create awareness on legal standards concerning ages of marriage, consent, prosecution of perpetrators of sexual violence and access to social protection and sexual and reproductive health services.
WORK CLOSELY with local administration and communities to address factor that predispose young girls to teen pregnancies
REFERENCES
Kenya National Bureau of Statistics, (2010):The 2009 Kenya population and Housing Census.
Kenya National Bureau of Statistics (2015):Kenya Demographic and Health Survey 2014.
https://www.afidep.org/download/Afidep_ASRH-Homabay-County-Final.pdf
KNBS (2017): County Statistical Abstract –Homa Bay
28 Too Many. (2013) Country Profile: FGM in Kenya
NACC (2016): Kenya HIV County Profiles 2016
https://knoema.com/atlas/Kenya/Homa-Bay
Kenya National Bureau of Statistics (2013). Homa Bay County Multiple Indicator Cluster Survey 2011, Final Report. Nairobi, Kenya: Kenya National Bureau of Statistics
9. Obare, Francis, George Odwe and Harriet Birungi. 2016. "Adolescent Sexual and Reproductive Health Situation in Kenya: Insights from the 2014 Kenya Demographic and Health Survey." STEP UP Research Programme Research Consortium. Nairobi: Population Council
10. Undie, C, Birungi, H, Odwe, G. and Obare, F. 2015. "Expanding Access to Secondary School Education for Teenage Mothers in Kenya: A Baseline Study Report," STEP UP Technical Report. Population Council Nairobi.
11. NACC (2018): Kenya HIV/AIDS estimates 2018
For more information contact: The Advocacy Officer, Centre for the Study of Adolescence; P.O. Box 19329-00202 Nairobi.
Email: [email protected] visit our website: www.csakenya.org
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Facing Real Issues: Bullying
2013 NO BULL Documentary of the Year – 3rd Place
Click above to view video
Film by: A. Camille Howard Woodland Jr. Sr. High School Princeton, Maine
"No one to talk to…"
"No one to listen…"
Identify some of the bullying behaviors demonstrated throughout the video and describe the impact that bullying behavior can have on a person.
"Is misery the only company you keep?"
"You're picked on, pushed around and called names…"
Describe strategies that a bystander could use when seeing someone being bullied.
Why might it be difficult for some teens to take action when they see bullying happen?
Many students don't see bullying happen because they don't know what to look for.
What help do you think we can give bullies to keep them from making victims out of people?
"More than once I've attempted to reach out…"
"I replay the scene over and over in my thoughts."
How can adults help play a role in a bullying situation when you feel like you can't help out yourself?
Don't Stand By: Take Action
This is the final tagline in the video… What do these words mean to you?
How do you define BULLYING?
What is it?
How is social media used to bully?
Why is it difficult to "stand-up" for the target of a bully?
How do you promote DIGITAL RESPONSIBILITY?
What actions have you taken?
How can you implement in your school?
Why is it important to be responsible when using all things digital?
www.nobullchallenge.org
The NO BULL Challenge
Change Starts With You SPEAK UP – Let Your Voice Be Heard!
NO BULL is committed to creating and inspiring youth-led films as a platform for dialogue on the most important issues of our time.
The challenge to YOU…
Get Involved!
Make a PSA or short film
Make a Statement!
Take a Stand!
Prizes include the coveted Noble Award, scholarships, custom oneof-a-kind signet ring designed by Balfour, video cameras and a trip to Sundance Film Festival.
What is the NO BULL Challenge?
The NO BULL Teen Video Awards
Click above for highlights
Individual students or teams create a 2-5 minute short film or 30-60 second PSA promoting digital responsibility in an effort to end bullying/cyberbullying
Top 50 videos will be selected by public voting
Nominees and Winners will be selected by judges panel
You could win prizes like:
Scholarship, one-of-a-kind NO BULL signet ring designed by Balfour, video camera, a trip to Sundance Film Festival and much more
NO BULL your way to L.A.!
Fundraise to attend the National Conference & Teen Video Awards!
All involved students receive VIP invites!
www.nobullchallenge.org
Important Dates:
December 13, 2013
Video uploads begin
April 30, 2014
Video upload deadline
May 5-16, 2014
Public voting period
June 6, 2014
Nominees announced
August 8-9, 2014
NO BULL Conference &
Teen Video Awards
Video Subject:
Digital responsibility, Anti-bullying
Video Lengths:
Full: 2-5 minutes
PSA: 30-60 seconds
Eligible:
Middle & High School Students, Ages 13-18
CHANGE MAKERS REACHING MILLIONS
To get involved, visit: www.nobullchallenge.org
NO BULL Challenge Partners:
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Crop Science (CRPSCI)
CRPSCI 008 App of Geospatial Technology
Class Hours: 36 Lecture | 54 Laboratory
Transfers to: Transfers to both UC/CSU
Applications of Geospatial Technology
CRPSCI 008 surveys the uses and applications of geospatial technologies in agriculture and related elds. e course focuses on GPS (Global Positioning System) and GIS (Geographic Information Systems) for data collection, navigation, recordkeeping, remote imagery, and analysis. Students gain hands-on experience using industry grade GIS software and GPS hardware.
CRPSCI 017 Control & Sensor Systems in Ag
(3)
Class Hours: 36 Lecture | 54 Laboratory
Transfers to: Transfers to CSU only
Control and Sensor Systems in Ag
CRPSCI 017 provides students with concepts of sensors and control systems. Fundamentals of GPS, GIS, telemetry, hydraulics, pneumatics, electronics and programming are covered as underlying technologies. e second portion of the course applies these technologies to autoguidance, variable rate, autonomous UAS, eld sensors, fertigation and irrigation control systems, and livestock sensors. Hands-on activities include installation and use of these sensor and control systems.
CRPSCI 018
Precision Ag Software
(3)
Class Hours: 36 Lecture | 54 Laboratory
Transfers to: Transfers to CSU only
Precision Ag Software
CRPSCI 018 provides students with skills in the use of GIS (Geographic Information Systems) and FMIS (Farm Management Information Systems) software. Specic competencies include import/export, use of analytical tools, prescriptions, and creation of interpretative maps. Creation of an interactive web-based map and use of scripting or programming language such as Python are also covered.
CRPSCI 021
Orchard Production
Class Hours: 36 Lecture | 54 Laboratory
Transfers to: Transfers to CSU only
Orchard Production
CRPSCI 021 will cover the production practices and systems for developing and maintaining a productive orchard. Topics, as applied to all permanent crops, will include the following: soil, water and salinity management; planning and evaluation of an orchard; genetic considerations; growth, development, and physiology; nutrient and water interactions; and pest management. e UC production manuals will be used a textbook for course content. Lab exercises will focus on application of technology in orchard production practices.
CRPSCI 023 Row Crop Production
(3)
Class Hours: 36 Lecture | 54 Laboratory
Transfers to: Transfers to CSU only
Row Crop Production
CRPSCI 023 covers the production systems and practices for a row crop production eld. Varietal differences, transplant operations, cultural practices, irrigation, physiological and pest problems, harvesting and handling, and production costs will be covered. Content will be based on University of California publications. Lab activities provides hands-on experience with geospatial, sensor, and control technologies as applied to row crop production.
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Hartington C of E Primary School
"Caring & sharing as part of God's family"
"Loving our neighbour as we love ourselves" - Luke 10:27
EXTREMISM & RADICALISATION POLICY
Document owner Derbyshire Prevent (multi-agency steering group)
Authors
Ali Chandler - Prevent Lead Senior Community Safety Officer, Derbyshire County Council
Date approved
1. Purpose
For Hartington C of E Primary School to fulfil the Prevent duty, it is essential that our staff can identify children who may be vulnerable to radicalisation and know what to do when they are identified. Protecting children from the risk of radicalisation should be seen as part of our wider safeguarding duties, and is similar in nature to protecting children from other harms (e.g. drugs, gangs, neglect, sexual exploitation), whether these come from within their family or are the product of outside influences.
We should also build pupils' resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views. It is important to emphasise that the Prevent duty is not intended to stop pupils talking about or debating controversial issues. In School, we want to provide a safe space in which children, young people and staff can understand the risks associated with terrorism and develop the knowledge and skills to be able to challenge extremist arguments at an age appropriate level.
What is Extremism?
"Extremism" is vocal or active opposition to fundamental British Values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. Included in the definition of extremism are calls for the death of members of the armed forces, whether in this country or overseas. Terrorist groups very often draw on extremist ideas developed by extremist organisations.
What is Radicalisation?
Radicalisation refers to the process by which a person comes to support terrorism and extremist ideologies associated with terrorist groups.
What is Terrorism?
Terrorism is the use or threat of action, both in and outside of the UK, designed to influence any international government organisation or to intimidate the public. It must also be for the purpose of advancing a political, religious, racial or ideological cause. It is important to note that in order to be convicted of a terrorism offence a person doesn't actually have to commit what could be considered a terrorist attack. Planning, assisting and even collecting information on how to commit terrorist acts are all crimes under British terrorism legislation.
2. Duties and Responsibilities
Section 26 of the Counter Terrorism and Security Act 2015 places a duty upon Local Authorities and all specified settings including schools in the exercise of their functions to have "due regard to the need to prevent people from being drawn into terrorism".
We are required in our functions under section 26 to:
- Know about and Identify early indicators in pupils.
- Develop the confidence to challenge and intervene.
- Assess the risk of our pupils being drawn into terrorism and terrorist ideology.
- Have clear protocols & keep records.
- Be monitored by Ofsted in how we exercise these duties.
The statutory guidance on the Prevent duty summarises the requirements on us in terms of four general themes: risk assessment, working in partnership, staff training and IT policies.
Risk Assessment
We will assess and monitor the risk of children being drawn into terrorism; the general risks may vary from area to area, and according to their age, local threat and proportionality. This School recognises we are in an important position to identity risks within our local context.
* We should be aware of the increased risk of online radicalisation, as extremist and terrorist organisations seek to radicalise young people through the use of social media and the internet.
* There is no single way of identifying an individual who is likely to be susceptible to a terrorist ideology. As with managing other safeguarding risks, we should be alert to changes in children's behaviour which could indicate that they may be in need of help or protection. Children at risk of radicalisation may display different signs or seek to hide their views.
* School staff should use their professional judgment in identifying children who might be at risk of radicalisation and act proportionately.
* Even very young children may be vulnerable to radicalisation by others, whether in the family or outside, and display concerning behaviour. The Prevent duty does not require us to carry out unnecessary intrusion into family life but as with any other safeguarding risk, we must take action when we observe behaviour of concern.
* School Premises Lettings are vetted and monitored to ensure that the School buildings and resources are not used to promote terrorist or extremist activity.
Working in Partnership
The Prevent duty builds on existing local partnership arrangements.
- We will follow the procedures set out by the Derby and Derbyshire Safeguarding Children's Partnership with reference to Safeguarding Children and Young People who are deemed to be vulnerable to Violent Extremism
- We will work with the Local Authority and with other agencies in making sure we undertake our duties under Prevent to identify and support children and young people.
- Effective engagement with our parents/family is also important as they are in a key position to spot signs of radicalisation. It is important to assist and advise families who raise concerns and point them in the right direction for support.
Staff Training
The statutory guidance refers to the importance of Prevent awareness training to equip staff to identify children and young people at risk of being drawn into terrorism and to challenge extremist ideas.
- We will ensure that all staff, including volunteers and governors, complete training on Prevent as part of their safeguarding training. This will include threats, risks and vulnerabilities that are linked to extremism and radicalisation; early indicators, responding to and reporting concerns.
- We will follow the recommendations of the Local Authority and ensure staff undertake Prevent training every two years.
IT Policies
The statutory guidance makes clear the need for schools to ensure that children are safe from terrorist and extremist material when accessing the internet in school.
- We will ensure that suitable filtering is in place.
- Internet safety is integral to our IT curriculum, and we will provide training for our staff and learners where appropriate.
- We are aware of the increased risk of online radicalisation, as extremist and terrorist organisations seek to radicalise young people using social media and the internet. We will try and help our pupils to keep safe online and consider the impact of social media networking sites with additional consideration to the threat of exposure to extremism and radicalisation.
- We will work in accordance with the guidelines around monitoring and auditing staff and learner usage of the internet when in School.
We will also consider
Visitors and the use of School premises
- Visitors and contractors will be subject to Identification checks which will include clarification of the purpose of their visit.
- We may undertake further precautions in allowing visitors and contractors on our premises.
- We will ensure the School premises will not be used to give a platform to extremists
3. The Role of the Curriculum
We will work to ensure that our pupils are skilled and equipped to be resilient and resist involvement in extreme or radical activities. Therefore, we recognise the need to build resilience in our pupils to make them less vulnerable. We aim to include in the curriculum learning around threat and risk and online radicalisation.
We will therefore provide a broad and balanced curriculum within which we aim to support pupils, Spiritual, Moral, Social and Cultural development (SMSC). SMSC development is promoted through all our subjects, including the ethos of our School where development of positive attitudes and values is central to everything we do.
Values underpinning public life in the UK have been summarised as democracy, the rule of law, individual liberty, mutual respect, and the tolerance of those with different faiths and beliefs. It is important that our pupils understand this through different approaches using a balanced and broad curriculum. This
4
Controlled upon completion
supports our pupils to be responsible citizens and prepares for an adult life living and working in Britain which is diverse and changing.
Our School will ensure the promotion of British values and that these efforts are inclusive and promote unity between pupils, parents/carers and the local community.
4. Indicators, Help and Support
There are many factors that can make someone vulnerable to radicalisation. They can apply to any age, social class, religion, ethnic or educational background. More important than any one specific sign is the sense that something is not quite right with the person you're worried about. You could spot one sign or a combination of signs that are increasing in intensity. Sometimes they can be indicators of other underlying issues or challenges that are not connected to radicalisation.
Help identifying a concern can be found on the following websites;
- Let's Talk About It – Working Together to Prevent Terrorism
- Act Early
- Safer Derbyshire
For advice relating to a particular issue follow the referral process in Appendix A
5. Referral Procedure
We will treat any worry or concern that a child or young person in the School may be exposed to possible extremism, extremist ideology and or radicalisation as a possible safeguarding concern and will seek advice where appropriate.
Where a concern or incident is judged to be immediate and serious an appropriate lead in the School will contact the Police directly using 999.
We will use our Child Protection/Safeguarding Report form to raise safeguarding concerns in the School on an individual pupil.
All concerns and incidents will be bought to the attention of the Designated Safeguarding Lead, who will follow the agreed procedures, as described in Appendix A. Where a referral is needed this will be referred to the Police Prevent team using the form detailed in the Process in Appendix A.
We understand that the Channel Programme is an element of the Prevent Strategy aimed at stopping vulnerable people being drawn into terrorism. We understand in order to support children and young people, individuals we refer to Prevent may receive a programme of support from this multi-agency group and we may be asked to work with and attend Channel Panel(s) to progress this support.
5
Controlled upon completion
6. Related Policies and guidance
This Extremism & Radicalisation Policy is linked to the following policies:
- Safeguarding & Child Protection Policy
- Equality & Diversity Policy
- Anti - bullying Policy including Cyberbullying
- Behavioural Management Policy
- Online Safety Policy
- A British values statement
- Lettings Policy
Furthermore, we will follow the procedures set out by the Derby and Derbyshire Safeguarding Children's Partnership with reference to Safeguarding Children and Young People who are deemed to be vulnerable to Violent Extremism:
National guidance in relation to Keeping Children Safe in Education;
- Keeping Children Safe in Education
- Working together to safeguard children
- Information sharing advice for safeguarding practitioners
In tackling extremism and radicalisation, we will take account of the following national guidelines and legislation:
- CONTEST (Counter Terrorism Strategy) 2018
- Prevent Duty Guidance for specified local authorities HMI June 2015
- The Prevent Duty, DfE Departmental advice for schools and childcare providers 2015
- Channel Duty Guidance 2020
- Counter Terrorism & Border Security Act 2019
- Use of Social Media for online radicalisation
7. Management of this Policy
The Head Teacher of our School will implement the policy and will ensure staff including volunteers and governors have read this policy and understand their responsibilities.
The Governing Body will oversee the policy; ensure its implementation and compliance to statutory duties reviewing its content on an annual basis.
We will undertake a regular audit and review of this policy and consider any changes in guidance /legislation how these changes will be implemented within the School.
The Head Teacher will report on and discuss progress within the School to the Governing Body on an annual basis.
Extremism and Radicalisation Non-Statutory v 1.0
Document date 03/2021 Review date 03/2022
A record of the minutes is recorded on the School Governing Report covering the discussion on the Policy of Extremism, Radicalisation and the protection of British Values, detailing how proactive the School is in ensuring this policy is reflected in the School's ethos and curriculum.
Signed by:
Chair of Governors
Head Teacher
Date:
Date:
APPENDIX A
Prevent Referrals – Pathway
Are there worries about a young person's change in appearance and behaviour, their ideology or online activity?
Are you worried about the behaviours and actions of an adult in the School?
Take advice from your School Safeguarding Lead.
If further advice is required, contact Derbyshire County Council's Prevent Lead 01629 538473 or if you want some general advice you can also email [email protected], call the Police Prevent team 0300 122 8694 or the Starting Point Advice Line 01629 535353
Make the Prevent referral using the referral form on the Safer Derbyshire website.
If the child is not considered to be at immediate risk of harm, start the Early Help Assessment if it has not already been started/completed.
Police receive all Prevent referrals – investigations are undertaken and where Child Protection concerns other than radicalisation and extremism are identified, a referral to social care is made via the police electronic network.
If the child is considered to be at immediate risk of harm, a telephone referral should be made 01629 533190 (Call Derbyshire).
This will help to support the young person/family as well as evidencing actions taken, should additional support be required
A Social Worker will review the presenting information within the referral to determine further actions for Social Care or Targeted Early Help services. An officer from the Police Prevent team will be included in the Strategy discussions if they are required.
NB – Whilst the Police Prevent Team can recognise vulnerabilities and support the safeguarding process, they are primarily focused on Counter Terrorism and Domestic Extremism risk. Please make sure other safeguarding measures (including Early help Assessments) are progressed in a timely manner.
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SUNDAYSCHOOL FIRST TERMINAL EXAMINATION ARCHDIOCESE OF CHANGANASSERY
11.00 AM - 1.00 PM
Mark : 75
05-10-2014
CLASS III
Time: 2hr
I. Select the correct word from the given list
10
1. The man who made the ark is
...............................................
2. The number of Jacob’s sons is
.................................................
3. The sign of God's covenant was the..................................................
4. God came down from Mount Sinai and called ........................... up to the mount.
5. Abraham's earlier dwelling place is..................................................
Fill in the blanks
10
6. The descendants of Jacob are known as ..................................................
7. The saviour of mankind..................................................
8 ................................................... is the place where the tower was built.
9. The land to which God led the Israelites is ..................................................
10. .................................................. help us show the right way in our journey to Heaven.
Answer the following
4
11. Who tempted our first parents to act against the command of God?
12. Who are called Israelites?
Answer the following questions in a word
10
13. Who is our Pope?
14. What is the name of your parish?
15. Who is the Patron Saint of the Archdiocese of Changanacherry?
16. Who is your Parish priest?
17. Who is the first saint of India?
Moses , Rainbow, Noah, Haran, 12
V. Select the words and fill the columns
8
You are given several words some of them are to be deserted and others are to be accepted. List them in the appropriate columns.
(God,Satan , Parents, Teachers , Good friends , bad words, good books , Bad films.)
19. What are the ways of life?
3
20. Write the name of three saints.
6
21. Choose the correct word from the word box and fill it.
8
Abel was a shepherd and .............................. was a farmer.Once Cain offered part of his produce as a ............................. to God ................... offered the young ones of his flock ................................ accepted the gift offerings of Abel .God did not accept the offerings of Cain.
22. Comment on this :-True or false.
1
1. I will ever live obeying God’s cmmandments.
2. I will call up on God in all my problem and suffering.
Abel, Gift, God, Cain
To be accepted
To be deserted
2
VII.
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Baby Squirrel Season: What You Need to Know
By Cheryl Conley, TWRC Wildlife Center
And so it begins. Baby season 2020 and it all begins with baby squirrels. There are a number of reasons why baby squirrels get separated from mom. Homeowners cut down trees that have nests, high winds can blow nests down or can knock babies out of the nest or sometimes they just fall out. Whatever the reason, you can help.
The first thing you want to do is make sure the baby is safe and warm. Put it in a box or other small container with a soft towel or t-shirt. You can microwave a sock filled with rice for one minute and place it in the box with the baby or set 1/2 of the box on top of a heating pad set to low. DO NOT TRY TO FEED IT. If you do not see any blood on the baby and there are no ants crawling on it, you can try to reunite it with mom. A squirrel's real mom is the best mom.
1. Place the box with the baby squirrel in it near where you found the baby. You can also attach string or twine to the box and securely hang it from a low branch. Just remember to keep an eye on it from a distance so it's safe from dogs, cats and other predators.
2. Getting the baby to call for its mom can help.Sometimes gently picking up the baby will cause it to call her. You can also try holding one foot and applying gentle pressure. DO NOT SQUEEZE HARD. This is a tiny, fragile baby.
3. If it's raining lightly, cover half the box and put the baby on the dry half. If it's pouring, keep the baby inside until the rain lets up. Remember to KEEP IT WARM.
4. Be patient. It can take up to four hours for mom to come and get her little one. If she doesn't, you'll need the help of a rehabilitator. Bring the baby to us. If it's after hours, keep the baby in a quiet, dark room and keep it warm until we open. Do not attempt to feed it.
If you notice injuries, keep the baby safe and warm in a dark room until you can get it to us. Do not handle it.
TARRYTOWN IMPORTANT NUMBERS
Indianmeal Moths
then brought into the home with infested products.
Probably the most encountered pantry pest by homeowners is the Indianmeal moth. These moths can be found in pet food, birdseed, cereals, dried fruit, nuts, powdered milk, candy, and more. Food can become infested while in fields, warehouses, or stores and
Indianmeal moth adults are small with grayish wings tipped in copper. Larvae are creamy-yellow to yellowish-green to pinkish in color with a dark brown head. Larvae tend to feed on the top of infested items and may produce silk that binds the food together. When larvae are preparing to pupate, they leave the item where they were feeding and crawl to corners or edges of walls, shelves, containers, or other items to spin a silken cocoon.
Infested items can be thrown away or treated with heat or cold. If you don't want to throw away food, either place infested food in a ziptop plastic bag and place it in the freezer for about 5-7 days or spread infested food in a thin layer on a baking sheet and bake at 250 degrees for 4-6 hours to kill any insects. Once all insects are dead, you can sift the food or pick out the insects. Another option would be to leave the insects in the food and get a little more protein with your meal!
To eliminate a pantry pest problem, the first step is to locate and remove all infested items. Begin with oldest food items, usually in the back of the pantry, and inspect everything, including unopened food items since these may also be a source. When you find an infested item, do not stop your inspection, multiple items can be infested. Not all pantry pest infestations come from the pantry. Check rooms for items such as dried, decorative peppers, dried flowers, potpourri, natural supplements, make-up, or rice heating packs.
For more information or help with identification, contact Wizzie Brown, Texas AgriLife Extension Service Program Specialist at 512.854.9600. Check out my blog at www.urbanipm.blogspot.com
The information given herein is for educational purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by Texas A&M AgriLife Extension Service or the Texas A&M AgriLife Research is implied.
This work is supported by Crops Protection and Pest Management Competitive Grants Program [grant no. 201770006-27188 /project accession no. 1013905] from the USDA National Institute of Food and Agriculture.
The Texas A&M AgriLife Extension Service provides equal access in its programs, activities, education and employment, without regard to race, color, sex, religion, national origin, disability, age, genetic information, veteran status, sexual orientation or gender identity.
Host Families Needed
A Cultural Experience
STS Foundation is currently looking for host families for the 2020/2021 school year. Hosting is such a rewarding experience and it benefits all of those involved.
Want to bring a little culture into your life and the lives of your children? Why not try hosting a high school foreign exchange student? It's a great way to learn about a new culture all from the comfort of your home.
STS Foundation accepts all types of host families – from single parents, newly marrieds, empty nesters and same sex couples. In order to host, you would need to meet the following qualifications:
* Pass a background check
* Host must be 25 years or older
* Provide food for 3 meals daily
* A bed for your student
* Ensure reliable transportation to and from school (bus is ok)
* A safe and loving home
STS Foundation is a 501(c)(3) organization that places foreign exchange students with American host families. For more information about hosting, please contact me at 832-455-7881 PM me or email at [email protected].
The Tarrytown Newsletter is a private publication published by Peel, Inc. It is not sanctioned by any homeowners association or organization, nor is it subject to the approval of any homeowners association or organization, nor is it intended, nor implied to replace any publication that may be published by or on behalf of any homeowners association or organization. At no time will any source be allowed to use the Tarrytown Newsletter's contents, or loan said contents, to others in anyway, shape or form, nor in any media, website, print, film, e-mail, electrostatic copy, fax, or etc. for the purpose of solicitation, commercial use, or any use for profit, political campaigns, or other self amplification, under penalty of law without written or expressed permission from Peel, Inc. The information in the newsletter is exclusively for the private use of Peel, Inc.
DISCLAIMER: Articles and ads in this newsletter express the opinions of their authors and do not necessarily reflect the opinions of Peel, Inc. or its employees. Peel, Inc. is not responsible for the accuracy of any facts stated in articles submitted by others. The publisher also assumes no responsibility for the advertising content with this publication. All warranties and representations made in the advertising content are solely that of the advertiser and any such claims regarding its content should be taken up with the advertiser.
* The publisher assumes no liability with regard to its advertisers for misprints or failure to place advertising in this publication except for the actual cost of such advertising.
* Although every effort is taken to avoid mistakes and/or misprints, the publisher assumes no responsibility for any errors of information or typographical mistakes, except as limited to the cost of advertising as stated above or in the case of misinformation, a printed retraction/correction.
* Under no circumstances shall the publisher be held liable for incidental or consequential damages, inconvenience, loss of business or services, or any other liabilities from failure to publish, or from failure to publish in a timely manner, except as limited to liabilities stated above.
Tropical Fruit Salad with Coconut Crunch
1 large egg white
1/2 teaspoon pure vanilla paste or extract
2 tablespoons clover or orange-blossom honey
1 teaspoon grated Meyer-lemon zest, plus 2 tablespoons fresh juice
2/3 cup unsweetened shredded coconut
1 tablespoon poppy seeds Pinch of kosher salt
1 quart strawberries, halved lengthwise if large
1 small papaya, peeled, halved, seeded, and cut lengthwise into
2 mangoes, peeled, pitted, and cut lengthwise into 1-inch thick pieces
1-inch-thick pieces
1 small pineapple, peeled, cored, and cut into 1-inch-thick
Directions: Preheat oven to 325 degrees. Whisk egg white with honey, vanilla, lemon zest and juice, poppy seeds, and salt until foamy and thoroughly combined. Stir in coconut to evenly coat; spread on a rimmed baking sheet in a thin layer. Bake, stirring a few times, until golden in places, 22 to 25 minutes.
Let cool completely (mixture will crisp as it cools). Rub between your fingers, breaking up any clumps, until crumbled. Arrange fruits on a platter; sprinkle with coconut crunch to serve. Fruits can be loosely covered with plastic, without coconut crunch, and refrigerated up to 8 hours. Coconut crunch can be stored in an airtight container at room temperature up to 1 week.
TARRYTOWN
TARRYTOWN REAL ESTATE market report update
March 2020
by Trey McWhorter
Ordinarily I would provide some year-to-date metrics compared to previous years. There wouldn't be much use in trying at this point (when this article was due in mid-February) because there were only 3 transactions in MLS as of February 17th. However there are 15 homes pending in MLS, so it appears that 2020 was off to a slow start but will make up some ground and probably be a typical first quarter.
As usual, one of the most notable aspects of the Tarrytown market right now is the limited inventory in MLS. As the graph nearby shows, active listings are again setting new records for all-time lows, with well under 20 active listings.
One other interesting statistic is the growing proportion of active listings priced over $1M. The record was in April 2018 at 83% of active listings, but January and February of this year have both exceeded 80%.
If you are thinking about selling your home, this is a good time to consider it. With many active buyers and limited inventory, your home could fetch a premium and sell quickly. If you want to make sense of what's going on in the market, get a better understanding of what your own home is worth, or would like to put together a plan to sell your home, please contact me and I'd be happy to help you. You can also find additional analysis and updates to this article on treymcwhorter.com.
TARRYTOWN
PRSRT STD
PAID
U.S. POSTAGE
PEEL, INC.
TRY
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Checklist
Not to forget when preparing for an activity in natural environment:
□ Is the site open?
Spring thaw (mud season)? Hunting season? Construction? Others?
□ Is the targeted activity still possible there? (and on this date?)
□ Tickets, access rights, registration?
In advance or on site?
□ Are dogs accepted?
Always on a leash or not? Designated trails? Designated days?
□ Appropriate equipment:
□ Clothing-food-water-shoes/boots (adapted and in good quantity)
□ Extra food
□ Extra water
□ Extra warm clothes
□ "Paper" map of the entire journey
□ Cellular batteries fully charged
□ Flashlight or headlamp (other than cell phone)
□ Insulating mat
□ Small tarp (and some ropes)
□ Something to start a fire
□ First aid kit
□ If hunting season (but still accessible) = bright colored clothes/bell
□ If bear encounter possible = bell AND protection of your choice (bear spray or other)
□ Other equipment depending on the situation: ________________________
□ 3 informations left to a reliable person (your guardian angel)
□ Complete directions of your journey
□ Scheduled return time
□ Deadline to call for help
Advices:
- Imagine yourself at the furthest point of your hike and that you "must" spend the night there for one reason or another… Are you ready?
- Do not exceed your limits. Test your comfort zone and your equipment on short trips to well-known sites in safe environment.
- Do not forget to notify your "guardian angel" upon return.
In connection with the 44 th radio ACTIVE LIFE chronicle, October 28 th , 2021 - Listen here (French only) -
The radio ACTIVE LIFE chronicles are a collaboration of and
pleinairenor.ca
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Gooderstone Gazette
The newsletter from Gooderstone C of E Primary Academy - Your school, your news!
This week's Worship theme:
Parliament Week
Thankfulness
Stars of the week:
Skylarks:
Owls:Hattie being a superstar & working hard all the time.
Adam being a sensible &
Kestrels: Leo Bowes for superb perseverance and resilience.
mature role model.
Writer of the
week:
Owls: Tyler
Skylarks: Daisy
Kestrels: Rowan
Weekly
Attendance
Award:
Kestrels
Cake Friday
Don't forget that we need your bakes!
This week the proceeds from our cake raffle went to Children in Need!
£36.90
All of this week we have been looking into democracy and how voting works in the UK. Kestrels' class divided into different political parties and decided on what they would like to change about the school (the hot tubs in the mobile and the vending machines proved particularly popular). The winning party was the Future Party! Our School Prime Minister is Rowan!
Jewellery at School
Our school uniform policy only allows children to wear a small pair of earrings and a watch to school. However, we know there are times of the year, when children may also want to wear a charity wristband. We are happy to allow this, but please be aware that if the band is causing a distraction or affecting their learning, the teachers may ask them to remove it. Snap bands are not allowed at school. No other bracelets, necklaces etc. are allowed.
Any jewellery worn to school needs to be removed for PE, adventure playground and other activities where it may cause an injury. Please note it is the children's responsibility to look after their jewellery and we cannot be responsible for lost items. If something is precious, we suggest it does not come to school.
Healthy School
As we are a healthy school, I would like to ask that you choose the items for your children's lunch carefully. From looking at lunches recently, we have noticed an increase in the amount of unhealthy food being put into lunchboxes. Some of the children have also come to school with sweets and chewing gum in their bags. Therefore, we would like to remind you that the children's lunches are not to include fizzy drinks, sweets or chocolate. We will continue to remind the children of this.
East Anglia Sports Academy
We have been lucky enough to have the East Anglia Sports Academy come to help us in P.E. lessons. The children have been learning how to play tag rugby and have thoroughly enjoyed getting stuck in the mud.
From next Tuesday, Mr Clarke will also be running a multi sports club for children and parents. A letter will go home for this with the children today. This is available for all children and parents in the school.
Interventions
As many of you know, we have introduced PiXL as a form of assessment and intervention. Many of the children will be involved in these interventions so they all have an opportunity to progress. We will also introduce some interventions to start before school from 8:45- 9:05. If your child is involved in these you will receive a slip to let you know.
Thank you!
Thank you all for your ongoing support with the school. We really appreciate it, especially as we are such a small school community. The turnout for the Remembrance Service was great and we have been able to raise lots of money for different charities lately.
Big Question of the Week
What's the best way to show our gratitude for others?
Dates coming up…
Monday 12 th – 16 th November: UK Parliament week.
Friday 16 th November: Children In Need, Bring and Buy Sale.
Thursday 22
nd
November:9.00am. SENCo Kenco Meeting.
Friday 23
rd
November: Scootability sessions.
Monday 26 th November: Road Safety for Reception and Year 2
Tuesday 27 th
November: Seatbelt Safety Year 4
Friday 30
th
November: Skylarks' Gooderstone Gathering
Wednesday 5 th
December: Gooderstone community tea party.
Friday 7
th
December: Kestrels' Gooderstone Gathering.
Tuesday 11 th December: 2pm & 6pm Lights Camel Action- Our Nativity.
Friday 14 th December: 3.30pm Christmas Fair.
Maths Problem of the Week
You have a set of the digits from 0 - 9.
Can you arrange these digits in the five boxes below to make two-digit numbers as close to the targets as possible? You may use each digit once only.
How will you know that your solution is as close to the targets as possible?
Younger children could just try and find an answer for each statement and may use each digit card more than once if they wish.
An interactive version of this problem where you can move the cards around can be found here: https://nrich.maths.org/6343
Each week’s problem & and a box for posting your solutions in can be found in the school hall. Remember to put your name (& class) on your solutions.
This problem involves trial & error. You need to be prepared to move the cards around in order to find a solution that works for each box. The Year 6 National Tests which our oldest children take before they move on to High School often feature a question in this style.
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Hartington C of E Primary School
"Caring & sharing as part of God's family"
"Loving our neighbour as we love ourselves" - Luke 10:27
PRIVATE FOSTERING POLICY
| Document name | Private Fostering Policy- non-statutory |
|---|---|
| Document owner | Safeguarding Education Sub- Committee |
| Authors | DP. CPM Schools/Education |
| Date approved | April 2021 (Rod Duncan Social children’s services lead, Private Fostering) |
| Current document | Version 6 final |
| Review date | April 2022 |
1 Introduction and context
Most children and young people spend some time away from their home staying with relatives and friends. In cases where children/young people may stay for a longer period of time special procedures may apply.
Private Fostering is an arrangement made by a parent with a carer who has agreed to look after the child/young person on their behalf. They are not arranged by the local authority. In some circumstances the parents may not have agreed, or the circumstances of their living arrangements raises health, welfare and safety concerns for the child/young person.
Private fostering arrangements can be a positive response from within the community to difficulties experienced by families. Privately fostered children remain a diverse and potentially vulnerable group.
2 Definition
A privately fostered child is a child under 16 (or 18 if Disabled) who is cared for by an adult who is not a parent, grandparent, aunt, uncle, step parent (including civil partnerships), sister or brother, and may be a family friend, or neighbour and where the child is to be cared for in that person's home for 28 days or more. The definition does not include a step-grandparent or great grandparent.
This arrangement does not have to be continuous; if a child/young person is staying with an extended family member, who is not a parent, grandparent, aunt, uncle, step-parent (including civil partnerships), or a family friend or neighbour for example, that adds up to 28 days or longer in any period of time this may then be seen as Private Fostering.
A child who is Looked After or placed in any residential home, hospital or school (where they are receiving full-time education) is excluded from the definition. In a private fostering arrangement, the parent retains Parental Responsibility.
Children under 16 who spend more than 2 weeks in residence during holiday time in a school, become privately fostered children for the purposes of the legislation during that holiday period.
2.1 Our responsibilities
Hartington C of E Primary School fully recognises its responsibilities regarding Private Fostering, ensuring staff are fully aware on how to identify a child/young person and the circumstances around Private Fostering. This includes a duty to report any possible arrangement to the Local Authority if it is believed the child/young person is possibly living in such an arrangement.
This policy should be read in conjunction with "How to Identify a Privately Fostered Child" Appendix A, found at the end of this policy and more local information/guidance can be found on the Derbyshire County Council website.
Furthermore, we will follow the procedures as set out by the Derby and Derbyshire Safeguarding Children's Partnership, section 1.6.8.
And provide information to any parent/carer where it is believed the child is in a private fostering arrangement.
2.2 Our duties
Under the Children Act, 1989, the Local Authority has a duty to make sure a Private Fostering arrangement that the child/young person is in provides for their needs and safeguards his/her welfare.
We will ensure all Staff, Governors and Volunteers in the school are aware of this duty.
If a member of Staff, Governor or Volunteer becomes aware that a child/young person may be living in a Private Foster arrangement it is the responsibility of that person to report the details to the School's Safeguarding Designated Lead (SDL) who will then make further enquiries to try and establish the circumstances.
The Designated Safeguarding Lead should seek advice from Children's Social Care as to whether the child/young person is in a Privately Fostered arrangement under the regulations. The Derbyshire professional advice line can be contacted on 01629 535353 if the child's current residence/place of stay in this arrangement is in Derbyshire. If not we will make contact with the relevant Local Authority Childrens Services contact and referral point
If upon taking advice, it is confirmed this may be a private fostering arrangement in Derbyshire, a referral will be made by the Designated Safeguarding Lead into Call Derbyshire (Starting Point) using the recommended online contact/referral form. If there are immediate concerns for the child's welfare and safety, we will treat this as a child protection concern and contact Call Derbyshire (Starting Point) on 01629 533190.
Essential information for making a referral includes: -
- Full names and dates of birth for the child
- Address and daytime phone numbers for the current carer including mobiles
- Relationship to the child e.g.- neighbour, friend, extended family member (by definition of a private fostering arrangement)
- The child's address and phone number.
- Whereabouts of the child (and siblings).
- Child and family's ethnic origin.
- Child and family's main language.
- Actions taken and people contacted.
- Special needs of the child, including need for an accredited interpreter, accredited sign language interpreter or other language support.
- A clear indication of the family's knowledge of the referral and whether they have consented to the sharing of confidential information.
- The details of the person making the referral.
Additionally, the referrer should include:
- Address and daytime phone number of the parent or other parental responsibility holder and any known previous addresses
- Address and phone numbers of any other family members linked to the child in this arrangement and particularly if under 16
- Any details of anyone else involved in making this arrangement
- Any known addresses of the child previous to this current arrangement
- Any other helpful information e.g. a chronology to assist an understanding of why this child/young person is not living with the parental responsibility holder.
- Details of any concerns if relevant to making this referral
We understand that the private foster carer becomes responsible for providing the day to day care of the child in a way which will promote and safeguard his welfare. Overarching responsibility for safeguarding and promoting the welfare of the privately fostered child remains with the parent or other person with parental responsibility.
Local authorities do not formally register private foster carers, but they do have a statutory responsibility to assess whether the arrangement is suitable for the child. It is the duty of local authorities to satisfy themselves that the welfare of children who are, or will be, privately fostered within their area is being, or will be, satisfactorily safeguarded and promoted. It is the Local Authority in whose area the privately fostered child resides which has legal duties in respect of that child.
We will work together with the Local Authority to help safeguard and promote the child/young person's safety and welfare.
We will assist the Local Authority in their assessments and work as a partner to offer advice and support to the child and carers involved in the arrangement.
We acknowledge that the Local Authority on receipt of a referral has a duty to make further enquiries as to the arrangement. If it is defined to be private fostering the child/ren will require an assessment of their needs and welfare and this will be undertaken by a Social Worker.
The National Private Fostering Guidance encourages written agreements to be used by carers and parents around the care arrangements, medical consent and any financial arrangements to contribute to the care of the child/young person. Some parents are not able to contribute financially or decline to offer payments. This specific guidance, however, cannot be enforced by Local Authorities.
3 Safeguarding Roles and Responsibilities
All Staff (anyone who has contact with a child or young person) including, Volunteers and Governors have responsibility for the following:
- To ask parents/carers questions about their relationship with any pupil if the relationship is unclear, confusing, or concerning.
- To follow up any discussion with any pupil about their living arrangement when it is unclear, confusing, or concerning.
- As a school we will commit to reviewing on a regular basis our emergency contacts and details of who has parental responsibility on our school records. We will pursue any anomalies with that parent or carer and may then ask questions of any pupil about the nature of their relationship to that adult.
- We will have robust consent/trips/outings letters which clearly define the child's relationship to the adult giving consent and identify their status to that pupil including any legal order.
If a child or young person is living in a Private Fostering arrangement:
- To work with, monitor & report to the Local Authority ensuring the child/young person's needs, safety & welfare are being met whilst in a Private Fostering arrangement.
- To assist with advising and supporting the carer(s) to undertake their duties whist the child/young person is living with them in a Privately Fostered arrangement.
4 Training
The Designated Safeguarding Lead/s will endeavour to read and cascade information on Private Fostering to school staff on a regular basis and as part of annual training/updates.
Having a knowledge of the National Private Fostering guidance is encouraged in this school and the Designated Lead may refer to this and use it to help raise awareness in this school.
There is a Private Fostering Webinar, 2021/22 and we will encourage all our designated leads and pastoral team, and any other staff with contact to children in the school, to undertake this webinar.
The Private Fostering Guidance webinar can be accessed on the Derbyshire Services for Schools website. To view the content, you'll need to log onto the site. If you don't have a log-on, please request one from the Sign Up page of the S4S website. Please note that anyone in a school or academy can request access to Derbyshire Services for Schools.
Staff will log onto Derbyshire Services for Schools, the webinar can be found under Resources > Safeguarding Services > Private Fostering Guidance
Management of the Policy
The DSL/s will ensure they are familiar with this policy regularly updating all Staff, Governors and Volunteers regarding the legal requirements, and duties.
The Head Teacher will ensure that Private Fostering awareness forms part of Staff Safeguarding Induction and is included in the annual Safeguarding Training for teaching and non-teaching staff
The Head Teacher/Principal will report on any private fostering arrangement in their school and any issues or impact on the school in relation to Private Fostering to the Governing body.
The Governing Body will oversee the policy, ensuring its implementation and reviewing its content on an annual basis in line with the S175 School Safeguarding Audit.
Signed by:
Signed By:
Head Teacher/Principal
Chair of Governors
Date:
Appendix A: How to identify a Privately Fostered Child
It constitutes private fostering if:
- The adult is not a close relative (close relative is defined as sibling, aunt, uncle, grandparent and stepparent).
- The child has left home and has moved in with someone that the PR holder is happy for them to live with.
- The child is unaccompanied, under 16, seeking asylum and intends to live with someone within their extended family and friend network.
- The arrangement is expected to last continuously for over 28 days.
- The child is from another country and staying with a host family for 28 days or more.
It does not constitute private fostering if:
- The adult is a close relative.
- The arrangement lasts less than 28 days.
The law says:
- Parents must tell the local authority in writing, six weeks before it is due to start and 48 hours after it has begun
School and agency duties e.g. school, and health:
- Refer any possible private fostering arrangement into the local authority.
- Be aware of any possibility of trafficking.
- Clarify whether there is a genuine link to the carer and child.
The local authority must:
- carry out written assessments, visits, and reviews, similar to that of a looked after child.
- Contact and tell the parents if there are concerns about the arrangement before and during.
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Parkland College
A with Honors Projects
2011
An American in Canterbury: Blogging My Experiences
Lindsey Weishar Parkland College
Recommended Citation
Weishar, Lindsey, "An American in Canterbury: Blogging My Experiences" (2011). A with Honors Projects. 20. http://spark.parkland.edu/ah/20
Open access to this Article is brought to you by Parkland College's institutional repository, SPARK: Scholarship at Parkland. For more information, please contact [email protected].
Honors Program
My A With Honors Project for Spring 2011 consisted of keeping a blog. From January 9-April 9, I was studying abroad in Canterbury England, and my blog served both to inform my family about my experiences, and to discuss the issues brought up in Modern Britain, the British politics class for which I did my project. My instructor and I agreed that for completion, I would need to write 25 blog posts of 300+ words.
Below, I have included two blog posts from my time abroad. Both tell a story of more than just the events documented, but also of my growth as a person. Please enjoy.
Post #18: March 18th, 2011
Posted on March 19, 2011 by americanincanterbury
Yikes, I realize I'm pretty behind on my blog posts. I promise to tell you about the visit to Stonehenge, Bath, and Oxford, and my last Modern Britain class in a few posts that will be coming soon. But today, I just want to focus on a few interesting cultural things.
For starters, Happy Red Nose Day! I never thought I would say this to anyone because I never knew such a day existed. March 18 th marks a day of giving in the United Kingdom. A charity called Comic Relief collects millions of dollars from many different organizations around the country, and uses this money to help people both in the UK and in impoverished Africa. It is called Red Nose Day, because many famous actors will put together comical bits, or do crazy or hard things to raise money. One group for example, walked really far through a desert. And a few days ago, I saw a young woman on TV walking a tightrope strung between two buildings. Such people get other people to sponsor them and they contribute this to benefit malnourished children and other causes. Tonight I walked into my host family's house to find them in front of the television, watching the Red Nose Day program. This involved viewing free performances by famous people, heart-wrenching videos depicting squalid conditions in Africa, and more humorous comic videos depicting various actors and actresses acting silly to raise money. Already, Red Nose Day has raised over 50 million pounds, and the program is still going on…until two in the morning!
This program was interesting in more ways than one. Currently, I am working on my second Modern Britain paper. The question I have to answer is why the religious right in America has a presence in politics, but a group of this kind does not have such influence in the UK. In America, Church and State are separated, but in the UK they are not. So you would think Britain would be a much more religious country than it is. But not that many people go to Church when compared to America. Religion in Britain does not really have much of a place in politics. I think religiosity in Britain is more of an undercurrent, where in America it comes to the forefront in the political sphere. Where the religious right in America addresses specific issues, I think Britain's government and people also address religious issues, but on the much broader scale of looking out for the welfare of others. Many posts ago, I told you that I pass charity shops on my way to school. These shops, like Oxfam and the British Heart Foundation set up stores in which customers who buy from them contribute to their organization. Volunteering in Britain is common. And one cannot look at the emotionally charged videos about the suffering in Africa and think Britain is merely a society turning ever more secular. It is really interesting.
I thought I'd save a little bit of British-ness for last. A few weeks ago, I cooked soup on the hob, (the stove top). I'll admit I sometimes dip biscuits in my tea, and at the store I bought a ten pound top up on my mobile. I go to a uni (university) and am taught by a tutor. Sometimes I have to think about whether to write a word like flavor, with an –or or an –our. A cock-crow (rooster) lives a few doors down, but he doesn't wake up early. There are some crackers that are also called biscuits. Soft cheese is cream cheese. Someone who is gutted is disappointed. And the rubbish (trash) goes out every week. "All right?" is a common greeting. Ah, this is Britain rubbing off on me.
Post #22: April 1, 2011
Posted on April 2, 2011 by americanincanterbury
Wednesday was my last Modern Britain class. Today our last paper for this class was due. And now all that is left is a British History and Modern Britain exam. Both will be next Wednesday. To prepare for these exams, I must pick two other questions (for each class) that I have not answered in any of my previous papers, and be ready to write about them. Each exam will allow us two hours to write.
Today, I will be writing about Immigration, the last topic in our Modern Britain class. So as always, happier thoughts are in the next post (when it gets written).
This was an interesting class. First of all, since the term ended last week for the British students, just one British student was present in the class. The result is that we did not get a full perspective on immigration in Britain. However, I found the seminar discussion section to be very helpful this week. By listening to the American students talk about immigration issues in America, I feel that I understand immigration a bit better.
In seminar, some important ideas were shared. Did you know the United States does not have an official language? Some students in the section believe that English should be made the official language of the United States. They feel that when you go to another country, you should try to adapt to the culture in some ways. I know that with English, we are lucky. We can go almost anywhere and someone will be able to speak to us in our own language. But, I think I told you a few posts back that if I ever go back to France, I need to learn to speak the language. In this country especially, I could feel that the French people wanted me to speak French. And I can definitely understand why. Language is a source of pride and a means of connecting with another culture. I agree that English should be the national language of the US and that immigrants be required to learn it. I do not think that immigrants should shed their native language or traditions, but should bring them to America. Moving to any new country requires adaptation and learning the language of the country you plan to be living in makes sense.
Then, of course, the issue of illegal immigration came up. What I have learned is that this is not a cut and dry issue. So many factors play into this issue. Our teacher reminded us that during good economic times, there does not seem to be a problem with immigrants. They are an easy means of cheap labor. But in bad economic times, we often make immigrants the scapegoat—they are taking all of our jobs etc. As to problems we are currently facing with immigration in America, I can see both sides. I can see the frustration of those who work hard for a living and see their money going into providing for those who have come here illegally. It seems unfair to those who go through the proper channels of entering America, to have many others going in before them illegally. But I also do see the other side, the side that my own Catholic faith makes clear: that when people live in dire conditions, it is our responsibility to help them out. But then I also understand that the US just can't let everyone in who wants to come into America. In seminar it was mentioned that it is not just a US responsibility to help the impoverished and the refugee, it is a UN one. So where is the balance? I think this is an issue that goes beyond money and economics, and into the realm of ethics. Another point made by my teacher is that each of us is the offspring of an immigrant who came to America not too long ago. I think it is also necessary to note that problems with immigrants are nothing new. They have actually been occurring even before America became a country. The Protestant/Puritan sects did not like the Catholics very much, for example. Many immigrant groups that would come later were also looked on with suspicion by immigrants who had been here longer.
Here is what I learned about British immigration. Interestingly, immigration to Britain did not become prevalent until after World War II. Many immigrants were invited in after the war to help rebuild a broken war-weary Britain. Immigration today is greatly focused on those who come to Britain from outside the EU countries. People who live in an EU country can travel, live, and work in other EU countries. Therefore, there does not seem to be many problems with immigration in the UK. But I am not sure this is completely true. I found a March 2011 article from the Daily Telegraph online newspaper stating that the UK is working to crack down on foreign students who come into the UK for below degree level courses. Some of these students take advantage of the system, obtain student visas, and then stay in the UK to work. Some of the ways for tightening the system will be having stricter language requirements for foreign students and not allowing most colleges (universities) offer below degree level courses to foreign students. Other articles tell me about the impact of the Muslim community on the UK, a population that has been growing in the UK. I sense in these articles the same anxieties about Muslim immigrants that Americans have about Mexican immigrants. Now of course I realize that the media is typically biased. But this does not erase the fact that these tensions exist in British society as well.
Immigration is an issue which often leads to race. Are we cracking down on immigration because we are racist? Are we afraid that the ideas immigrants may bring to our country will be too different? What is helpful to remember, especially in societies like America, is that racism is a word often thrown around. To be a real racist is to act negatively toward people on the basis of their national heritage. I think we sometimes interpret actions of national and self interest, like cracking down on immigration, to be racism when it is not. This is not to say that racism does not exist in immigration policies, but we must be careful in deeming actions racist. Oftentimes, people are more uncomfortable with fact that immigrants seem to be taking all the jobs than the fact that they come from another country.
As I said, this is a sticky issue. I definitely see the point about helping those trying to escape desperate situations in other countries. It is morally wrong to let people die in other countries if we have means of stopping it. The question is: where do we draw the line? Or do we even need to draw a line? Can and should nations help all who ask for it? These questions have no easy answers. But this is all the more reason for governments to consider them carefully.
Also have included a reflection on what keeping a blog has meant to me. I will admit, oftentimes, it was hard. I did not want to debate the issues brought up in Modern Britain, and certainly not online. But I discovered that in order to learn, we must ask questions. Our experiences and values shape how we view and approach political questions.
Reflections on Canterbury:
What can you say about a place that has been your home for three months? How can you sum up a culture and a million different little experiences in one blog post? You can't so I won't try. But I will try to grasp at a few things I've learned, though I am sure the full impact of this experience will not really be known to me all at once. Little experiences at home might take me back to this place. And it is in these memories that I will remember Canterbury.
What have I learned? I have learned much, but some of it can't really be explained. I guess one of the biggest things I've learned is that so many factors play into who a person is. You can't define someone by their culture because different people reflect the culture differently. Although I understand that identity is a key factor in establishing what culture is, I no longer think it is completely necessary to understand a person's identity. In reality, you can never know a person's identity. They themselves cannot even know their whole selves. And identity is so multi-layered. Experience, community, religion, race, political affiliation, personality—all these play into individual identity. Like so many strands of webbing identity between the individual and different infrastructures of society cross and recross and tangle together, until it is impossible to totally separate the person from them, because they have shaped the person into who they are today. Because our webs of experience often conflict with other peoples' webs, there is dissidence in the world today. It is not merely a lack of understanding, but a lack of being that person. I don't think identity can be tacked down.
I have also learned that I can voice my opinions on topics, be it in spoken or written form. I actually quite dislike controversy, but some things are worth speaking up for.
When I travelled home from two weeks in South Korea in 2009, I had it in my head that I wasn't the same person that I was when I left. I thought my life would be really different, that the problems I had when I left would be gone when I came back. When I came home, the problems were still there and I had not changed greatly. But I don't think that is ever what happens. I am still the same Lindsey who left for Canterbury three months ago. The fundamentals of my personality don't change, only very little things change. So yes, studying abroad has changed me, but only very slightly. It has taught me to ask more questions and to think more about what is going on in the world, and how the world perceives America and Americans. It has taught me to consider life from another perspective. I don't think I will ever know exactly how much this experience has impacted me. Like a stone dropped in water, the ripples are endless and endless. Or a mirror reflecting a mirror. The depth and breadth of experience touches corners of our lives and the lives of others that we can never imagine.
This is the last post for my blog project which was meant to document life in Canterbury during my three-month stay. I had never kept a blog before. I also had never had to discuss controversial issues in the somewhat public forum of the Internet. It is my hope that my posts not only tell a story about my experiences, but also about who I am. I hope that the learning and growing I have done here is reflected in my work. This blog contains thoughts that I did not always have the courage or the words to express in class that I found easier to communicate through writing. Since this class was geared toward Modern Britain (British Politics) I would listen attentively in class and write down what my mentor was saying. Then I would address the issues he brought up in class. Many of these ideas will sound familiar to my mentor who will be grading this essay. I hope he will consider these posts as my response and outlook on the topics he taught. I hope it also shows what I have learned about the British culture as well. Through considering and addressing political issues, I have been able to develop my voice, to make my opinion known. As a person who does not like to offend others, I have qualms about my project and its subject matter since politics can be a sticky issue. But my mentor encouraged us not to be afraid to share our beliefs, and so I have. In a world with so many different ideas, it is often hard to answer political questions without considering the social, moral, and political impact of these questions. It is my hope that my project conveys an understanding of the topics discussed in the light of a personal outlook.
In conclusion, I would say that blogs are useful tools for bringing the ideas of the individual to others. Like an online notebook, one can share views in the light of their experiences. I think my blog posts speak more about me than my telling a person about me could. It is my hope that these posts help the reader to think, and not only to think, but to ask themselves the same questions I have been asked.
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Digital Inclusion Project
Quiz 1: Answers
1. List 3 functions you would expect to find on the Zoom menu bar.
* Microphone - mute/unmute
* Participants-
* Video- start video/stop video
* Share screen
* more
2. What is the difference between 'Leave meeting' and 'End Meeting for All' in Zoom?
Leave meeting - meeting has not stopped and can still continue even after you leave
End meeting for all - only host can do this. This action will end meeting for everyone in meeting
3. Each person in the group to name 1 App that was already preloaded onto the Lenovo tablet when they received it.
4. List 3 ways to share information on Zoom
* Chat
* share screen
* Audio
5. What symbol do you need to click on to send an email attachment?
* Paperclip
6. a) What does cc and bcc stand for when sending an email?; and
b) What is the difference between the two functions?
* Carbon copy - to copy email to someone else, will be seen by the receiver in the To
* Blind carbon copy - to copy email secretly to someone else. To not be seen by receiver in to section
7. What does the acronym www stand for?
* World Wide Web
8. Each person in the group to give an example of something that would help them to decide whether a website or email was safe to use or could be trusted.
9. List 2 ways to increase the security on your tablet.
* Screen lock
* Encryption
* Face recognition
10. What is the name of the website that of all UK government departments, many agencies and public bodies have been merged into?
* Gov.uk
11. How would you make sure that your password is strong/secure
* A combination of letters (upper/lower case), numbers and symbols
12. Which company now owns PayPal?
* eBay
The World Wide Web was the brain child of British computer scientist Tim Berners-Lee and Belgian scientist Robert Cailliau. Proposed and released to the world in 1990, the World Wide Web has revolutionized information sharing and ushered in a remarkable technological age. WWW is a system where hypertext documents can be accessed through an internet web browser.
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INDEPENDENT STUDY: LEVEL II TRAINING- Class 2
The recording for Class 2 is 54 minutes long.
Let me return to the reading we covered in our first class. We met a mother who was away during the fire in her home. I know this was a very emotional reading, and difficult to contemplate.
Because of the delicacy of the situation, I think you needed time to process this woman's story. I want to return to her reading for a closer look at your responses.
As we interpreted the shells in her reading, we encountered the two-shell combination of #80 the Textile Cone (death, transformation) and#160 the Tadpole Triton (child).
The combination of death and child does mean Death of a child
But for those who interpreted these shells in another way, you are not alone in this thought….
In the past, when I asked students for their thoughts on translating this, some said the following:
Deb: Her childhood losses? looks like she lost everything
Fatima: transformation the childhood and from home
Tracey: Transformation of child issues around possessions
Barb: a childhood event that needs to transform
Bri: wants or needs transformation around childhood issues
April: loss of innocence perhaps? Something that occurred in a childhood home
Joseph: a trauma from childhood
Joy: needing to let go or heal a childhood issue
Sandy: In childhood something life-changing occurred, possibly loss of a parent, affecting their living situation. Anne: She inherited a house because of the death of a parent. But it's the house of her childhood frustrations, same problems haunting her. Triggers depression and addiction also possibly guilt.
Kala : the person feels that part of them must "die" in order for transformation to take place. The home relates to the child within who wants to feel safe
Lorraine : her childhood, her family home perhaps, wanting to go out on her own? She wants a change, a new beginning
Sevi: A death occurred in her life as a child... or a huge loss in her childhood
Laura : Something in childhood
Susan: something happened to her in her home as a child...death of someone
Shakti: Her bad memories from her childhood
Dar: something from her childhood
Notice that what these all have in common is the reference to childhood. Let's bear this in mind as we examine some other student responses to this reading….
Michelle: Change involving a child
Shellee: Maybe a child or pregnancy made her transform her ways
Pat: death of the child within or a child
Sonja : either inner child issues that need to be transformed or a real child passed away.
Carole: She is trying to escape the death of a child, or a death that happened in her childhood.
Nina : Childhood problems or the death of a child ?
Kim : the death of a child ?
Sandy_C: the death of a child?
Aurora: her child died because she lived in poverty
Melanie: death of a child
Janine: She lost a child a nd hasn’t ever been able to heal from it and feels like she has nothing
Chanchal: the death of a child
Cynthia: there was adeath of a young person
Heather: There has been a death of a child - perhaps her child or a child close to her.
These slides represent a sample from students over the years, but I have organized their responses to show a progression. Please look back at your journaled insights from the first lesson. If they fit in with the first group of students speaking about childhood issues, let me pause here to clarify something.
The shell referring to someone's childhood issues is the inner child shell #32.
This is different from the tadpole triton shell meaning a child.
In the second group of students, as the interpretations veer away from childhood issues and the focus becomes a child, we still have a broad range of options here.
Michelle: Change involving a child
Shellee: Maybe a child or pregnancy made her transformher ways
Pat: death of the child within or a child
Sonja : either inner child issues that need to be transformed or a real child passed away.
Carole: She is trying to escape the death of a child, or a death that happened in her childhood.
Nina : Childhood problems or the death of a child ?
Kim : the death of a child ?
Sandy_C: the death of a child?
Aurora: her child died because she lived in poverty
Melanie: death of a child
Janine: She lost a child a nd hasn’t ever been able to heal from it and feels like she has nothing
Chanchal: the death of a child
Cynthia: there was a death of a young person
Heather: There has been a death of a child - perhaps her child or a child close to her.
First, we have "a change involving a child," followed by the client "being transformed by a child." Well, death is certainly a change, and she was transformed--by losing her precious children.
With the first few students who mention the words "death of a child", notice they immediately have an alternative thought…. I have highlighted the word "or" in red to indicate this. The next group of students do express the combination translating to the death of a child but follow this with a question mark…again I highlighted this in red to indicate the uncertainty of this interpretation.
The last few students clearly state this combination indicates the death of a child.
Again, I would like you all to think back to the first class and use your journal to recall your thoughts about this part of the reading. If you did consider these shells to mean death of a child, please take a look at your journal and see where you might fit on this spectrum. If you provided alternatives, or ended with a question mark…. Did you feel that what you were thinking was too awful, or you thought you were wrong, or some other feeling? Some students came close, and almost seemed as if they wished to ignore that thought or push it aside seeking a "more comfortable" interpretation first.
I am grateful to all of these students, because between them, they covered every phase of an important step in training as a shell reader.
While you are thinking about this client's reading, I would like you all to look at shell #174, the Fossil, and journal your reaction. Like it, dislike it, or indifferent?
I realize we did this exercise with the Fossil in your Ocean Speake Level I course, but that was with no agenda. This time we are thinking about a specific reading, and then looking at shell #174.
For anyone who pushed aside thoughts that the shells were speaking about the death of a child, when you discovered the full story, how did you feel when your instinct about the real meaning of those shells was proven true? This is the shell of vindication, being right. If this fossil bothered you as you thought about the reading, subconsciously, you may be conflicted about obtaining information through your seashell partners. This can cloud your abilities to receive insights.
Without planning it, our first class carried the lesson of learning to get out of the way of the message.
If you remember, very early in my career, when I was determined to keep a low profile, I told a newly-wed who picked both of these shells about birth that she was going to have a great spiritual birth.
She worked in the same hospital lab where I worked, and a week later she called to me across a crowded cafeteria asking if I remembered her reading and what it said. Trying to put a quick halt to her interrogation, I simply mentioned it was about birth. As it turned out, the lab had just confirmed that she was pregnant. During her reading the week before this, I did what you did last week. I had thoughts I ignored because I knew she would not want to be pregnant so soon after getting married. To ease my comfort, I told her the shells must be about a spiritual birth instead. Being outed in the cafeteria a week later was not pleasant, but it made quite an impression on me to get out of the way of the message.
In the first class, some students allowed their personality to interfere by twisting the message to reflect her childhood or by providing an alternative option, or questioning this interpretation…. in order to be more comfortable for the client, or for themselves. Just as I did with the pregnancy shell. Look back in your journal to see if you might have done something similar.
As you grow in confidence, you can remove your personality from thinking about the reading, and simply report what you see. Of course, if it is traumatic, you will seek and find ways to deliver the message tactfully. But it is important to stay true to the message.
I believe if something shows in the client's message, than that person's Higher Self feels it is beneficial to bring this to the client's awareness. I will say that I never look at the shells as predicting the future, just clarifying where we are in the present. Even the newly-wed was pregnant during the shell reading, so discovering she was pregnant was more a matter of her gaining awareness than any kind of prediction. I can't help but wonder if I had stayed true to the shells, if there was something I missed for her benefit. Her reading may have been more for my benefit, to teach me to get out of the way of the message.
When it comes to the subject of death, I share your discomfort. If you notice in Ocean Oracle, I was not comfortable with this subject when assigning meanings to the shells.
The meaning for shell #80 is "death, transformation, eliminating baggage no longer needed." I am more comfortable with focusing on death in terms of transformation after leaving unnecessary baggage behind. When the death shell is in a reading, it is most often about transformation. However, a few times it has been about actual death. The client is already aware of the death, and the shells are showing how this is impacting the client's life.
You met one such client in the first class. Another involved a client whose relative was on the plane that left Boston and flew into the towers in New York during Sept. 11 th . I did not know that, but interpreting the Textile Cone as death and looking at her other shells brought much insight for her.
In our first two classes, I thought it best to give a range of possible clients' needs and to see if some of the students might get in the way of the message. There is no better way to make this point, then to see yourself twist or modify the message to make it more comfortable.
Now that we have covered the possible range of clients you may encounter, and the importance of getting out of the way of the message, we have reached the moment you have waited for. Let's do some readings!
To give you practice, I have some readings from your cyber classmates. Before we look at their arrangements, I want to discuss one more point. In your Ocean Speake course, I touched on my method that if the arrangement lends itself to this, I read from top to bottom, and left to right. I want to take a moment to look at some examples for clarification…let me begin with using two shells….#52 and #53.
52 Seahorse "Being the ideal husband or father; nurturing male"
53 Slipper shell "Challenging stereotypes; pushing limits"
If the order is 52 53, arranged vertically or horizontally, we have a client thinking that the ideal husband challenges stereotypes.
If the order is 53 52, we have a client who is challenging the stereotype of the ideal husband.
In the first arrangement, the client's image of the ideal husband is someone challenging a vast array of society's dictates. In the second, the only stereotype being addressed is the client's definition of the ideal husband.
In Class 17 of Ocean Speake, we worked with two-shell combinations of the Green Tree Snail and Watering Pot.
IMPORTANT ADDITION TO OCEAN SPEAKE
Green Tree Snail tells us about a client's willingness to change his or her comfort zone. That means if the arrangement is in a line, whatever shells come before Green Tree Snail will be something the client feels is getting old, and no longer is of service. This is what the client is changing from. In Ocean Speake, your homework assignment in Class 17 using the Watering Pot and Green Tree Snail, always had the Green Tree Snail second in the combination. You learned this meant the client was changing from the previous behavior.
Whatever shells come after Green Tree Snail will be what the client is changing to.
Now, let's look at this sequence of three shells.
52,Seahorse "Being the ideal husband or father; nurturing male" 53 Slipper shell "Challenging stereotypes; pushing limits" 54 Green Tree Snail " Change of comfort zone"
Reading top to bottom, or left to right, the Green Tree Snail comes last. Therefore, anything that comes before the GTS is behavior that no longer serves the client i.e. challenging stereotypes is getting old. For this client, the ideal husband will change his comfort zone from pushing limits, and be less inclined to do that. This client is looking for someone who will stick with society's dictates.
When the shells look like this:
For this client, the ideal husband changes his comfort zone to considering new ideas that challenge society's dictates. This client is looking for someone who will challenge society's dictates.
Let's look at the same 3 shells in a different sequence
54 Green Tree Snail " Change of comfort zone"
53 Slipper shell "Challenging stereotypes; pushing limits"
52 Seahorse "Being the ideal husband or father; nurturing male"
There is nothing before the Green Tree Snail, so this is all about what the client is changing to. #53 is someone who challenges society's dictates, and #52 is the ideal husband or father… Reading top to bottom or right to left: This client is changing comfort zone around society's definition of the ideal
husband or father.
Examples…Over history, we have pushed the boundaries for fatherhood to accept the stay-at-home Dad, or Mr Mom, or to be a gay father. We have also stopped demanding that he be the sole bread winner. Some women enjoy having careers, and that does not devalue their husbands.
This client is only interested in challenging one dictate… society's definition of the ideal husband/father.
OK. With that covered, we are ready for readings.
Over the years, in the live classes, I gave the students an exercise to enable them to practice readings on each other. I will present some of these readings for you to work on as well. Since this is independent study, I will also describe the method I used for your cyber classmates and leave you the option to follow this method to select shells for your own reading. If you wish, you can send me your thoughts on your reading, and I will add any additional insights.
Here is the exercise I gave them.
For this reading, I would like you to use the Higher Self technique of closing your eyes and repeating the name on your birth certificate, then select the shells. Before you look at your fold-out sheets ask, what shell would your Higher Self like you to work with this week? Open your eyes, and once that shell has your attention, close your eyes and ask to be shown the shells to explain why. Then return to the fold-out sheets to complete your selection. You may end up with another 3-6 shells. Please notice your reaction to the shells that get your attention.
Note: If you feel you know too many meanings of the shells, and your personality is interfering when you look at the fold-out sheets, there are other options available. You can shuffle your deck and select the shells sight unseen. Once the selection process is complete, open your eyes and note your reaction as far as liking or disliking the shells. You may also find that you can do this using numbers. Since each shell is numbered 1-200, see what numbers come into your mind and take out the matching cards. Remember that this is a partnership with your Higher Self, and it knows where the cards are located, or what number is associated with the shells needed for your reading. Whatever approach you use, your reaction to certain shells may vary from time to time depending upon the content of your message.
Now let's look at a few of your cyber classmates results from this exercise…
Sonja's reading
133-Map Cowrie Needing to review one's map of beliefs
190 Tropidophora-Feeling nothing comes easily, progress through struggle
187-Sea Biscuit Pride, being concerned about other people's perceptions of oneself, craving external validation
89-Purpura Murex Being treated as special or elite; favoritism---- (note this is disliked)
Please pause here to journal your thoughts for Sonja before you continue with this lesson.
OK. If you notice above, I have used color coding to assign a different color to each shell. This will allow you to follow the source for the insights below. Text in italics below relates to Sonja's reaction to her shells.
The shell that wants to work with her is about cutting the umbilical cord, gaining independence.
When we ask why…..:
First we have a map of her beliefs. This is followed by the concept that nothing comes easy, everything is a struggle. She likes this shell, so it must serve a purpose for her to struggle so much. The next shell shows that she cares how she is perceived by others. The real clue comes with her dislike of the Purpura murex shell. We see that she does not like the idea of being treated as special. She is opposed to any favoritism. Now we see why she must struggle. If nothing is handed to her, she will not be one of the elite, or special people. This is confirmed by her reaction to the Tropidophora where she likes the idea that nothing comes easy. This is the belief she holds in her subconscious. Since the shell that wants to work with her suggests embracing her independence, we can see that caring about external validation is no longer serving her. Each time she overcomes a challenge makes her feel that others approve of her…so it benefits her to draw struggle into her life. If she lets go of caring what others think, she may see that constant struggle as limiting. If she chooses, she can allow life to be less of a struggle since the challenges will no longer serve a beneficial purpose.
This is how her reading can empower her with new options, and why the umbilical ovula wanted to work with her: Cut cord to beliefs (the belief that it is important not to be special or granted favoritism), cut cord to caring about others' opinions (need them to see she is not special) =cut cord to struggles.
Kim's reading
Please pause here to journal your thoughts for Kim before you continue with this lesson. Why did the Bear's Paw #169 want to work with her based on Tiger Cowrie #85, Sand Dollar #95 and St. James Scallop #96?
This time, let's look at some of your cyber classmates insights and see where you might have similar or additional thoughts.
For Kim from Judy
169 Bear's Paw: This Shell wants Kim to appreciate her nurturing inclinations
Why: To help with her creativity in her shell readings. To help her with being aware of herself and her thoughts. Helping her on her life's path.
For Kim from Lorraine
This was my first approach, "Kim is a nature loving individual, loves being nurturing; being affectionate, Kim possesses great faith, and has no fear, however, something is being overlooked concerning her connection between the divine and her own role in all her life experiences. She is on a journey in which she becomes someone's hero.
From Ocean Wisdom perspective:
Kim needs to nurture herself as she lets go of the old (which dies/ends). As she goes through the rebirthing process, she has the divine (Sand Dollar) by her side, letting her know that she is not alone (not a victim), but a survivor as she marches forward listening to her (own) drummer.
For Kim from Sonja
One thing that can help us to be fearless is knowing we are the creators of our own lives. In order to grow as people, we draw experiences to us on our journey. I'm not sure if Kim is stepping into a new role of being a nurturer, but if this is the case, then she can also acknowledge this situation is part of her own divining. She can have great faith in whatever she creates. This is part of her journey; to learn she is mistress of her own destiny and to know she doesn't have to be afraid of being nurturing.
For Kim from Kate
Kim's first shell tells us she is focusing her energies on being a nurturing and loving person.
The next shell speaks to her of the need for faith and fearlessness on her journey, because sometimes being loving is a challenge. She can go forward with courage and faith is her process of giving birth to the nurturing parts of herself.
The next shell gives Kim an avenue to turn to for help in this process. If she can remind herself, that her actions towards good are supported by the divine in the universe, then she will be refreshed by the awareness of this connection.
The last shell is about Kim's journey of self knowledge. She is the true hero of her inner work, even as she sees the fruits of behaving in a nurturing and loving manner, in those around her.
My thoughts for Kim
I was thinking along the lines of Lorraine and thinking about Ocean Wisdom.
Kim's Higher Self wanted her to work with the Bear's Paw. When asked why, she was given the other three shells as an explanation. As we looked deeper, we found that this could involve a rebirthing around her beliefs regarding nurturing. Looking at what she creates so that she no longer feels like a victim… and recognizing this is part of her hero's journey.
Another way to look at this is Tiger Cowrie is the womb nurturing the rebirthing. Sand Dollar is crown chakra…remember Footprints in the Sand when at the worst time in someone's life, they only saw one set of footprints when they expected God to be by their side…they felt betrayed or abandoned by God…but that is when God was carrying them. So this is about Kim's ability to be nurturing, and God's ability to nurture her on her Hero's journey. Readings can be layers upon layers.
Here is Kim's feedback:
"I'm currently listening to the transcript from Thursday night and was really letting the part about the Fossil soak in. As I was listening and really taking it all in I realized that my solar plexus felt uneasy. I may think in my head that I'd be OK bringing up a very painful subject with a client, but in fact I really would be emotionally uncomfortable. Delivering comfort with bad news just doesn't happen. I spent a few years co-facilitating an adult grief support group and was grateful to have been a calming presence in such tragic circumstances, but I remember always getting migraines. Even then I knew I had issues and was ignoring them."
I know my feelings surrounding death. I think death is a waste of experience and wonder all of the time when God will have had enough of it and will no longer need to include that in contracts. So even though I'm very empathetic, I trust that the Fossil is bringing out what I need to acknowledge and reflect on so Thank You and the Fossil !!!!!!! I want to be an effective shell reader so I'm listening and taking it in.
I wanted to share Kim's reading with you for a variety of reasons. First, as you can see, she was thinking about her reaction to the Fossil and to the topic of death, just as you were. I thought you might relate to her selfrevelations.
Let's continue… Kim has much more to say:
As for the extra insight, it just healed my broken tusk shell.
Let's pause here a minute. You see that Kim mentions the broken tusk shell. Do you remember the story of my broken tusk shell making me aware that I was feeling God was heartless, and then healing those emotions and wanting to repair my broken tusk shell only to find it was whole again. So when Kim says this healed her broken tusk shell, she is no longer angry at God. I found with some of my students that shell language became a shorthand where mention of one shell can immediately communicate volumes. One of my favorite examples of this came from a student who observed that someone was "moon snailing." Right away, we knew that person was blowing things up out of proportion to gain attention.
Back to Kim….
What has been unconscious behavior for so many years has finally been brought to my awareness and healed my relationship with God. I'm not mad at God anymore. I knew I had deep issues and didn't understand, but out of all the books I've read and classes I've taken nothing helped me to understand more than those 5 little shells because I must include the peacemaker shell now. What class was that again? I want to reread it, I don't recall it at all. And I think teaching that class is perfect synchronicity.
The peacemaker shell….remember we said that to experience yourself as a peacemaker requires an environment with struggle, battles or war. Kim noticed that to be a nurturer, she had to be surrounded by people suffering so she could observe herself as being the one to do the nurturing.
I have been trying to feel better about myself and trying to find purpose by drawing the circumstances where I might give comfort to others. I understand now why being a grief support group facilitator, learning and trying to heal people with Integrated Energy Therapy, and all the psychic classes never seemed to fulfill me. I was drawing suffering to me. I, myself, was suffering.
I just feel like sitting with this peaceful feeling that you've given me.
Thank you doesn't seem like enough to say, but I have a feeling that just knowing you've helped to heal my connection with God and understand something I've been struggling for years to understand is probably enough. I feel like a piece of myself just came back to me.
Then Kim continued by mentioning the insights from each of her classmates:
I just wanted you to know that I'm glad I had a Hieroglyphic Venus Clam moment last night. (Class, do you recall that the Hieroglyphic Venus Clam is the key to understanding, making a breakthrough?) It would not have been possible without my higher self knowing it was time, the shells, Lorraine, Sonja, Judy, and you. And me for being ready to hear the message. (I am glad she included herself in the equation.)
Lorraine gave me emphasis on "not a victim", "owning" it, and reminding me of the journey. Sonja gave me hope, power, and most of all feeling good which told me I was on the right path. Judy gave me validation about creating with the shells, and brought to my awareness more things that I was overlooking.
You all gave me special tools that I needed in order to take in the message that gave me the awareness that I needed to bring peace and understanding. I hope that point gets across in tonight's class because everyone had to interpret my reading in exactly the way they did, in that exact order for it to work like it did. I can be nurturing without it having to define me. It feels really good to say that!
Just when I thought all of the layers had been revealed, along comes Kate with more wisdom. (Kate came late to class.) Needing to have faith and fearlessness when loving can be a challenge had an extra meaning when I consider loving or nurturing myself, but most of all I love how she said that I can turn to the Sand Dollar for help and be reminded that the divine is supporting me and the shells do indeed have my back! Thank you so much Kate, your interpretation came, like everyone else's came, at the right time and was so well said. And it really felt like a big hug!
So please look back at your insights for Kim and see what you might contribute to that hug!
Cori's reading
Here are my choices #188 I chose this because it represents coming out of the darkness into the light. I also like all of them
Please pause here to journal your thoughts for Cori before you proceed.
Again, I have some insights from your cyber classmates for you to compare and contrast with your own thoughts.
For Cori from Anne
Cori is learning more and more about herself through the shells. She is coming out of darkness into the enlightenment. It's helping her confront her reality. It is an opportunity for her to befriend herself by peeling away the layers and finding her inner truth.
For Cori from Muriel
Cori is interested in entitlement and recognizing her own rights. She is confronting reality and losing her innocence in the process. She has an invitation to opportunity through a good friend. With recognizing her own rights and entitlements, she can peel away the outer layers to find her inner light.
For Cori from Sandy
Cori chose Shell #188 as a representation of "coming out of the darkness into the light." She is "coming into her own." Cori is ready now to face her truths and is being given new opportunities. I'd like to think that the "good friend" shell represents us, her classmates, who are accompanying her on her path and supporting her as she peels away everything that's insulated her and kept her from shining. She's finding she now has the permission and support she needs to let the real Cori shine through!
Here is Cori's feedback:
First of all Thank You one and all:
I have grown so much and this class and group of classmates have supported me all the way. To feel such LOVE is an inspiration.. I have spent the past year shedding lots of Darkness and have come into my own. I now have shell friends and classmates that have helped me to lift myself out of isolation and to realize that I can now own my truths and loose the shame of being a SAVAGE! :-) LIFE is what it is and mine is GREAT! Cori
I should tell you that Cori is Native American, and through most of her life felt shame because of the way people treated her for being Native American. So for her to be able to say LIFE is what it is and mine is GREAT! She is in her 70s, and I think it took until that point of her life to be able to overcome the shame she felt and to peel away what everyone else was trying to put upon her, and let her light shine. So that was a beautiful moment, and I hope when you were looking at her reading you could see that come through.
Let's look at one last student reading…. This time we will see what shells got Sandy's attention.
Sandy's reading
My cards are:
55 (the one that wants to work with me) placed in the center of a straight line - interesting observation: I don't recall ever seeing this shell before! REALLY liked 24 – liked 37 – liked 74 – liked 196 - REALLY liked
For Sandy from Muriel
Sandy is getting what she wishes and has nothing standing in her way with respect to her spiritual birth or great awakening. However, she needs to balance time, money, energy so her focus is not too one-sided. In order to do this, she needs to listen to her heart and peel away the outer layers to find her inner light.
For Sandy from Cori
There is nothing in the way of her achieving her goals, there has been a spiritual awakening, but her goal is one sided so she needs to listen to her heart, find some balance to help her peel away the outer layers to get to the inner light. (Class, let me pause her to point our something…notice that this is one sentence with every color, all of the shells are speaking at the same time!)
For Sandy from Anne
A spiritual awakening caused Sandy to realize there was a need for balance in her life. She now knows she is getting what she wished for but must explore the path she takes to get there. She must continue to listen to her heart for gems of wisdom to peel away the layers to find her inner truth and shed any false concepts of herself.
My thoughts for Sandy:
I agree with your classmates. With the Jingle Shells, the shells are suggesting something is too much, out of balance....this shell is next to paper Nautilus, so what is out of balance is your spiritual growth. It may seem odd that spiritual growth can be out of balance, but it seems the shells are cautioning you to balance this spiritual growth with paying attention to your physical health. (You may recall the story with my Abalones when I had a car accident, and my neighbor rang the bell asking "Is this what you need?" It was an 8-holed Abalone and I thought I had already crossed over…I was out of commission to get me in touch with my upper chakras. Well, that second 8-holed Abalone taught me to cross back over and remember that I still had a physical body. That's why I had a back going out of alignment, and a car accident, and cataract surgery…to remind me as a human being, I had all these other chakras and they were all of equal value. So if Sandy's focus is on her spiritual growth, and she is ignoring the physical side that's why the shells are trying to get her attention.) You are on a quest to peel off the stuff that is not your truth and connect with your inner light....and you get what you wish for, people will come to you for your healing gifts....Just remember Jingle Shell, and take care of physical Sandy in the process :-)
Feedback From Sandy….
Thank you, Shell! These interpretations of my shell selections were very interesting, and Muriel and Cori came very close to how I see the situation.
The little "tweak" I'd make to Muriel's interpretation would be that money's not really part of the balancing act, but I can see where the printed jingle shell meaning would lead her in that direction. For the most part, it was very close! ( Class, let me pause again to take this opportunity to teach something about readings. When you are looking at a reading, and you see what is next to each shell, the other shells can provide more details. The need for balance can bleed over to what is surrounding the Jingle Shell card…. which is the Paper Nautilus. This gives more details on the topic of balance. Spiritual growth would not include balance of money, but definitely her time and energy.)
Cori's interpretation was also close ... nice job!
Shell, I LOVED what you had to add. For me the balancing act REALLY is about helping people through my energy work but protecting my own energy and health. I get very excited about helping people and don't want to turn anyone away, but end up really wiped out sometimes. I love that the shells are watching out for me by reminding me to take care of "physical Sandy."
Anne's interpretation is very good and resonates with me ... however, I don't understand the part about "shedding any false concepts of myself." What shell do I need to look at to understand that part?
How ironic that Sandy would ask this last question. The answer of what shell's message involves "shedding any false concepts of herself" shedding what is not her truth, is the South African Turban. That shell is in Sandy's reading, peeling away the dictates of family, society and friends to get to your inner light… but it is also in Cori's reading. And look at what insights Sandy had for Cori with the same shell:
For Cori from Sandy: Cori chose Shell #188 as a representation of "coming out of the darkness into the light." She is "coming into her own." Cori is ready now to face her truths and is being given new opportunities. I'd like to think that the "good friend" shell represents us, her classmates, who are accompanying her on her path and supporting her as she peels away everything that's insulated her and kept her from shining. She's finding she now has the permission and support she needs to let the real Cori shine through!
So, Sandy is talking about peeling away everything that is not her truth and kept Cori from shining. Yet, in her own message, when Anne says something similar to Sandy, she does not understand what shell leads to that insight.
I wanted to share Cori's and Sandy's readings with you so that you can see that Sandy did an excellent job interpreting Cori's shells, and yet it was a challenge when she looked at her own very same shell to obtain the insight that her Higher Self was trying to relay to her. And that can happen. It can be much more challenging to interpret your own message because you have an agenda. Sometimes you may not want to see what's there, you could be a little afraid of what you might find. All of these things can factor in.
OK. That is enough to give you plenty of practice for this class. We will investigate some more readings to take your skills up another level in the next class ☺.
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Score: _____/5
Art History
Art of the Islamic World
Directions: Read the following article on Art in the Islamic World and answer the thought questions at the end.
What is Islamic Art?
The Dome of the Rock, the Taj Mahal, a Mina'i ware bowl, a silk carpet, a Qur'an; all of these are examples of Islamic Art. But what is Islamic Art?
Islamic Art is a modern concept, created by art historians in the nineteenth century to categorize and study the material first produced under the Islamic peoples that emerged from Arabia in the seventh century.
Today Islamic Art describes all of the arts that were produced in the lands where Islam was the dominant religion or the religion of those who ruled. Unlike the terms Christian, Jewish, and Buddhist art, which refer only to religious art of these faiths, Islamic art is not used merely to describe religious art or architecture, but applies to all art forms produced in the Islamic World.
Thus, Islamic Art refers not only to works created by Muslim artists, artisans, and architects or for Muslim patrons. It encompasses the works created by Muslim artists for a patron of any faith, including Christians, Jews, or Hindus, and the works created by Jews, Christians, and others, living in Islamic lands, for patrons, Muslim and otherwise.
One of the most famous monuments of Islamic Art is the Taj Mahal, a royal mausoleum, located in Agra, India. Hinduism is majority religion in India; however, because Muslim rulers, most famously the Mughals, dominated large areas of modernday India for centuries, India has a vast range of Islamic art and architecture. The Great Mosque of Xian, China, is one of the oldest and best preserved mosques in China. First constructed in 742 CE, the mosque's current form dates to the fifteenth century CE and follows the plan and architecture of a
contemporary Buddhist temple. In fact, much Islamic art and architecture was—and still is—created through a synthesis of local traditions and more global ideas.
Islamic Art is not a monolithic style or movement; it spans 1,300 years of history and has incredible geographic diversity—Islamic empires and dynasties controlled territory from Spain to western China at various points in history. However, few if any of these various countries or Muslim empires would have referred to their art as Islamic. An artisan in Damascus thought of his work as Syrian or Damascene—not as Islamic.
As a result of thinking about the problems of calling such art Islamic, certain scholars and major museums, like the Metropolitan Museum of Art, have decided to omit the term Islamic when they renamed their new galleries of Islamic Art. Instead, they are called "Galleries for the Art of the Arab Lands, Turkey, Iran, Central Asia, and Later South Asia," thereby stressing the regional styles and individual cultures. Thus, when using the phrase, Islamic Art, one should know that it is a useful, but artificial, concept.
In some ways, Islamic Art is a bit like referring to the Italian Renaissance. During the Renaissance, there was no unified Italy; it was a land of independent city-states. No one would have thought of one's self as an Italian, or of the art they produced as Italian, rather one conceived of one's self as a Roman, a Florentine, or a Venetian. Each city developed a highly local, remarkable style. At the same time, there are certain underlying themes or similarities that unify the art and architecture of these cities and allow scholars to speak of an Italian Renaissance.
Themes
Similarly, there are themes and types of objects that link the arts of the Islamic World together. Calligraphy is a very important art form in the Islamic World. The Qur'an, written in elegant scripts, represents Allah's (or God's) divine word, which Muhammad received directly from Allah during his visions. Quranic verses, executed in calligraphy, are found on many different forms of art and architecture. Likewise, poetry can be found on everything from ceramic bowls to the walls of houses. Calligraphy's omnipresence underscores the value that is placed on language, specifically Arabic.
Geometric and vegetative motifs are very popular throughout the lands where Islam was once or still is a major religion and cultural force, appearing in the private palaces of buildings such as the Alhambra (in Spain) as well as in the detailed metal work of Safavid Iran. Likewise, certain building types appear throughout the Muslim world: mosques with their minarets, mausolea, gardens, and madrasas (religious schools) are all common. However, their forms vary greatly.
One of the most common misconceptions about the art of the Islamic World is that it is aniconic; that is, the art does not contain representations of humans or animals. Religious art and architecture, almost from the earliest examples, such as the Dome of the Rock, the Aqsa Mosque (both in Jerusalem), and the Great Mosque of Damascus, built under the Umayyad rulers, did not include human figures and animals. However, the private residences of sovereigns, such as Qasr 'Amra or Khirbat Mafjar, were filled with vast figurative paintings, mosaics, and sculpture. Cairo, Egypt
Minarets of Al-Azhar Mosque, Cairo, Egypt (photo: Ahmed Al.BadawyThe study of the arts of the Islamic World has also lagged behind other fields in Art History. There are several reasons for this. First, many scholars are not familiar with Arabic or Farsi (the dominant language in Iran). Calligraphy, particularly Arabic calligraphy, as noted above, is a major art form and appears on almost all types of architecture and arts. Second, the art forms and objects prized in the Islamic world do not correspond to those traditionally valued by art historians and collectors in the Western world. The so-called decorative arts—carpets, ceramics, metalwork, and books—are types of art that Western scholars have traditionally valued less than painting and sculpture. However, the last fifty years has seen a flourishing of scholarship on the arts of the Islamic World.
Arts of the Islamic World
Here, we have decided to use the phrase "Arts of the Islamic World" to emphasize the art that was created in a world where Islam was a dominant religion or a major cultural force, but was not necessarily religious art. Often when the word "Islamic" is used today, it is used to describe something religious; thus using the phrase, Islamic Art, potentially implies, mistakenly, that all of this art is religious in nature. The phrase, "Arts of the Islamic World," also acknowledges that not all of the work produced in the "Islamic World" was for Muslims or was created by Muslims.
Macaulay-Lewis, Elizabeth. "Art of the Islamic World." Khan Academy. Arts of the Islamic World, 2013. Web. 26 Oct. 2014.
Thought Questions:
Name:
Score: _____/5
1. What type of art is actually categorized as Islamic Art? In the 19 th Century? Today?
2. Why is it so difficult to categorize Islamic art in only way? Explain why using an explanation of the Geographic and time factors.
3. How is the term “Islamic Art” similar to the term “Italian Renaissance”
4. What types of artistic patterns are most prevalent throughout the Islamic world? (list and explain 3 with examples.
5. For what reasons has Islamic art not been heavily studied in the past?
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Inv. no. 51/1999
EARTHENWARE TILE, DECORATED IN THE CUERDA SECA TECHNIQUE WITH YELLOW, GREEN, AND MANGANESE GLAZES
NORTHERN INDIA; 17TH CENTURY
H: 26.5; W: 39; D: 3.5 CM
Ceramic tiles with calligraphy were used in the Mughal period in buildings of both stone and brick. A tile like this one was probably embedded in a wall separate from the other decoration. The text in a lobed cartouche was designed in elegant Nastaliq and reads, "Protected against the evil eye of misfortune."
Tile decorations were much rarer in India than in Iran and the Ottoman Empire. The Mughals, however, renovated numerous older sepulchral monuments and mosques in the 17th century, and many were decorated with colorful tiles in the process. Today it is impossible to say where a tile like this one comes from.
Published in:
,
Spink & Son: Passion and tranquility: Indian & Islamic works of art London 1998, p. 71, cat.no. 43a
Art from the World of Islam in The David
Kjeld von Folsach:
Collection, Copenhagen 2001, cat.no. 290
THE DAVID COLLECTION
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Putting the pieces together
Interedition microservices in practice
Why microservices?
*Every scholar wants something different
*Small tools are useful to more people
*Small tools are easier to maintain
*...if they can be combined with other tools.
Tokenizer
Collator
Statistics package
How not to do it
Collator
Statistics package
...lost in intermediate data files yet?
*Good microservices can be called by other applications.
*Make your own application
*However you want
*Without duplicating the work of others
An application for text collation
Tokenizer
Fuzzy matcher
Collator
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COVID-19 Summer Camp Guidance: Overnight Camps
In addition to the recommendations listed in the COVID-19 Summer Camp Guidance, overnight camps should also implement the following prevention strategies. For questions about this guidance or to report a COVID-19 case, please contact your Regional OPH Office.
Before Camp
All eligible staff, volunteers, campers, and family members should get fully vaccinated for COVID-19. Ideally, wait 2 weeks after completing vaccination for COVID-19 before traveling to camp.
Ask unvaccinated campers and staff members to engage in a 2-week prearrival quarantine that includes physical distancing, mask-wearing when not at home, avoiding unnecessary travel, and refraining from indoor social gatherings with people outside of their households.
Ask campers and staff who are not fully vaccinated to provide proof of a negative viral test (PCR/molecular or antigen) taken no more than 3 days before arriving at camp. Delay arrival for campers or staff with confirmed positive test results.
[x] Campers or staff who have been diagnosed with COVID-19 in the 90 days prior to camp arrival should not be tested, but should provide documentation of a positive viral test result and meet end of isolation criteria before attending camp.
During Camp
Campers and staff should be screening for COVID-19 symptoms, as well as a known recent close contact with a confirmed COVID-19 case, when entering the camp (or before boarding camp transportation).
Upon arrival at camp, campers should be assigned to cohorts that will remain together for the entire camp session without mixing with other campers and staff in close contact circumstances.
Consider campers and staff who are sleeping in the same space for the duration of camp as a “household cohort”. Household cohort members do not need to wear masks or physically distance when they are together without non-household cohort members nearby. When different household cohorts are using shared indoor or outdoor spaces together, continue to monitor and enforce mask use for unvaccinated participants and maintain physical distancing and healthy hygiene behaviors for everyone.
For camp sessions that last at least one week, screening testing* should be done 3-5 days after arrival at camp. Fully vaccinated asymptomatic people without an exposure do not need screening testing.
Conduct daily symptom checking to monitor the health and well-being of camp staff and campers during the camp session.
When camp staff are away from camp (for example, during days off), they should engage in low- risk activities . Unvaccinated staff should complete screening testing when returning after time spent away from camp.
Case Identification and Contact Tracing
Isolate staff and campers with symptoms immediately, and refer them for viral testing. They should remain isolated until the test result is returned.
[x] If the test is negative, the person should remain in isolation until they are 24 hours fever-free without fever-reducing medication and their symptoms have improved.
[x] If the test result is positive, the person should remain in isolation for at least 10 days after symptoms onset, and 24 hours fever-free without fever-reducing medication, and other symptoms have improved.
Camps should provide spaces for symptomatic and infected campers and staff to isolate on-site. Camps should also have procedures in place to help sick campers return home safely.
Camp operators should notify the health department immediately following a positive test result, and work with health officials to identify close contacts.
[x] Close contacts include everyone in the infected person's household cohort and anyone else who was within 6 feet of the infected person for a cumulative total of 15 minutes or more over a 24-hr period.
[x] All members of the household cohort should quarantine as a cohort and be referred for testing. Fully vaccinated asymptomatic people within the household cohort should still be referred for testing, but can refrain from quarantine.
[x] Close contacts should quarantine for 14 days. Options to shorten the duration of quarantine if contacts remain asymptomatic can be found here.
[x] Close contacts who are fully vaccinated or who were previously diagnosed with COVID19 in the 90 days before their last exposure do not need to quarantine.
[x] For fully vaccinated individuals, individuals diagnosed with COVID-19 in the last 90 days, or individuals meeting criteria for a shortened quarantine, daily symptom monitoring and strict adherence to prevention measures including social distancing, hand washing, and especially wearing masks/face coverings, should continue until the full 14 days from last contact with a COVID-19 case.
After Camp
Campers and staff who are not fully vaccinated should get tested with a viral test 3-5 days after traveling home from camp AND stay home and self-quarantine for a full 7 days after travel. Fully vaccinated people do not need to be tested or self-quarantine after camp unless they are experiencing symptoms.
*Screening Testing
CDC funding is available to support the use of screening testing as a strategy to identify cases and prevent secondary transmission. Screening testing is intended to identify infected people without symptoms (or before development of symptoms) who may be contagious so that measures can be taken to prevent further transmission. Screening testing supplies or services are available for K-12 students attending summer camps. For further information, please contact Diné Butler with the Louisiana Office of Public Health: [email protected].
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|
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Dog Runs and Kennels
The age of your kennel or number of dogs that have used it will determine the amount of organics present. More frequent applications of ez-clean may be required, depending on the usage and previous maintenance.
After the initial application of ez-clean, the kennel may smell worse than it did when you began. This is because ez-clean is working by starting to eliminate the top "crusted" layer of organics. Re-application will be required until all of the aged organics have been consumed.
Outdoor applications are recommended on an overcast day or at dusk. The sun will dry out ez-clean quickly - the longer it sits in a moist environment, the better it will work.
Application of ez-clean
* Pick up excess organics and solids.
* For the first application of ez-clean apply 1:10 dilution to the area. Once the organics are under control, the product can be diluted down to 1:64 for maintenance applications.
* Ez-clean can be applied multiple ways. Below are the two most common.
1. Pre wet the area with water, then apply ez-clean full concentrate using a sprayer.
2. Use a mixer/diffuser that attaches to the end of a garden hose. Turn the dial to the correct dilution and apply to the area.
* Sit back and let the area dry completely - once ez-clean is dry it's life cycle is complete.
Additional Information
* The wet run is immediately safe for your pet's return. No drying required.
* Imagine that moisture is the highway in which ez-clean travels, so make sure the area is moist. This enables the enzymes in ez-clean to move around and find the organics.
ez-clean uses
* dog run and kennels
* decks
* fences
* barns
* stock trailers
* vehicles
* mattress stains
* medical scrubs
* organic carpet stains
* organic upholstery stains
* garbage cans
* sport equipment
* mildew smell
*smoke smell
* skunk smell
* RV vehicle toilets
* septic tanks
* washing machine
Works On
* concrete
* wood
* metal
* rubber mats
* real grass
* synthetic grass
* bark mulch
* gravel
* hard wood
* vinyl floors
* carpet
* Once diluted, the product will only stay alive for two weeks so only mix what you need.
* upholstery
* clothing
♦ safe for immediate contact ♦ non toxic ♦12 billion bacteria per liter (quart)
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How to manage post-viral fatigue after COVID-19
Practical advice for people who have recovered at home
Post-viral fatigue is when you have an extended period of feeling unwell and fatigued after a viral infection.
Fatigue is a normal part of the body's response to fighting a viral infection such as COVID-19. Fatigue is likely to continue for some time after the infection has cleared. It can make you sleep more, feel unsteady on your feet, make standing for long periods difficult, as well as affecting your ability to concentrate and your memory.
Initially
Self-isolate
Please follow government guidelines. Remember, this includes isolating from your family/ household wherever possible, even if they have symptoms or are also self-isolating. If you deteriorate, seek immediate medical help following government guidelines.
Rest
Rest is very important for your body as it fights off infection. You need to rest both your body and mind. Keep television, phones and social media to a minimum. Relaxation, breathing and meditation can all support quality rest – the NHS Apps Library has free tools you can try. Sensory relaxation tools such as fragrances, blankets, and relaxing music can also help. If a strategy doesn't work for you, try another one until you find one that does.
Sleep
You may find that you need to sleep more. Make sure you follow healthy sleep habits: ensure your room is as dark as possible, have a bedtime routine, and avoid caffeine, eating late and using electrical items before bed.
Nourishment
Try to keep your normal routine for eating and drinking. Being ill with a temperature can make you dehydrated so make sure you drink fluid when you're thirsty and enough so that you pass urine with normal frequency and volume.
Move
Get up and move around slowly and gently a few times each day. This will keep your body mobile and help with circulation.
Keep activity levels low
Both physical and cognitive (thinking) activities use energy. Try to do only a small number of these activities each day, including basic activities of daily living, such as washing and dressing.
rcot.co.uk
How to manage post-viral fatigue after COVID-19: Practical advice for people who have recovered at home (May 2020)
How to manage post-viral fatigue after COVID-19
Practical advice for people who have recovered at home
Allow time
COVID-19 affects people differently, so give yourself time to recover. Its impact afterwards doesn't always reflect the severity of the virus and you don't have to have been hospitalised to experience fatigue. You may feel pressure to resume your usual activities quickly, but don't rush.
Have fun
Do some low energy activities that you enjoy, such as reading or watching TV, for short periods with regular rests.
Stop work
Please follow government guidelines. Unless you feel fully recovered after self-isolation, you shouldn't work. Your body still needs to focus on fighting the infection.
Next steps
Try activities
If you still feel fatigued after self-isolation but overall, you're improving, keep being gentle with yourself. Slowly try a small amount of light activity that is manageable (probably less than you think) with regular rests. Be mindful that you may feel more tired the next day. Be realistic and kind to yourself.
Rest
Your body still needs rest to continue healing, so take short breaks throughout the day, even if you don't think you need to. Stop and do nothing, calm your mind, and try breathing or guided relaxation techniques.
Daily routine
Routine helps your body to stabilise itself. Slowly resume your routine for sleeping, eating and daily activities. If this isn't possible, create a realistic one to follow for now and gradually adjust back to your normal routine. Remember, don't rush. If you're having difficulty sleeping, check out the tips and advice from NHS Every Mind Matters.
'Thinking' activities
Continue to limit everyday 'thinking' activities, such as emails, planning shopping, making decisions, as these all use energy. Try to do them only for set times with regular rest in between.
rcot.co.uk
How to manage post-viral fatigue after COVID-19: Practical advice for people who have recovered at home (May 2020)
How to manage post-viral fatigue after COVID-19
Practical advice for people who have recovered at home
Slowly increase activity levels
People often increase activity levels too quickly, which can set them back. Occupational therapists working with people with long-term fatigue may only increase activity levels every couple of weeks. So, go slow and steady with activities and avoid pushing through fatigue.
Work
You may need longer off work than initially anticipated. A phased return works best which is planned with your manager and, if you have one, your occupational health department. You may also need a fit note from your GP. Try to avoid returning to work too soon and without the adjustments that you need to manage fatigue.
Have fun
Remember the fun things in life. Often people only prioritise things that seem necessary as they return to daily life, but it's important to have a balance. Allow others to help with day-to-day tasks so you can save energy for the activities you enjoy.
Moving forward
You may start feeling better gradually. Your recovery from post-viral fatigue could take several months to a year or more. As you start to gradually improve, remember to keep a balance of quality rest, routine and fun activities. Stress and worry use energy, so give yourself time and be kind to yourself.
What if I am not improving?
Seek advice
* If after building up the pacing of your daily activities, you don't see any improvement in what you can do, then you should seek medical advice by speaking to your GP.
* Find out more about pacing your daily activities in the 'How to conserve your energy' guide.
* If you continue to feel extremely fatigued, then specialist fatigue services may be available to provide further guidance. Ask your GP about referral options.
If you have any doubts, please seek medical advice via current routes.
Website links
NHS Apps Library: nhs.uk/apps-library
NHS Every Mind Matters: nhs.uk/oneyou/every-mind-matters/sleep
'How to conserve your energy' guide: rcot.co.uk/conserving-energy
This guide is produced by the Critical Care Forum, Royal College of Occupational Therapists Specialist Section – Trauma and Musculoskeletal Health in partnership with the Yorkshire Fatigue Clinic. It is published by the Royal College of Occupational Therapists and is endorsed by the Intensive Care Society.
rcot.co.uk
How to manage post-viral fatigue after COVID-19: Practical advice for people who have recovered at home (May 2020)
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3‐Day Microsoft Project Fundamentals
‐ Training Outline ‐
PREPAREDBY:
Jessica Summers Virtual Training Coordinator
PPM Global Services, Inc.
P: 1‐800‐746‐4029 x 2
F: 1‐800‐746‐4029
E:[email protected]
W: www.ppmglobalservices.com
What You Will Learn
This instructor‐led course provides students with hands‐on training for Microsoft Project. This course is designed to lead students through the project life cycle, from planning to execution. Guided by an instructor, students will create a project, build a work break down structure, add activities, create relationships, assign resources, estimate project costs, establish a baseline, record progress updates, analyze schedule variances and resource allocation, create views and reports.
Topics Include:
- Create a Project
- Create a Work Breakdown Structure (WBS)
- Add Tasks and Milestones
- Create Calendars
- Create Logical Relationships
- Schedule the Project
- Assign Constraints
- Format Schedule Data
- Create Resources
- Assign Resources to Tasks
- Analyze Resources
- Optimize the Project Plan
- Track Project Progress
- Create Views and Reports
Workshops
Each lesson includes hands‐on workshops to reinforce key concepts
Use Microsoft Project
The course uses the Microsoft Project, Windows‐based, desktop client application. This course is appropriate for those using Microsoft Project either as a stand‐alone application or connected to Project Server.
Continuing Education Units
Professional Development Units (PDU) and Continuing Education Units (CEU): Earns 24 PDUs and 2.4 CEUs.
Audience
- Business Analyst
- Functional Implementer
- Project Manager
- Scheduler
- End Users
- Project Controls Specialist
Course Format
- The course duration is 3 days
- The is led by a live, U.S.‐based instructor
- The course will be conducted live and online.Travel is not required.
Software Required
- PPM Global Services will host the Microsoft Project software and data used during this class.
- Students will access the Microsoft Project software and data via remote desktop connection
- Studentsdo notneed to own or install Microsoft Project to participate in this class.
Course Materials
- Each student will receive a copy of PPM Global Services, Inc.'s"Microsoft Project – Application Training (Fundamentals)"student guide in .PDF format.
- " Microsoft Project – Application Training (Fundamentals)"contains lessons and instructions for each topic discussed during class and will serve as the student guide throughout course instruction.
- Upon completion of class, the student will retain ownership of the" Microsoft Project – Application Training (Fundamentals)"student guide.
International Phone Numbers Provided
- International phone numbers provided for 18 countries.
- Alternatively, students can join using voice over IP (VOIP).
About PPM Global Services, Inc.
PPM Global Services is a provider of project portfolio management, contract management and scheduling solutions.
As an Oracle Gold Partner, PPM Global Services offers the strength of an authorized Oracle solution provider, while maintaining the agility of a small company with the ability to deliver. By providing a portfolio of talent and technology, we believe complex problems can be solved through elegant solutions.
PPM Global Services, Inc. has implemented Project Management solutions on three continents. Our team of certified trainers and implementation specialists can help you to maximize your project management intelligence.
Register today to attend one of our upcoming Microsoft Project classes and unlock the power of MS Project.
PPM Global Services, Inc.
www.ppmglobalservices.com 1‐800‐746‐4029
Microsoft Project (Fundamentals) – Course Outline
Lesson 1 – Overview & Navigation
- Understanding Microsoft Project Editions
- Open an Existing Project
- Navigate Microsoft Project Views & Windows
- Customizing Tabs and Ribbons
- Understand the Backstage View
Lesson 2 – Creating a Project
- Creating a New Project
- Setting Project Information
- Setting Project Options
- Saving the Project Plan
Lesson 3 – Developing the Work Breakdown Structure (WBS)
- Creating the Work Breakdown Structure (WBS)
- Adding Summary Tasks to the Project
- Creating Task Hierarchies
- View the WBS Outline by Level
- Viewing the Project Timeline
- Student Workshop
Lesson 4 – Working with Calendars
- Understanding Calendars in Microsoft Project
- Creating a Project Base Calendar
- Setting the Standard Work Week
- Change Working Time and Exceptions
- Copying and Deleting Calendars
- Student Workshop
Lesson 5 – Adding Tasks to the Project Plan
- Understanding Tasks, Summary Tasks, and Milestones
- Establish Task Scheduling Modes (Automatic vs. Manual Scheduling)
- Estimating Task Durations
- Working with Elapsed Durations
- Adding Notes to a Task
- Change the Task Calendar
- Creating Recurring Tasks
- Student Workshop
Lesson 6 – Creating Task Dependencies
- Network Logic Diagrams
- Precedence Diagramming Method (PDM)
- Understanding Dependency Types
- Creating Task Dependencies
- Using Lags
- Creating Dependencies in the Network Diagram
- Student Workshop
Lesson 7 – Calculating the Project Schedule
- Critical Path Method
- Schedule Calculations
- Forward Pass
- Backward Pass
- Total Float (Total Slack)
- Free Float (Free Slack)
- Understanding Open Ends
- Manually Scheduled vs. Auto Scheduled Tasks
- Student Workshop
Lesson 8 – Critical Path & Float Analysis
- Critical Path Methodology
- Identifying Critical Tasks
- Analyzing Total Float (Total Slack)
- Analyzing Free Float (Free Slack)
- Defining Critical Tasks in MS Project
- Viewing Critical Tasks in Columns
- Viewing Critical Tasks in the Bar Chart
- Applying a Critical Filter
- Inspecting the Critical Path
- Identifying Discontinuity within the Critical Path
- Student Workshop
Lesson 9 – Assigning Schedule Constraints
- Constraint types
- Flexible constraints
- Semi‐Flexible Constraints
- Inflexible Constraints
- Applying Constraints
- Working with Deadline Dates
- Student Workshop
Lesson 10 – Working with Task Custom Fields
- Custom Field Types
- Creating Custom Fields
- Populating Custom Fields
- Adding Values to the Lookup Table
- Displaying Custom Fields as Columns
- Student Workshop
Lesson 11 – Working with views
- View Formats
- Open an Existing view
- Customizing Views
- Adding Columns to a View
- Grouping Data
- Expand / Collapse Group Hierarchies
- Sorting Data
- Filtering Data
- Creating Custom Filters
- Using a Date Range Filter
- Saving Views
- Customizing the Bar Chart
- Customizing the Timescale
- Customizing Bar Text
- Student Workshop
Lesson 12 – Defining Resources
- Resource Breakdown Structure
- Project Specific vs. Resource Pool
- Creating Resources
- Work Resources
- Material Resources
- Cost Resources
- Student Workshop
Lesson 13 – Assigning Resources
- Estimating Activity Resources
- Assigning Work Resources to Tasks
- Assigning Material Resources to Tasks
-
Assigning Cost Resources to Tasks
- Adjusting Resource Assignment Units
- Assigning Multiple Resources to a Task
- Student Workshop
Lesson 14 – Analyzing Resources
- Analyzing Resource Demand in MS Project
- Identifying Overallocated Resources
- Using the Resource Graph
- Using the Resource Sheet
Lesson 15 – Optimizing Resources
- Resource Leveling
- Resolving Resource Overallocation
- Using Schedule Constraints to Level Resource Demand
- Replace a Resource to Resolve Resource Overallocation
- Student Workshop
Lesson 16 – Setting the Project Baseline
- Setting the Project Baseline
- Viewing Baseline Data in the Bar Chart
- Viewing Baseline Columns in the Task Table
- Saving a Baseline View
- Student Workshop
Lesson 17 – Tracking Schedule Progress
- Tracking Schedule Progress in MS Project
- Planned vs. Actual
- Defining the Update Period
- Setting the Status Date
- Showing the Status Date in the Bar chart
- Statusing Project Tasks and Milestones
- Statusing Resource Assignments
- Student Workshop
Lesson 18 – Analyzing Schedule Variances
- Variance Analysis
- Project Baseline vs. Current Schedule
- Variance Data
- Identifying Variances within the Bar Chart
- Identifying Variances within the Task Table
- Understanding Constraints and Variances
- Using Crashing and Fast Tracking to Shorten the Project Schedule
- Student Workshop
Lesson 19 – Producing Reports
- Work Performance Reports
- Producing Printed Output
- Printing MS Project Views
- Adding Gridlines to the Gantt Chart
- Customizing Columns and Timescale for Printing
- Configure Printer Options
- Adjusting Margins, Headers and Footers
- Managing Reports using the Organizer
- Student Workshop
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Yfat Soul Zisso
Gravity
for large mixed ensemble
2
Programme notes:
Written for Orchestra of the Swan, Gravity focuses on one fundamental and its harmonic series as an alternative to tonality, exploring how it is affected when confronted with a constantly descending glissando, which starts by inhibiting many of the notes of the harmonic series, but gets further and further away from it the lower it gets, having less in common with the surrounding instruments. Since the glissando is a constant force that cannot be ignored, each instrument individually reacts to its move away from the harmonic series. This move represents a loss of grounding for them, especially when the Double Bass, who plays the fundamental pitch, takes over the glissando.
Y.S.Z.
Instrumentation:
Flute
Oboe
Clarinet in Bb
Bassoon
Horn in F
2 Violins
Viola
Cello
Double Bass (preferrably with an extention down to bottom C, if not, tune bottom string a minor 3rd down and play transposed ossia part)
Performance notes:
solo = these notes should come out of the texture so can therefore be slightly over the stated dynamics. Cancelled by ord.
Quarter-tones and micro-tones (should be kept to as much as possible to maintain the harmonic series within the piece):
quarter-tone flat
Viola:
Gradual shift to sul ponticello and back (while playing a tremolo trill)
quarter-tone sharp
three quarter-tone sharp
sharpen pitch by a 1/6 of a tone
flatten pitch by a 1/6 of a tone
flatten pitch by a 1/6 of a tone
String glissando:
Lean in on every quarter-tone minim before sliding to the next note. Do not alter speed or dynamic.
Gravity
for large mixed ensemble
© Yfat Soul Zisso 2013
4
B
C
D
10
solo timbral trill sim.
Non-gliss. instruments start to feel slightly lost
G
H
6
J
45
Fl.
7
55
8
60
L
poco rit.
Flz
M
Gradually calming down
3
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Winston Churchill High School
Course Descriptions
2022-2023
2022-2023
Winston Churchill High School 1605 15 th Avenue North Lethbridge, AB T1H 1W4
Phone: 403-328-4723
E-mail: [email protected]
Website: www.wchs.lethsd.ab.ca
Tracy Wong, Principal Jamie Bach, Vice Principal Morgan Day, Vice Principal Aaron Fitchett, Vice Principal
Table of Contents
Vision, Mission, and Values
English, Math
Science
Social Studies
Physical Education
Grade 9 Options
Grade 10-12 Options
International Baccalaureate
Knowledge and Employability
p.4 p.5 p. 6/7 p.7 p.8 p.9/12 p.13/17 p.17 p.18
Vision, Mission, and Values
Vision
A community of learners working to make our world a better place.
Mission
Build RELATIONSHIPS
Pursue GROWTH
Value DIVERSITY
Values
Work Hard
Be Kind
2022 – 2023 Course Descriptions
| Math | | |
|---|---|---|
| Math 9 | Grade 9 – My Child's Learning: A Parent Resource (learnalberta.ca) | |
| Math 15 | | Competencies in Math 15 will cover topics including number sense, |
| | | logical reasoning, measurement, algebra, graphical reasoning, |
| | | students, develop their critical thinking and problem-solving abilities, |
| | | and set them up for success in future courses in mathematics. This |
| | | course is intended to be a bridge between Math 9 and Math |
| | | 10C. Students registering in Math 15 should also register in Math |
| | | 10C. |
| Math 10C | High School Mathematics – My Child's Learning: A Parent Resource (learnalberta.ca) The above link contains all 10 – 12 Math Course Descriptions | |
| Math 10-3 | | |
| Math 10-4 | | |
| Math 20-1 | | |
| Math 20-2 | | |
| Math 20-3 | | |
| Math 20-4 | | |
| Math 30-1 | | |
| Math 30-2 | | |
| Math 30-3 | | |
| Math 30-4 | | |
| Math 31 | | |
| Social Studies | |
|---|---|
| Social Studies 9 | Grade 9 – My Child's Learning: A Parent Resource (learnalberta.ca) |
| Social Studies 10-1 | High School Social Studies – My Child's Learning: A Parent Resource (learnalberta.ca) The above link contains all 10 – 12 Social Studies Course Descriptions |
| Social Studies 10-2 | |
| Social Studies 10-4 | |
| Social Studies 20-1 | |
| Social Studies 20-2 | |
| Social Studies 20-4 | |
| Social Studies 30-1 | |
| Social Studies 30-2 | |
| Social Studies 30-4 | |
| Grade 9 Options | | |
|---|---|---|
| Animation | Are you interested in cartooning and animation? If not, chances are it’s because you haven’t tried it! Come explore this addictive medium through a series of traditional and digital animation techniques such as frame-by-frame, stop motion, and motion graphics. | Are you interested in cartooning and animation? If not, chances are it’s |
| | | because you haven’t tried it! Come explore this addictive medium |
| | | through a series of traditional and digital animation techniques such as |
| | | frame-by-frame, stop motion, and motion graphics. |
| Art | | Art 9 will introduce the elements of design through several projects |
| | | and various materials. The understanding of design can be applied to |
| | | many other option classes throughout high school. |
| | | Course Fee = $10.00 |
| Art History 9 | | Art History 9 will introduce students to Art Periods spanning from |
| | | Prehistoric to Contemporary Art. Students will learn about famous |
| | | excluded from popular history. |
| Band 9 | Band 9 is a year-long option that is offered three times per week. Band takes up four of the option spaces available to Grade 9 students. This option promotes an improvement in music skills and knowledge, an increased ability to perform music, growth and strengthening of individual character, and cooperative social interaction. Course Fee =102.00 (Instrument rental only) | |
| Business 9 | You’ll probably become a pro-gamer; however, just in case you don’t, take Business 9. In this Business 10 feeder course, you will learn various business topics including what it takes to plan and run a small business. The course is divided up into a series of hands-on projects that can be done individually or in small groups. | |
| Choral | Choir 9 is a year-long option that is offered three times per week. Choir takes up four of the eight option spaces available to Grade 9 students. As with Band 9, this option promotes an improvement in music skills and knowledge, an increased ability to perform music, growth and strengthening of individual character, and cooperative social interaction. | |
| Churchill Promotions | This course weaves together concepts from business and multimedia. Students will learn about advertising while simultaneously developing skills with creative software in order to produce promotional videos, posters, social media deliverables, and more! | |
| Construction Technology | Construction Technology 9 incorporates instruction and projects that will involve using most of the power tools and machinery in the woodworking area. Course Fee = $20.00 | |
| Computer Programming | | Are you interested in building computer games or apps? In this course |
|---|---|---|
| | | you will explore many different aspects of computer science. Our |
| | | focus will be on UI design and introduction to basic programming |
| | | syntax and algorithms. |
| | | https://youtu.be/e73sdx0sVo8 |
| Creative Writing 9 | | Student will have the opportunity to explore and share their unique |
| | | ideas and experiences through a variety of writing and multimodal |
| | | forms. Students will get a lot of creative freedom in this class - this |
| | | is writing for fun! |
| Critical and Creative Thinking 9 | The Critical and Creative Thinking 9 course will help students understand and develop the attributes of critical and creative thinkers: open-mindedness, truthfulness, empathy, humility, independence, and resilience. Students will engage in activities which will challenge assumptions and encourage discussion and debate. Ultimately, students will choose a topic and design an inquiry project to share their critical and creative thinking skills. | |
| Dance | Dance 9 will be a technical dance class in which students will learn a series of dance techniques which will be incorporated into choreographed routines students will learn and perform. Elements of other styles such as ballet, modern, jazz and hip-hop, may be explored. | |
| Drama | Students will learn the basics of stage movement, improvisation, character development and the basic techniques of acting. | |
| English IB Prep | The English IB prep course is designed for students considering taking IB next year. You’ll learn how to think and write about texts analytically and you’ll have the opportunity to learn how to effectively share your ideas in a class that’s discussion based. If you like to read, think, discuss, and debate, this class is for you! | |
| Fashion Studies | | Students will have the opportunity to learn basic sewing skills, |
| | | including the use of a sewing machine and serger. A minimum of three |
| | | projects will be made during the semester. |
| | | Course Fee = $15.00 |
| Film Studies | Do you love watching movies? Film Studies 9 is a opportunity to build on this passion and begin to appreciate the elements that contribute to a film’s artistry. You will experience film in a variety of genres and learn the basics of film analysis in a collaborative environment | |
| Graphics | | So you want to put the head of a ______ on a ______. With the |
|---|---|---|
| | | magic wand tool, and a few others, you can truly create the |
| | | mind’s eye. This Multimedia 10 feeder course is designed to |
| | | help you discover the magic of Photoshop. Students will learn |
| | | how to create original graphics, manipulate photos, and |
| | | ultimately translate their imaginative ideas onto a digital |
| | | canvas. |
| History on Film | The History on Film 9 course will help students understand and develop historical thinking skills. Historical fiction and documentary film-making have shaped the way our culture views and understands various historical events. Students will examine a sample of historical films and analyze the impact they have on the narratives framing historical events. Students will have an opportunity to choose their own film to view and interpret as a means of demonstrating their historical thinking skills. | |
| Math IB Prep | Students will receive some math enrichment to help prepare for the grade 10 IB program. They will also focus on mindfulness and organization techniques. | |
| Military History | Students will develop historical thinking skills through the examination of Canada’s role in events such as War of 1812, World War I, World War II, Korean War and the war in Afghanistan. It is very important to emphasize that the course will not glorify war. On the contrary, the focus will be on developing an understanding of, and appreciation for, the harsh realities of war and the impact they have on a nation’s identity. | |
| Musical Theater 9 | The Musical Theatre 9 class aims to provide an interactive environment of movement, drama, and music for students who seek the challenge of working through the creative process to performance. The competencies in these disciplines are developed as students participate in rehearsal, performance, and critical viewing. | |
| Percussion 9 | Percussion 9 is a course for students who are interested in a broad spectrum of musical experiences within a non-performance-based environment but not interested in specializing in a traditional choral or instrumental performance. A myriad of percussion instruments will be explored and played to offer a unique ensemble experience for the learner. | |
| Physical Wellness | Physical Wellness is a grade 9 option that focuses on physical activity, fitness and various aspects of health and wellness. In this course, students will have an opportunity to engage in physical activities such as indoor and outdoor team games, individual pursuits and a variety of cooperative games involving teamwork and leadership. Students will also be introduced to various aspects of personal fitness and will have the opportunity to learn functional fitness in our fitness center. Students will also engage in activities that are an extension of health and wellness activities that are taught in physical education courses. Grade 9 students will have the opportunity to take this course twice throughout the year. |
|---|---|
| Promotions 9 | This course weaves together concepts from business and multimedia. Students will learn about advertising while simultaneously developing skills with creative software to produce promotional videos, posters, social media deliverables, and more! |
| Reading Café | Students will have the opportunity to explore novels of their choice while participating in dialogue about books and literature. |
| Spanish | Spanish 9 is a basic introduction to the Spanish language and Hispanic culture. At the completion of the course, students will have learned how to communicate some of the basics of the language and explored various cultural elements such as food, family, games, and music. |
| Tae Kwon Do | This class is offered to students with an interest in learning a traditional martial art. Students will learn the fundamental movements, stances, blocks, punches, and kicks of one of the world’s most dynamic self-defense forms. Classes are offered in a safe, traditional format following the tenets of Tae Kwon-Do; Courtesy, Integrity, Perseverance, self-control, and Indomitable Spirit. Instruction will focus on the white belt to yellow belt curriculum. No previous experience is necessary. When choosing this option please keep in mind that this class will require physical exertion each session and requires members to pay strict attention to the instructor at all times. Students will be expected to maintain a clean uniform and participate to their best ability each class. Course Fee = $30.00 (uniform) |
| World Geography | Students in World Geography 9 will be introduced to the concepts of human, physical and political geography. Students will come to understand the political divisions in our contemporary world, as well as examine the impact of physical geography on the human condition. Students will use print and digital map resources, including Google Earth, to grow their understanding and appreciation of the complex world in which we live. |
Grade 10 – 12
Dance 15, 25
Dance 15/25 will be a technical dance class in which students will learn a
| Drama 10, 20, 30 | Drama 10 provides an introduction to the fundamentals of drama as well as encouraging student creativity and imagination. The emphasis in Drama 10 is on group involvement rather than individual participation. Students may go on to Drama 20 and 30. In Drama 20 and 30 students will have the opportunity to pursue theatre production, with an emphasis on the performance. Students may have the chance to explore one acts, puppetry, radio drama, and other various performance types | |
|---|---|---|
| Fashion 10, 20, 30 | | The Fashion Studies Program allows students to gain expertise in lifetime |
| | | skills while exploring their creativity. Clothing Construction, |
| | | Couture, Costuming, Fashion Illustration, Fashion Design, |
| | | Merchandising, Fiber Arts, and Digital Embroidery are some of the pathways |
| | | that can be explored in the over 40 courses offered at the three |
| | | levels. Students expand on areas of interest and skill level. Students will |
| | | develop an insight into the Fashion Industry which may lead into the |
| | | workplace or a related post-secondary program. |
| Film Studies 15, 25, 35 | The focus of Film Studies 15‐25‐35 is on the exploration of film as an artistic form of expression. This course is designed to provide innovative and unique ways for students to engage in the study of this art form as well as the technological and literary aspects of the medium. Film Studies 15‐25‐35 provides students will opportunities to engage with the artistic aspect of the film medium. Students will study film which encompasses narrative, technical and artistic elements; therefore this course is designed as the artistic bridge to connect the literary elements within Language Arts and the technological elements within Career and Technology Studies. | |
| Foods 10, 20, 30 | | This course sequence enables students to develop a broad interest in foods |
| | | in such a way that they are motivated to continue practicing and learning |
| | | about food. Students will cultivate their individual talents and interests |
| | | through the study of Food Basics, Baking Basics, Meal Planning for |
| | | Enjoyment, Convenience Foods, Simple Snacks and Canadian Foods. |
| | | Course Fee = $46.00 |
| French 10, 20, 30 | https://www.learnalberta.ca/content/mychildslearning/highschool_fsl.html | |
| Instrumental Music 10, 20, 30 | Band is a performance-oriented course scheduled on a full-year basis. As well as attending regular rehearsals, students are expected to participate in various performances outside of regular school time throughout the school year. The students will be exposed to various styles of music so as to broaden their music appreciation. The more enthusiastic students may also choose to participate in various ensembles. While Band does not have any formal prerequisite, students should have some previous band experience. Course Fee = $102.00 (Instrument rental only) | |
| Jazz Band 10, 20, 30 | | Jazz Band is a performance-oriented course offered on a full-year basis. In |
|---|---|---|
| | | addition to regular rehearsals, students are expected to participate in various |
| | | performances outside of regular school time throughout the school |
| | | year. Jazz, jazz-rock, popular music, jazz theory and improvisation make up |
| | | the course curriculum. This course also provides opportunities for small |
| | | ensemble experience. Music 15 leads to Music 25 and 35. |
| | | Course Fee = $102.00 (Instrument rental only) |
| Multi-Media 10, 20, 30 | Visual learners often become creative earners. In multimedia, sometimes referred to as visual communications, students will create a wide range of digital artwork, learn design theory, explore career opportunities, and discover their passions. Multimedia 10 is designed to expose students to diverse forms of media (e.g., drawing, print, video, animation, photo manipulation, photography, etc.). As students continue in the program, they are afforded more opportunity to plan and produce personal passion projects. 5 credits per semester. https://m.youtube.com/watch?v=DFktSIP4AUA&feature=youtu.be | |
| Outdoor Education 10, 20, 30 | Outdoor Education is a CTS class that focusses on learning about Wildlife Management, Wildlife Conservation, Hunting and Game Management, Angling and Fish Management, Bow Hunting, Survival Skills, Wilderness Navigation, and many other related activities. Outdoor Education has a large archery component. Students typically shoot archery approximately 1/3 of class time. We also participate in outdoor activities such as orienteering and survival training. Hunters Education Certification is offered to grade 10 students (Module in Outdoor Ed Fee = $ 35.00) Pleasure Craft Operator Certification is offered to grade 11 students (Module in Outdoor Ed Fee = $ 35.00) Course Fee = $15.00 https://youtu.be/GiGQzf4CRjQ | |
| Psychology 20, 30 | https://education.alberta.ca/media/159533/psychology-20-30.pdf Psychology is designed to help you develop the skills and understandings that make it possible for more effective living in our complex environment. We will focus on the scientific approach to understanding human behavior so that you may appreciate the reasons that underlie your own behavior. The course is divided into two chapters: Personal Psychology (3 credits) and General Psychology (3 credits). | |
| Reading 15, 25 | Reading 15/25 is a class to give you designated time to read for pleasure. There are no assigned novels in this class; you can bring your own book from home or find a great read at the school! Reading 15/25 requires that you create a reading notebook to reflect on your own reading, but there are no essays or reading comprehension questions. If you love to read, or want to rekindle your love of reading, this is a great 5 credit option course. **Please not there is no Reading 35** | Reading 15/25 is a class to give you designated time to read for pleasure. |
| | | There are no assigned novels in this class; you can bring your own book from |
| | | home or find a great read at the school! Reading 15/25 requires that you |
| | | create a reading notebook to reflect on your own reading, but there are no |
| | | essays or reading comprehension questions. If you love to read, or want to |
| | | rekindle your love of reading, this is a great 5 credit option course. |
Spanish 10, 20, 30
Sports Medicine 15, 25, 35
Tae Kwon Do
Tech Theatre 15, 25, 35
Spanish 10 is a basic introduction to the Spanish language. The course is intended for students who have very little or no background in Spanish. Course content includes the development of communication skills, vocabulary acquisition, and an exploration of Spanish and Latin American cultures. Successful completion of Spanish 10 leads to Spanish 20 and 30.
The sports medicine course at Churchill has been designed to give students an opportunity to learn about the various facets of sports injuries, first aid care, training room management, game care management and the various professions related to sports medicine. This course will be module-based and will focus on the following areas:
Health and Wellness
Injury prevention and management
* Musculo-skeletal system
* Therapeutic Modalities
* First aid/CPR
* Understanding various taping techniques
*
Practical application (taping, working with teams, etc.)
Students will have an opportunity to learn how to care for and manage sport-related injuries by completing a practical portion of the course. Students will work with sports teams to practice taping methods, apply care to injuries as well as focus on injury prevention and management. This course is designed for students who are interested in sport-related injury & care, and interested in a profession in the sports medicine field.
Course Fee = $25.00
This class is offered to students with an interest in learning a traditional martial art. Students will learn the fundamental movements, stances, blocks, punches, and kicks of one of the world's most dynamic self-defence forms. Classes are offered in a safe, traditional format following the tenets of Tae Kwon-Do; Courtesy, Integrity, Perseverance, self-control, and Indomitable Spirit. Instruction will focus on the white belt to yellow belt curriculum. No previous experience is necessary. When choosing this option please keep in mind that this class will require physical exertion each session and requires members to pay strict attention to the instructor at all times. Students will be expected to maintain a clean uniform and participate to their best ability each class. Classes run after school. Students come twice per week. There is flexibility for students to allow participation in school sports. Beginners are welcome to start in September. No previous experience is necessary. Students can earn three credits each semester.
Course Fee = $30.00 (uniform)
This course is designed to offer students an opportunity to explore and experience the skills necessary to realize a theatrical performance through the exploration and application of the technical aspects of theatre. Students will have the opportunity to be creative and innovative and apply multiple literacies as they solve complex problems and work toward a theatrical performance. Throughout the course, students will explore various areas of Technical Theatre including: Theatre Safety, Stage Management, Sound, Lighting, Set Design and Properties, Costumes and Make-up.
| WCHS Leadership | The emphasis of the course is leadership, character development and |
|---|---|
| | social responsibility. The students will demonstrate their understanding |
| | of the critical values and attitudes needed to become a leader of oneself |
| | therefore, being able to lead others by example. Students will actively |
| | and out of class endeavors. This engagement will encourage students to |
| | take a leadership role and exemplify what they have learned throughout |
| | their exploration of leadership. Through this involvement students will |
| | also refine their leadership style, personal vision and their life’s direction |
| | and an understanding of their social responsibilities. |
| World Geography 20, 30 | Geography 20/30 combines both Canadian and World Geography into |
| | two 3 credit courses completed in a single semester. Largely project |
| | based, students will explore both physical and human geography. From |
| | understanding settlement patterns in our own city, to understanding the |
| | human impact of population growth on a global level, this inquiry based |
| | course will foster an appreciation of the effects our world has on us, the |
| | influence we have upon the world. Let's explore the globe together! |
International Baccalaureate
* English 10i, 20i, 30i
* Math 10i, 20i, 30i, 31i
* Science 10i
* Social Studies 10i, 20i, 30i
* Chemistry 20i, 30i, 25i
* Biology 20i, 30i, 35i
* Spanish 10i, 20i, 30i
* French 10i, 20i, 30i
* Art 10i, 20i, 30i
* Music 10i, 20i, 30i
* Drama 10i, 20i, 20i
* World Literature 25i
* World History 25i
* Theory of Knowledge
IB Program Fee = $100.00
IB Program Exam Fee = $200.00 (only applied if a student signs up but does not write)
|
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Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-411
Subject Name: Business Environment
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
This course is designed to make students familiar with the various factors that are having great impact over the business and its environment.
COURSE OBJECTIVE:
To enable the students to gain insights into various concepts which characterize the business environment of any business in every aspect.
COURSE OUTCOMES:
*
After completion of the course, student will be able to: Understand the fundamentals of business environment.
Acquaint themselves with the evolving business environment issues.
Understand the legal issues as well as international business and economic environment
To get exposure to various economic policy & their impact on business and emerging trends.
70
* •
*
4.
* Introduction
COURSE SYLLABUS
1. Business Environment
* Environment – Meaning
* Internal Environment (Micro)
* Nature & Scope
* Task Environment
* Characteristics of Environment
* External Environment (Macro)
* Factors Affecting Internal Environment
* Questions
* Factors Affecting External Environment
2. Problems of Growth
o Introduction
* Growth:
o Features
o Growth Strategy
o Indicators
* Unemployment
* Regional Imbalance
* Poverty
* Money Supply and Inflation
* Industrial Sickness
* Parallel Economy
* Social Injustice
* Questions
3. Role of Government
o Meaning: Objectives, Methods
* Privatization:
*
o Advantages, Disadvantages, Problems
o Meaning, New Policy of Liberalization
Liberalization:
* Import Export Policy.
* Questions
* Foreign Direct Investment (FDI)
International Environment
* International Monetary Fund (IMF)
* Introduction
* The world Bank
* General Agreement on tariff & trade (GATT)
* World Trade Organization (WTO)
* Co – Operation (SAARC)
* South Asian Association for Regional
* International Development Association (IDA)
* Questions
5. Environmental Factors Affecting Business
* Cultural:
Infrastructure, Technology, Communication Traditions, Social Set
up, Educational
* Physical: Topography, Climate, Minerals and Water Resources
6. Natural Resources
* Limitations of Non Renewable Resources
* Renewable & Non Renewable Resources
* Need of Renewable Resources.
* Strategy for Conservation of Natural Resources
7. Environmental Issues Related to Business
* Global Warning, Kyoto Protocol, Oil Crisis & its impact on Business Problems.
* Industries & Pollution – Air, Water, Noise
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-412
Subject Name: Cost and Management Accounting
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
In developing economy like ours, the importance of cost accounting has been acknowledged by all when optimum utilization of resources is the need of the day.
COURSE OBJECTIVES:
To enable the students to gain insights into the various concepts related to cost accounting and the terms which characterize the phenomenon of costing.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand the basic cost concepts, element of cost & Preparation of Cost Sheet.
*
*
*
Understand the principles and techniques used in recording, analyzing and reporting costs.
Understand the principles and techniques used in revenues for internal management purposes.
Develop applicable cost concepts in making short term decisions and the.
application of Spreadsheets in management accounting
73
1. The concept of Cost, Costing & Cost Accounting
* Costing
* Cost
* Cost Accounting
* Difference between Costing & Cost Accounting
* Cost Accountancy
*
Limitation of Financial Accounting
* Advantages of Costing
* Objectives of Cost Accounting
* Methods of Techniques of Costing
* Distinguish between – Financial Accounting & Cost Accountancy
* Limitation of Cost Accounting
* Cost Centre
* Cost Unit
2. Elements of Cost
* Direct Labour
* Direct Material
* Direct Expenses
* Cost Classification
* Indirect Expenses
* Types of Costs
* Format of Cost Sheet
3. Materials
* Concept of Inventory
* Introduction
* Price
* Purchasing
* Economic Order Quantity (EOQ)
* The Materials Management Concept
* Types of Financial Analysis
* A. B. C. Analysis
* Limitations of Financial Analysis
4. Cash Book
* Allocation, Apportionment and Absorption of Overheads
* Introduction
* Over and Under Absorption of Overheads
* Disposal of Overheads
5. Labour Cost
* Labour Remuneration
* Labour Cost
* Labour Turnover
* Bin Card
* Cost of Labour
* Utility of Ledger
* FIFO System of Pricing Issues
* Standard Cost
* Time Recording
6. Managerial Costing
* Meaning of Managerial Costing
* Meaning of Managerial Cost
* Features of Marginal Costing
* Limitations of Marginal Costing
* Significance of Marginal Costing
* Practical Application of Marginal Costing
* Contribution
* Break Even Point (B.E.P.)
* Contribution and Key Factor
* Margin of Safety
* PV Ratio – Meaning
* Formulas
7. Budgetary Control
* Budgetary Control
* Introduction
* Classification of Budgets
* Flexible Budget
* Cash Budget
* Capital Budgeting and Investment Decisions
* Fixed Budget
* Master Budget
* Zero Based Budgeting
8. Standard Costing
* Variance Analysis
* Introduction
9. Introduction to Financial and Cost Audit
* Cost Audit (Report) Rules 1968
* Introduction to Financial and Cost Audit & Activity based costing.
* Cost Control
* Cost Reduction.
* Cost Reduction Programme
* Cost Control and Reduction
Appendix
1. Cost sheet without tender.
3. Marginal Costing
2. FIFO, LIFO Simple Average Method
4. Cash and Flexible Budget
5. Material and Labour Variances.
*
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-413
Subject Name: Production and Operations Management
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
This course in productions and operations management intends to familiarize the students with the basics of this subject.
COURSEOBJECTIVES:
To enable the students gain insights into the various issues related to the fields of production and operations management.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand the concepts related to business and operations management.
* Understand how planning and control are carried out vis-à-vis production.
* Understand the significance of inventory and quality management.
Understand elements of production management
77
1. HISTORY AND DEVELOPMENT OF MANUFACTURING MANAGEMENT
* Evolution of Manufacturing Management
* Introduction
* Historical Sequencing
* Global Demands
* At Dawn of Indian Independence
* Challenges and Opportunities: Future Manufacturing Management
* Role of Government
* Message to Indian Industries
* Summary
2. NATURE, SCOPE AND FUNCTION OF MANUFACTURING MANAGEMENT
* Meaning of Production Management
* Introduction
* Functions of Production Manager
* Objective of Production Management
* Value added process.
* Manufacturing Management Decision
* Types of Production System
* Functions of Manufacturing Management
* Importance of Manufacturing Department
3. MANUFACTURING SYSTEM
* Manufacturing System
* Introduction
* The Value Added Process
* The Conversion Process
* 'Products and Services
* Production System
* Job Shop production
* Intermittent System
* Batch Production
* Nature of Mass Production
* Continuous System
* Process Production Unit
* Comparison of Various Manufacturing Systems
* Projects
* Comparison of Intermittent and Continuous Manufacturing Systems
* Manufacturing Systems and Production Planning and Control
4. IMPORTANCE AND FUNCTIONS OF FACILITY LOCATION
* Introduction
* Concept of a Facility
* Factors Responsible for Plant Location
* Reasons for Location
* Location Analysis
* Factors Creating Layout Problems
* Facility Layout
* Objectives of Layout
* Flow Patterns
* Types of Layout
* Factors Governing Plant Layout
* Product and Process Layout Comparison
5. PRODUCTION PLANNING AND CONTROL
* Introduction
* Utility of Production Planning and Control
* Objectives of Production Planning and Control
* Scope of Production Planning and Control
* Functions of Production Planning, Control
* Organizational Structure of Production Planning Control (PPC) Department
* Comparison of Production Planning and Production Control
* PPC Functioning with Respect to Type of Production
* Organizational Position of PPC
6. PROGRAMME EVALUATION AND REVIEW TECHNIQUES (PERT)/ CRITICAL PATH METHOD (CPM)
* Introduction
* Objectives of Network Analysis
* Network Analysis
* Event
* Critical Path Method (CPM)
* Dummy Activity
* Computation of Early Start and Early Finish Time for the Activities
* Slack (Float)
* Computation of IST and LFT of Activities
* Programme Evaluation and Review Technique (PERT)
* Time of the Project Completion
7. MAINTENANCE MANAGEMENT
* Introduction
* What is Planned Maintenance?
* Objective of Maintenance
* Advantages of Maintenance
* Types of Maintenance Systems
* Spare Parts Maintenance
* Maintenance Planning and Control
* Equipment Replacement
* Measurement of Maintenance Work
8. INSPECTION AND STATISTICAL QUALITY CONTROL
* Introduction
* Phase in Quality Management
* Quality
* Cost of Quality
* Statistical Quality Control (SQC)
* Quality at Source
* Approach to Quality Control
* Basic of SQC
* Objectives of SQC
* Control Charts
* Major Parts of a Control Charts
* Statistical Basis of Control Charts
* Different Types of Control Charts
* Control Chart for Range (R-Chart)
* Control Chart for Mean OR -Chart.
* Inspection
* Objectives of Inspection
* Functions of Inspection
* Where to Inspect?
* Acceptance Sampling or Sampling Inspection
* Cent-Percent Inspection
* Sampling Plans
* Producers Risk
* Limitations of Acceptance Sampling
* Consumers Risk
* Various Sampling Plans
* Terms Used in Acceptance Sampling
9. INTRODUCTION TO WORKS STUDY
* Introduction
* Work Study and Productivity
* Techniques and Tools
* Basic Ways to Increase Productivity
* Responsibility for Productivity Rise.
* Work Content
* Management Techniques to Reduce Work Content as WeJI as Ineffective Time
* Factors Tending to Reduce Productivity
* Method Study
* Selection of The Jobs
* Basic Procedure of Method Study
* Recording of Facts
* Charting
* Method Study Symbols
* Charting Methods
* Development and Selection
* Critical Examination
* Installation of The Proposed Method
* Work Measurement
* Maintenance of The Proposed Method
* Techniques of Work Measurement
* Allowances in Time Study
* Time Study
* Performance Rating
* Work Sampling
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-414
Subject Name: Business Economics - II
Core/Complimentary: Complimentary
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
The subject aims to enable the students to grasp the details as to how things function at the economic front for any economy.
COURSE OBJECTIVES :
*
To enable the students to understand the principles underlying the structure and functioning of markets;
*
*
To help them to apply economic theory for optimal decision-making at the firm level in the context of market constraints, through real-life examples from across
the globe and real cases of firms.
To provide them sufficient exposure to the world of industry, trade and commerce, so as to make them feel comfortable reading and understanding daily
economic and financial news about firms, and engaging in critical discussion on economic issues affecting firms.
To make students understand concepts related to economy and make them aware of how decisions are taken for the betterment of the same.
COURSE OUTCOMES:
At the end of the course, the student should have developed:
The students after studying this course will get a clear understanding of various basic concepts used in economics.
The students will also get and understanding of the demand and supply and factors affecting them and how the price is determined in different types of markets.
82
1. Price Determination Under Different Market Structure
* Classification of Market
* Concept of Market
* Equilibrium of a firm: Meaning / Short run equilibrium / Long run equilibrium
* Relationship of equilibrium & profit maximization.
* Price & Output Determination – Meaning
* Perfect competition MarketEquilibrium conditions under perfect competition: Short run & Long run equilibrium
Equilibrium conditions under Monopoly Market: Short run & Long run
* Monopoly Market –
*
equilibrium
Equilibrium conditions under Monopolistic Market: Short run & Long run
Monopolistic Market –
equilibrium
2. Cost and Revenue Analysis.
* Relation between AR & MR
* Total / Average / Marginal Revenue
* Concept of TFC / TVC
* Reasons of LAC
* Long run & Short run cost curves
* Smooth envelop of LAC
3. Factor Pricing
* Purchase decision of a firm
* Introduction
* Special features of factor pricing
* Wages – Real & Nominal wages / Modern theory of wages.
* Marginal productivity theory of distribution
* Rent – Different Rent – Recardian theory
o Quasi rent / Difference between economic rent & quasi rent
o The modern theory of rent
* Interest – Gross Interest / Net Interest
* Profit – elements of Profit
* Reasons for Difference in Interest rates
4. Money and Banking
* Functions of Money
* Introduction – Definition of Money
* Evolution of Money – Barter System to Modern System
* Banks – Definition / Role of Banks / Types of Banks
* Importance of Money
* Functions of Commercial Banks
* The Central Bank – Need / Functions
* Role of Banks in economic system.
o Central Bank – Controller of Credit
5. National Income
o Concept of Domestic Income
* Introduction – Meaning / Definition
o Concept of National Income
o
o Difference between Domestic & National Income
* GNP / GDP - Basic Difference
Circular flow of National Income
* Private Income / Personal Income / Per Capital Income
* Measurement of National Income:
* Transfer Payments
* Methods:
o Income Method.
o Product or Value added Method.
o Expenditure Method
* Difficulties in Measuring National Income
6. Trade Cycle
* Phases of Trade Cycles: Meaning & Conditions:
* Introduction – Meaning / Definition
o Boom, Depression, Recession, Recovery
* Measures to Control Inflation
* Inflation: Meaning / Types / Causes
7. International Trade
* Need for foreign trade
* Introduction
* Favorable effects of foreign trade on economic growth
* Balance of Trade, Balance of Payment, Difference between BOP & BOT
* Unfavorable impact of foreign trade on economic growth
* Causes behind adverse BOP
* Remedies for adverse BOP
8. Index Numbers
* Steps in the construction of price index number
* Introduction – Meaning
* Uses of index numbers
* Limitation of index numbers
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-415
Subject Name: Organizational Behaviour - II
Core/Complimentary: Complimentary
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
This subject introduces the students to the various concepts related to how employees tend to behave in an organization.
COURSE OBJECTIVE:
To enable the students to gain insights into the concepts that go into the making of a successful organization.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand meaning of personality and perception.
* Understand group dynamics and motivation.
* Understand the fundamentals of organizational behavior.
* Understand how to manage employee emotions inside the organization.
1. Team
* Key group concepts
* Foundations of group behavior
* Implications for performance and satisfaction
* Towards improved group decision making
* Group behavior model
* Group cohesiveness.
* Team
* Cohesiveness and group productivity
* Organizational context for teams
* Life cycle of a team
* Team work
* Ingredients of effective teams
* Team Building
* Potential team problems
* Self – Managing teams
2. Organization Structure and Design
* Organization structure
* Organization
*
* Environmental sectors
Organization environment
* Characteristics of the environment
* Generic types of organizations
* Organizations as systems
* Formal organizations: design and structure
* Work specialization.
* Division of labour and task interdependence
* Departmentation choices
* Some differences between functional and product organization
* Product and functional organizations
* Matrix organization
*
* Project organization
Distribution of authority
3. LEADERSHIP
* Introduction
* Types of leaders
* Leadership theories
* Leadership styles
* Relevant conditions for leadership styles
* Fred Fiedler's contingency model
* Contingency model of leader effectiveness
* Functions of leadership
* Path goal theory
* Technique of leadership
* Leader behaviours
*
* Contingency factors
The managerial grid
4. MANAGEMENT OF CHANGE
* Introduction
* Need for change
* Forces of change
* Types of change
* Resistance to change
* Effect of change
* Overcoming resistance
* Building an action plan
* Selecting a change agent
* Change strategy selection
* Managing change
* Change, Implementation of
* Process of change
* Approaches to change
* Resistance to change
* Evaluatin Change
* Conclusion
* Institutionalization change
5. CONFLICT MANAGEMENT
* Definition
* Organizational conflict
* Individual conflict
* Types of organizational conflict
*
* Integration
* Complementarily
Diffusion
* Other resolution technologies
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
BBA15-416
Subject Name: Leadership Skills and Team Building
Core/Complimentary: Complimentary
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
This course will focus on individual, team, and organizational leadership and will provide learners with the foundation for examining and developing their own individual
leadership style.
COURSE OBJECTIVES:
To enable the students gain insights into the various skills with regard to the phenomenon of leadership and change management.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand the concepts of leadership as found in an organizational context.
*
* •
Understand the methods and processes of managing change in organizations, society and at personal level.
Learn about applying concepts in the field of change management.
Understand various theories related to leadership
88
Unit 1: Leadership
Basic principles of leadership, especially those applied to leading a team. Major ways that people learn how to become effective leaders. The use of leadership skills to managing team processes.
Unit 2: Learning Skills
The nature of experiential learning. Practice in using ideas and experience to strengthen action abilities.
Unit 3: Leadership Purpose
Purpose of developing Leadership, Implementation of Leadership.
Unit 4: Values, Principles and Ethical Boundaries
Values, leadership principles, and ethical boundaries that guide one's development as an authentic leader.
Unit 5: Team formation
* Gender, culture, language
Major criterion is that base group members should be selected randomly with diverse background in terms of:
* Specialism, e.g. accounting, HRM, social sciences
*Abilities & skills, e.g. computer, oral presentation
* Personal characteristics, e.g. introverts vs. extroverts
Unit 6: Team and team work
The nature of team and productive teamwork. The stages of team development. Team composition and diversity.
Unit 7: Teamwork Process
Understanding the complexities of cooperative work. Factors promoting or inhibiting effective teamwork. Team communication. Avoid groupthink and making quality team decisions. Conflict management. Team creativity.
Unit 8: Teams in organizations
Organizational teams. The role of Human Resource Management. Bridging across teams. Virtual teams.
Unit 9: Decision-Making Skills:
Introduction, Concept of Decision making, Importance of Decision making, Challenges in the Process of Decision Making.
Unit 10: Decision making Process:
Importance of Ethics and Values in Reaching Decisions, Steps involved in Decision making Process, Decision making Process in a organization.
Unit 11: Decision making Techniques
Grid Analysis-Pareto Analysis-Decision Trees-Blind Spot Analysis-Risk Analysis-Delphi Technique-Impact Analysis-The Futures Wheel.
*
*
*
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
Subject Code: BBA15-417-A
Subject Name: Basic Tally
Core/Complimentary: Elective
Credits: 02
No of Hours: 2 hours per week
COURSE OBJECTIVES:
This course is designed to impart knowledge regarding concepts of Financial Accounting
Tally is an accounting package which is used for learning to maintain accounts.
As this course is useful for management students to get placements in different offices as well as companies in Accounts departments.
COURSE OUTCOMES:
At the end of the course the student will be able:
To understand the usefulness/importance of Tally ERP-9 software for simplifying the accounting methods & procedures.
Will make the students proficient towards creating the accounting records and extract the financial statements and other statements related to inventory
management, depreciation accounting and VAT procedure and records.
Will be imparted practical training on this software so that the students can apply its various aspects in their day to day business/professional activities.
91
* • •
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester IV
Subject Code: BBA15-417-B
Subject Name: Advanced Excel for Data Analysis and Presentation
Core/Complimentary: Elective
Credits: 02
No of Hours: 2 hours per week
INTRODUCTION:
MS Excel is a simple but powerful spreadsheet program for entering, managing and analyzing data using user-friendly menu
In this course, the student will get an opportunity to practice some basic Excel.
manipulations that will be useful in many courses as well as their professional life
COURSE OBJECTIVE:
*
To perform simple arithmetic calculations directly in a cell as well as by referring to another cell;
To perform operations on a whole column or a row;
To use absolute and relative references to refer to cells or cell ranges;
To use Excel functions to calculate mean, median, standard deviation, minimum and maximum values.
COURSE OUTCOMES:
At the end of the course the student will be able:
*
To create simple graphs and charts; and create frequency tables using pivot table functions in Excel.
* • •
To insert or delete a worksheet in MS Excel file;
To identify cells in a worksheet by their names;
To enter and format data
92
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-511
Subject Name: Human Resource Management
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
This subject of human resource management will give insights to the students so as to make them understand the concept underlying this subject.
COURSE OBJECTIVE:
*
To enable the students to bring insights into the basics of human resource management and its implications in today’s world.
To familiarize the students with the importance of human resource in the present
*
day organizations and its subsequent management as a resource.
COURSE OUTCOMES:
* After completion of the course, student will be able to:
*
* •
*
Understand the basic concepts which characterize the field of human resource management.
Understand how human resource is acquired and trained
Understand how a company arrives at the best possible fit for its employee's vis-
à-vis the tasks given to them.
Comprehend the role human resource management plays in an organization.
93
1. Introduction to Human Resource Management
* Nature of Human Resource Management
* Definition and Introduction of Human Resource Management
* Importance of Human Resource Management
* HR Manager Role & Responsibilities.
* Scope of Human Resource Management
* Why study Human Resource Management?
2. Human Resource Planning (HRP)
* Meaning & Definition of Human Resource Planning
* Human Resource Planning and Man power Planning
* Importance and Significance of Human Resource Planning
* Human Resource Planning – process
* Barriers to Human resource Planning
* Factors Affecting Human Resource Planning
* Work before Planning
3. Recruitment & Selection
* Sources of Recruitment- Internal Source
* Definition and Meaning of Recruitment and Selection
- External Source
* Steps involved in selection process
* Methods of Recruitment
* Selection in India.
4. Job Analysis
* Purpose of Job Analysis- Job Description
* Meaning & Definition of Job Analysis
o Job Specification
* Procedure of Job Analysis
* Methods in Job Analysis
* Important Concepts Related to Job Analysis
o Job Enlargement
o Job Rotation
o Job Enrichment
5. Employee Remuneration & Rewards
* Components of Employee Remuneration
* Meaning , Nature of Employee Remuneration
* Factors Influencing Employee Remuneration
* Meaning/Nature of Rewards & Incentives
* Wage and Salary Administration
* Performance Appraisal
* Employee Benefits & Services
6. HR Communication
* Channels / Process of HR Communication
* Meaning / Nature of HR Communication
* Communication in groups
* Failures / Barriers in Communication
* Perception in Communication
* Effective and Successful Communication
7. Development of Human Resource
* Induction
* Nature / Importance of Development of Human Resource
* Training
* Successful Retention of Employees
* Career Planning
8. Optimising Human Resource.
* Retirement plans
* Meaning / Nature of Optimising Human Resource
* Removal of HR-Resignation
o Dismissal
o Discharge
o Suspension
* Early Retirement plans.
o Retrenchment
* Voluntary Retirement plans.(VRS – The Golden Handshake)
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-512
Subject Name: Research Methodology
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
This course in business research has been designed keeping in mind the significance of it in management studies and how it can be used in business scenarios.
COURSE OBJECTIVE:
To enable the students to gain insights into how research is carried out in business and how they can benefit from it.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand the nuances involved in Creativity & Innovation.
* Familiarize themselves with creative and innovative thinking styles.
* Apply principles in business situations to optimize resource utilization.
* Understand various aspects of project planning
96
1. Introduction to Research
* Characteristics of research
* Meaning and definition of research
* Nature of social research
* Importance of research
* Objectives of research
* Research process
* Essential qualities of a researcher
* Essential qualities of research
2. Social Research
* Importance of social research
* Basic types of research
* Approaches to social research
* Relevance of social science research
* Types of research in social science
* Relevance of social research
3. Research Process
* Steps in research process
4. Problem Formulation And Research Design
* Defining research problem
* Sources of research problem
* Research design
* Importance of research design
* Definition
* Basic elements of research design
5. Hypotheses
* Sources of hypotheses
* Meaning & definition
* Types of hypotheses
* Difficulties in formulation of hypothesis
* Qualities of hypotheses
6. Sampling Techniques
* Advantages of sampling
* Definition of Sample & sampling
* Limitations of sampling
* Probability sampling
* Sampling techniques
* Non probability sampling
* Terms used in the sampling process
* Characteristics of good sample
* Criteria for deciding sample size
7. Methods of Data Collection
PRIMARY DATA: (methods)
o Designing of a questionnaire
* Questionnaire
o Types of questions
o
* Observation method
* Interview method
Types of observations: advantages; limitations
o Types of interview; advantages; limitations
* Projective techniques
* Case study method
SECONDARY DATA
* External sources
* Internal sources
* Advantages
* Limitations
8. Measurement and Scaling
* Levels of measurement
* How to measure?
* Scales:
o Graphic rating scale
o Likert scale
o Employee satisfaction scale
9. Processing Of Data
* Editing
* Meaning
* Coding
* Tabulation of data
* Classification
* Analysis of data
* Interpretation of data
10. Research Report
* Steps in organizing research report
* Planning and organizing research report
* Outline of a report
* Significance of report writing
* Essential qualities of a good report
* Evaluation of a report
* Contents of a report
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-513
Subject Name: Management Information System
Core/Complimentary: Core
Credits: 04
No of Hours: 4 hours per week
INTRODUCTION:
This course in management information systems has been designed keeping in mind the significance which this concept plays in the overall scheme of things in a firm.
COURSE OBJECTIVES:
To enable the students gain insights into the various concepts about information systems and their subsequent management in an organization.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Acquaint themselves with the idea of management information systems
*
* •
Become aware about the relevance of having systems development as a part of the subject.
Understand how information technology plays a role in an organization.
Learn the challenges which one faces while dealing with management information system.
100
1. Introduction to MIS
o This topic introduces the concept of MIS and explains the definition of MIS.
* Definition of MIS
* Distinction between Data and Information
o In this topic, students learn the subtle yet important differences between 'data' and 'information' with the help of examples. It is necessary to be able to distinguish information from data, so as to avoid the confusion that is created by using these 2 terms interchangeably.
* Information and Management
o This topic explores the vital role 'information' plays in organisational management. It describes Minzberg's roles vis-à-vis principles of management.
2 Information and Decisions
* Types and Sources of Information
o This topic discusses various types of organisational information and the sources that are tapped in order to acquire information.
* Attributes of Information
o In this topic, students learn how to assess the quality of any information by understanding the attributes/characteristics of information.
* Types of Decisions (Idealistic vs. Realistic)
o This topic explores the differences between the classical/idealistic and administrative/realistic decisions. It explains how managers have to make the most viable decisions under existing constraints.
* Models of Decision Making
o In this topic, students are exposed to 2 important decision making models – (1) Herbert Simon Model, (2) Rubenstein & Herbertson Model. The first model is linear in nature, whereas the latter model is cyclic.
* Tools for Decision Making
o This topic describes various tools used by managers for making decisions in organisations.
3 Systems Theory
o This topic explains the definition of system. It elaborates upon the interrelationship amongst the elements of a system.
* Definition of System
* Characteristics of Systems
o This topic describes the characteristics of systems and their elements.
* Types of Systems
o In this topic, students learn different types of systems. Managers need to follow existing systems as well as establish new systems to ensure smooth and streamlined functioning of organisations. Therefore, learning different classifications of systems is vital.
* Negative Feedback and Entropy
o This topic explains the concept of disorder in a system and how a system reacts to it in order to preserve itself.
4. Information Systems in Organisations
o This topic gives an overview of different information systems like ERP, SCM, CRM and PLM systems. In the following topics, students learn how all these information systems help managers in streamlining and integrating various functions of an organisation.
* Overview of Various Information Systems
* ERP Systems
o In this topic, students learn the basics of Enterprise Resource Planning systems, which have become a part and parcel of today's corporate world. ERP systems are used by almost all the departments of an organisation (which has implemented an ERP system).
* SCM Systems
o This topic provides elementary knowledge of Supply Chain Management systems. Students learn how manufacturers, suppliers and customers are linked with each other through SCM.
* CRM Systems
o This topic provides introductory information about Customer Relationship Management systems and how they help marketing people.
* Business Intelligence
o This topic covers overview of data warehousing and data mining techniques. Students learn how these techniques work and what are their important applications.
5. Information and Knowledge
o This topic explores the process of how information leads to knowledge and how knowledge helps in attaining wisdom of judgement.
* Distinction between Information, Knowledge and Wisdom
* Introduction to Knowledge Management
o This topic introduces the concept of knowledge management. It explains the importance of capturing, storing and utilising knowledge in an organisation.
o In this topic, students learn the classifications of knowledge and different perspectives on knowledge.
* Types of Knowledge
* The Spiral of Knowledge Creation
* Tools for Knowledge Conversion
o This topic describes the process of how knowledge is created and converted from one form to another in order to utilise it for the benefit of the organisation.
o This topic covers some basic tools like metaphors, analogies and models for converting knowledge from tacit to explicit form.
* Examples of Knowledge Management Practices
o In this topic, students are provided with cases of knowledge management practices undertaken by some well-known organisations.
6. Decision Support Systems
o This topic introduces the concept of DSS and presents various definitions of DSS in terms of functions, characteristics, objectives and components.
* Definitions of DSS
* Structure of DSS
o This topic describes the broad structure of DSS in terms of its component subsystems.
* Applications of DSS
o In this topic, students learn how DSS provides support at various levels in the management of an organisation.
7. Role of MIS in Organisational Learning
o This topic introduces the concept of e-learning and how it is widely and effectively used by the corporate world for providing training to employees.
* Introduction to E-learning
* Learning Management Systems
o This topic explains what LMS is and how it helps in managing organisational learning.
* Learning Content Management Systems
o In this topic, students are provided with a basic understanding of what is LCMS and how it is used.
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-514
Subject Name: Indian Economy
Core/Complimentary: Complimentary
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
The subject aims to enable the students to grasp the details as to how things function at the economic front for any economy.
COURSE OBJECTIVE:
To make students understand concepts related to economy and make them aware of how decisions are taken for the betterment of the same.
COURSE OUTCOMES:
* After completion of the course, student will be able to:
*
*
* •
Understand the macroeconomic concepts relevant for taking prudent business decisions.
Understand the application of economic principles in the field of business management
Get idea about theories of cost and production
Understand various types of competitive structures
104
1. Economic Growth & Under Development
* Growth & Development in contrasting concepts
* Concept of Economic growth and economic development
* Factors affecting Economic Growth in India
* Indicators of economic development
2. Nature of Indian Economy
* Indian Economy: A Dualistic Economic structure
* Indian Economy as a developing economy
* A Mixed Economy
3. Population problem & Economic Development
* Growth of Population : birth & death rate
* Population problem & Economic Development
* Remedial Measures for the Population Explosion
* Population: A Comparative Study
4. Agricultural Development in India
* Agricultural Productivity -Causes of low productivity & measures
* Role of Agriculture in the India Economy
* Agricultural Marketing
* Constraints in Agricultural Development
5. Industrial Development in India
* Problems of Small Scale Industries in India
* Role of Industrialization
* Performance & problems of the public sector
* Industrial Liberalization & Privatization
6. National Income of India
* Difficulties in the calculation of National Income
* Concept of National Income
* Growth & trends in National Income since 1951
* National income, savings and investments in India
7. Poverty India
* Causes of Poverty
* Concept of Poverty
* Measures Taken by Government of India to Remove Property
8. Indian Planning
* Main Objectives of Planning in India
* Concept & importance of Economic Planning
* Achievements / success of Indian Planning
* 10th Five yr Plan
* 9 th Five yr plan
* 11th Five yr plan
* Planning in a Mixed Economy
9. Indian Fiscal & Monetary Policy
* Monetary Policy
* Fiscal Policy
* Objectives of Fiscal & Monetary Policy of India
* Measures of Credit Control in Central Government
*
*
*
*
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-515
Subject Name: Mercantile Law
Core/Complimentary: Complementary
Credits: 02
No of Hours: 2.5 hours per week
COURSE OBJECTIVES:
To understand the definition and applicability of Mercantile Law.
To understand the sources and boundaries of Mercantile Law.
COURSE OUTCOMES:
The student is oriented in the wide range of economic and legal question with and he obtained - like the future economists and businessman - the basic knowledge
from mercantile and financial laws.
The student will be acquainted with the legal regulation of economic relations, especially with more detail with the problem of ownership relations.
The student obtains knowledge about mercantile and trade law and about selected problems of the state, administrative, labour and civil law.
The student is able to identify the system of authorities applying the law (judicial and other authorities with the emphasis on the mercantile justice).
107
1. Indian Contract Act, 1872
* Essentials of a valid contract
* Definition and scope
* Consideration
* Unlawful and illegal Agreement.
* Free consent
* Contingent Contract
* Time and place performance of a contract
* Kinds of Tender.
* Discharge of contract.
* Quasi- Contracts
2. Special contracts
* Bailment and pledge.
* Indemnity and Guarantee
* Special Agent and General Agent
* Termination of Agency
* Essentials of a Contract
3. Sale of Goods Act, 1930
o Essentials of a contract of Sale
* Formation of contract of Sale
o Formation of contract of sale
o Ascertainment of price
o Subject – matter of contract of sale
o Provisions of Stipulation as to the Time of payment
o Effects of destruction of goods or perishing of goods
* Goods and their classification
o Distinction between future goods and contingent goods
o Distinction between Sale and Agreement to sell
* Sale and Agreement to sell
* Condition and Warranties
* Transfer of property in goods
o Difference between a condition and a warranty
o Passing of property from seller to buyer
o Passing of property in the contract for sale of unascertained goods [section 23]
o Passing of property in a contract for sale of specific or ascertained goods
* Performance of the contract of sale
o Rules regarding delivery of goods
o Delivery of goods
* Rights of unpaid seller and Remedial Measures.
o Rights of an unpaid seller and remedial measures
o Rights of an unpaid seller against the buyer personally
* Auction sale
4. The negotiable instruments Act.
* Characteristics features of Negotiable Instruments
* Definition and meaning of Negotiable Instruments
* Kinds or Types of Negotiable Instruments
o Promissory Note
o Bill of exchange
o Cheque
o Some other important types of negotiable instruments
o Crossing of a cheque
* Holder and holder in due course
o Meaning of 'holder in due course'
o Meaning of 'holder'
o Rights and privileges of a holder in due course
* Drawee in case of need
o Distinction between holder and holder in due course
* Negotiation, endorsement and types of endorsements
o Types of endorsement
o Procedure of transfer or modes of negotiation
* Dishonour and discharge of instrument
o Dishonour by non payment
o Dishonour by non-acceptence
o Notice of dishonour
* Liability of dishonour of a cheque
5. The Consumer protection Act
* Aims and object of the Act
* Extent, commencement and application
* Definitions
* Consumer Disputes Redressal Agencies
* Consumer protection council
6. Partnership Act
* The nature of partnership
* Definition
* Registration of firm
* Relations of partner to third party
* Relations of partners to one another
* Dissolution of partnership
Subject Code:
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
BBA15-516
Subject Name: Corporate Social Responsibility
Core/Complimentary: Complimentary
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
This course is the formation and stewardship of policies and processes that lead to a culture of good decision making and good decisions.
COURSE OBJECTIVES:
To enable the students gain insights into the social perspective of conducting day-today affairs with regard to running a business and various concepts related to them.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Analyze the impact of environmental issues on business.
* •
*
Understand the social responsibilities of business.
Evaluate the effects on a firm's costs of meeting its ethical, social and environmental responsibilities.
Learn about various standards and codes related to business
110
1. Defining Corporate Social Responsibilities
b. Definition of CSR
a. Introduction
c. Principles of CSR
d. Self-Test
2. Principles of CSR
b. Importance of CSR
a. Introduction
c. Companies Emphasis on CSR
e. Social Contracts
d. Sustainability and Environmental Issues and its Implication on Organizations
f. Self-Test
3. Ethics CSR and Corporate Behavior
b. Definition of Ethics
a. Introduction
c. Gaia Hypothesis
e. Corporate Reputation
d. Behavior of Corporates
f. Self-Test
4. Social Responsibility Performance Evaluation
b. Performance Definition
a. Introduction
c. Social Accounting
e. Performance Measures
d. Environmental Audit
f. Performance Evaluation
g. Self-Test
5. Social Responsibility in Globalization
b. Globalization
a. Introduction
c. Impact of Globalization on Social Responsibility of Corporates
e. Globalization and Setback of Social Responsibility of Corporates
d. Globalization Opportunity or Threat
f. Self-Test
6. Social Responsibility and Strategy
b. Role and Objective of Social Manager
a. Introduction
c. Corporate Governance
e. Social Manager and Ethics
d. Corporate Governance Principles
f. Self-Test
7. Social Responsibility and Leadership
b. Concept of Leadership
a. Introduction
c. Styles of Leadership
e. Strategic and Corporate Planning
d. Organizational Climate
f. Feedback Strategy
h. Limitation of Agency Theory
g. Agency Theory
i. Self-Test
* • •
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
Subject Code: BBA15-517A
Subject Name: Advance English
Core/Complimentary: Elective
Credits: 02
No of Hours: 2 hours per week:
INTRODUCTION
The course focuses on communication activities in functional and situational contexts. It encourages students to speak with fluency and accuracy.
COURSE OBJECTIVE:
To enable students to develop the four skills of reading, writing, listening and speaking.
The classes will be theme based to provide practice in a meaningful context.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Understand and communicate with English speakers from different parts of the
English speaking world.
Discuss and plan holidays in English and tell jokes and stories.
Understand the basic tenets of reading and writing effective English
Discuss elements of popular culture such as TV, radio and music.
113
Unit 1:
COURSE SYLLABUS
Functional English
Speaking Skills, Telephonic conversations, Relationships: Formal, Semiformal, Informal
Unit 2:
Group Discussion
Definition, Body Language, Use, Role, Characteristics, Aspects, Importance of Nonverbal communication, Preparing for G.D
Unit 3:
Interview Skills & Resume Writing
Interview Skills: Introduction, Preparing for Interview, Performing in the Interview. Resume Writing: Sample CV's with covering letters, Traditional CV, An Ideal CV, CV with experience, Chronological CV, Functional CV, Electronic version of a CV
Unit 4:
Listening
Introduction, Definition, Need for listening, Barriers to Listening, Need for Training
Unit 5:
Telephone Skills & Time Management
Do's & Don'ts
Telephone Skills: Telephone Etiquette, Sample Conversations.
Time Management: Value of Time, Definition, Good Time Management, Examples,
Unit 6:
Team Building & Decision Making
Introduction, Definition of team Building, Need for a leader, Deciding as leader, Introduction to Decision Making, Making a right decision, Planning, Decision affecting a group, Decision making techniques, Mind mapping
Recommended Books:
2) "Practical English Everyday", by Steven Collins.
1) "Advanced English Grammar", by Martin Hewings, Cambridge University.
3) "English Advanced Vocabulary and Structure Practice" by Amity Books.
*
Tilak Maharashtra Vidyapeeth, Pune
Syllabus - BBA – Semester V
Subject Code: BBA15-517B
Subject Name: Basics of Image Management and Grooming
Core/Complimentary: Elective
Credits: 02
No of Hours: 2.5 hours per week
INTRODUCTION:
The course has been designed to enhance language activities, to acquire interactive proficiency and, nurture for the contemporary as well as global standards.
COURSE OBJECTIVE:
To enable the students with regard to developing the requisite skills-set required in the professional set-up of contemporary organizations and how they need to groom
themselves.
COURSE OUTCOMES:
After completion of the course, student will be able to:
* Apply grammar in day-to-day scenario in a correct manner
* Develop a better acumen towards reading and writing skills
* Enhance their vocabulary thereby improving in their communication
Understand the various aspects related to group discussion and personal interview
115
(A)Image Management
1. Appearance (clothing, grooming, body language and etiquette)
3. Communication
2. Behaviour and Self Motivation
4. Digital Footprint.
5. Accepting CHANGE
(B) Grooming
1. Grooming and Its Importance
3. Body Language
2. Fundamentals & Levels
4. Office Etiquette
6. Time Management
5. Handling Complaints
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Trade Name: Alphatin
1. Identification
Commercial Product Name: Alphatin
Manufacturer: Milchan Bros Ltd. (Liad Chemicals Ltd.) 10 Abba Eban Blvd., 46733 Herzelia, Israel P.O.B 12381 Tel. 09-9611111 Fax. 09-9611120
2. Composition/Information on Ingredients
Chemical characterization
Hazardous ingredients:
| Chemical name | CAS-No | EINECS-No | Concentration (%) |
|---|---|---|---|
| 1-Naphthalene acetic acid | 86-87-3 | 201-705-8 | >50 |
| Potassium hydroxide | 1310-58-3 | 215-181-3 | >20 |
| Poly (oxy-1,2-ethanediyl), alpha- (4-nonylphenyl)-omega-hydroxy- | 37205-87-1 | - | >30 |
| HEDTA trisodium | 139-89-9 | 205-381-9 | >10 |
(See full text of R-phrases in chapter 16.)
3. Hazards Identification
Human health hazard:
R35: Causes severe burns.
R22: Harmful if swallowed.
R41: Risk of serious damage to the eyes.
4. First Aid Measures
Symptoms:
Corrosive material. Causes severe skin and eye burns. Destructive to the tissue of the mucous membranes and upper respiratory tract. May be harmful if inhaled. May cause severe and permanent damage to the digestive tract. Harmful if swallowed. Symptoms of exposure may include burning sensation, coughing, sneezing, nausea and diarrhea.
Skin contact:
Immediately remove contaminated clothing and shoes, unless it is stuck to the skin. Flush skin with plenty of water for 15 minutes. Localize possible burning signals. Get medical attention if irritation develops or persists. Do not smear any cream on chemical burns. Do not remove “dead skin” or “detonate” any bladders. Cool burned areas with water, cover with cloth or bandage for chemical burns and evacuate victim to hospital.
Page 1 of 6
Trade Name: Alphatin
Page 2 of 6
Eyes contact:
Immediately flush eyes with plenty of water for at least 15 minutes, lifting upper and lower eyelids occasionally. Get medical attention.
Ingestion:
Do NOT induce vomiting. If victim is conscious and alert, give water. Never give anything by mouth to an unconscious person. Get medical aid immediately.
Inhalation: Using protective gear, remove victim from site of exposure and move to fresh air immediately. Have victim lie or sit comfortably. If he has difficulty in breathing, have him sit with back straight and administer oxygen, if possible. If victim is unconscious, perform resuscitation and then immediately transfer to medical personnel. If victim suffers from burns in respiratory tract, have him erectly sit, release tensioned clothing and cool chest area with water. Keep eye contact with victim and make sure he continues breathing.
5. Fire-Fighting Measures
Flammability: N/A.
Suitable extinguishing media: Use water spray jet, dry chemical, CO2 or foam.
As in any fire, wear a self-contained breathing apparatus in pressure-demand, and full protective gear.
Estimated NFPA: H: 3 F: 1 R: 0
6. Accidental Release Measures
Wear full protective clothing for corrosive materials including boots. Evacuate personnel.
Stop the leakage if you can do so without risk. Absorb spill with inert material (e.g. vermiculite, sand or earth) then place in suitable container for later disposal. Check local regulations before dumping waste or disposing of liquids in drainage system. Wash contaminated area with large amounts of water and soap. Recover the cleaning water for subsequent disposal. Prevent the product from spreading into the environment.
7. Handling and Storage
Keep in well-ventilated place. Keep out of the reach of children. Keep away from incompatible materials (see section 10).
Safety phrases
S01/02: Keep locked up and out of the reach of children.
S23: Do not breathe vapor.
Trade Name: Alphatin
Page 3 of 6
S26: In case of contact with eyes, rinse immediately with plenty of water and seek medical advice.
S36/37/39: Wear suitable protective clothing, gloves and eye/face protection.
S45: In case of accident or if you feel unwell, seek medical advice immediately (show the label whenever possible.)
Keep containers tightly closed.
Store in a cool, dry and well-ventilated place.
Keep away from oxidizing agents and acids.
Keep away from heat, sparks and open flame.
8. Exposure Control and Personal Protection
Threshold values:
Potassium hydroxide
ACGIH-TLV 2 mg/m3 (CEIL)
NIOSH-REL 2 mg/m3 (CEIL)
Personal Protective equipment: Personal protection is a function of exposure. It is recommended to use safety goggles, working clothes or lab coat, boots and apron. Working should be done in a well-ventilated area. In addition: mask, filter and full protective clothing for corrosive materials including gloves, protective apron, splash goggles and boots.
Respiratory protection: Appropriate protective mask and filter. Be sure to use an approved/certified respirator or equivalent. Wear appropriate respirator when ventilation is inadequate.
Skin Protection: Wear appropriate protective gloves to prevent skin exposure.
In case of an emergency: Full protective gear and a self-contained breathing apparatus should be used according to the severity.
9. Physical and Chemical Properties
General information:
Color: Light brown
Form: Liquid
Odor: N/A
Boiling point °C: N/A
Freezing point °C: N/A
Molecular weight: N/A
Trade Name: Alphatin
Density g/cm 3 (20°C): 1.191
Vapor density (air=1): N/A
Vapor pressure (mmHg) (20°C): N/A
Solubility (in water): Soluble
pH: 10.1, basic
Flash point °C: N/A
Auto-ignition temperature °C: N/A
LEL: N/A
UEL: N/A
Viscosity (20°C): N/A
10. Stability and Reactivity
Hazardous polymerization: Will not occur.
Chemical reactivity: Stable under ordinary conditions. Corrosive liquid. Keep away from oxidizing agents and acids. Keep away from heat, sparks and open flame.
Hazardous decomposition products: Toxic and irritating fumes.
11. Toxicological Information
1-Naphthalene acetic acid
LD50 (Oral rat) 1000 mg/kg
LD50 (Intraperitoneal rat) 100 mg/kg
LD50 (Oral mouse) 743 mg/kg
LD50 (Intraperitoneal mouse) 609 mg/kg
LD50 (Subcutaneous mouse) 733 mg/kg
LD50 (Administration onto the skin rabbit) > 5000 mg/kg
Potassium hydroxide
LD50 (Oral rat) 273 mg/kg
Carcinogenicity: N/A.
12. Ecological Information
Environmental hazards:
Harmful to aquatic organisms, may cause long-term adverse effects in the aquatic environment.
Toxicity data:
Page 4 of 6
Trade Name: Alphatin
Potassium hydroxide: LC50/96h (Mosquito fish) 80 mg/L
Biodegradability: No data available.
13. Disposal Considerations
According to the Israeli regulations, a holder of this waste must evacuate it as soon as possible and not later than 6 months after the production of the waste, to the Ramat-Hovav waste site. The waste should be packed and transported according to the regulations. For packing group and transport classification of the waste refer to section 14.
14: Transport Information
Land:
UN recommandations: UN 1760
Proper Shipping Name: CORROSIVE LIQUID, N.O.S.
Hazard Class: 8
Packing Group: III
LABEL: 'CORROSIVE SUBSTANCES'
HAZCHEM: 2X
Sea transport: IMDG: UN 1760
Class: 8
Proper Technical Name: CORROSIVE LIQUID, N.O.S.
Packing group: III
Air transport:
ICAO/IATA: UN 1760
Class: 8
Proper Technical Name: CORROSIVE LIQUID, N.O.S.
Packing group: III
15. Regulatory Information
Labeling in accordance with EC directives
Symbol and indicating of hazard: C
R-phrases:
Page 5 of 6
Trade Name: Alphatin
R35: Causes severe burns.
R22: Harmful if swallowed.
R41: Risk of serious damage to the eyes.
S-phrases:
S01/02: Keep locked up and out of the reach of children.
S23: Do not breathe vapor.
S26: In case of contact with eyes, rinse immediately with plenty of water and seek medical advice.
S36/37/39: Wear suitable protective clothing, gloves and eye/face protection.
S45: In case of accident or if you feel unwell, seek medical advice immediately (show the label whenever possible.)
16. Other Information
Full text of R-phrases appearing in section 2:
R35: Causes severe burns.
R22: Harmful if swallowed.
R36: Irritating to eyes.
R37/38: Irritating to eyes and skin.
R41: Risk of serious damage to the eyes.
Date of issue: March 3rd , 2008
The information herein is based on the present state of our knowledge. It is believed to be correct but is not necessarily all inclusive and shall be used only as a guide. Milchan Bros Ltd, and Haz-Mat Ltd. shall not be held liable for any damage resulting from handling or from contact with the above product. For further information, contact Milchan Bros Ltd. or contact Haz-Mat at [email protected].
Page 6 of 6
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General Certificate of Secondary Education 2018
Business Studies
Unit 1
Business Start Up
[GBS11]
WEDNESDAY 23 MAY, MORNING
Time
1 hour 20 minutes, plus your additional time allowance.
Instructions to Candidates
Write your Centre Number and Candidate Number in the spaces provided at the top of this page.
You must answer the questions in the spaces provided.
Do not write on blank pages.
Complete in black ink only.
Answer all three questions.
Information for Candidates
The total mark for this paper is 75.
Figures in brackets printed at the end of each question indicate the marks awarded to each question or part question.
Quality of written communication will be assessed in question 2(h).
Centre Number
Candidate Number
MV18
Answer all questions
1 The boxes below contain types of business organisations in the private sector.
Partnership
Sole trader
Ltd
Franchise
plc
Partnership
Sole trader
Ltd
Franchise
plc
(a) Identify the types of business organisations that have unlimited liability. [1 mark for each]
1.
2.
(b) Explain the meaning of limited liability. [2 marks]
11199.03MV18
2
(c) Name three advantages of a franchise for either a franchisee or a franchisor. [1 mark for each]
1.
2.
3.
(d) Write the following in full: [1 mark for each]
Ltd plc
(e) Apart from liability explain two reasons why a Ltd business is considered less risky than a sole trading business. [4 marks]
11199.03MV18
3
(f) Explain two differences between the public and private sectors. [4 marks]
(g) Discuss two reasons why the Government would want to encourage enterprise. [4 marks]
11199.03MV18
4
2 You have decided to set up your own business, "Kittypup Services". It will offer a range of different services including overnight accommodation for cats and dogs, dog walking, dog grooming, dog training and small animal veterinary services.
(a) In the table below explain how Kittypup Services would make use of the factors of production. [2 marks for each]
Land
Labour
Capital
Enterprise
(b) What type of production does Kittypup Services operate in? [1 mark]
11199.03MV18
5
(c) Identify a changing trend across the types of production and explain one reason for this trend. [1 mark for trend, 2 marks for reason]
Trend
Reason
(d) Discuss two factors that might influence the choice of location for Kittypup Services. [4 marks]
11199.03MV18
6
(e) How could Kittypup Services use customer service to add value to the business? [4 marks]
(f) Kittypup Services have taken on a mortgage. What is a mortgage? Explain one advantage and one disadvantage of a mortgage for Kittypup Services. [5 marks]
11199.03MV18
7
(g) Select any two elements of the marketing mix and discuss how they would apply to Kittypup Services. [1 mark for each element, 3 marks for each application]
Element 1
Application to business
Element 2
Application to business
11199.03MV18
8
(h) Explain how Kittypup Services could make use of both primary and secondary research. [6 marks]
11199.03MV18
9
introduction
B
maturity
saturation
C
A
Time
Sales
11199.03MV18
10
3 Study the diagram opposite of a product life cycle.
(a) Label the following stages: [1 mark for each label]
A
B
C
(b) At the introduction stage which pricing policy is most likely to be used and why? [3 marks]
11199.03MV18
11
(c) Discuss the legal constraints on a business when promoting its products. [4 marks]
11199.03MV18
12
(d) Name one quality standard, and explain one advantage and one disadvantage to a business of gaining one. [5 marks]
THIS IS THE END OF THE QUESTION PAPER
11199.03MV18
13
Examiner Number
For Examiner’s use only
Question
Number
Marks
1
2
3
Total Marks
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PREPARING FOR HIGH SCHOOL GRADUATION AND BEYOND GRADE 7 PLANNING PROFILE
(Please print, complete and share with your teacher, counselor and parent – retain a copy for your records)
Name________________________ School___________________ Grade_____ Age_____ Date___________
1. How are you doing in school?_________________________________________________________
2. How is your attendance?_____________________________________________________________
3. Are you going to be promoted to the next grade?
YES
NO
4. Underline what you are taking now
Circle completed classes
Grade Earned
ENGLISH: 7
th
English, Honors English, Other
MATHEMATICS: 7
th
Math, Pre Algebra, Algebra, HonorsMath,Other
SCIENCE: Physical Science, Life Science, Honors Science,Other
SOCIAL STUDIES: 7
th
Social Studies, Other
FOREIGN LANGUAGE: Spanish, French, Other
FINE ARTS: (course)
PHYSICAL EDUCATION
HEALTH
ELECTIVE: (course)
5. Classes that I:
enjoy and do well in_________________________________________________________________ dislike and have problems with________________________________________________________ would like help with_________________________________________________________________
6. Sports I participate in_______________________________________________________________
7.
My hobbies_________________________________________________________________________
8.
My clubs___________________________________________________________________________
9. My volunteer and/or work experience__________________________________________________
10. My special honors/awards and achievements____________________________________________
11.
My career goal(s)____________________________________________________________________
12. My short term goal(s)________________________________________________________________
13. After high school I would like to attend: (check all options that you are considering)
[ ] Two‐Year College (community)
[ ] Military
[ ] Four‐Year College (public or private) [ ] Nursing School
[ ] Business/Trade/Technical School
[ ] Other
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Me and My Shadow
If I run, my shadow runs with me. But I can never catch it.
If I jump, my shadow jumps with me. But I will always jump higher.
If I dance in the sun, my shadow copies me.
But if I dance in the shade of a tree I will dance alone.
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A brief history of coca: From traditional use to the cocaine economy.
Thomas Grisaffi
Coca is an alkaloid rich bush, Erythroxylon coca, which is native to the Andean region, growing like a weed at elevations between 200-1500 meters. In 2018, the Andean coca crop covered close to 250,000 hectares, with up to a quarter of a million households farming it (Restrepo et al, 2019: 16). Colombia has the lion's share, accounting for 70 per cent, Peru grows 20 per cent and Bolivia is in a distant third place, with only 10 per cent of global production (UNODC 2020a: 21). In 2019, Bolivia had 25,500 hectares, with a harvest valued at between US$432 and $534 million, representing between 9% to 11% of gross domestic product in the agricultural sector (UNODC 2020b).
Coca's rich social, cultural and medicinal significance in Indigenous Andean cultures dates to pre-Colombian times (Henman 1992, Carter 1996). However, since the 1970s coca in the Andean region has been largely grown for one explicit purpose, as the raw material to process cocaine 1 (García-Yi 2014: 60). In 2018, Andean cocaine manufacture reached a peak of just over 1,700 metric tons (UNODC 2020a: 21) valued at around US$ 169.2 billion (Gutierrez 2020: 1008-9), a turnover roughly equivalent to the Ford Motor Company sales in 2018 (Statista 2020). Bolivia is caught at the very lowest rungs of the international drug trade – primarily producing low value cocaine paste, but increasingly the country refines pure cocaine too (Grisaffi 2021).
This chapter traces coca's history from the pre-Colombian trade to the contemporary illicit cocaine economy while considering the commodity chain's broader impacts on the social, political and economic life of Bolivia. We will see how coca underlined the silver boom of the 1600s that jump-started the world capitalist system; provided a bulwark against the ravages of neoliberal structural adjustment in the 1980s; justified US imperial adventures in the 1990s and was the driving force behind the rise of
1 This is less true for Bolivia than Colombia and Peru. In Bolivia traditional domestic coca consumption is put at 14,000 hectares and the country has just over 25,000 has under cultivation.
Working paper 2021.
Evo Morales and the Movement Towards Socialism in the 2000s. The chapter ends with a brief consideration of potential futures for drug and coca leaf policy.
>Insert Map highlighting main coca growing regions
Coca: from the Inca's to the 1952 Revolution
Coca is one of the oldest known cultivated plants in the Americas—and has been consumed for thousands of years by indigenous Andeans (Dillehay et al. 2010). The leaf's mild stimulants dull hunger and fatigue, aid digestion, combat altitude sickness, and offer vitamins and minerals often lacking in local staples. (Allen 1988, Carter and Mamani 1986). Consumed widely as tea, it is also chewed by taking dried leaf mixed with an alkaline ash known as lejia and slowly sucking it into a wad buried in the cheek. In Bolivia this practice is known as Pijachar, Bolear, or akullikar. 2 The most regular users are adult men, often long-distance drivers, workers (particularly miners) and farmers, who value coca's power to supress hunger, thirst and fatigue.
Bolivia has two main coca growing regions, the Yungas and the Chapare. The Yungas, which sits to the east and northeast of La Paz, produces approximately 65 percent of Bolivia's coca crop (UNODC 2020b). Here coca is cultivated on steep terraced slopes alongside tropical fruit and coffee. Most of the 30,000 Yungas coca growers claim indigenous Aymara descent, but there is also a significant Afro-Bolivian population. 3 Coca has been cultivated in the Yungas valleys for at least 1500 years, to supply the Tiwanaku empire and then the Inca empire and later, during the colonial period, the mines of Potosí (Klein 1986). Yungas coca leaf is highly valued, as the small, green, sweet leaves are considered to be the best to chew.
By contrast, the Cochabamba Tropics, more often known as the Chapare, has only been settled since the 1950s. This massive region – equivalent in size to New Hampshire or Wales – produces a third of Bolivia's coca at elevations that vary from 300 to 2500 meters (UNODC 2020b). 4 The population is just shy of 200,000 people,
2 Those in need of a more serious pick-me-up, consume crushed coca leaf that has been soaked in coffee and then mixed with bicarbonate of soda and sweetener. This more powerful cocktail, known as "coca Machucada", is often consumed accompanied by an energy drink.
3 Numbering about 25,000 people, Afro-Bolivians are descendants of slaves who were bought to Bolivia to work in Potosí's silver mines during the colonial period.
4 Coca bush is also grown in extension zones in the Norte de La Paz (1.5%).
the majority of whom self-identify as Quechua, and most people are bilingual, speaking a mixture of Quechua and Spanish (PNUD 2005: 302).
The archaeological record confirms that coca use in the Andes dates back at least 8000 years. Researchers have found trace amounts of cocaine in the hair of ancient mummies (Brown 2012) and discovered coca leaves in tombs alongside figurines of men with bulging cheeks indicating a wad of coca (Rivera et al. 2005, Dillehay et al. 2010). The varied locations of these findings, stretching from the dry desert coast of Northern Chile up into the highlands of Colombia, indicate that an expansive pre-Inca coca trade existed (Gagliano 1994: 14).
The Incas considered coca sacred and scholars believe that coca was a form of tribute payment throughout the Inca Empire with only kings, priests and state messengers possessing the right to chew the leaf (Rowe 1946: 291, Cintron 1986: 26, Garcilaso de la Vega (1943: 177). John Murra (1986) has challenged this idea that coca was reserved for the elites, arguing that its limited circulation was not because it was a sumptuary good, but rather because it was in short supply – coming as it did from a lower altitude. Murra explains that in addition to barter or trade, indigenous Andean communities obtained lowland crops like maize, hot peppers and coca through what he refers to as the 'vertical archipelago' (Murra 1986: 50). Indigenous communities owned land at different ecological steps (altitudes) where they could produce products which then flowed to other members of their same group (Murra 1979).
The Spanish conquest, beginning in 1532, initially led to the suppression of coca. Colonial forces saw it as an addictive substance and vilified chewing as a disgusting habit which corrupted colonial society. They denounced coca as 'ungodly' and associated its use with the devil because of the role it played in native rituals (Hemming 1970: 354, O´Phelan 1995: 141). What is more, the colonial authorities feared coca's symbolism and links to the Incas might pose a threat to European authority, and prominent church leaders campaigned to fully prohibit coca use (Gootenberg 2020b).
And yet, the coca trade endured, in part because powerful economic interests were at stake. By the late 1500s, the lucrative trade involved around two thousand Spaniards and generated over one million pesos annually (Gagliano 1994: 34-43). Most of this income came from the mines of Potosi – where coca was so highly valued that it was often used instead of money (Klein 1986: 53). In 1573, Viceroy Toledo, representative of the King of Spain, gave up trying to suppress coca and taxed it instead (Flores and Blanes 1984: 156). From that point on, coca became "commoditized" and, consumption expanded socially and geographically (Gootenberg 2008: 20).
The Spanish crown forced indigenous peoples to pay tribute to in the form of labour (known as mita) which led to the death of millions of indigenous Andeans in the silver mines of Potosí. The Spaniards quickly recognised that the miners could work longer and harder when they consumed coca (Klein 1986: 53, Gootenberg 2017: 5). Much like sugar in 18 th century Britain – that fed the working classes and powered the industrial revolution (Mintz 1986), coca can be credited with an equally revolutionary role. Gootenberg (2020b) writes: '…the silver boom of Potosí (1570-1640), facilitated by Andean coca labour, drove the global commercial expansion that jump-started the European world capitalist system'
Coca became "…the most highly commercialized Indian product in the colonial Andean world" (Klein, 1986: 53). For the first two hundred years of colonization, Yungas production remained in the hands of indigenous Andean communities who paid a tax to Spanish landlords – the so-called 'econmienda' system. 5 This changed in the early 1700s, when entrepreneurial Spaniards established large scale haciendas (estates) in the Yungas to produce the crop – displacing but not entirely eliminating indigenous communities (Gootenberg 2008: 114). 6 Given the high price coca commanded, these coca-growing haciendas proved to be some of the wealthiest in the Andean region (Klein 1986: 56).
The formation of an independent Bolivian republic in 1825 transformed coca's role. Gootenberg (2020b) explains that '...new national identities and politics meant revaluating coca's status' which convinced elites to embrace coca leaf as "national," and promote its commercial expansion. The coca trade only intensified with the tin boom of the early 1900s, driving up the price. Yungas hacienda owners, who represented a Europeanized commercial class, formed a trade association, the Sociedad de Propietarios de los Yungas (later known as the SPY) to ensure their lucrative business continued (Lema 1997). They aligned with the mine owners (knownknown as "La Rosca,") to form the Liberal Party that ruled Bolivia from 1899 to 1920 (Soux 1993).
5 Encomiendas were grants awarded by the Spanish crown conferring the right to demand tribute and forced labour from the local indigenous inhabitants.
6 The Yungas Ayllus played an important role in the 1780-81 anti-colonial rebellion led by Tupaj Katari and Bartolina Sisa, and supplied the Aymara warriors with coca leaf (Conzelman 2007: 90-1)
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Until the 1952 national revolution, hacendados (large land-owners), mine owners and merchants distributed coca as a way to create dependence (Enrique Mayer 1986: 11). Fausto Reinaga (1969: 100, 127), the founder of the Bolivian Indian Party (PIB), argued that the coca leaf is a historic instrument of colonial oppression and subjugation. He characterized coca as an "opium of the masses" and as a "vice" (equivalent to alcohol) that "subdues the revolutionary spirit of indigenous peasants."
And yet, while the elites valued the leaf for its profitability and its perceived utility as a stimulant for indigenous labour, they never considered consuming it themselves (Ehrinpreis 2018). In the early 1900s, coca chewing, which marked indigenous identity, was rejected by those aspiring to leave these roots behind. But this began to change when Bolivia went to war with Paraguay over oil fields – in the 'Chaco War' (1932-35). The poorly provisioned soldiers relied on coca as a substitute for food, and for the first time, non-indigenous working-class soldiers (urban poor who identified as mestizo) chewed the leaf, breaching the traditional ethnic boundaries of coca culture (Ehrinpreis 2020: 220). The Chaco war thus transformed coca into "a popular symbol of an emergent interethnic working class", and in so doing laid the foundations for today's 'coca nationalism' (Ehrinpreis 2020: 220).
The 1952 national revolution and the 1953 agrarian reform that followed it, created another turning point for coca. Peasant rebellions upended the Yungas hacienda class, and this allowed peasant farmers to exert control over the coca economy for the first time since the Spaniards invaded (Leons and Leons 1971). Coca cultivation was also expanding into the eastern lowlands (the Chapare) as mostly Quechua valley peasants on overcrowded highland and valley plots took advantage of government sponsored colonization schemes (Blanes and Flores 1982). The MNR government, which pursued an assimilationist project of mestizo nationalism, that aimed to turn 'Indians' into 'peasants', adopted an anti-coca position. "For the MNR, the disappearance of coca culture was a crucial indicator of progressive assimilation and "modernization" in Bolivia," writes Ehrinpreis:(2018: 262). And yet, this was happening just as coca culture was beginning to emerge as a counterhegemonic element of the leftwing working classes.
Coca: Sacred and profane
Coca is a commodity that circulates widely in the peasant economy and historically has functioned as a means of exchange in remote parts of the Bolivian highlands where market penetration was limited (Spedding 1994: 68). Mayer (1986) explains coca functions as a "quasi coin" because it acts as '…a medium of exchange, a standard of value, a means of deferred payment and a way to accumulate wealth' (Mayer 1986: 5). Chapare coca growers told me that right up until the early 2000s, when money was tight, they used coca in barter exchanges known as trueque or cambio in order to secure highland goods like potatoes that could not be grown in the lowlands. Barter is beneficial because it links up diverse regions, eliminates the need for profit seeking intermediaries, and the exchange rates on offer tend to be favourable (Mayer 2002: 177).
It is not just the trade exchange of coca that connects people, but the quotidian act of sharing the leaf too. Allen (1988) describes how in Quechua speaking communities in highland Peru, chewing coca – known locally as hallpay - is highly ritualised. People carefully select the best leaves to share and while chewing say prayers honouring the animate landscape. Allen argues that adherence to these practices "....orients the actors spatially, socially, and religiously, and in so doing integrates them into a larger cultural framework" (Allen 1981: 157).
The solidarity engendered by sharing coca is vividly illustrated in Nash's (1979) ethnography on Bolivian tin miners, and their observance of pre-conquest rites, in which coca plays an important role. Miners chew coca together on their breaks – and engage in elaborate rites (the Ch'alla) honouring the 'supay' who is the lord of the underworld (see also Absi 2005). Nash saw involvement in these quotidian rituals as a form of building solidarity and class consciousness.
Coca is widely considered to be 'sacred'. Origin myths link coca to Inti- the sun god but also the Virgin Mary. Coca plays a central role in all life cycle rituals, from initiations, marriages, and death rites to the dedication of a new building and is essential for stimulating trust and community as a ritualistic element of every exchange (Carter and Mamani, 1986). It is most often used as part of a burned offering, known as the 'Q'owa', alongside other valued goods such as chicha, cane alcohol and llamas that together help to sustain the balance between the human and natural worlds
(Wiedemann 1979: 39, Bolton 2002). Celso Ugarte, director of Bolivia's Sacaba legal coca market, said in 2019: "We call it the sacred leaf: it was used by the Incas and was given to us by god."
Coca is a key element in traditional medicine and for divination rituals. The curandero (traditional healer) uses coca to diagnose the causes of illness or misfortune. The taste of the coca: "sweet", "bitter" and "boring" provide positive, negative or noncommittal oracular answers. The leaves can also be 'read': a curandero tosses the leaves onto a cloth and interprets the pattern in which they fall (Mayer 1986: 8). Coca is used as a medicine to treat digestive ailments, altitude sickness and mouth ulcers, amongst other ailments (Weil 1978, Biondich and Joslin 2016).
Coca use is widespread throughout rural and urban settings. A 2013 study calculated that about 30% of the Bolivian population regularly chew the leaf and the majority use coca-based products like coca tea (CONALTID 2013). Coca chewing extends over Bolivia's frontier into northern Argentina (Rivera 2003) and Chile (González Miranda 2016). Gootenberg (2008: 113-15, 214-17) argues that the widespread acceptance of coca in Bolivia, has fed into sentiments of what he refers to as 'coca nationalism' – which 'like most strands of national identity, is a protean, invented tradition' (Gootenberg 2017: 5, see also Ehrinpreis 2018).
However, while views on coca have changed, there is still a racist stigma attached to chewing it (Pearson 2020: 286). Postero (2017) records how during the 2006-2007 Constituent Assembly, indigenous delegates in the city of Sucre endured racism on a daily basis including '…being insulted in the streets for carrying bags of coca' (Postero 2017: 121). While undertaking fieldwork, I observed that while most adult males chewed coca daily in the Chapare – they would not do so when in the city. People affirmed that it would be considered 'vulgar' or 'inappropriate' to chew coca in an urban setting. They feared being insulted as a 'pico-verde' (Green nose).
The International Context
In Europe, during the colonial period, people had heard of coca leaf and wanted to try it, but it was difficult to acquire as the quality of the leaf degraded on the long voyage– leaving very little cocaine alkaloid present. The first person to preserve coca leaf and market its benefits was Angelo Mariani – a French chemist who soaked the leaf in red
wine. The 'tonic' was sold for its health benefits and was widely popular, enjoyed by the Czars of Russia, various Pontiffs and US Presidents (Gagliano 1994: 113). Given its commercial success imitations soon arose, including Coca-Cola (Gootenberg 2008: 60194).
In 1859, German chemist Dr. Albert Nieman discovered how to extract cocaine from the leaf and it soon became a popular and widely available stimulant in Europe and the United States. Sigmund Freud was an avid user who between 1884 and 1887 penned five essays extoling cocaine's virtues (Freud 1984). The drug was also lionised in literature – Sherlock Holmes consumed it and Robert Louis Stevenson's 'Dr Jekyl and Mr Hyde' is alleged to be a book about cocaine use (Andrews and Solomon 1975).
The validation of coca and cocaine abroad led to a reappraisal of the leaf in the Andes. Urban elites in Lima, Peru, came to view it less as a backward indigenous practice, but as modern and a resource to be capitalized (Gootenberg 2008). But this tolerance towards coca and cocaine was short-lived (Paoli, Greenfield, and Reuter 2012). By 1914, cocaine was illegal and it became a "pariah drug" in the U.S., and "abolitionist zeal ... became the driving force ... behind the unfolding global prohibition regime", a process that eventually led to the criminalization of coca leaf (Gootenberg 2008: 191).
In 1949, when a UN commission visited Peru to study coca leaf. the lead researcher immediately said an interview to the national daily 'El Comercio' that he hoped to bring about the abolition of coca chewing which he classified as a '…pernicious habit' (Warren 2018: 37). The final UN study concluded that chewing coca '...induces in the individual undesirable changes of an intellectual and moral character,' '…hinders the chewer's chances of obtaining a higher social standard' and '…reduces the economic yield of productive work' (UN 1950 cited in Pearson 2020: 291). The 1950 report, has since been discredited as inaccurate and racist, but it was instrumental in shaping subsequent legislation that outlawed the leaf (Metaal et al. 2006).
In 1961, the status of coca leaf as a dangerous drug was enshrined in law when it was listed on the UN Single Convention on Narcotic Drugs (the most important international drug control framework). The convention called on signatory governments to eradicate all coca bushes, even those that grow wild, and to abolish the traditional practice of coca leaf chewing, within 25 years of ratification. Subsequent
conventions maintained these hard-line positions (Metaal 2014). Bolivia signed the document in 1976 and has long since missed the 25-year target. 7
Zoe Pearson (2016) argues that the history of listing coca leaf as a controlled substance reflects colonial, ethnocentric, and racist attitudes towards the Andean region and traditional users of so-called 'drug plants.' Studies have established that in leaf form, coca does not generate toxicity or dependence (Weil 1981) and that coca leaf contains untapped resources for the benefit of humankind in the form of foods, pharmaceuticals, and other high-value plant-derived products (Restrepo et al. 2019, Duke, Aulik, and Plowman 1975, Penny et al. 2009). A 1995 World Health Organization (WHO) study, stressed its positive therapeutic uses, however, as a result of US threats to withdraw funding, the WHO never officially published the research (Metaal et al. 2006: 7-8). In addition, the Single Convention contradicts the UN's own 2007 Declaration on Indigenous Rights, which promises to uphold and protect indigenous cultural practices.
The Andean countries have made numerous attempts to negotiate an exceptional status for coca and its traditional use. In the 1920s Bolivian diplomats, representing the SPY, attended the League of Nation's drug conventions in Geneva and put up a 'spirited defence' for coca, but they deployed racist language to do so – including how coca was the only thing that would motivate 'their Indians' to work (Gootenberg 2001: 21, 2017: 6). In the early 1990s Bolivian President Jamie Paz Zamora (1989–93) embarked on "coca diplomacy" when he visited Europe to promote the export of coca leaves in the form of herbal tea, toothpaste, and wine. However, Paz Zamora's efforts were undermined when, in April 1994, he was linked to drug traffickers (Menzel 1996: 8991). It was not until Evo Morales came to power in 2006 that a Bolivian president again dared to argue that coca in its natural state is not a drug.
Morales has led the fight to decriminalize the leaf. Under the slogan "Coca yes, cocaine no," his government committed to aggressive interdiction of illicit cocaine and announced plans for "development with coca" to industrialize legal coca leaf products. Bolivia's 2009 constitution grants coca leaf legal protection for the first time, declaring that it is part of the nation's cultural heritage, its biodiversity, and a factor in social cohesion (Vazualdo 2014). In 2012 Morales stood before the UN Commission on
7 The convention includes an important exception that allows the export of de-cocainized coca as a flavouring agent, to allow for the continued manufacturing of Coca-Cola in the United States (Gootenberg 2004: 247).
Narcotic Drugs in Vienna, held a leaf aloft and declared: "The coca leaf is not cocaine. We have to get rid of this misconception . . . this is a millennia-old tradition in Bolivia" (UNDP 2016: 10). Bolivia petitioned the UN to remove coca from the list of globally banned substances, in the face of strong opposition from the US and its allies. By 2013, Bolivia won an exception, allowing for traditional uses of the leaf (Pearson 2020). The ammendment was an important symbolic victory, but as the reservation only applies to its national territory, the international export of coca or coca-based products remains proscribed (Jelsma 2016).
Morales's defence of coca, not to mention his push back against US drug war policies, which included expelling the US ambassador, the Drug Enforcement Administration (DEA) and the Agency for International Development (USAID), put his government on a collision course with Washington. In 2008, the US ended all US financial assistance; suspended trade preferences, which the country had received in the framework of the Andean Trade Promotion and Drug Eradication Act (ATPDEA); and vetoed Bolivian applications for loans from the World Bank and Inter-American Development Bank (Kohl and Farthing 2009: 61, Wolff 2017: 886).
Coca's home: the Yungas of La Paz
Fifty five percent of land cultivated in the Yungas is dedicated to coca, contributing to 80% of agricultural income in the region (UNODC 2020). Alison Spedding (1997) describes coca as a "total social fact" in the Yungas, central to the social, political, symbolic, and economic fabric of Aymara communities. Yungas slopes are steep, which means families are limited to employing manual labour in agriculture. Rival crops, like coffee and oranges grow better at lower altitudes and in better soil, making coca the only consistently reliable and profitable crop (Conzelman, 2007:145).
Peasant union organisations are universal (Arnold and Spedding, 2005:73) and were set up under government control after the 1953 Agrarian Reform released indigenous peoples from haciendas and granted them their own plots of land. These sindicatos were structured to ensure the equitable distribution of land, water and other public resources, address internal conflicts, and represent the interests of the community (Spedding 2003:169). They eventually gained their independence from the government and evolved to often serve as local government as well as growers'
representatives. By the late 1980s, many of the soils in the traditional area were degraded and too small to be subdivided among the next generation. 8 This has led young farmers headed to the east, south and north. Coca is an almost the ideal crop for the small peasant farmer –it grows like a weed; is light and easy to transport, provides between three to four harvests per year, and it generates higher returns than any other crop.
A marketing arm (ADEPCOCA) focused on legal coca sales began operating in 1989 in reaction to exploitation by La Paz-based intermediaries. Then in 1994, the six agrarian federations in the Yungas united into (COFECAY), which included growers both within and outside Yungas areas that had traditionally grown coca. These differing memberships have led to fierce rivalries erupting within and between COFECAY and ADEPCOCA,
Throughout Bolivia, peasant unions represent the domestic unit with oldest male serving as representative, or 'head of the family'. Only in his absence is he replaced by a woman, usually his wife or widow, oldest son or on occasion oldest daughter. Single mothers are also generally recognized as family heads (Arnold and Spedding, 2005:95). Similar to peasant unions in the rest of the country, coca-growing unions gradually developed male and female chapters.
The Eastern Frontier: Colonization and the Chapare Unions
The Chapare was first settled by lowland indigenous groups, the Yucarares and Yuquis, and then in the 1800s by scattered groups of highland peoples. But after the 1952 revolution, migration to the region really picked up (Flores and Blanes 1984: 76; Larson 1988: 253–58). It was driven by overcrowding in highland valleys, leading the National Revolutionary Movement (MNR) government to promote rural-rural migrations to the eastern lowlands (Gill 1987). The Chapare was designated as a "priority settlement area" with the National Institute of Colonization charged with facilitating this process (Sanabria 1993: 43). Most settlers were unhappy about the limited freedom implied by directed colonisation programmes, such as technicians deciding what crops should be grown (they did not permit coca) and dictating where people could live (Eastwood and
8 Traditional and expansion zones under La 1008 were poorly delineated.
Pollard 1985). Consequently, most migrants took advantage of the new road and spontaneously settled the land (Blanes and Flores 1982, Blanes 1983).
As colonization advanced the Yuracarés and Yuquis were forced further to the margins (Stearman 1989). One coca farmer told me: "They didn't want to give up their lands. . . but we conquered them with alcohol, cigarettes and salt." Today the Indigenous Territory and National Park Isiboró-Securé (more often known by its Spanish acronym, TIPNIS), located in the Tropics of Cochabamba, is home to forty-seven Amazonian indigenous communities totalling over 4,500 people (Yashar 2005: 206). The Yuquis, now one of Bolivia's small indigenous groups, live in designated Yuki Indigenous Territory along the Ichilo River. These groups have a strikingly different relationship to land and territory to the highland migrants who '…often aspire to individual ownership, whereas lowland indigenous groups usually seek communally controlled territories" (Farthing and Kohl 2014: 114).
An imaginary red line (defined in 1992 by indigenous and peasant authorities) demarcates the agricultural colonization area of the Chapare (the so-called Polígono 7) from TIPNIS, but this border is seldom respected. Farmers regularly enter indigenous territory to plant coca, fish, hunt, and engage in illegal logging (Tamayo 2018). Land invasions have on occasion provoked violent conflicts – including over the future of a proposed road (Laing 2020, 32-4). But the sense of ethno-racial difference is by no means absolute, Yuracaré people have settled in coca grower communities and vice versa (Sturtevant 2015).
Given the almost total absence of the state, the highland settlers began to organize themselves into sindicatos, first to distribute and control land, but very soon they became a form of self-government that addressed everything from resolving boundary disputes to building schools and disciplining antisocial behaviour (Ramos Salazar 2011: 19). Today, the Chapare's base level unions number close to 1,000 and are grouped into ninety-three centrals, which in turn they are organized into six federations that together form a coordinating body - encompassing around 45,500 families (Salazar et al. 2008: 19).
The first settlers who arrived in the 1950s, the so-called 'pioneers', chopped down trees and burned off the scrub. They began by planting rice and yucca to eat, and then coca. From the very beginning, coca was a cash-crop produced for the market, mostly to be sold in the mines of Potosi (Laserna 2000). With a regular cash flow from coca, the colonists were
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able to improve their economic situation and support family members still resident in the highlands (Albó 1976, Blanes 1983). Laserna (1992: 127) argues that because of the economic security coca provided not to mention its symbolic value: '…coca is for the "colonist" farmer what land is to the peasant.'
Economic crisis, the coca economy and rural social change
In the early 1980s Bolivia responded to the burgeoning demand for cocaine in the United States and over time, other industrialized nations -to become a major supplier of the drug. Cocaine paste was already being produced in Bolivia in the 1950s (Millington 2018: 100-1, Henkel 1986: 55) but the trade really took off in the 1970s when Colombian criminal organizations came searching for cheap raw materials, initially coca leaf, but eventually cocaine paste too, which they transported to Colombia to refine into pure cocaine and from there exported to the United States and Europe (Gootenberg 2008: 274). Bolivian coca was in particular demand because, as one top police official explained to me in 2019 – 'Bolivian leaf has a far higher cocaine alkaloid content and makes for better quality drugs. It's the best unfortunately.'
The cocaine trade proliferated against a background of severe economic crisis. In the early 1980s the 1970s, oil-driven bonanza in foreign credit had dried up. tin mining had collapsed and Bolivia was in the throes of a severe drought (Crabtree 1987, Dunkerley and Morales 1986). The country experienced one of the highest rates of inflation in world history, an eyewatering 60,000 per cent in 1985 (Sachs 1987: 279). This rapidly eroded purchasing power and led to a decline in living standards exacerbated by the 1986 New Economic Policy, a 'shock treatment' that called for the privatisation of state owned enterprises, froze all public sector wages, relaxed labour laws, cut welfare expenditure, allowed the currency to float against the US dollar, and abolished import substitution policies and protective tariffs (Sanabria 1986: 91; Dunkerley 1990: 32-9).
The policy achieved economic stabilisation but at a great social cost (Kohl and Farthing 2006). The immediate effects included the mass sacking (euphemistically referred to as 'relocation') of twenty-three thousand miners and tens of thousands of factory workers (de la Torre 2013: 177). Peasants also came under attack as the government dismantled all trade barriers, which allowed cheap agricultural imports to flood the country, undermining the market for domestically grown products (Urioste 1989). This hammered the peasantry who suffered from a rise in malnutrition and infectious diseases (Grandin 2006: 202).
At the same time, US and European demand for cocaine drove up the price of coca. In 1985 one hectare of Chapare coca generated $9,000 annually. The next most profitable crop was citrus, which earned only $500 per hectare (Healy 1985). The sharp rise in the value of coca leaves, combined with the deteriorating economic conditions in the rest of the country, led to a mass movement of unemployed workers, ex-miners and hard-pressed farmers to the Chapare (Sanabria 1986, 92). The population, which was no more than 25,000 in 1967, soared to over 350,000 by 1989 (Perez-Crespo 1991: 1). The land dedicated to coca cultivation went from 15,900 hectares in 1978 to 50,000 by the mid-80s (Sanabria 1986: 95). Mass migration to the Chapare created labor shortages in the highlands and contributed to socio-economic differentiation within peasant communities (Sanabria 1993).
There was plenty of work for the new migrants planting, harvesting and drying coca leaf or processing cocaine paste in the small workshops (known as kitchens) located close to the coca fields. The first step in processing cocaine is relatively simple. The drug workers soak shredded coca leaves in a mixture of gasoline, sulfuric acid, and caustic soda to extract the cocaine alkaloid. These days most drug workers use leaf shredders, adapted cement mixers, and large tanks of up to a thousand liters to turn over the mulch. But in the 1980s, everything was done by hand. Most workshops relied on young men, known as pisa-cocas, to stomp on the coca leaf in shallow, plastic-lined ditches to mix up the solution. This was a tough job, the coca stompers spent hours wading in a toxic stew, they suffered from intense headaches and ulcerated sores on their feet, but a worker could earn up to ten times the average daily wage by processing coca in this way (Dunkerley 1986: 144).
By the mid-1980s Bolivia was earning an estimated $1 to 1.6 billion dollars annually from coca and cocaine, a revenue equivalent or greater than legal export revenue (De Franco and Godoy 1992, 387, Dunkerley 1986: 144). Even though substantial sums never entered the country, passing directly into bank accounts in Switzerland, Panama and Miami (Gill 1987: 187), the trade revitalized the Bolivian economy and prompted an urban construction boom. The drugs dollars trickled down to support a large informal economy (Blanes 1989) generating high levels of
employment in the Chapare (Healy 1986), but also in the urban peripheries were coca farmers most often invested their cash (Shakow 2014: 69-71).
James Painter (1994: 41) estimates that at its height in 1989, the coca-cocaine economy provided direct employment for between 120,000 and 243,000 people—more than ten per cent of the population – and even more jobs in support roles such as– cooks, transport, and commerce. By generating employment and much needed foreign revenue, the illicit cocaine trade provided a safety net for workers and peasants impoverished by neoliberal structural adjustment (Leons and Sanabria 1997: 9, Painter 1994: 54). Anthropologist June Nash (1992: 290) wrote: 'without drug traffic … the Bolivian people could not survive'.
While the cocaine trade generated wealth for farmers, the coca growers and paste processors were not the main beneficiaries of the trade 9 . Rather, just as in any other sector of the Bolivian economy– it was the white-elite groups who controlled the business (Leons and Sanabria 1997). Wealthy and well-connected cattle ranchers and businessmen in Beni and Santa Cruz, many of them friends and family of Bolivia's military dictators from 1964-1982 who had been granted large swathes of land smuggled large volumes of cocaine paste to Colombia. These agro-industrial capitalists were ideally positioned for this role, as they owned extensive land holdings and had aircraft and airstrips on their properties (Dunkerley 1984: 318-9).
Ironically this group emerged as a direct result of US government advisors promoting the formation of an export orientated agro-industrial sector in the eastern lowlands during the 1950s (Mesa, Gisbert, and Mesa 2003: 664). A sharp decline in the price of key export crops – like cotton and sugar - prompted them to turn to the illegal cocaine industry (Gill 1987: 173-94). Gootenberg (2020a) argues that it was not a lack of development but rather state-led post-war modernization projects – like those promoted by the MNR– that led to the expansion of illicit economies in the Amazonian lowlands (see also Millington 2018).
From the 1960s to 80s, successive military governments maintained strong links to the illicit drug trade (Laserna 1994: 4). In July 1980, a group of military officers, headed by Luis Garcia Meza, seized control of Bolivia, in what came to be known as the 'Cocaine Coup'. The military was directly involved in trafficking drugs – and officers
9 Of the $60 to 80 billion US street value of Bolivian cocaine in the early 1980s, only about $100 million dollars found its way back into peasant hands (Medina 1986).
pocketed large sums of money (Healy 1986: 106-7, Gillies 2018, Henkel 1986). Chapare coca growers who I spoke with recalled soldiers in uniform processing cocaine paste by the side of the road – and officers buying up drugs, which they loaded into trucks for export. Meza was forced out after only a year, but this did not stop the cocaine industry, which only grew as demand soared and after 1990, as a result of US drug war pressure in Colombia that pushed production south into Peru and Bolivia (Clawson and Lee 1996).
Drug War Imperialism
Cocaine production and trafficking is driven by demand – mostly from the United States, which in spite of a recent decline in consumption, remains the single largest national market. US consumers consumed an estimated 145 metric tons of cocaine valued at $24 bn in 2016, a decrease from 384 tons worth $58bn only ten years previously (Midgette et al. 2019: xiv). There are growing markets in Latin America (particularly Brazil), Africa, Asia and Oceania, representative of cocaine's 'shift south' (Gootenberg 2021).
In the mid-1980s, in the face of a crack epidemic at home that brought pressure on the government, the US launched an offensive against drug producers and traffickers south of the border. The argument behind the 'War on Drugs' was straightforward: disrupting the supply at source equates to less drugs available on the street, a message that resonated with voters. But militarized interventions with names like 'Operation Blast Furnace,' 'the Andean Initiative' and the 'Triennial Plan' sowed chaos in the Andes, while doing little to stem the drugs flowing northward (Youngers and Rosin, 2005).
Washington based policy makers identified coca farmers as the first link of the drug commodity chain and cast them as criminals (Csete et al. 2016: 1458) turning them into the 'enemy' of the war on drugs (Albó 2002, 75). In 1988, the Bolivian congress passed the 'Law to Regulate Coca and Controlled Substances', commonly known as Law 1008 (in force until 2017), under significant US pressure (Conzelman 2008: 190, Ledebur 2005: 151). At that time Bolivia was still suffering the fallout of a deep economic crisis and was almost completely dependent on financial support from the US and international institutions, like the International Monetary Fund (IMF) and World Bank. The US made aid and loans contingent on Bolivia's adherence to
unilaterally determined eradication and interdiction targets through a process known as 'certification' (Painter 1994: 85).
Given the historic use of coca in Bolivia, it was impossible to outlaw the crop outright – this would have generated overwhelming social and political conflict. Instead, Law 1008 made a distinction between three cultivation zones. The Yungas of La Paz was identified as a 'traditional production area' –where 12,000 hectares of coca were permitted to supply the traditional market. The Tropics of Cochabamba (Chapare) was demarcated as a 'transitional production area', subject to gradual eradication combined with alternative development programs. Coca production anywhere outside of these regions was outlawed and slated for eradication (Durand Ochoa 2012: 56). In making these distinctions the law created tensions between Chapare and Yungas growers, and between Yungas growers in traditional zones (aligned with ADEPCOCA) and those in newer expansion zones (members of COFECAY.
Observers have described the law as 'draconian' as it ensured that those charged with drug-related offences were imprisoned indefinitely without the possibility of bail and set heavy minimum sentences (Farthing 1997). Conzelman (2007: 152-3) explains: "…one of the most notorious and insidious prescriptions of the law is that people arrested under suspicion of participating in the illegal cultivation of coca leaf, the transport of precursor chemicals, or the elaboration of cocaine are considered guilty until proven innocent and are placed in the custody of the judicial system". To this day, Bolivia has one of the highest rates of preventive detention anywhere in the region (Giacoman 2011).
Initially eradication efforts were slow to get off the ground. The administrations of Paz Estenssoro (1985-1989), Paz Zamora (1989-1993), and Sánchez de Lozada (1993-1997) preferred voluntary reductions to forced eradication. They recognized the crucial role coca played in absorbing labour and they wanted to avoid a showdown with the powerful Chapare coca unions (Brewer-Osorio 2020: 269). Chapare farmers were incentivised to allow the state to destroy their crops in return for cash payments of up to $2500, but overall, this policy failed as no viable alternatives were on offer. Coca farmers allowed the military to pull up their old and unproductive plants, and then used the cash payments to invest in land to plant yet more coca. For every hectare eradicated under voluntary programs another was planted (Kohl and Farthing 2001: 36).
Beginning in 1994 the US took a harder line. In March ambassador Richard Bowers publicly stated that 'the people of Bolivia, specifically the coca growers, have to accept the responsibility for the death of thousands of US citizens, as a result the bush must disappear', a comment which only stoked anti-US sentiment in the country (Contreras 1995: 18). The following year the US decertified Bolivia for failing to meet its eradication targets and ended all economic assistance (Durand Ochoa 2012: 150).
President Hugo Banzer (1997-2001) and his National Democratic Action (ADN by its Spanish acronym) party came to power in 1997 with a promise to restore Bolivia's 'dignity' - by destroying all coca above the limit mandated by Law 1008. The Leopards, special commandos from the Mobile Rural Patrol Unit (Unidad Móvil de Patrullaje Rural - UMOPAR), a US funded and trained anti-drug- police unit, led missions to destroy cocaine-paste labs and staffed checkpoints along the main roads. The Joint Task Force (FTC), a combined military-police force directly funded by the US, were charged with uprooting coca.
Banzer's government also orchestrated the only attempt t to forcefully eradicate coca in the Yungas. Troops from the Fuerza de Tarea Conjunta (Joint Task Force, a military unit created in 1998 with U.S. funding) into the Yungas to destroy 1700 hectares of "excess" coca. Unannounced, the soldiers set to hacking the plants out of steep hillsides in La Asunta, an expansion zone. Hundreds of cocaleros, merchants, students and truck drivers gathered to protest this violent affront to their livelihoods and forced the Banzer government to back down (Spedding 2003)
US involvement in Bolivia's drug war weakened Bolivian institutions, destabilised the political system, and severely under-mined national sovereignty (Stippel and Serrano-Moreno 2020). As part of a $900 million package, the US donated equipment, including transport aircraft, helicopters, and assault rifles (Farthing and Ledebur 2004), and arranged for officers to undertake training courses at the School of the Americas 10 , an infamous military institute, where Latin American officers are encouraged to identify with US values and interests (Gill 2004). The Narcotic Affairs Section of the US embassy paid members of the security forces and public prosecutors involved in the 'War on Drugs' a bonus and until 2002 the embassy operated its own paramilitary group – the Expeditionary Task Force (Ledebur 2003).
10 The School of the Americas is now known as the Western Hemisphere Institute for Security Cooperation.
Working paper 2021.
By 2000, the security forces had destroyed around 28,000 hectares of coca– coming close to reaching Plan Dignidad's goal of zero coca in the Cochabamba Tropics. The US embassy considered the Dignity Plan a 'success story', but this came at a high price (Kohl and Farthing 2001: 36). Coca eradication decimated the regional economy of Cochabamba and by 2001 the Chapare had some of the highest rates of extreme poverty in the country (Grisaffi, Farthing, and Ledebur 2017: 148). The security forces killed, abused, sexually assaulted and seriously wounded scores of coca farmers, torched homesteads, and incarcerated thousands of people (Ledebur 2005, Salazar Ortuño 2008: 137-238, Spedding and Fernandez 2004). Journalist Alex Contreras states that from 1988 "…more than 115 people died, the majority coca growers and a minority uniformed. No one responsible for the murders was arrested, nor were those responsible sentenced. There was total impunity" (Stippel and Serrano-Moreno 2020: 372).
Following the 9/11 attacks in the US, the War on Drugs shifted gear (Youngers 2003). Rivera (2011, 24) states: 'Evo Morales (the leader of the coca growers) and the coca growers were no longer political adversaries in the democratic arena: they were now drug terrorists, defenders of armed struggle with links to guerrillas in Colombia or Peru.' The Chapare was declared a 'red zone' subject to special policing measures. Over 20,000 troops were deployed in the region and enacted what Gutierrez Aguilar (2014, 86) has described as a 'systematic terror policy'. A male coca grower in his late fifties explained to me: 'back then there was no peace here. If the police found just ten dollars in your pocket, they denounced you as drug trafficker. It was enough that if they found a bit of wire close to your house or some batteries then they (the police) would denounce you for being a terrorist. They said they were for use to make a cazabobo (explosive device). Back then it was dangerous to be a union leader - you were hunted down….'
When Banzer became ill with cancer, he stepped down and was replaced by his vice President Jorge Quiroga in August 2001. Quiroga immediately approved Decree 26415, which prohibited the drying, transport, and sale of Chapare coca leaf, an activity which until that point had been legal. The penalty was eight to twelve years in prison. 11 In January 2002 the coca growers mobilized to demand the reopening of markets where they could sell their coca. The so called 'Coca War' which lasted for one month and
11 In December of that year, an UMOPAR officer executed Casimiro Huanca – a leader of one of the Six Chapare Federations, a crime for which he was not punished (Gill 2004: 187-8).
involved roadblocks and violent clashes with the security forces, left four cocaleros and two soldiers dead, and more than 70 people injured. The security forces destroyed the coca growers' station 'Radio Sovereignty' in a bid to undermine the union's ability to mobilize (Grisaffi 2019: 43).
In January 2002, Congress expelled Evo Morales from the parliamentary position he had been elected to in 1997 for allegedly inciting the 'Coca War'. Working class and indigenous people across the country mobilized to reinstate him (Oikonomakis 2019: 159). When Morales ran for President later that year, US Ambassador Manuel Rocha threatened voters that his country would cut all funding if they voted for Morales. Contrary to Rocha's intention, such attacks only bolstered Morales's popularity and his Movimiento Al Socialismo (MAS) party, came in a close second place (Van Cott 2003: 772).
While US policy makers lauded their alternative development and payment-foreradication initiatives in the Chapare, these programs generally failed to benefit coca growers and their families. 12 The problems have been attributed to poor sequencing of assistance, the types of programs on offer and the fact that USAID did little to open new markets for the alternative crops they promoted (Marconi 1998, Quiroga 1994, Farthing and Kohl 2005). Alternative development was always an afterthought to the main goal of eradicating coca. As well, alternative development crops could never compete with coca because of its high price – buoyed in part by its criminalisation (Buxton 2020). One USAID staffer recalls: "The irony was that if eradication efforts experienced a period of success, the price of available coca would increase substantially" and "… the increased price usually was sufficient incentive for many farmers to accept the risk and return to growing coca (Pielemeier 2018: 42). In 2008, the unions banned USAID from operating in the Chapare and erected a sign on the main road that read 'territory free of USAID' (AIN 2008). In 2013 Morales called an end to all USAID programs nationwide (Achtenberg 2013).
After 40 years of militarized drug war polices –and billions of dollars - the flow of drugs northward continues apace (Mejía 2017). Against the background of consistent failure, critical scholars have suggested that the 'War on Drugs', has less to do with cutting supply than with giving the US military a role in the post-cold war world and
12 Bradly and Millington (2008) have shown that the shift to alternative development crops led to elevated levels of deforestation
securing US corporate interests in the region (Paley 2014, Ballvé and McSweeney 2020). It is certainly the case that as a result, the US gained significant leverage over successive Bolivian governments– even if Bolivians pushed back (Gillies 2020).
Peasant Resistance and the founding of the MAS.
Before 1985, the Chapare coca unions were politically incoherent, with coca growers supporting various traditional parties (Grisaffi 2017: 51-2, Oikonomakis 2019: 149). Nor was cocalero identity explicitly political, coca was thought of in much the same terms as any other crop that farmers grew, like bananas, rice or oranges. But the criminalization of coca and by association, cocaleros, changed all of that. State backed eradication programs radicalized and united them against their common enemies, namely the Bolivian state and the US embassy (García Linera, Chávez, and Costas 2004: 396). In the face of on-going military and police repression, the cocaleros built a powerful union. In the words of one union leader: 'necessity forces us to plant coca ...that's why we built the union - to stop the politics of zero coca.'
The first wave of migrants in the 50s and 60s were peasants from the Cochabamba valleys, and they modelled the organization of their sindicato on the 'revolutionary syndicalism' of their agricultural unions (Gordillo 2000). Initially these unions were aligned with the MNR and subsequent military governments as part of the 'military peasant pact' which lasted until 1974 when the military under the Banzer dictatorship murdered 100 peasant marchers outside of Cochabamba (Hylton and Thomson 2007: 83).
When unemployed miners migrated to the Chapare in the mid-1980s, they brought with them their union experience and militancy (Brewer-Osorio 2020: 267). One ex-miner told me: "I was a miner, I didn't have fear, I knew how to light dynamite. I knew the union life." He went on to say that because of people like him "more leaders were formed here in the tropics; we strengthened the unions." The cocalero/as adopted the miner's command structure and protest strategies including, hunger strikes, roadblocks and staging national-level protests (García Linera, Chávez, and Costas 2004: 414-37, Laserna 1999). Women played an important role as union leader, and later member of congress, Leonilda Zurita recalled, by protecting the men: 'when the women did not participate, the men were run over, beaten, dragged off" (Zurita 2005: 89).
In 1994, during Sanchez de Lozada's first administration (1993–97), the cocalero/as organized a massive march to the city of La Paz, for 'life, coca and dignity' – recalling the 1986 'march for life' organized by the miners (Contreras 1995). They demanded the withdrawal of the military and the police from Chapare, the depenalisation of coca, and the immediate expulsion of USAID. As repression intensified, this was followed up in 1995 with the "March for life and national sovereignty' – led by women who, on arriving in La Paz declared a hunger strike, forcing the government into negotiations (Camacho Balderrama 1999, Agreda, Rodriguez, and Conteras 1996).
The marches marked the start of a protest cycle and the radicalization of the coca unions. The unions established self-defence committees to prevent the military from eradicating coca plantations (Oikonomakis 2019: 155, García Linera, Chávez, and Costas 2004: 421). These groups were lightly armed with rifles dating back to the 1930s Chaco War (mausers) and homemade explosive devices known as cazabobos (fool hunters). Veteran mining leader and coca union advisor, Filemon Escóbar writes '…everyone was trained to make caza-bobos' (Escóbar 2008: 179). Even so skirmishes between coca growers and state forces were infrequent (Ledebur 2003).
The largest coca union– the Federación Especial de Trabajadores Campesinos del Trópico de Cochabamba—(FETCTC) worked to enhance the presence of the coca unions, both within the Unified Confederation of Campesino Unions of Bolivia (Confederación Sindical Única de Trabajadores Campesinos de Bolivia— CSUTCB) – Bolivia's main peasant federation, and the Central Obrera Boliviana (COB) -the overarching trade union federation 13 (Healy 1991: 92). The coca growers also lent their support to allied causes, such as the 2000 Cochabamba water war, building strategic alliances with other sectors (Gutiérrez Aguilar 2014: 3-27).
There were early debates over the future of the movement, some – drawing inspiration from the Zapatistas - argued for armed insurgency (Prest 2015: 189), including Evo Morales who publicly threatened that the Chapare was close to becoming a new Chiapas – in reference to the 1994 Zapatista uprising in Southern Mexico (Oikonomakis 2019: 170). Filemon Escobar explains "the concept of the guerrilla was very popular with the cocaleros'
13 Historically the COB had always been dominated by workers interests, specifically those of miners – but the decline of the mining sector weakened their position within the organization at the same time as the massive migration of miners to the Chapare blurred traditional distinctions between peasant and worker (Blanes and Mansilla 1994). Thus, the COB began to take interest in the Chapare peasants and incorporated their demands (Healy 1991: 101-2).
(Escóbar 2008: 179). However, after literally hundreds of workshops– in which amongst other issues the failure of Che Guevarra in Bolivia was analyzed - the coca farmers opted for the electoral path (Oikonomakis 2019: 182) and early democratic victories after the introduction of the 1994 Law of Popular Participation introduced municipal elections and funding throughout the country, further decreased the appeal of guerrilla tactics (Stefanoni, 2010: 147). In contrast to the Chapare, where unions took over town halls, the introduction of the LPP in the Yungas created rivalry between unions and Yungas municipalities as many governance functions overlapped between the two. The municipalities of Chulumani and, Coroico had been founded a hundred years earlier which made it difficult for local unions to exert the control over them they had in the Chapare (Conzelman, 2007: 159). 14
In 1995, the Chapare growers established their own political vehicle that would eventually become the MAS. The objective was to scale up the struggle against neoliberalism, ensure access to land, implement pro-peasant policies, and defend the right to cultivate coca (Zuazo 2009). The decision to create a political instrument as opposed to a party – is linked to the crisis of legitimacy as parties were widely considered corrupt and controlled by elites (Zuazo 2009: 38). One male union member – who attended the founding meeting explained: 'we realized that through union action alone we couldn't achieve anything. So, we thought we need another tactic to make ourselves heard'.
The MAS began in the Cochabamba Tropics, expanding beyond municipal victories to the national level by linking up with other grassroots organizations and allowing them to run their own candidates on the MAS ticket (see Anria 2018, 61-97). The national profile expanded after Evo Morales entered Parliament as a deputy in 1997 and the MAS became the governing party of Bolivia in 2005, a role that it has maintained for all but one year ever since.
14 This marked difference in strength between the Chapare and Yungas unions is shaped by both geography and the Yungas history of haciendas (rather than the colonization in the Chapare. This left the Yungas with a local elite that the Chapare never had, union structures in the Yungas split between marketing and representation, differing relationships with municipalities, as well as, in no small part, contrasting experiences with the U.S.-financed Drug War. Not only did the Drug War bring less repression to the Yungas, it effectively created another fissure– the division between traditional and expansion zones codified in Law 1008. The Chapare has always been more homogenous in geography, population, and history.
The revalidation of coca
'Before life was very different. Everyday there were deaths, everyday there was a conflict in the battle to defend mother earth and our natural resources, but more than anything the battle was to defend our sacred coca leaf. Coca is the emblem of our identity, of all first peoples of the Aymaras, the Quechuas and Guaranís…. Long Live Coca, Death to Yankees!' These were the words of a female union leader at the opening of a coca union congress in Lauca Ene in 2019. The speech was reminiscent of many I heard while carrying out fieldwork in the Chapare, no matter if it was a low level sindicato meeting or a national level event, union leaders would always start by emphasizing the centrality of coca to indigenous Andean culture and stress the injustice of foreign troops attacking their 'sacred' plants.
Today coca is intimately bound to indigenous liberation. 'Popular Coca Nationalism' – of the kind espoused by Evo Morales - has roots that can be traced back to the inter-ethnic coca culture that emerged following the Chaco War (Ehrinpreis 2020: 219). But it was only in the 1970s and 80s, when two distinct strands of popular pro-coca politics: that of unionized peasant cocaleros of the Chapare, and neoindigenist Kataristas in the highlands, that the revalorization of the leaf, really took shape.
In the early 1970s, a small group of urban based Aymara intellectuals began to blend class and ethnic discourses into what came to be known as Katarismo, from the name of Tupaj Katari, an eighteenth-century anticolonial rebel (Escárzaga 2012). Katarista activists embraced coca as part of a broader effort to revalidate native Andean medical knowledge, and this contributed an explicitly Indianist element to peasant organizing and politics (Ehrinpreis 2018: 270; Ticona, Rojas, and Albó 1995: 42).
It was by no means inevitable that coca growers in either the Chapare, or the Yungas would mobilize around indigenous cultural difference in order to justify their oppositional politics. While outsiders label Chapare and Yungas coca growers as 'indigenous'– they exhibit a stronger class identity as upwardly mobile peasants, and many reject the indigenous label (Pellegrini 2016, Alderman 2020). Nevertheless, given the diminishing power of the class-based left as a result of the neoliberal onslaught on labour, coca growers joined the indigenous resurgence sweeping Bolivia and the rest of
Latin America (Yashar 2005, 189-90, Vargas 2014). Coca growers began to present the defense of coca not only in terms of protecting the right to produce it, but also in terms of protecting its traditional uses and cultural value which could broaden their sectorspecific demands into a something that appealed to all peasants (Contreras 1995: 3).
By the late-1980s, the CSUTCB created a Coca Commission with the aim to encourage consumers to back the protection and consumption of coca leaf (Healy 1991: 93-4). Peasant activists "…successfully made coca a symbol of indigenous ethnicity and pride" (Pearson 2016: 103). From that point on the coca unions, the CSUTCB, and later the MAS, seized the initiative to generate a new 'common sense' about coca, politics and nation. They argued that by defending coca, they were fighting for national sovereignty and dignity.
This narrative was particularly powerful for three reasons. First, widespread coca consumption creates a basis for what Gootenberg (2017, 5) calls 'coca nationalism' (see also Ehrinpreis 2018). Second, coca (and the cocaine trade) brings in hard currency which means that eradication programs damaged the larger regional (and national) economy and cut off its role as providing work for the unemployed (Sanabria 1999). Finally, the pro-coca, anti-US message was popular at a time when the Bolivian public identified externally imposed neoliberal policies as the root cause of their hardship (Albó 2008, 60, Durand Ochoa 2012: 109).
Sacred coca became a perfect meta-symbol tying together distinct demands into a powerful banner of anti-imperial resistance (Grisaffi 2010, Canessa 2006). Morales and the MAS adopted the vocabulary of indigeneity wrapped around the coca leaf to build broad based support in a heterogeneous society (Komadina and Geffroy 2007: 127, Madrid 2008).
A coca grower in the Presidential Palace
In office, Morales and the MAS advanced an innovative policy, called 'coca yes cocaine no'. The strategy, initially introduced in 2004 by the Carlos Mesa administration (20032005) legalized the cultivation of a small amount of coca leaf known as a 'cato' (a 1600 sq meter plot) in specific zones. The Morales administration expanded this to encourage coca unions to self-police to ensure that growers do not exceed this limit, and frontloads development assistance to coca growing regions. The overriding aim of the policy is to reduce harms to coca grower communities (Ledebur and Youngers 2006).
Beginning in 2007, coca unions collaborated with the Morales government to develop a sophisticated monitoring, control and coca reduction system with support from the European Union (Farthing and Ledebur 2015). Local unions draw on their long history of self-governing to ensure that farmers respect the limit. Each union organizes regular inspections of coca plantations; and if commissions made up of local union members, find coca above one cato, they can level fines, order community service and restrict access to municipal public works projects. They can also eradicate the entire crop and prohibit replanting for one year (Grisaffi 2016). When communities refuse to comply, then workers from the coca control agency - the Unidad de Desarrollo Económico y Social del Trópico (UDESTRO) negotiate with community leaders for the coca to be forcibly eradicated by government troops. In contrast to past Drug War policies, eradication rarely involves violence (Grisaffi, Farthing, Ledebur, 2017:143).
Access to assistance to diversify crops is no longer conditional on the prior eradication of coca. The sequencing of assistance is important because the guaranteed income from the cato– which is around $200 dollars per month, equivalent to the minimum wage- allows farming families to experiment with alternative crops. Coca farmers claim that government funding for rice-husking machines, tractors and processing plants for fruit, honey and fish—has expanded the market for local produce (Grisaffi 2016). Bananas, rice, citrus fruit and palm hearts now cover more cultivated land than coca in the Chapare, a result of sustained and integrated development efforts (Grisaffi, Farthing, and Ledebur 2017: 145).
There have always been tensions between Yungas and Chapare coca growers. On the one hand, Chapare growers have long considered Law 1008's classification of the Yungas as a 'traditional area' as arbitrary and deeply unfair. On the other, Yungas growers have fiercely defended their historic monopoly over the coca trade and presented Chapare coca as lower quality and only good for drug trafficking (Grisaffi, 2019: 124-5). Brewer-Osorio (2019) argues that the new coca policy has further exacerbated these divisions by rewarding Chapare coca producers with significant investment, while undermining Yungas growers' historic privileges and protections (see also Ramos Salazar 2018). Yungas growers have rejected participation in government led development programs and strongly oppose the expansion of legal coca in the
Chapare (Pellegrini 2016: 112-6). ADEPCOCA, the marketing branch of the Yungas growers withdrew its support for the MAS (Pellegrini 2016: 47-8).
These tensions came to a head in 2017 with the passage of a new coca law, ten years in the making because of negotiation difficulties with Yungas growers. The new law was designed to legitimate the 20,000 hectares of leaf cultivation informally permitted since coca grower leader Evo Morales became the country's President in 2006, 8000 hectares above the limit established under Law 1008. The amount was arrived at by multiplying quantity of coca allowed per registered grower under a 2004 accord times the number of registered coca farmers. Subsequent compromises with Yungas growers raised the permitted amounts to 22,000 hectares, 14,000 in the Yungas, 7000 in the Chapare and 1000 in the north of La Paz department (Farthing 2017).
Researchers have shown that the new approach introduced by the MAS government has been successful in reducing illicit cultivation and the violence associated with eradication exercises, as well as in generating sustainable incomes for local communities (Farthing and Ledebur 2015). Bolivia's program has received widespread praise as a "best practice" from the Organization of American States (OAS 2013: 6) and the United Nations Development Programme (UNDP 2019: 9). The model has served for inspiration to coca growers in Peru (Grisaffi et al. 2020) and Colombia (Mortensen and Gutierrez 2019, Troyano Sanchez and Restrepo 2018).
And yet, while the program has had successes at reducing coca it would be naive to believe it has controlled drug trafficking. In a 2019 interview, a retired Bolivian drugs official told me that with the Drugs Enforcement Administration (DEA) out of the picture, Bolivia has become a major drugs transhipment hub for cheaper Peruvian cocaine paste. It is refined in Bolivia or Brazil, supplying Brazil's domestic market with the remainder exported to Europe and Asia. The UNODC reports that cocaine laboratories are mushrooming in Cochabamba, La Paz and Santa Cruz (UNODC 2020c) and some estimates put Bolivia's annual cocaine production as high as 254 metric tons (Economist 2018). The ex-police official explained that Colombian drug traffickers consider Bolivia to represent an 'acceptable level of risk' – because with no DEA present and having paid off the police and judiciary, they know that if they are caught, they will spend no more than one year in prison.
When the Morales government was ousted in November 2019, a military-backed administration avowedly opposed to the Coca sí strategy took power. The interim Áñez government cracked down on the opposition and committed human rights abuses, including killing ten coca farmers when troops opened fire on a peaceful demonstration (Bjork-James 2020, 33). Añez's interim government swung Bolivia's anti-drug approach back to hard-line measures and committed to reinitiate forced eradication, publicly denouncing coca growers as 'narco-terrorists' (Ledebur, Farthing, and Grisaffi 2020; Vargas 2020).
The US heralded the Áñez administration, saying it had made "important strides in drug interdiction" — despite little evidence — and that cooperation between the two nations had "increased" (Asmann 2020). Less than a year later, in October 2020, Luis Arce of the MAS scored a landslide victory and promised to continue with the 'social control policies' put in place by his predecessor – but he faces a complex drug scenario with high levels of trafficking and the threat of Brazilian criminal organizations increasing their operations on Bolivian territory (Insight Crime 2020).
Conclusion
The production, distribution and consumption of coca and its derivative cocaine have had immense social, political and economic impacts that reverberate not just in Bolivia but across the globe. Coca has been implicated in driving mass-internal migration, reshaping the political landscape and serving as a justification for neo-colonial relations between the US and Bolivia. Consumers in the Global North have exerted considerable influence over producers in the Global South.
Along with other contributions to this book, this chapter shows how commodities are not just abstracted markers of exchange value - as Marx would have it - but rather are firmly embedded in their social, political, and cultural contexts (Appadurai 1986). In this sense they "remain devices for reproducing relations between persons" and as such their value and meaning is constantly re-negotiated (Appadurai 1986: 25).
In Bolivia coca is something that is morally loaded, imbued with power, used as a vehicle to connect human and supranational worlds and as a sign of indigenous identity. But while coca leaf is widely considered to be sacred by Indigenous Andeans, cocaine is neutral, a banal substance that is simply a way to make a living. On the contrary, for the predominantly Western consumers coca leaf is nothing more than a weed and cocaine is exciting and dangerous. It too can connect consumers on the street who trade drugs in exchange for respect, love and money (Arias and Grisaffi 2021, Bourgois and Schonberg 2009, Bourgois 1995)
While there have been shifts towards more progressive drug policy across Latin America – including recommendations for the creation of regulated markets for narcotic substances, amnesties, transitional justice, and greater investment in harm-reduction practices– the US has maintained its hard-line position (even while relaxing drug laws at home – particularly in relation to marijuana) (LSE IDEAS 2014). To some extent the US position benefits coca growers as the price of coca is buoyed by its very illegality as history shows, that when cultivation is extensive – as it was in the early 1990s – the price drops.
A bigger threat to the coca economy is that drug consumption patterns are changing. In the US consumers are shifting to pot, meth or legal opiates and demand for cocaine is declining (Midgette et al. 2019). If this trend continues, and other countries follow suit, it could potentially spell disaster for Bolivia's coca farmers, because while they argue that 'coca is not cocaine', in many cases it is. Ultimately, a frank conversation that goes beyond a focus on the legal status of drugs or the costs and benefits of specific interventions must take place including a consideration of the unequal insertion of marginalized urban and rural territories into the global economy that makes drug crop farming and drug trafficking the only realistic livelihood option.
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Vazualdo, Diego Mattos. 2014. "Coca y representación: La hoja de coca en la constitución de la nación Boliviana en la época neoliberal." Latin American Research Review 49 (1):23-38.
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.
Weil, Andrew. 1981. "The therapeutic value of coca in contemporary medicine." Journal of Ethnopharmacology 3 (2-3):367-76.
Weil, AT. 1978. "Coca leaf as a therapeutic agent. American Journal of Drug and Alcohol Abuse 5 (1):75-86.
Wiedemann, I. 1979. "The folklore of coca in the South American Andes: Coca pouches, lime calabashes and rituals." Zeitschrift für Ethnologie 104 (2):278-309.
Wolff, Jonas. 2017. "Negotiating interference: US democracy promotion, Bolivia and the tale of a failed agreement." Third World Quarterly 38 (4):882-99.
Yashar, Deborah. 2005. Contesting Citizenship in Latin America: The Rise of Indigenous Movements and the Postliberal Challenge. Cambridge: Cambridge University Press.
Youngers, Coletta. 2003. "The U.S. and Latin America After 9-11 and Iraq." Last Modified June 2003. http://fpif.org/the_us_and_latin_america_after_9-11_and_iraq/.
Zuazo, Moira. 2009. ¿Cómo nació el MAS?: la ruralización de la política en Bolivia. La Paz: Friedrich Ebert Stiftung, ILDIS.
Zurita, Leonilda. 2005. "La organización de las mujeres cocaleras en el Chapare." In Movimiento indígena en América Latina: resistencia y proyecto alternativo, edited by Fabiola Escárzaga and Raquel Gutiérrez, 85-94. México DF: UACM, CEAM.
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Solution Solve Inequality And Graph Solution
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Copyright : waxahachiedailylight.com
Bookmark File PDF Solve Inequality And Graph Solution
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Shelter Island Historical Society
Indigenous People Collection Subject Collection - 1697 (facsimile) - 2012
FINDING AID AUTHOR
Natalie Hurwitz & Rachel Lucas-Beruan
ACQUISITION INFORMATION
Over time
PROCESSING INFORMATION
N/A
EXTENT
Number of containers: 2 Boxes
Linear feet of shelf space: n/a
ABSTRACT
History and language of L.I. Native American / Indigenous Tribes
BIOGRAPHY OR HISTORY
It is evident based on archeological reports that Native People held continuous presence on Shelter Island for a profoundly long time, potentially some 12,000 years. Nathaniel Sylvester purchased the Manhansetts' ancestral land in 1652 after an arduously disputed first attempt. The Manhansetts were overwhelmingly displaced and eradicated under the perils of Colonization, both passively (disease pathogens) and by direct intention (forced acquisition of un-ceded territory). Their Sachem (chief) Pogatticut died in 1652. The Manhansetts worked alongside the European settlers and made up to 18% of the population of Shelter Island as late as 1776. Names of Manhanset people can be found in the Havens Store Ledger and the Giles Sylvester Account book. In 1834, there is a note in the Presbyterian Records that Betty Tobs passed away and was one of "the last remnants of the Manhanset tribe", although this cannot be confirmed. (John Pagliaro's exhibit Witness and Manhansett and John Charles Witek's archeological report (1992) were used to create this history)
.
COLLECTION SCOPE AND CONTENT
This collection contains books, articles, documents, clippings, research.
ARRANGEMENT
Item level.
SEPARATED MATERIAL
n/a
Updated: 10/23/21
SUBJECTS
Burial Sites, archeology, indigenous language, Manhanset, Shinnecock, and Montaukett Tribes.
CONDITIONS GOVERNING ACCESS
This collection is open and available for research use. Copyright restrictions apply.
PREFERRED CITATION
The suggested citation for the collection is:
"Obtained from the collection of the Shelter Island Historical Society, all rights reserved"
RELATED MATERIAL
n/a
LOCATION NOTE
Rolling Bin 4A (History à Native Americans)
LANGUAGES
English
CONTAINER LIST
| Box | Folder | Description | Date(s) |
|---|---|---|---|
| 1 | | Intertribal Historic Preservation Task Force Documents | 2004 – 2005 |
| 2 | 1 | Misc. ephemera about Steven Pharoah Talkhouse, Montaukett | - |
| 2 | | Booklet: “The Indiands of Long Island, New York and Coastal Connecticut” by Ben Werner Jr. | 1973 |
Updated: 10/23/21
| 2 | Book: “John Eliot’s first Indian Interpreter - Cockenoe-de-Long Island” | 1896 | 2002.21 |
|---|---|---|---|
| 2 | Book” The Indian Place-Names of Long Island” by William W. Tooker | 1911 | 2005.80 |
| 2 | Book: “Maid of Montauk” by Forest Monroe | 1902 | 2020.44 |
| 2 | Photocopy and Transcription of document between Nathaniel Sylvester & Chegono | 1666 | 1972.24.13 |
| 2 | Periodical: The Organ of the National Indian Association “The Indian’s Friend” 3 | July, 1911 August, 1911 May, 1912 | 1975.45.4 |
| 2 | Letter: Roy Latham (naturalist) to Helen Wortis about indigenous grave sites on SI | March, 1974 | 1976.55.3 dup. of 1974.19 |
| 2 | Article: “Montauks’ Long March: To Wisconsin and Back?” (Newsday) | January 14, 1979 | 1979.6.5 |
| 2 | Article: American Antiquity” Regional Surveys in the Easter United States: The Strengths and Weaknesses of Implementing Subsurface Testing Programs” by Kent G. Lightfoot | 1986 | 1988.132 |
| 2 | Articles: “King of the Montauks” from the LI Forum (Vol. XLIII, No. 9) by Edith Shephard “The Funeral of a Pharaoh” | 1980 | 1989.70d (dup. 1989.70d) |
2
Report: "A Preliminary Report
1985
2008.219
| 2 | Article: “Tribes Threaten Board with Suit” (East Hampton Star) | 2004 | 2008.255 |
|---|---|---|---|
| 2 | Article: “Sacred Burial Ground’s Fate to be Determined” (Suffolk Life) | 2004 | 2008.258 |
| 2 | Notes: Location of “Indian Villages” by Norman Sandwald | 2001 | 2008.401 |
| 3 | Letter: Roy Latham (naturalist) to Helen Wortis about indigenous grave sites on SI | March, 1974 | 1974.19 dup. of 1976.55.3 |
| 3 | Article: “The Montauks’ Long March” (Newsday) [includes photos of Novella Pharoah & William Walter Fowler] | January, 1979 | 1979.6.5 |
| 3 | Note: about the death of woman (Betty) who was the “last remnant” of the Manhanset tribe from Presbyterian Church records in 1834 | 1834 | 1984.25 |
| 3 | Article: Anthropology 8:14-40 “Interior Resources Exploitation: A Woodland Settlement Model for Long Island, New York” | 1985 | 1988.131 |
| 3 | Article: Man in the Northeast 30:59- 82 “Coastal New York Settlement Patterns: A Perspective from Shelter Island” by Ken Lightfoot, Robert Kalin, Owen Lindauer, & Linda Wicks | 1985 | 1988.133 |
Updated: 10/23/21
3
| 3 | Transcription of Contract between Hanable & Mercy Sylvester (original at John Jermain Library) | 1697 – 1698 | 1994.66 |
|---|---|---|---|
| 3 | Book: “Language & Lore of the LI Indians” Suffolk Country Archaeological Association | 1980 | 1997.17 |
| 3 | Study: “An Outline of the Aboriginal Archeology of S.I. NY by Charles Witek | n.d. | 2003.2 |
| 3 | Article: “The Lives and Identities of the Indians of Shelter Is. 1652 – 1835” by J.C. Witek (SI Reporter) | May-92 | 2008.402 |
| 3 | Article: “50 Years Ago” SI School visit to Shinnecock School (Southampton Press) | 1949 1999 | 2009.254 |
| 3 | Map/Policy: “Shelter Island Colonial and Native American Graves Protection Policy” | April 1st, 2005 | 2009.383 |
| 3 | Article: “Shinnecocks Implore Town to Protect Island Burial Site”(Southampton Press) | January, 2004 | 2009.45 |
| 3 | Article: “Treading on Sacred Ground/Barn built on American Indian burial fuels tensions on Shelter Island” (Newsday) | January, 2004 | 2009.46 |
| 3 | Handwritten story “Two Indian Princes” of “Isaac’s Grotto” by Cornelia Horsford (Transcribed version) | | 2009.383 1970.18 |
Article: "Historic Lore: North
1993
1993.199
| 3 | Articles: “King of the Montauks” from the LI Forum (Vol. XLIII, No. 9) by Edith Shephard “The Funeral of a Pharaoh” “The Peripatetic Mr. Talkhouse” | 1980/1981 |
|---|---|---|
| 3 | Photograph & Drawing of grave marker of Steven Pharaoh (Talkhouse) (a member of the Montaukett tribe) | |
Updated: 10/23/21
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A Walk Through Lochranza's History
This is an easy walk that starts at Lochranza's pier and finishes at the Arran Distillery. Allow approximately half an hour to walk it. It consists mostly of flat road walking except for the Lochranza Golf Course section which is mown grass. The features of the landscape that you see as you walk tell the story of Lochranza's past. Grid references are included to help you to locate the position of particular features. Both the Ordnance Survey and Harveys produce 1:25 000 scale maps of Arran. Walking instructions are in bold type.
The Village of Lochranza
Until the Boguille Road was built in 1843, travelling to Lochranza from other parts of the island was difficult. In contrast, Lochranza has always been wellconnected by sea due to its sheltered inner harbour and its strategic position on the Kilbrannan Sound. The landscape of scattered white cottages that you see today belongs to the 19 th Century when villagers made a living from crofting and herring fishing. For more than a thousand years before then, Gaelic-speaking families lived and worked communally on the rough mountainous land. The Gaelic place names which you can find on your map are their legacy.
Start at the pier (GR: 926 510)
Lochranza's first pier was built in the 1880s. Before this time, boats would land on the shore or people would be rowed to shore if boats were of significant size.
Follow the road south-east through the village with the loch on your left
Notice the large villas on your right which include Kincardine Lodge and Ben Varen, built in the early 20 th century. If you are wondering who were the people that could afford to build such substantial elegant properties, the answer is that it was often local men who made their fortunes at sea and built them as retirement homes.
As you pass Lochranza Hotel on your right, look up
The Iron Age Hill Fort (GR: 928 504)
The flat-topped hill you see above you is an Iron Age Hill Fort, probably built in the first millennium B.C. Although no one knows for certain what such hill forts were used for, it was clearly intended to make a visual statement and it is the first physical evidence of human occupation in the Lochranza area. Its situation offers views over the Kilbrannan Sound and Loch Fyne. There is a short gorge bordering it to the west and a long crescent-shaped wall to the south. It can be reached via Coillemore.
Lochranza's Iron Age Hill Fort. Its most recent invader is the rhododendron ponticum which can be seen in the photograph encroaching on the ruined wall. Where this plant takes hold, it destroys all other vegetation.
Walk across the spit of land to Lochranza Castle (GR: 934 506) Here you can find Historic Scotland interpretation panels which explain the castle's history
This is also a good vantage point for seeing features in the landscape of Lochranza which reveal the past. You will notice that most of the village houses lie along the south shore of the loch, which is the side on which you are walking. For two months each winter some of these homes receive no direct sunlight. They were built in the 19 th century as fishing crofts, close to the inner harbour. In addition their situation offers shelter from the prevailing south-westerly winds.
The village of Lochranza did not exist until the 19 th century although people lived in small settlements or clachans in the area. The name Lochranza simply referred to the loch. It is Old Norse- the language of the Vikings. Another local Norse name is Glen Chalmadale (GR: 950 500) which derives from Hjalmund's Dale. This suggests that Hjalmund , a Viking, conquered the area and become a landlord.
Viking raids began in south-west Scotland around AD 797. Before then, Arran was populated by Gaelic-speaking people from the sea kingdom of Dal Riata which encompassed Northern Ireland and West Scotland. The distinctive culture and ways of life that came to Arran with them in the sixth century continued with very little change for more than a thousand years.
The clachans or communal farms consisted of four or five single storey blackhouses with a good water supply nearby. Such settlements in the Lochranza area included Coillemore (GR: 924 508), Narachan (GR: 947 502), Urinbeg (GR: 927 507) and Margnaheglish (GR: 938 500). The clachans were situated in fertile pockets of land above the level of the present-day village. The people grew oats, barley, peas and beans, and kept small black cows and native sheep. They shared their labour and their implements in a rotation system of tending the land known as runrig.
Robert McLellan, the 20 th century writer who lived at High Corrie, said "They were left to live in their own ancient way as long as they paid rent and suffered the onslaughts of their landlord's enemies."
These people led outdoor lives and had a deep familiarity with the land they lived on. They named almost every feature in terms of the resources it offered or its significance. Some examples include:
Boguille (GR: 973 483) A boggy place, useful for supplying peat for fuel Allt an Uisge (GR: 927 508) A freshwater burn, useful for washing (as opposed to saltwater)
Creag a' chaise (G.R. 942 493) Cheese crag. You can find this crag high above Gleann Easan Biorach where sheilings (huts) were situated for tending the cattle which grazed the high pastures in summer.
Creag a'chaise overlooking Margnaheglish, Lochranza village and the castle
Lochranza Castle was built in turbulent, violent timesThe castle was built as a stronghold and that strength has been tested by eight centuries of powerful winter storms blasting down the glen. The 13 th century was a time of tension between Scotland and Norway as they disputed control of Argyll and the Isles. The tension came to a climax at the Battle of Largs in 1263 when the Vikings in Scotland were finally defeated.
Lochranza Castle may have been built by Dougall MacSween who built Skipness Castle which is visible from Lochranza across the Kilbrannan Sound in morning sunshine. The two castles would have stood guard against sea raiders at each side of this stretch of water which offers a way in to Loch Fyne and the Clyde. Originally Lochranza Castle was a medieval hall house, which was turned into a tower house in the late 1500s. At the same time it was altered to face the land rather than the sea.
Lochranza Castle from the Iron Age Hill Fort looking across to the houses of Newton Shore
Great change in the late 18 th century
In the last quarter of the 18 th century, throughout the Highlands and Islands of Scotland, the Gaelic-speaking people whose ancestors had named and worked the land for centuries, were cleared out of the communal runrig farms by their landlords to make way for sheep. This was the time of both agricultural and industrial revolution and it was believed that replacing runrig with individual farms would be more economically productive.
The Clearances left many families deprived of both home and land. Each runrig farm had supported several families but these were divided up into small holdings for single tenants. Those able to afford a tenancy made a living from herring fishing and cultivating their allocation of land. The white cottages of Lochranza date from this period. If you look across the loch at the hillside above Newton Shore you will see the remains of old dykes and hedges which enclosed the land of individual holdings. They have now fallen into disrepair. The land on the loch shore was rocky and growing crops must have meant ceaseless, back-breaking labour.
The reorganisation left many heads of families without work. Some became agricultural labourers, others drifted to the developing industry of the Central Belt, and some emigrated to Canada. There were attempts at small-scale industry with coal mining near the Cock of Arran and slate quarrying above Glen Farm but these did not prosper. For the elderly and infirm it was a time of great poverty.
Wild mountains come into fashion
When you look inland from Newton Point (G.R. 932 517) Lochranza nestles under the jagged mountain ridge (sometimes called the Sleeping Warrior) that rises to Caisteal Abhail (G.R. 968 442 ). Such wild landscapes started to become admired in the late 18 th century and were the subject of painters and writers. Previously, wilderness had been perceived as horrifying and threatening. The first tourists started to visit Arran at this time and marvelled at the mountain beauty now cleared of a lot of its human inhabitants.
The beginning of the understanding of geology
A now-famous 18 th century visitor to Lochranza was James Hutton who, whilst walking along the coast towards the Cock of Arran, started to formulate theories of geology which were considered radical at the time. Most Europeans then believed that God had created the world. Arran's variety of rocks, formed in different places at different times, made Hutton certain that violent forces over huge passages of time must have shaped the world.
The 19 th century village of Lochranza
Gaelic continued to be spoken in Lochranza and the north-west of Arran until the early twentieth century. Although runrig and the culture of the communal clachans was lost , folk tales and songs of fairies, whisky smuggling, summering cattle on the hills and raiders from Kintyre linked villagers to the past.
When the Boguille road was built in 1843 it opened up travel between Lochranza and Sannox. It was 9 feet wide allowing two carts to pass each other. However, there were no bridges which meant that rivers had to be crossed at fords. Crossings must have been treacherous in times of high rainfall when the mountain burns rise rapidly.
A bustling fishing community
Imagine the scene around the Castle in the 19 th century and first half of the 20 th centuries. Herring fishing brought bustle and trade to Lochranza's shores, but it was a way of life beset by hardship and dangers.
In The History of the Villages of the Isle of Arran Neal Clark remembered a hardy breed of herring fishermen and how they "would sail on a Monday morning, and on the first haul their clothes got wet through, and were still wet when they came ashore on Saturday mornings".
Smacks sailed between Kintyre, Arran and the Clyde, delivering heavy goods such as coal, sand and gravel bricks onto the beaches. Paddle steamers competed for the business of tourists from Glasgow sailing "doon the watter" of the Clyde.
For 40 years schoolmaster Mr. MacAlister gave evening classes in navigation to the boys of Lochranza enabling them to find jobs in the Merchant Navy. By the beginning of the 20 th century, 29 young men from Lochranza and Catacol had become master mariners. It was these local seafarers who built the villas such as Ben Varen, Kincardine Lodge and the Anchorage as retirement and holiday homes which you passed earlier. Some of the villas have backhouses which accommodated the owners when houses were let to holidaymakers for the summer.
By 1928 the sea's resources were exhausted and Lochranza's fishing industry was extinct.
Leave the castle spit and continue south along the road
At a bend in the road you pass Lochranza and Catacol Village Hall built in 2001 to replace the old Village Hall built in 1920. The next building is Lochranza Youth Hostel which used to be Lochranza's Hotel. Just beyond the head of the loch you will see a ruined cottage set back from the road on the left. This is Lochranza's Barkin' House where, at high tide, fishermen strengthened their nets by soaking them in a solution of tannin-rich bark. On the opposite side of the road, look out for Ladeside Cottages and the Geology Field Studies Centre. Both buildings were originally schools. The building which is now the Field Studies Centre in 1873 replaced the school that had occupied Ladeside Cottages. Until Cock Farm (G.R. 965 516) was abandoned in 1912, the children of Arran's north-east coast walked the three miles to school and back daily, except in winter when a teacher stayed with them. In the 19 th century children weren't allowed to play games outside on Sundays.
Lochranza Kirk
Lochranza Kirk dates from 1712 when the Good Duchess Anne Hamilton of Brodick Castle provided the money for its building, but some form of church has stood on this site since before the Reformation of 1560. At the time of the Reformation Arran had two parishes, Kilmory and Kilbride (Lamlash).The parish boundary divided Lochranza into two. People on the south shore were in Kilmory parish and on the north shore in Kilbride.
Turn left along Newton Road and walk in the direction of Newton Shore. Turn right into the second gate of the golf course (G.R 939 504). If it's clear you will get a good view of the Sleeping Warrior ridge mentioned earlier. Follow the white posts with purple arrows across the golf course to the Stags Pavilion Restaurant. Give way to golfers please.
The village golf course was opened on 6 th June 1899. It had 12 holes and was created on land leased from the Estate. In the Second World War it was used as a camp for commando training and the golf pavilion, now the Stags Pavilion Restaurant, was used by the commandos as a tea hut. In the 1990s the field below Butt Lodge and the sea field were added to the existing golf course. At one time the golf course extended up the hillside towards Narachan. An old tee is still visible above Broombank cottage.
As you walk along the golf course path from Newton Road to the Stags Pavilion Restaurant you can see the remains of an old mill (G.R.940 504). On the hillside above the campsite you can see evidence of 19 th century quarrying (G.R.943 503).
Blackface sheep introduced after the Clearances still come on to the golf course for tupping in early November and remain there until after lambing in April. The golf course benefits from the close grazing and fertilising by sheep and the sheep benefit from the rich golf course grass.
Turn left out of the car park. The walk finishes at the Arran Distillery.
The Arran Distillery was opened in1995.Throughout the 19 th century a thriving but illegal whisky distilling industry existed on Arran. The Distillery has a cafe and offers daily tours which tell the story of whisky distilling in Lochranza.
Today the Lochranza area is a National Scenic Area and designated wild land used for sheep grazing and deer forest. Current issues of land management include the invasion of the hillsides by the rhododendron ponticum which reduces biodiversity and which is difficult to eradicate (see the photograph of the Iron Age Hill Fort).
Lochranza's scenic beauty continues to draw tourists whilst its situation in the less inhabited, northern part of the island protects it from crowds. However, the ferry link to Claonaig and facilities for sailors keep open the historic waterways to Kintyre and the Clyde and ensure that the village is not a backwater.
Kathryn Wells 2014
Further reading:
Arran Civic Trust. Buildings of Arran.
Campbell, T. Arran A History. Birlinn Ltd: Edinburgh.
Clark, N. History of the Villages of the Isle of Arran. SWRI Arran Federation.
Farquharson, M. Isle of Arran Heritage:The Arran High School Project. Arran Graphics: Brodick.
Fraser, I.The Place Names of Arran. The Arran Society of Glasgow.
Holder, G. The Guide to Mysterious Arran. Tempus: Chalford.
McLellan, R. The Isle of Arran. David and Charles: Newton Abbot.
These books are available from The Book and Card Store, Brodick, The Arran Heritage Museum and Brodick Castle.
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Investing in Children to Promote America's Prosperity
Mary Jane Rotheram-Borus, PhD, University of California, Los Angeles; Kimberly Hoagwood, PhD, New York University; Nathaniel Counts, JD, Mental Health America; Mary Ann McCabe, PhD, ABPP, George Washington University School of Medicine
March 26, 2018
"America, the land of opportunity" has been the his torical rallying cry inspiring individuals to work their hardest to succeed. Although today's children will de termine our nation's future prosperity, scientists have repeatedly demonstrated that individuals are rarely able to fully determine their own destiny—especially in matters of health and well-being. Decades of research have shown that children's physical health, mental health, and well-being are significantly influenced by the states, communities, neighborhoods, and families in which they live (see Figure 1) [1], and that reducing in vestments to these infrastructures may be done at the expense of children's health. Our nation's increased investments in health over the last 10 years have re sulted in improvements in health and reductions in the prevalence of chronic diseases, obesity, and asthma [2]. These investments have also resulted in positive community-wide shifts in health, resources, opportu nities, and norms. Yet there is a call for investments in other domains. Sustained and expanded investments in the contexts that surround and nurture children are needed to promote the health and well-being of chil dren across the United States. Thereby, these invest ments ensure our nation's long-term prosperity.
Quite simply, environmental contexts either foster healthy behaviors and relationships or, conversely, in crease children's risk for poor outcomes. For the last 40 years, scientists have repeatedly and rigorously experimented to identify efficacious and cost-effec tive intervention approaches. Investments in these evidence-based programs and policies support fami lies and communities so that children's development and lifelong productivity increase. Likewise, policies and programs that directly reduce adverse social risks, such as community violence, improve the health and well-being of children and parents [3].
Perspectives Expert Voices in Health & Health Care
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At this time, policy makers are challenged to choose how, and in what, to invest for America's future. With investments that provide access to basic resources, supportive environments, and nurturing interpersonal relationships, children will thrive, and their capacities increase developmentally with age—ultimately lead ing to healthy families, a vital workforce, and strong communities. However, research has shown that even short-term reductions in foundational investments in children, families, and communities can have broad, sustained, and negative consequences for children's health and their parents' productivity and employment [4]. The country has already seen examples of the con sequences of such shortsightedness: the children and families of Flint, MI, will spend their lives trying to undo the poisoning conferred from one year of cost-saving on water.
While the benefits of investments in health clearly result in better health, investments in community in frastructure also yield better health outcomes. Epide miological researchers have demonstrated that when basic structures are missing in a community—for ex ample, affordable housing—there is a significant in crease in a community's homelessness and mental health burden, as well as children's problematic school behaviors [5]. If housing and case management are provided to homeless families, as was demonstrated in New York City several years ago, these challenges dis appear [6]. Investments in affordable housing and sup ports for homeless families should be considered as we face the fact that 2.5 million families are expected to be homeless this year [7]. Also, factors such as pa rental unemployment and job instability affect health outcomes for children. Thus, providing employment supports improves children's outcomes and reduces maternal depression [8]. Even when states merely
Page 2
Figure 1 | A New Framework for Childhood Health Promotion: The Role of Policies and Programs in Building Capacity and Foundations of Early Childhood Health
SOURCE: Mistry, K. American Journal of Public Health, September 2012; 102(9): 1688-1696. Reprinted with permission from The Sheridan Press on behalf of the American Public Health Association.
enact minimum wage laws and provide tax credits for the poor, population health is better than in states without such laws [9]. Therefore, limiting investments in community infrastructure is one example of toxic community stress that sets children on a trajectory of poor health into adulthood, threatening national pros perity.
quality care and access to the 55 percent of American communities that lack mental health providers [11]. If there are cuts to education or mental health care, the most affected will be children who face daily stresses— and these are the children for whom we should instead be making the greatest investments.
Similarly, investments in the education system con tribute to improved lifelong health and long-term workforce productivity [10]. Toxic stress experienced by children and families—from the daily challenges of poverty, institutional racism, trauma, and commu nity violence—is linked to mental health disorders and poor health outcomes. Investments made in educa tion—including professional learning opportunities for educators, early care and education programs, school mental health clinics and support services, and school/ classroom environment—can buffer the stress that many families experience. These investments also help to engage children who are frequently absent from school, thus, increasing graduation rates. An educated workforce leads to stronger workforce engagement and improved health over the life course. Likewise, investments in mental health systems may provide
Thus, current investments in community infrastruc ture, as well as in health and education systems, fore cast a future in which our nation's prosperity can soar, particularly if we expand these investments in com munities that serve low-income families and children. Failing to sustain these investments will result in an unprepared and unhealthy workforce and citizenry, and will lead to unintended consequences for our national prosperity. Now is the time for scientists to inform legislators and policy makers about evidencebased interventions, strategies, and tools that can be integrated in communities and implemented with fi delity to improve children's physical and mental health outcomes. In addition, policy makers must consider the significant, long-term consequences of commu nity cost-cutting initiatives that may strip away key community infrastructure for children and families, crippling the nation.
Published March 26, 2018
Regarding the health and well-being of children and families, the evidence is clear: when basic family sup ports and community infrastructures are damaged or weakened, the next generation suffers from broad, lifelong, negative consequences. It is critical that policy makers, scientists, and program administrators recog nize the lessons of the last 40 years: thoughtful nation al, statewide, and community-level investments in pre vention, health care, housing, education, employment, and anti-poverty programs have paid off for America. The country need to continue and expand scientifically supported investments to ensure future prosperity.
References
1. Mistry, K. B., C. S. Minkovitz, A. W. Riley, S. B. John son, H. A. Grason, L. C. Dubay, and B. Guyer. 2012. A new framework for childhood health promotion: The role of policies and programs in building capacity and foundations of early childhood health. American Journal of Public Health 102(9):1688-1696.
2. Ford, E. 2005. The epidemiology of obesity and asthma. Allergy and Clinical Immunology 115(5): 897909.
3. Office of the Assistant Secretary for Planning and Evaluation. 2016. Report to Congress: Social risk fac tors and performance under Medicare's value-based purchasing programs. Washington, DC: U.S. Depart ment of Health and Human Services, https://aspe. hhs.gov/system/files/pdf/253971/ASPESESRTCfull. pdf.
4. Cannon, J., R. Killburn, L. Karoly, T. Mattox, A. Mun chow, and M. Bonventura. 2017. Decades of evidence demonstrate that early childhood investments can ben efit children and provide economic returns. Santa Mon ica, CA: Rand Corporation Research Series, https:// www.rand.org/pubs/research_briefs/RB9993.html.
5. Childhood Rafferty, Y., and M. Shinn. 1991. The im pact of homelessness on children. American Psychol ogist 46(11):1170-1179.
6. Shinn, M., J. Samuels, S. N. Fischer, A. Thompkins, and P. J. Fowler. 2015. Longitudinal impact of a fam ily critical time intervention on children in high-risk families experiencing homelessness: A randomized trial. American Journal of Community Psychology 56(34):205-216.
7. American Institutes for Research. n.d. National Cen ter on Family Homelessness. http://www.air.org/cen ter/national-center-family-homelessness (accessed October 12, 2017).
NAM.edu/Perspectives
8. Alegria, M., R. E. Drake, H. A. Kang, J. Metcalfe, J. Liu, K. DiMarzio, and N. Ali. 2017. Simulations test impact of education, employment, and income im provements on minority patients with mental illness. Health Affairs 36(6):1024-1031.
9. Rigby, E., and M. E. Hatch. 2016. Incorporating eco nomic policy into a "Health-in-all-policies" agenda. Health Affairs 35(11):2044-2052.
10. Grossman, M. 2015. The relationship between health and schooling: What's new. Working paper no. 21609. Cambridge, MA: National Bureau of Econom ic Research.
11. Substance Abuse and Mental Health Services Ad ministration. 2013. Report to Congress on the nation's substance abuse and mental health workforce issues. Washington, DC: U.S. Department of Health and Hu man Services, http://purl.fdlp.gov/GPO/gpo36923.
Suggested Citation
Rotheram-Borus, M. J., K. Hoagwood, N. Counts, and M. A. McCabe. 2018. Investing in children to promote America's prosperity. NAM Perspectives. Commen tary, National Academy of Medicine, Washington, DC. https://nam.edu/investing-in-children-topromote-americas-prosperity.
Author Information
Mary Jane Rotheram-Borus, PhD, is director, Global Center for Children and Families, and director, Center for HIV Identification Prevention, and Treatment Ser vices, University of California, Los Angeles. Kimberly Hoagwood, PhD, is Cathy and Stephen Graham Pro fessor of Child and Adolescent Psychiatry, New York University. Nathaniel Counts, JD, is director of poli cy, Mental Health America. Mary Ann McCabe, PhD, ABPP, is associate clinical professor of pediatrics, George Washington University School of Medicine, and affiliate faculty in psychology, George Mason Univer sity.
Conflict-of-Interest Disclosures
None disclosed.
Correspondence
Questions or comments should be directed to Mary Jane Rotheram-Borus at [email protected].
Disclaimer
The views expressed in this paper are those of the
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COMMENTARY
authors and not necessarily of the authors' organiza tions, the National Academy of Medicine (NAM), or the National Academies of Sciences, Engineering, and Med icine (the National Academies). The paper is intended to help inform and stimulate discussion. It is not a report of the NAM or the National Academies. Copyright by the National Academy of Sciences. All rights reserved.
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Published March 26, 2018
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Palestine
Palestinian Central Bureau of Statistics (PCBS) issues a press release on the occasion of the "Palestinian Child's Day" April 5, 2014. The release includes a presentation on the latest data about the Palestinian child in the areas of demographic, education and culture, in addition to the conditions of the children who need special protection.
West Bank was respiratory diseases by 36.7 percent (35.6% for males & 38.0% for females). Followed by pre-birth causes: (premature birth and underweight) by 17.5 percent (19.4% for males & 15.4% for females). In addition to Congenital malformations by 14.1 percent (13.5% for males & 14.8% for females) and in the fourth place comes heart disease by 9.0 percent (8.2% for males & 9.8% for females).
Children form almost half of the Palestinian society
In 2013, there were 2.08 million children under the age of 18, constituting 47.1 percent of the total population in Palestine: 45.0 percent in West Bank and 50.6 percent in Gaza Strip. Children under the age of five make up 14.8 percent; 13.0 percent of children are aged between 5-9 years; 12.2 percent are in the 10-14 years age group; and 7.1 percent are in the 15-17 year age group.
Data indicate that the Palestinian family is formed earlier with an average age of females at first marriage in Palestine 20.1 years and 24.6 years for males in 2012.
Females Childhood marriage
The percentage of females who married before the age of 18 is 21.9 of the total marriages contracts in 2012, which amounted to 40,292 contract: 20.0 percent in West Bank and 24.6 in Gaza Strip. While the percentage of females who have been divorced before the age of 18 is 9.7 of the total divorce cases in 2012, which amounted to 6,574 divorce case: 8.9 percent in West Bank and 10.7 in Gaza Strip.
Respiratory diseases is the main cause of infant deaths
In 2012, Ministry of Health data indicated that the main cause of infant deaths in
As for the children's death under the age of five, Ministry of Health data in West Bank & during the same period clarified that the main cause for death is due to per-birth's diseases by 53.8 percent (52.8% of males & 54.9% of females).
Drop-out rate from elementary school higher among males
The number of students for 2012/2013 academic year in Palestine is about 1.136 million students , (990 thousands in the elementary level & 146 thousands in the secondary level). While the number of children enrolled in kindergarten in the same academic year is about 111 thousands boy and girl.
The drop-out rate from elementary school for the 2011/2012 academic year was 0.9 percent among male children compared to 0.5 percent among females. In secondary levels, the rate was 2.4 percent of males compared to 2.5 percent of females.
Failure rates at elementary school level during 2011/2012 were 1.3 percent of males and 1.0 percent of females. At secondary level, the rate was 1.1 percent of males and 0.8 percent of females.
Children spend seven hours daily on learning activities
Time use survey data 2012/2013 indicated that Children aged 10-17 years spend almost 6 hours & 56 minutes daily on
Palestine Palestinian Central Bureau of Statistics
learning activities (school enrollment classes, complete homework assignments, study for exams) of 7 hours & 19 minutes for females compared to 6 hours & 33 minutes for males in the same age group.
As for reading other learning activities, data showed that males from the same age group spend 35 minutes in reading (reading newspapers & magazines) compared to 45 minutes spend by females in this activity.
Children in the labor market
3.5 percent of all children aged 10-17 years were working, with or without pay, in 2013: 4.9 percent in West Bank and 1.4 percent in Gaza Strip. The number of male children engaged in work was higher than for females: 6.5 percent of male children compared to 0.3 percent of female children.
The proportion of children attending school and also engaged in child labor was 1.6 percent: 2.5 percent in West Bank and 0.3 percent in Gaza Strip, and 3.1percent among male children enrolled in school compared to 0.2 percent among females.
In 2013, the average of daily wage in NIS for children aged 10-17 years who works is 49.7 NIS and the weekly working hours are 44.5.
Poverty greater among children in Gaza than in West Bank
The average poverty level among Palestinian households based on patterns of consumption was 20.7 percent in 2011: 14.5 percent in West Bank and 32.6 percent in Gaza Strip. Also, 27.2 percent of all children suffer from poverty: 18.5 percent in West Bank and 39.3 percent in Gaza Strip. Greater poverty is apparent in Gaza households with children: 56.5
percent of poor households have children versus 43.5 percent in West Bank.
For more information please call Palestinian Central Bureau of Statistics , Ramallah – Palestine
Tel.(970/972) 02-2982700
Fax.(970/972) 02-2982710
Free line :1800300300
E-mail : [email protected]
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Using speech marks
Name: .......................................................................... Date: .......................................
Read the conversation below between the two characters. Can you write out the conversation using speech marks? Can you then continue the conversation?
... But we went to the park yesterday. OK. Let's go swimming instead. That's a good idea. Let's get our costumes. Great! I bet I can get changed before you!
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What do you think we should do today?
We could go and
play in the park.
Remember this handy rhyme: "66 and 99 each new speaker start a new line."
Using speech marks
Example answer
"What do you think we should do today?" she said to her friend James.
"We could go and play in the park," replied James.
"But we went to the park yesterday," complained Emily.
"OK," said James. "Let's go swimming instead."
"That's a good idea," said Emily quickly. "Let's get our costumes."
James gave a laugh. "Great! I bet I can get changed before you!" he shouted.
Rewrite this conversation in your book, adding the speech marks.
James and Emily got their swimming things together and set off for the pool.
I'm going to swim right to the bottom, said Emily, boasting.
I can't do that, replied James. You know the water stings my eyes.
Wear your goggles then, suggested Emily.
James thought for a while. They hurt my eyes a bit, he said. Maybe I should get some new ones.
I think you should, agreed Emily.
James asked in the swimming pool if he could buy some new goggles.
Of course, said the lady. What kind of goggles would you like?
I need some comfortable ones, said James. That don't hurt my eyes.
Try these on, suggested the lady.
James tried the goggles on. They feel great, he said. I'll buy those. Thank you.
That will be £2.50, said the lady.
Emily paid for the goggles and they went to get changed. I'll beat you into the water, shouted James. No you won't, yelled Emily.
They both jumped in together. Yippee, cried Emily. The water is warm. I'm going to go down the slide, said James. Are you coming? Yes, said Emily. I'm going to do a really fast slide. Bet you can't go as fast as me, thought James, but he didn't say it aloud. Whee! shouted Emily as she flew down the slide and into the water. Slowcoach, yelled James. Nowhere near as fast as me. It was, said Emily. You weren't even looking.
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Suriname at a Glance
| Capital: | Paramaribo |
|---|---|
| Official language: | Dutch |
| Population: | 591,919 (July 2017 est.) |
| Government: | presidential republic |
| Establishment | 25 November 1975 |
| National or Regional Currency: | Surinamese dollar (SRD) |
| Area: | total: 163,820 sq km ; land: 156,000 sq km ; water: 7,820 sq km |
Location: Northern South America, bordering the North Atlantic Ocean, between French Guiana and Guyana
Geographic Coordinates: 4 00 N, 56 00 W
Map References: South America
Area - Comparative: slightly larger than Georgia
Terrain: mostly rolling hills; narrow coastal plain with swamps
Elevation Extremes(M): lowest point: unnamed location in the coastal plain -2 m ; highest point: Juliana Top 1,230 m
Land Boundaries(Km): total: 1,907 km ; border countries:
Brazil 515 km, French Guiana 556 km, Guyana 836 km
Coastline: 3,587 km
Maritime Claims: territorial sea: 12 nm ; exclusive economic zone: 200 nm
Geography - Note: smallest independent country on South American continent; mostly tropical rain forest; great diversity of flora and fauna that, for the most part, is increasingly threatened by new development; relatively small population, mostly along the coast 1
History
First explored by the Spaniards in the 16th century and then settled by the English in the mid-17th century, Suriname became a Dutch colony in 1667. With the abolition of African slavery in 1863, workers were brought in from India and Java. The Netherlands granted the colony independence in 1975. Five years later the civilian government was replaced by a military regime that soon declared Suriname a socialist republic. It continued to exert control through a succession of nominally civilian administrations until 1987, when international pressure finally forced a democratic election. In 1990, the military overthrew the civilian leadership, but a democratically elected government - a four-party coalition - returned to power in 1991. The coalition expanded to to eight parties in 2005 and ruled until August 2010, when voters returned former military leader Desire BOUTERSE and his opposition coalition to power. President BOUTERSE was reelected unopposed in 2015. 2
Government
| Country name: | | | |
|---|---|---|---|
| | Government | | |
| | type: | | |
| | Capital: | | |
| | Administrative | | |
| | divisions: | | |
| Independence: | Independence: | | |
| | Nationa | l | |
| | holiday: | | |
| Constitution: | Constitution: | | |
| Legal system: | | | |
| | Suffrage: | | |
| Executive branch: | Executive | | chief of state: President Desire Delano BOUTERSE (since 12 August 2010); Vice |
| | branch: | | Vice President Ashwin ADHIN (since 12 August 2015); note - the president is |
| | | | both chief of state and head of government |
| | | | head of government: President Desire Delano BOUTERSE (since 12 August |
1 http://www.economywatch.com/economic-statistics/suriname/Geography/
2 https://www.indexmundi.com/suriname/background.html
| | | 2010); Vice President Ashwin ADHIN (since 12 August 2015) |
|---|---|---|
| | | cabinet: Cabinet of Ministers appointed by the president |
| | | elections/appointments: president and vice president indirectly elected by the |
| | | National Assembly; president and vice president serve a 5-year term (no term |
| | | limits); election last held on 25 May 2015 (next to be held in May 2020) |
| | | election results: Desire Delano BOUTERSE reelected president unopposed; |
| | | National Assembly vote - NA |
| Legislative branch: | description: unicameral National Assembly or Nationale Assemblee (51 seats; members directly elected in multi-seat constituencies by proportional representation vote to serve 5-year terms) elections: last held on 25 May 2015 (next to be held in May 2020) election results: percent of vote by party - NDP 45.5%, V7 37.2%, A-Com 10.5%, DOE 4.3%, PALU .7%, other 1.7%; seats by party - NDP 26, V7 18, A- Com 5, DOE 1, PALU 1 note: seats by party as of April 2017 - seats by party - NDP 26, VHP 9, ABOP 5, PL 3, NPS 2, BEP 2, DOE 1, PALU 1, independent 2 | |
| Judicial branch: | highest resident court(s): High Court of Justice of Suriname (consists of the court president, vice president, and 4 judges); note - appeals beyond the High Court are referred to the Caribbean Court of Justice; human rights violations can be appealed to the Inter-American Commission on Human Rights with judgments issued by the Inter-American Court on Human Rights judge selection and term of office: court judges appointed by the national president in consultation with the National Assembly, the State Advisory Council, and the Order of Private Attorneys; judges appointed for life subordinate courts: cantonal courts | |
Source: https://www.indexmundi.com/suriname/government_profile.html
International Human Development Trend
Human Development Index
Ranking: 100
Source: http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf
Human Development Indicators
Health
Source: http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf
Education
| | Indicator | Value |
|---|---|---|
| | Government expenditure on education (% of | … |
| | GDP) (%) 2012-2017 | |
| Primary school dropout rates (% of primary school cohort) 2007-2016 | | |
| | Expected Years of Schooling (of children) 2017 | 12.7 |
| Adult literacy rate, both sexes (% aged 15 and above) | | |
| | Mean years of schooling (of adults) (years) | 8.5 |
Source: http://hdr.undp.org/sites/default/files/2018_human_development_statistical_update.pdf
Economy - overview:
Suriname's economy is dominated by the mining industry, with exports of oil and gold accounting for approximately 85% of exports and 27% of government revenues. This makes the economy highly vulnerable to mineral price volatility. The worldwide drop in international commodity prices and the cessation of alumina mining in Suriname significantly reduced government revenue and national income during the past few years. After 99 years of operations, a major US aluminum company recently discontinued its activities in Suriname. Public sector revenues fell, together with exports, international reserves, employment, and private sector investment.
Economic growth declined annually from just under 5% in 2012 to -10.4% in 2016. In January 2011, the government devalued the currency by 20% and raised taxes to reduce the budget deficit. Suriname began instituting macro adjustments between September 2015 and 2016; these included another 20% currency devaluation in November 2015 and foreign currency interventions by the Central Bank until March 2016, after which time the Bank allowed the Surinamese dollar (SRD) to float. By December 2016, the SRD had lost 46% of its value against the dollar. High import price pass-through from depreciation and electricity tariff increases caused inflation to increase 55.5% year-over-year in December 2016.
Suriname's economic prospects for the medium-term will depend on continued commitment to responsible monetary and fiscal policies and on the introduction of structural reforms to liberalize markets and promote competition. The government's over-reliance on revenue from the extractive sector colors Suriname's economic outlook. One credit bureau forecasted that the economy would contract 2% in 2017. Rising international oil prices and higher production by Suriname's oil company, Staatsolie's, will lift oil exports. Two new offshore oil exploration wells will draw 100 million dollars in foreign direct investment inflows. Higher gold prices and increased production from the Merian gold mine also will lift exports. However, investment overall is slowing and unemployment is rising, reflecting government spending cuts, weak business confidence, and the completion of large mining infrastructure projects. Fiscal problems, such as a failure to secure sufficient external financing, could result in additional pressure on the exchange rate and inflation. 3
Economic Outlook
Source: https://tradingeconomics.com/suriname/indicators
3 https://www.indexmundi.com/suriname/economy_overview.html
GDP
The Gross Domestic Product (GDP) in Suriname was worth 3.32 billion US dollars in 2017. The GDP value of Suriname represents 0.01 percent of the world economy. GDP in Suriname averaged 1.33 USD Billion from 1960 until 2017, reaching an all time high of 5.24 USD Billion in 2014 and and a record low of 0.09 USD Billion in 1960. 4
GDP Annual Growth Rate
The Gross Domestic Product (GDP) in Suriname contracted 2.10 percent in 2017 from the previous previous year. GDP Annual Growth Rate in Suriname averaged 1.33 percent from 1977 until 2017, 2017, reaching an all time high of 10.80 percent in 1988 and a record low of -8.80 percent in 1987. 5 1987. 5
4 https://tradingeconomics.com/suriname/gdp
5 https://tradingeconomics.com/suriname/gdp-growth-annual
GDP per Capita
The Gross Domestic Product per capita in Suriname was last recorded at 8043.46 US dollars in 2017. The GDP per Capita in Suriname is equivalent to 64 percent of the world's average. GDP per capita in Suriname averaged 7065.71 USD from 1975 until 2017, reaching an all time high of of 9008.80 USD in 2013 and a record low of 5445.30 USD in 1987. 6
Government Budget
Suriname recorded a Government Budget deficit equal to 5.70 percent of the country's Gross Domestic Product in 2016. Government Budget in Suriname averaged -2.42 percent of GDP from 2005 until 2016, reaching an all time high of 5.70 percent of GDP in 2007 and a record low low of -9.80 percent of GDP in 2015. 7
Foreign Trade Evaluation
| | Trade | | Last | | Previous | | Highest | | Lowest | Unit |
|---|---|---|---|---|---|---|---|---|---|---|
| Balance of Trade 197.70 97.80 296.60 -129.40 USD Million Current Account 110.50 -48.80 248.30 -227.90 USD Million Current Account to GDP -4.40 -15.70 53.23 -30.44 percent Exports 599.60 499.50 738.60 264.60 USD Million | | | | | | | | | | |
| Imports | | 402.00 | | 401.70 | | 594.10 | | 220.60 | | USD |
| | | | | | | | | | | Million |
7 https://tradingeconomics.com/suriname/government-budget
Balance of Trade
Suriname recorded a trade surplus of 197.70 USD Million in the fourth quarter of 2018. Balance of Trade in Suriname averaged 90.39 USD Million from 2006 until 2018, reaching an all time high of 296.60 USD Million in the third quarter of 2011 and a record low of -129.40 USD Million in the third quarter of 2015. 8
Exports and Imports
Exports in Suriname increased to 599.60 USD Million in the fourth quarter of 2018 from 499.50 USD Million in the third quarter of 2018. Exports in Suriname averaged 479.34 USD Million from 2006 until 2018, reaching an all time high of 738.60 USD Million in the fourth quarter of 2012 and a record low of 264.60 USD Million in the first quarter of 2006. 9
8 https://tradingeconomics.com/suriname/balance-of-trade
9 https://tradingeconomics.com/suriname/exports
Imports in Suriname increased to 402 USD Million in the fourth quarter of 2018 from 401.70 USD USD Million in the third quarter of 2018. Imports in Suriname averaged 388.95 USD Million from from 2006 until 2018, reaching an all time high of 594.10 USD Million in the third quarter of 2013 2013 and a record low of 220.60 USD Million in the first quarter of 2006. 10
10 https://tradingeconomics.com/suriname/imports
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SPECIAL EDUCATIONAL NEEDS & DISABILITY POLICY
Junior School
A major aim at Redmaids' High Junior School is to respond to every child's individuality and to realise the potential of each child. We aim to develop the academic ability of pupils from many different backgrounds and cultures and to fulfil their potential by equipping them with the skills and knowledge to succeed in a changing world. We recognise that some pupils experience difficulties in their learning or have a disability that hinders them from making the same progress as most children of their age. Others may need temporary help to develop their language skills if English is not their first language. We also recognise that some pupils need different provisions made for them because they advance much more quickly than most children of their age.
Aims
- To fulfil the academic ability of all pupils
- To ensure each pupil develops to their full potential
- To maintain good self-esteem and develop self-efficacy in each pupil
Objectives
- To identify and provide high quality provision for pupils who have special educational and additional needs.
- To work within the guidance provided in the Special Educational Needs and Disability Code of Practice 0-25 years 2014 (SEND Code 2015)
- To provide support and advice for all staff working with pupils with special educational needs
Structure
Support for pupils with Special Education Needs and/or Disabilities is one strand of learning.
Enhancement at Redmaids' High Junior School. The full structure can be seen below:
Learning Enhancement (overseen by the Headteacher)
Key personnel:
Details of the provision for gifted and talented students can be found in the Code of Practice for More Able. Further policies for EAL and Behaviour are also available on the school website.
Identifying Special Educational Needs
A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child or young person has a learning difficulty or disability if she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability that prevents or hinders her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Special educational provision is that which is additional to, or different from, that made generally for other children or young people of the same age. (Special educational needs and disability code of practice: 1 to 25 years, July 2014, Introduction xiii, xiv, xv).
At Redmaids' High Junior School, class and subject teachers provide for all pupils through personalised teaching. If a pupil does not make adequate progress following in-class intervention and high-quality personalised teaching, then they may be identified as having SEN, and categorized as needing SEN Support.
There are four broad areas of special educational need. These are:
* Communication and interaction
* Cognition and Learning
* Social, Emotional and Mental Health difficulties
* Sensory and Physical needs
The following are not SEN but may impact on progress and attainment:
- Poor attendance and punctuality
- Health and welfare problems
- English as an additional language (EAL)
- Being in receipt of pupil premium
- Being a looked-after child
A graduated approach to SEN support
The SENCo is responsible for keeping the records relating to pupils with individual educational needs up to date, and for co-ordinating all review procedures.
A pupil will be added to the SEND register when she has a learning difficulty or a disability which requires special educational provision to be made for her. The SEND register can be found on the V: Drive.
A pupil will only be placed on the SEND register when high quality, personalised teaching coupled with appropriate interventions has not led to the pupil making adequate progress. Every teacher is expected to anticipate individual learning needs and to help overcome barriers to learning by following the 'assess, plan, do, review' process.
The class or subject teacher should routinely assess the needs of each pupil, drawing on baseline data, assessments, experience of the pupil and parental input. The subject teacher should plan targeted learning support for pupils and take full responsibility for their progress.
Targeted learning support may include: differentiated work within the classroom, small group reinforcement of topics with a TA or specialist teacher, one-to-one support from the class teacher, TA or parent volunteers, supplementary work to be carried out at home.
Should a concern be on-going, despite targeted intervention by the class teacher, then Special Educational Needs support may be considered. The specialist teacher may administer a fuller assessment using specialist tests. This may result in parents being advised to obtain a formal diagnosis for dyslexia or other specific learning difficulty, either via the specialist teacher or from an outside specialist. A formal, written report from the specialist teacher will incur a cost. Should concerns over progress remain following this graduated response, it may be appropriate to initiate an application for an Education, Health and Care (EHC) Plan via the pupil's local education authority.
The class or subject teacher remains responsible for working with the pupil and they should work closely with any teaching assistants or specialist staff involved.
All pupils on the SEND list have an Individual Education Plan (IEP). These are drawn up in consultation with staff, parents and the pupil, and are reviewed twiceyearly. Any pupil with an Education, Health and Care (EHC) plan will be similarly assessed and reviewed annually.
All pupils who require additional support with their learning (either in or out of class), including those with English as an Additional Language, will be included on the overall learning support list.
Managing pupils' needs
During their first year at RHJS, all pupils from Year 3 onwards undertake two computerized screening tests: InCAS, which gives a picture of current performance in the core skills and developed ability, and a baseline dyslexia screening test. These assessments can give an early indication of potential learning difficulties. Pupils' progress is regularly monitored so that special educational needs can be identified as early as possible.
1. Pupils achieving at risk scores on the InCAS or dyslexia screening, and/or those who are identified by class or subject teachers as needing further investigation are assessed individually by the specialist teacher using a range of standardised tests.
2. A report from an educational psychologist or other specialist may be advised when further specialist assessment is required to identify particular areas of need e.g. dyslexia or other specific learning difficulties
3. In addition staff may highlight pupils throughout the year on a Record of Concern on SIMS.
4. Pupils with EAL will be assessed within their first month in school and placed on the learning support list, according to individual need.
5. Should a pupil require special provision they will be categorised under one or more of the four subsets of SEN Support (see above)
6. This special provision may include individual support lessons with one of the school's specialist teachers.
7. This specialist tuition is usually for 30 minutes per week (as agreed with parents and class teachers) and pupils are withdrawn from the class on the same basis as for peripatetic music and drama lessons - on a rotating timetable during the school day (starting from 8 am). This incurs an additional cost for parents. In some cases pupils will arrange this tuition outside of school hours with an independent specialist teacher. We draw up IEPs for these pupils and liaise, if possible, with their private tutors.
8. Pupils and parents can be involved in the implementation of the IEP.
9. All staff plan their lessons in ways that will encourage the participation and learning of all pupils, with differentiated learning opportunities.
10.Each pupil on the Special Educational Needs Register is closely monitored by her class teacher and the SENCo. IEPs are reviewed every six months and parents are regularly consulted and informed about their child's learning.
11.Should the school identify that a pupil requires additional funding and support from the Local Authority, or following a request from parents, then the SENCo will apply to the appropriate Local Authority by completing an application for an Education, Health and Care Plan. Parents and pupils will be involved in the completion of this paperwork at all stages.
Children with a noted learning difficulty or disability may require specific arrangements in formal tests and examinations in order to show their full potential. For example, they may require a measure of extra time to complete tests, or they may require a reader or a scribe, or other individual arrangements. These access arrangements will be decided according to an individual child's needs, and will mirror their normal way of working in class – e.g. extra time will be given if the class teacher has observed that they regularly need longer to process information than other pupils or if they have scored below average in any relevant standardised tests. Extra time is not given for the computerized InCAS or screening test, or any Verbal Reasoning tests, as they are baseline assessments which can themselves be a useful indicator of learning difficulties.
Training and resources
Updated information regarding pupils on the SEND register is shared with all staff at the beginning of each term, or according to need. Regular in-service training is provided to staff by the SENCo.
Storing and managing information
Documents pertaining to SEND are stored on the Y: Drive and on SIMS. Any confidential paperwork is stored securely in the Headteacher's office. SEND records are kept in line with current regulations.
Lisa Brown/Grace Wakelin /Gilly Rowcliffe Reviewed June 2021 Review date May 2022
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Safety of nitrogen in CIG
Safety when handling liquid nitrogen stored in cryogenic receptacles Liquid nitrogen
This gas has a boiling temperature of -196 °C.
1 liter of liquid produces 691 liters of gas at 15 °C.
Liquid nitrogen and cold gaseous nitrogen are heavier than air and therefore tend to accumulate in the enclosed spaces. Storage rooms and vehicles used for the transport of filled cryogenic receptacles must be well ventilated.
Skin contact with very cold nitrogen can cause severe injury.
When handling liquid nitrogen, protective gloves, goggles, and closed shoes covered at the bottom of pants should be worn. If liquid nitrogen soaks into clothing, remove clothing immediately and rinse skin with plenty of water. If blistering occurs, or if loss of feeling occurs, seek medical attention immediately. The doctor must be made aware of the type of injury.
Nitrogen gas is colorless, odorless, tasteless and non-toxic. In too high a concentration in the ambient air, however, it can reduce the oxygen content and thus have an asphyxiating effect. For this reason, cryogenic receptacles shall not be placed in the driver's cab during carriage. –
Rules for the carriage of liquid nitrogen in CIG, do not carry liquid nitrogen on stairs because if there is a fall, the nitrogen may pass to a lower floor and burn people below.do not stand in the same lift as the Dewar containing the nitrogen; if the lift breaks down, there is a risk of asphyxiation. We have set up the following system on each floor, stored between the lifts, a Sagex (polystyrene) container is used for this transport, when you go to get liquid nitrogen you must use this container to put your Dewar in it, put the polystyrene container in the lift and take the other lift for you (or walk up) to get your nitrogen from your floor. If you see one of these containers alone in the lift, do not take the lift.
Translated with www.DeepL.com/Translator (free version)
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BLACK LEADERS OF ATLANTA
MATCHING QUIZ
BLACK LEADERS OF ATLANTA
MATCHING QUIZ
About this Tour
In honor of the Black History Month, I created a new tour that encourages people to learn about twenty-one exemplary individuals who made a lasting impression on ATL. This interactive tour was modeled after a similar one I created last year called, Women of Distinction: 20 Women Who Made a Lasting Impression on Atlanta. Both are self-guided tours that you can take online or in person. The full experience has four components:
1. Multimedia Website that provides biographical information about each leader as well as tips on how and where to connect with them. In some cases, the connecting point is a street named in their honor that you can walk, bike or drive on. In others, it's a building or statue that you can visit.
2. Matching Quiz that will establish a baseline for you. Take this before and after you have experienced the tour. Share with your friends and family to see how well they know these leaders!
3. Interactive Map that identifies the locations of the various streets and monuments that were named to commemorate their contribution to ATL.
4. Explorer's Log that you can use to keep track of the places you visit.
As you make these connections you will develop a greater appreciation for the impact these exemplars had on Atlanta. You will see and feel the city differently as you drive along the streets that celebrate their lives. In so doing, you will honor their memories and the sacrifices they made to make ATL and the world a better place for all of us.
Stay curious and keep exploring!
Steve Saenz, ATLsherpa
Atlanta, GA, February 2021
BLACK LEADERS OF ATLANTA MATCHING QUIZ
Use this matching quiz to see how many of the 21 exemplars you can identify…
A. Aaron, Hank
H. Hill, Jesse
O. Mays, Benjamin E.
B. Abernathy, Ralph David
C. Bond, Julian
D. Boone, Joseph E.
E. Dobbs, John Wesley
F. DuBois, W.E.B.
I. Hollowell, Donald Lee
J. Holmes, H. E.
K. Jackson, Maynard
L. King, Martin Luther
M. Lewis, John
P. Paschal, James & Robert
Q. Pope, Roslyn
R. Washington, Booker T.
S. Wilkins, Domonique
T. Williams, Hosea
G. Herndon, Alonzo
N. Lowery, Joseph
U. Young, Andrew
1.
This reverend was known as the "Dean of the Civil Rights Movement"
2. This professor was the first African American to earn a doctorate from Harvard
3. This attorney was elected as the first black mayor at the age of 35
4. This ordained minister was a tireless advocate for the hungry and homeless
5. This former mayor was instrumental in getting the 1996 Olympic Games to be held in ATL
6. This native Parisian was known as the "Human Highlight Film"
7. This Atlanta native won a Nobel Peace Prize for his work on civil and human rights
8. This minister is credited with laying the intellectual foundations of the civil rights movemen
9. 715 + 755
10. This life ins executive was the first black president of a chamber of commerce of a major cit
11. These entrepreneurs built an iconic business in Castleberry Hill
12. This Baptist minister collaborated with King to create the Montgomery Improvement Assoc
13. This entrepreneur was born into slavery and one of the first black millionaires in America
14. This orator delivered a famous speech in Piedmont Park in 1895
15. This civil rights attorney and first black regional director of a federal agency (EEOC)
16. This political leader was known as the “Mayor of Auburn Avenue”
17. This Spelman alum penned a pivotal document that led to the Atlanta Student Movement
18. This stateman served in the U.S. House of Rep for Georgia's 5th congressional district
19. This Morehouse alum served 4 terms in the GA House of Rep and 6 in the GA State Senate
20. Dr. King named this reverend the chief negotiator of ‘Operation Breadbasket’
21. This surgeon was one of the first two black students admitted to the UGA
SCORE: I was able to identify _____ of the 21 leaders on ________________(date)
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National Tests 2018
Why do we have national tests?
End of KS2 national tests are taken by all children in England to compare how schools are doing
The children like to know where they are in their own learning
To tell Amberley C of E Primary how well we are doing
To enable secondary schools to build on the level your child is working at
Life without Levels
In previous years pupils have achieved National Curriculum levels, ranging from level 3 to 6.
Under the new curriculum, pupils are working towards Age Related Expectations (ARE).
In the SATs tests pupils will achieve a 'scaled' score depending on their performance against the average performance for their age, '100' being the expected standard (ARE).
Below, expected or higher than expected standard
Before the Test
Revision Guides (CGP)
Encourage your child to work at speed
Support children with homework
Read with them and talk about what you've read. Discussing characters, settings and authors' choices
BE POSITIVE
CGP Revision BookletsEnglish.
CGP Revision BookletsMaths.
Test Week
SPAG Test
It tests spelling, punctuation, grammar and vocabulary
Paper 1: questions is a combined question and answer booklet. Pupils will have 45 minutes to answer the questions which are worth 50 marks in total.
Paper 2: spelling consists of a test transcript to be read by the test administrator and an answer booklet for pupils to write 20 spellings. The test is expected to take approximately 15 minutes, but is not strictly timed. The questions are worth 20 marks in total.
Grammar, Punctuation and Spelling Paper 1
Grammar, Punctuation and Spelling Paper 1
Reading Test
The English reading test focuses on the comprehension elements of the national curriculum and includes a mixture of text genres. The test is designed so that the texts increase in their level of difficulty.
The test consists of a reading booklet and a separate answer booklet. Pupils will have one hour to read the 3 texts in the reading booklet and complete the questions, which are worth 50 marks in total.
Reading Paper
Reading Paper
Maths
The mathematics test comprises 2 components, presented to pupils as 3 test papers:
Paper 1: arithmetic
Paper 2: reasoning
Paper 3: reasoning
Paper 1: arithmetic assesses mathematical calculations. The questions cover calculations involving all 4 operations, including calculations with fractions, decimals and percentages. They also cover long divisions and long multiplications. Pupils will have 30 minutes to answer the questions which are worth 40 marks.
Papers 2 and 3 assess mathematical fluency, solving mathematical problems and mathematical reasoning. Pupils will have 40 minutes to answer the questions which are worth 35 marks per paper.
(No calculator)
They need to apply their knowledge of number, shape and measures to a variety of problems. Questions can be read to pupils but mathematical words cannot be explained.
Maths Paper 1: Arithmetic
Maths Paper 2 / Paper 3 : Reasoning
What support can pupils have during the tests?
Scribe: Some pupils will be eligible for a scribe who completes writing for them
Transcript: Some pupils will have the work transcribed after the test to support markers with reading their work.
Rest Breaks: Pupils who have issues with concentration or fatigue will be able to have rest breaks during the test
Colour Paper: Some pupils will have paper on coloured paper to support their processing
Questions Read: Pupils can request for questions to be read to them if they can not read it themselves (this is not allowed in the reading paper).
Preparing for the Tests
* First and foremost, support and reassure your child that there is nothing to worry about and they should always just try their best. Praise and encourage!
* Ensure your child has the best possible attendance at school.
* Support your child with any homework tasks.
* Reading, spelling and arithmetic (e.g. times tables) are always good to practise.
* Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion).
* Good sleep the night before.
* Start each day with a good breakfast-School will be providing a "breakfast club" each morning during SATs week.
* Have all equipment ready
* Arrive at school on time
* Water bottle
* Breaktime snack
* Encourage with a smile
Absence
If your child is unwell, let their class teacher know.
They can always do the test and then go straight home to give them time to recover for the following day
The school can apply for pupils to complete the test at a later time. This can only happen when we can ensure pupils are not in contact with peers.
Writing
No one-off test or assessment
Pupils work from January onwards is considered in making teacher assessment judgement
Evidence of pupils applying all taught skills in writing opportunities in English and across the curriculum
Children will be assessed as either working towards the expected standard, meeting the expected standard or at greater depth within the expected standard. There are also 'PreKey stage' descriptors.
Legible handwriting and accurate spelling and punctuation are essential.
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Classical Greece – Alexander and the Hellenistic Empire
Alexander's Childhood and Rise to Power
Phillip II
- Alexander's Father
- King of Macedonia
o Loved everything about Greece
- Phillip Conquers Greece (338 B.C.E.)
o Through Alliances, Bribes, and War
o Leaves Sparta alone
Alexander's Education
- Grew up learning Greek Culture
o Educated by Aristotle
- Proved early on to be good Military Commander
o Won his first war at age of 16
Alexander's Rise to Power
- Phillip married Macedonian woman and had a son
- Phillip Assassinated in 336 B.C.E.
- Olympia (Alexander's mother) able to outmaneuver others and Alexander is placed on throne
- First act of power was to consolidate power at home, Greece, and in the Balkans
Building the Hellenistic Empire
Empire Building: Asia Minor
o In 334 B.C.E. Alexander crosses the Hellespont into Asia Minor
* Only took about 35,000 Greek Soldiers with him
o Fought local Persian Army (And Greeks)
- Attacked coastal cities to make it hard for Darius III's Navy
- Undid Gordian Knot
Empire Building: Syria
- Alexander continues strategy of trying to destroy ports
- Finally meets Darius III's army at Battle of Issus
o Alexander Tricks Darius
o Main body of army holds Darius' Army
o Alexander's cavalry comes around on the left in direct attack on Darius
o Darius runs leaving wife, children, and treasure behind
- Siege of Tyre
o Suppose to be impossible to take over
o Alexander Tried and Failed, then tried again and won
o Punished population for not surrendering
o 2000 Crucified
o All males of military age killed
o Everyone else sold into slavery
- Attack on Hebrew People
o Most cities open gates (including Jerusalem)
o Gaza does not
[x] Again Alexander makes an example and slaughters everyone
Empire Building: Egypt
- Alexander Walks into Egypt and is hailed as a liberator
- Founds city of Alexandria
o Hellenistic Cultural center in Egypt
* Great Library – Center of Scholarship
* Great Lighthouse – Architectural Wonder
- Upon death of Alexander Egypt falls under control of Ptolemy
o Dynasty rules under 30 B.C.E.
* Cleopatra last of Dynasty
Empire Building: Persia
- Alexander Heads into Persia and meets Darius at Gaugamela
o Alexander again tricks Darius
* This time attacks Darius' left
* Alexander makes direct attack on Darius and again makes him run away
o Darius again runs away
o This time leaving behind an Empire
- Captures Persian Capital of Persepolis
o Him and Army stay for 5 months
- Still needed to make himself legitimate king
o Meant killing Darius
* Darius is killed by bodyguard 330 B.C.E.
* Alexander now considered true king of Persia
Empire Building: India
- Army Reaches Hyphasis River and Mutinies
o Too long since they were home
o Too far away from home
o Don't want to face anymore Indian Armies
- Alexander tries to convince army to go further but they don't want to
o Forced to head home
* Alexander heads back to Persia to plan new attacks into Arabia and India 324 B.C.E.
* June 10 th or 11 th , 323 B.C.E. Alexander dies in Babylon
* Poison or Disease
* Body placed in Alexandria and becomes sacred site for Greeks and Romans
Alexander's Legacy
- At height of power Alexander's Empire was the known world
o Egypt, Greece, Persia
- Alexander Left no true Heir to the throne
- Empire is split up between Alexander's Generals
o Empire fought over by descendants for next 300 years
- Spread of Greek Culture
o Everywhere Armies went they took culture with them
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STEM School Chattanooga 9 th Grade PBL
Unit Plan Template
Unit 1: Dynamics
Learning Target Topics
Art I: Plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
Algebra I: Solve quadratic equations in one variable. Geometry: Apply geometric concepts in modeling situations;
English I: Create/write narratives to develop experiences; Use digital media to enhance understanding and interest; Adapt speech to concept or task.
Physical World Concepts: Investigate and analyze the kinematics and dynamics of projectile motion in a gravitational field..
World History: Research historical information; Write an expository report to explain the history of the chosen method.
| Grade Level | 9th Grade | Unit Length |
|---|---|---|
| Unit Overview | | |
| Unit Essential Issue | | |
| Culminating Events | | |
The following items will be assessed by the appropriate content area teacher:
* Algebra I/Geometry: Correct use of the mathematical learning targets in the design and launch of the catapult in the Catapult Analysis Worksheet.
* Physical World Concepts: The research and analysis of the physics of the machines and projectiles in the Catapult Analysis Worksheet.
* English I: Use of the Weekly Prototype Videos and Final Documentary to document the building process, testing, and final design of the launching device.
* Art: Form and balance in the model and aesthetics in the launching device design plan.
* World History: Research, citation, and use of analysis of historical content in the research-based expository writing showing the history of their chosen launching device type.
Common Assessment
| | STEM PBL Rubric | | PBL Unit: _______________________ Student: _______________________ Date: ____________ |
|---|---|---|---|
| | Advanced | Proficient | Needs Improvement |
| Math Components: Algebra I | ● Students will predict the angles for release point that is optimal to achieve a launch covering the longest distance. ● Prediction must be graphed and supported using mathematical evidence and terminology. | ● Students will create data tables for 4 different catapult launch angles, recording time and distance for each. ● Students will use technology to graph each launch and use data to determine maximum height and initial velocity. | |
| Math Components: Geometry | ● Student can alter the scale of an existing catapult or trebuchet design. ● Completed design using TinkerCad. | ● Student can design to scale a catapult which satisfies specified physical constraints. ● Completed design using TinkerCad. | |
| Science Components: Physical World Concepts | ● Students will quantitatively predict the effects on their machine in a different gravitational field in the advanced portion of the worksheet. ● Students will suggest improvements to their machine that would increase their range and discuss the effects those improvements would have on the variables in both dimensions. | ● Students will create a catapult suitable for launching a payload. ● Students will build the machine base using no automated parts or kits. ● Complete PWC Catapult Analysis of kinematics and gravity in 2 dimensions. ● A written description of the displacement, velocity and acceleration of the projectiles in both X and Y dimension. ● Students will qualitatively predict the motion of their machine in a different gravitational field. | |
| Language Arts Components: English I | ● Video includes an analysis of the designs through reflections of results, adaptations, and predictions for the next prototype design. ● Videos will include personal interviews from team member(s) about roles, struggles, and/or successes. ● Videos are personalized and engaging, including analysis of learning through the processes. | ● Students will document the design and construction process, from first to final design, in the Weekly Prototype and Final Documentary Videos. ● Students will include testing, results, and next steps in the weekly prototype clips. ● Students will use speech and domain-specific vocabulary in | |
Unit Learning Targets
| | | the videos that is appropriate to the task and purpose. |
|---|---|---|
| Social Studies Components: World History | ● Accurately and effectively presents important details from reading materials to develop thesis or claim. ● Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. ● Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding. | ● Accurately presents details from reading materials relevant to the purpose of the prompt to develop thesis or claim. ● Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. ● Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. |
| Art Components: Art I | ● Model must perform task effectively. ● Two or more different digital fabrication elements. ● Analyze the process of building the model as you use the fabrication processes in the documentary video. | ● Final model will be assessed on their use of form. ● Final model must be free- standing and visually balanced. ● Final model must have one element of digital fabrication. |
Minimum
Algebra:
Requirement Components: be graded
* Tables correctly labeled and graphs created using graphing technology
Must be included to
Geometry:
* A two-dimensional orthographic design of the graph must be completed using TinkerCad.
English I:
* Weekly Prototype Video Clips must be completed each week and added to FlipGrid BEFORE advancing to the next prototype step.
* Prototype and documentary videos must include ORIGINAL still images or live video of your launching device and processes.
* Videos should be no more than 5 minutes long.
PWC
:
* Machine must fit the size requirements mentioned in the pacing guide.
Art:
* Model must be sturdy and well put together within the size standards.
World History:
* Expository essay should be a minimum of 1.5 pages long.
* Must have at least one primary and/or secondary sources.
Algebra 1:
* I can interpret complicated expressions by viewing one or more parts as a single entity.
* I can interpret parts of an expression such as factors, coefficients and terms..
Geometry:
* I can apply geometric concepts in modeling situations.
* I can visualize relationships between two-dimensional and three-dimensional objects.
PWC:
* I can use kinematics in 2 dimensions to analyze motion.
* I can discuss possible differences in motion due to differences in the gravitational field.
English I:
Vocabulary
* I can create/write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
* I can make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Art:
* I can plan and produce a work combining technologies, media, and processes of visual art with those of another discipline.
* I can synthesize the use of expanded media, techniques, and processes to create a model form in a specific medium.
* I can analyze and employ different types of media, techniques, and processes used to create various art forms.
World History:
* I can write an expository paper of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
* I can gather information from multiple sources, assessing the usefulness of each source and integrating information into the text successfully, avoiding plagiarism and following a standard format for citation.
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Curriculum Overview
Subject: Biology
Year Group: 10
Year 10 & 11 Biology is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Biology specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/z9ddmp3
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/biology Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Chemistry
Year Group: 10
Year 10 & 11 Chemistry is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Chemistry specification and are required to undertake 8 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent
Half term 2: Electrolysis test
Half term 2: Energy changes test
Half term 2: Effect of concentration and pressure LWQ End of Yr 10 PPE
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zs6hvcw Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/chemistry Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Subject: Physics
Year Group: 10
Year 10 & 11 Physics is academically ambitious. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA GCSE Physics specification and are required to undertake 10 required practical activities, developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes permanent.
Extended reading suggestions and external resources:
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zpm6fg8
Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/physics Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
Curriculum Overview
Year Group: 10
In Year 10 & 11 students complete a carousel of learning across topics in Biology, Chemistry and Physics. Throughout Key Stage 4 (KS4) students will extend the powerful knowledge already developed in KS3. Each Lesson has a particular LORIC and Career focus reflecting the school's improvement plan. The more cognitively challenging topics are scheduled later in the course to allow time for the development of the skills and knowledge to deliver them effectively. Topics are rotated out of sync with Single sciences so that resources are available to all students.
With a focus on Key Concepts, Apparatus and Techniques across all topics students will develop the subject disciplinary knowledge needed to scrutinise the world around them and communicate their findings effectively. Students will follow the AQA Combined Science specification and are required to undertake 21 required practical activities developing analytical and rational thought processes through planning, experimentation and reflection. Developing extended science writing through the use of long written questions (LWQ) has been identified as a particular area of development. Interleaving questions at the beginning of every lesson allow students to spend time recalling previous learning so that practise makes
C7
P8
P9
KS4 Bitesize Science https://www.bbc.co.uk/bitesize/subjects/zp266yc Oak National Academy Lessons https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/combined-science
Chase High Youtube Playlists https://www.youtube.com/channel/UCSK4ImJfi5sPH4UBp7cZtyQ
We actively encourage students to read and research about the wider Scientific word- Planet Earth and Perfect Planet both on BBC iPlayer are examples of where students can engage with Science from the safety and comfort of their own homes.
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Evaluating Public Education in Dallas County
Dallas County education system can do more to prepare all students for success
Civic, career and college readiness begin in a child's earliest years. Too many Dallas County children struggle to meet academic benchmarks. Due to a legacy of policies that can create or exacerbate differences in outcomes, children of color and children from economically disadvantaged backgrounds are disproportionately likely to face barriers to academic achievement. Dallas County needs a more durable and well-funded pipeline across our education and workforce systems to prepare students of all backgrounds for the jobs of today and tomorrow.
ACHIEVEMENT GAP
OUTCOMES
Dallas County Students Passing STAAR 3rd Grade Reading
72%
58%
Inequities in school funding and resources can create gaps in on-time graduation rates. Dallas County's Black, Hispanic, and multiracial students are less likely to graduate from high school on time than their White and Asian peers.
When students struggle to complete their education, they can experience barriers to entry-level employment and pathways to jobs with wages high enough to meet their needs.
4-Year H.S. Graduation Rates by Race & Ethnicity (2017)
94%
81%
84% 81%
21%
ASIAN
BLACK
HISPANIC
WHITE
Economically disadvantaged elementary and middle school students pass STAAR tests half as often as their peers, and 70% of Dallas County students who dropped out of school in 2017 were economically disadvantaged.
87%
ASIAN
BLACK HISPANIC MULTIRACIAL
SOLUTIONS
To address the holes in our educational pipeline, we should:
* Provide support to economically disadvantaged students early by funding a full-day Pre-K program for all eligible children.
* Remodel Texas' outdated school finance system. For more information, see the Texas Kids Count Data Guide on Texas Public Education.
Learn more at CPPP.org
WHITE
33%
#TXkidscount
1. Children in economically disadvantaged households and children who are English language learners are particularly likely to benefit from enrollment in early childhood education programs. However, in Dallas County, children in poorer families are less likely to attend preschool than their higher income peers.
What strategies do you support that could ensure early childhood education opportunities for all Dallas County kids?
2. The early achievement gaps in math by race, ethnicity, and economic status show that far too many Dallas County students are facing barriers to success. For example, Black (21 percent) and Hispanic (33 percent) third graders are much less likely to be proficient in math than their Asian (72 percent) and White (58 percent) peers.
What strategies do you support to address the reading and math achievement gaps in education?
3. Today's job market is especially difficult for young people without a high school diploma or with low math and reading skills.
How will you ensure that young people in Dallas County are prepared for workforce or job training programs when they leave high school?
4. Test scores show that White and Asian elementary students are roughly two times as likely to be proficient in reading as their Black and Hispanic peers.
What strategies do you support to close the reading achievement gap in Dallas County schools?
5. Many Dallas County children, especially economically disadvantaged students, do not have access to afterschool and summer programs.
What strategies do you support to increase access to out-of-school enrichment opportunities?
6. Dallas County's on-time graduation rates have improved, but only 84 percent of Dallas County students in the class of 2017 graduated on time.
What strategies do you support to improve high school graduation rates?
Authored by Kristie Tingle. All sources available at CPPP.org/kidscount
CPPP is an independent public policy organization that uses research, analysis and advocacy to promote solutions that enable Texans of all backgrounds to reach their full potential. Learn more at CPPP.org. For more information, please contact Oliver Bernstein at [email protected] or call 512.823.2875.
@CPPP_TX
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OutdoorBurning PermitInformation
Island, Skagit and Whatcom Counties
Reprinted February 2022
2
Help keep our air clean
The Northwest Clean Air Agency works to preserve, protect, and enhance air quality in Island, Skagit, and Whatcom counties. We enjoy excellent air quality, but we need your help to maintain it.
,
Learn the rules and consider alternatives to burning such as composting and chipping.Visit our website, https://nwcleanairwa.gov for information about alternatives to burning in your area.
Outdoor burning rules
Applies to all types of burning
[State outdoor burning rule — WAC 173-425]
Allowed
* Burning natural vegetation or firewood only – Not even paper is allowed, except for the amount necessary to start a fire.
* Burning only when winds are less than 7 mph.
Prohibited:
* Burning during a burn ban with some exceptions.
* Using burn barrels – They're prohibited statewide (WAC 173-425-050(5)).
* Burning construction, renovation, or demolition debris.
* Creating a nuisance – Smoke, odor, or ash that unreasonably interferes with the use and enjoyment of neighboring properties.
* Burning material not generated on site (except firewood for recreational fires).
* Burning at a permanent commercial business.
* Burning during air stagnation periods.
* Burning when winds exceed 7 mph.
u See page 8 for burn ban information.
Burning garbage has been illegal since 1976.
When you need a permit
Permits are required for:
Recreational fires — Fires larger than 3 feet in diameter and 2 feet high require a written permit in Island and Whatcom counties. No written permit is required for fires smaller than 4 feet in diameter in Skagit County. Recreational fires consist only of charcoal or firewood and are used for cooking or pleasure.
u See page 4 for more information.
Residential fires — Fires larger than 4 feet in diameter require a permit in all three counties. Verbal permits are required for fires smaller than 4 feet in diameter in Island and Whatcom counties. Residential fires consist of yard and garden debris that is generated on site.
u See page 5 for more information.
Land-clearing fires — All land-clearing fires require a permit and must only contain natural vegetation generated from on-site land-clearing projects.
u See page 6-7 for more information.
Silvicultural fires — Permit conditions vary by site and time of year and are determined at the time the permit is written. Silvicultural fires are forestry burns in which the land is to remain forest and is not being cleared for other uses. These burns typically contain logging slash following a logging operation.
u See page 11 for silvicultural burn permit information.
If your fire department is called to your illegal fire, you may be billed for the response.
3
4
Recreational burning
Permit conditions
Recreational fires do not need a permit if all the conditions below are met. Check for additional restrictions in your area.
* The fire must consist only of charcoal or firewood and must only be used for cooking or pleasure.
* The fire is 3 feet in diameter or smaller and is in an enclosure no larger than 3 feet across. The enclosure must be a minimum of 16 inches high and made of cement block, stones, or 10-gauge steel.
* Materials being burned must be kept lower than the sidewalls of the enclosure.
* A charged garden hose or two five-gallon buckets of water must be on site.
* A shovel or rake must be on site.
* The fire must be 25 feet from any structure or standing timber.
* Tree branches must be cleared to the height of 15 feet above the enclosure.
* One person age 16 or older, who is capable of putting the fire out, must be in attendance at all times.
* The fire must be contained within a firebreak (bare ground).
* The landowner must give permission if the fire is not on your property.
* The fire must not create a nuisance. (See page 2.)
u Permit contact information is on page 11.
The No. 1 cause of forest fires in Washington is unattended debris fires.
Residential burning
Permit conditions
Written permits are required for fires over 4 feet in diameter. Verbal permits are required for fires under 4 feet in diameter. The following conditions must be met:
* Burning is allowed during daylight hours only.
* The fires must not exceed 10 feet in diameter. For piles more than 10 feet across and 10 feet high, a land-clearing permit is required.
* A shovel or rake must be on site.
* Water must be on site.
* For fires less than 4 feet in diameter, you must have a charged garden hose that can reach the fire or 10 gallons of water and a bucket.
* For fires 4–10 feet in diameter, you must have a charged garden hose that can reach the fire or a 55-gallon water source with a pump and enough hose to reach the fire.
* One person age 16 or older, who is capable of putting the fire out, must be in attendance at all times and have a method to call 911 if needed.
* Only one pile may be burned at a time unless otherwise permitted.
* It must not be an air stagnation period.
* All fires must be contained within a firebreak (bare ground). The firebreak must be equal the size of the pile.
* The fire must be 50 feet from any structure, standing timber, or power lines.
* The landowner must give permission if the fire is not on your property.
* The fire must not create a nuisance. (See page 2.)
u Permit contact information is on page 11.
Land-clearing burning
Permit conditions
* Pile size maximum is 25 feet x 25 feet.
*
A fan must be used to start the fire and assist in burning.
* A shovel and rake must be on site.
* A 350-gallon water source with a pump and enough 1½-inch hose to reach the entire fire must be on site.
* One person age 16 or older, who is capable of putting the fire out, must be in attendance at all times and must have a method to call 911 if needed.
* Burning is allowed 24 hours a day if permitted by local jurisdiction and attended at all times.
6
* The fire must not create a nuisance. (See page 2.)
Land-clearing burning (continued)
* The fire must be 50 feet away from any structure, standing timber, or power lines.
* All fires must be contained within a firebreak (bare ground). The firebreak must equal the size of the pile.
* Only one pile may be burned at a time unless permitted otherwise.
* It must not be an air-stagnation period (check the weather).
* The landowner must give permission if the fire is not on your property.
* An excavator with an operator is on site at all times during the burning.
u Permit contact information is on page 11.
7
8
Types of burn bans
Air quality burn ban – A temporary ban on burning called by the Northwest Clean Air Agency or the Washington Department of Ecology when air pollutants are measured at unhealthy levels.
Fire safety burn ban – A temporary ban on outdoor burning called by a fire official during periods of dry weather.
Permanent burn ban – A permanent ban on burning land-clearing debris, residential yard clippings, and other vegetative debris in specific areas.
Areas where outdoor burning is banned or limited
Washington state law is phasing out outdoor burning to protect public health. Residential yard debris and land-clearing burning is banned in urban growth areas (UGAs)* and the following cities and towns:
Island County: Coupeville, Freeland, Langley, and Oak Harbor
Skagit County:
Anacortes, Bayview, Burlington, Concrete, Hamilton, La Conner, Lyman, March Point, Mount Vernon, and Sedro-Woolley
Whatcom County:
Bellingham, Birch Bay, Blaine, Cherry Point, Columbia Valley (Paradise Valley, Peaceful Valley), Everson, Ferndale, Lynden, Nooksack, and Sumas.
To find out what alternatives to burning are available in your area, visit https://nwcleanairwa.gov.
* The 2019 Washington Legislature adopted legislation that allows limited silvicultural burning for wildfire protection in some UGAs with a permit from the Washington Department of Natural Resources. Call your local DNR office for details. And contact your local planning department for UGA boundaries.
Burn barrels are illegal.
Your health matters
Burning natural vegetation such as lawn clippings, leaves, and tree trimmings produces air pollutants.
Breathing these pollutants can harm your health.
Those at greatest risk are children, the elderly, and those suffering from chronic respiratory conditions such as asthma, emphysema, and bronchitis.
The Washington state Legislature regulates burning to protect public health and is phasing out certain types of burning in many areas of the state.
Wood smoke is a complex mixture of fine particles, many of which are toxic and known to cause cancer. Please consider alternatives to burning such as composting and chipping.
Please burn responsibly.
9
Could your home survive a wildfire?
Many homes are destroyed by wildfires every year. Often, these homes could have survived had the owners taken preventive action. Don't let your home become fuel for a wildfire. Follow these fire prevention tips and become FireWise.
The FireWise home
* Maintain a safety zone around the house. Remove flammable plants from around your home and replace with fire resistant plants.
* Build roofs and exteriors with fireresistant materials. Put screens over the chimney and stovepipe and clean regularly.
* Remove overhanging tree limbs, moss and needles from the roof and gutters.
* Stack firewood away from the house.
* Keep storage areas clean and tidy. Never allow rags or newspapers to accumulate. Store flammable liquids in approved containers.
For more information on home fire safety visit the FireWise website at www.firewise.org or contact one of the following:
The FireWise program is sponsored by the Natural Wildland/Urban Interface Fire Program and administered locally by the Conservation Districts and the Washington State Department of Natural Resources.
Northwest
Conservation Districts
Burn ban information:
Island and Skagit counties . . . . . . . . . . . . . . . . . . . 360-428-1617 ext. 4
Whatcom County . . . . . . . . . . . . . . . . . . . . . . . . . . . 360-778-5903
Permit information:
Recreational, residential, and land-clearing
Verbal permit information
Silvicultural burn permit information
Island, Skagit, and Whatcom counties:
To obtain a written permit contact the Washington State Department of Natural Resources at 360-856-3500
For silviculture burning restrictions go to:
Phone
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
800-323-BURN
Website
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
https://fortress.wa.gov/dnr/firedanger
* Asbestos
* Indoor Air
* Climate Change
* Business Assistance
* Outdoor Burning
* Complaint Response
* Permitting
* Enforcement
* Public Information
* Woodstoves
For more information about these or other services, please visit us online at https://nwcleanairwa.gov.
Northwest Clean Air Agency 1600 South Second Street Mount Vernon, WA 98273-5202 Phone 360-428-1617
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Policy Recommendations for the Thomas Jefferson Demonstration Garden at the University of Virginia
Table of Contents
I. History
A: Thomas Jefferson & The History of the Botanical Garden on Grounds
B:The History and Values of Hereford Residential College
C.Mr. Jefferson's Botanical Garden Dream Realized: The Beginnings of the Thomas Jefferson Demonstration Garden
II. Reasons to Support the Thomas Jefferson Demonstration Garden & Heritage Foods
A. Importance of Past
B. Creating Relationships with Food Production, Gardening, and Plants
C. Create Relationships with Community Members
D. Opportunities for Heritage Food Education
III. Policy Ideas
IV. Conclusion
V. Works Cited
I. History
A. Thomas Jefferson & The History of the Botanical Garden on Grounds In his original vision for the University of Virginia. Thomas Jefferson detailed plans for a Botanical Garden on Grounds. These plans can be found in an original letter from April 27 th 1826 by Mr. Jefferson to John Patton Emmet, Professor of Natural History at the University.Since Jefferson was nearing the end of his life, he entrusted Professor Emmet with the task of establishing a Botanical Garden on Grounds. In these last few months of his life Mr. Jefferson began making preparations for a Botany school at the University (Fox-‐ Bruguiere).
His first goal was to find a suitable plot of land, preferably 6 acres with optimal soil in a central location of the University. The location he described is the area behind Alderman Library and Clemons Library and has a gradual slope down on Nameless Field to what is University Avenue today. Because the ground is a gradual hill, Mr. Jefferson envisioned leveled terraces curving down the hill and leveled beds that would be suitable for planting. Mr. Jefferson also visualized a serpentine brick wall similar to what is seen for the Pavilion gardens. His final task was to organize what types of plants and trees that should be grown in the Botanical Garden. In this section he focused on finding plants that are from 'gardeners of our own country' and stressed 'containing nothing indigenous to our country'. (Fox-‐ Bruguiere 2009).
Mr. Jefferson's interest in Botany had been cultivated throughout his lifetime. In a letter to Dr. Thomas Cooper from 1814 he stated:
Botany I rank with the most valuable sciences, whether we consider it's subjects as furnishing the principal subsistence of life to man & beast, delicious varieties for our tables, refreshments from our orchards, the adornments of our flower-borders, shade and perfume of our groves, materials for our buildings, or medicaments for our bodies… no country gentleman should be without what amuses every step he takes into his fields.
Throughout his lifetime he collected, studied, and exchanged plants with friends from throughout the world and attempted to grow them in America and specifically the climate in Central Virginia. He saw advancing agricultural in America as a patriotic and necessary goal in order to sustain independence from England and help America prosper. Growing useful plants would help the United States' agriculture as well as economic viability, both of which are crucial to strengthen the new nation. Mr. Jefferson often tied plants to patriotism, stating "The greatest service which can be rendered any country is to add an useful plant to its culture" (Fox-‐ Bruguiere).
The Botanical Garden was seen as crucial to the advancement of knowledge and a necessary addition to the Academical Village. While the Pavilion gardens were meant for the personal use of the professors living in the pavilions who wanted to grow specific species, a Botanical garden would be more like an outside classroom. The Botanical Garden would be mainly educational, and would be available for students to observe various plant species. In this space they could compare differences in characteristics among plants and learn their structures and common uses during that time period. While learning in a classroom is necessary in the educational system, Mr. Jefferson believed in giving students a space to enhance their academic learning with first-hand observations outside (Fox-‐ Bruguiere).
The end of Mr. Jefferson's dream of a Botanical Garden is apparent in a letter by Professor Emmet to Mr. Jefferson on May 2 nd in which Emmet shows some hesitation about his skills in teaching Botany effectively. Additional complications with the laborers needed for leveling the ground and concerns for the viability of the seeds were also voiced by Professor Emmet in this letter. However, Mr. Jefferson continued to urgently stress the importance of beginning this project immediately. In a final lists of instructions for the future of the University by Mr. Jefferson, he listed the establishment of the Botanical Garden as number eleven.
Following Mr. Jefferson's death on July 4 th , the Botanical Garden is only mentioned once in a letter that seems to hint that work began on the garden. In October 1826 Professor Emmet requested to the Board of Visitors that he be relieved of his commitment to Mr. Jefferson and officially ended any work on bringing Mr. Jefferson's dream of a Botanical Garden a reality (Fox-‐ Bruguiere).
B. The History and Values of Hereford Residential College Hereford Residential College's history begins with the goal to 'enrich the educational experience through faculty-student interactions beyond the classroom' and to 'promote a sense of community' for the residents. Its goals and image were designed to mirror as well as reinterpret Mr. Jefferson's Academical Village through it's values, architectural design, and community set-up (Hereford Residential College 2012).
Hereford Residential College's commitment to the idea of the Academical Village and learning is apparent through its various opportunities and events. The design of Hereford was meant to mirror the Academical Village, with students in dormitories attached to small apartments for faculty fellows. Additionally, the Principal lives in a
home on top of the hill. Faculty fellows come to banquets to eat and talk with residents, teach short courses for more intimate learning, and meet in the Hereford Mini-Farm to work alongside students and help grow crops. Workdays every weekend give students an opportunity to expand their food knowledge while meeting faculty outside of the classroom. Many students are not familiar with basic gardening skills, and hands-on learning similar to what Mr. Jefferson envisioned for his Botanical Garden quickly appears at these workdays. Hands-on learning and connecting continues in the kitchens of Hereford. The crops grown are often used for small cooking get-togethers with students and faculty. The beauty of not only working to grow the vegetables but also prepare and eat them together helps strengthen the sense of community at Hereford. Residents who had previously not met are able to work together in the kitchen to create a beautiful dish. The ability of gardening and food to bring strangers together is a promising way to strengthen the UVA community in a way that Mr. Jefferson envisioned, and should be valued and preserved.
C. Mr. Jefferson's Botanical Garden Dream Realized: The Beginnings of the Thomas Jefferson Demonstration Garden
The subset of the Thomas Jefferson Demonstration Garden (TJ Demo Garden) within the Hereford Mini-Farm garden began in 2011 with the work of Rachael Salisbury and Lily Fox-Bruguire. Their goal to create a historically accurate and community involved space has blossomed into a successful project in one of the four plots in Hereford. While the Mini-Farm plants anything from basic broccoli to spinach from Bangladesh, the TJ Demo Garden strives to keep to Mr, Jefferson's view of planting 'objects of use' and only grows heritage varieties of plants that were mentioned in Mr.
Jefferson's writings. Most of their seeds and plants are bought through the Thomas Jefferson Center for Historic Plants (TJCHP). The TJCHP strives to preserve and make available historic plants that were cultivated by Thomas Jefferson or other gardeners in nineteenth century America (Thomas Jefferson Center for Historic Plants).
Chelsea DeWitt and Erica Thatcher, two graduate students in the landscape architecture department at the University of Virginia designed the TJ Demo Garden. The garden's layout is inspired by traditional 17 th , 18 th and 19 th century gardens and also took ideas from current Botanical Gardens. In their plans they took into account its two primary uses. First, it is an educational garden for students and community groups to come in and learn. The design makes it easy for visitors to wander through the space and observe what is being grown around them and enjoy its beauty. Secondly it is a space for gathering and interaction. Different sized 'rooms' were created for groups to congregate and talk within the garden about it's heritage foods, and the main entrance has a larger opening for people to congregate and interact together before delving deeper into the intricacies of the garden. A line of cotton plants encircles the outside edge of the garden, giving it the feeling of s distinct and separate space from the outside world. This design mirrors yet re-interprets Mr. Jefferson's plan of having a serpentine wall around the Botanical garden. Finally, in keeping with Mr. Jefferson's values the garden must value 'beauty and form' and be an orderly yet visually appealing and natural space for people to enjoy. These values can also be seen in Mr. Jefferson's personal gardens at Monticello, as well as his plans for the Academical Village and the Rotunda (DeWitt 2011).
II. Reasons to Support the TJ Demo Garden & Heritage Foods
A. Importance of Past
Heritage Foods should value the past. Even though the Botanical Garden was not created following Mr. Jefferson's death, these past plans should be valued and cherished by the University community. A main aspect of Heritage Food is incorporating these past memories of the food and plants of a community back into the present community's knowledge and consciousness. For the University community our founder's dreams and visions for the University are often what dictate our future plans for its growth. The original vision Mr. Jefferson had for his University included a space for students to explore plant species, and this goal should be incorporated into the heritage knowledge as well as future goals of the University. Whether it is the addition of a new building or the renovations of the original Academical Village, the University's planners are careful to research and adhere to Mr. Jefferson's original plans. His past views are incredibly important to the University community, and his wish to have a Botanical Garden on Grounds should be honored.
B. Creating Relationships with Food Production, Gardening, and Plants
A certain sense of value comes with heritage foods because of the strong relationship people have with the foods and plants. There is a sense of ownership and connectivity with heritage foods that cannot be found with ordinary, typical foods found in every grocery store across the nation. With heritage foods a person can build a relationship with the unique growth and production of that product, and this relationship is easily found in the people who garden or visit the TJ Demo
Garden. Those who experience this space are connected to it because they see the work and the history that brought it to where it is today. This is especially apparent in the people who tirelessly work to maintain the garden. They are incredibly connected to the earth like most gardeners, but there is additional pride and history to what they are doing, because it is what Thomas Jefferson valued and envisioned for his University. They are able to revive this part of the University's heritage that has been lost for years and reinterpreted his dream in a beautiful and powerful way. Those who work in the garden have also been able to give visitors a chance to create a relationship with plants that would have otherwise not happened. They are able to experience heritage foods and plants that are new to them and find a new appreciation for the distinct species of plants that grow in the TJ Demo Garden.
C. Create Relationships with Community Members
The TJ Demo Garden creates a perfect space and opportunity to create relationships among people from the U. Va community. The value of programs that bring together individuals from many different backgrounds at the University of Virginia should not be underestimated. Easily seen in the design of his Academical Village, Mr. Jefferson saw the importance of brining together faculty and students outside the classroom and building a community that was more than simply academic. The TJ Demo Garden can serve this purpose whether community members become engaged in its work through volunteering, visiting, or touring the garden. The Garden gives them an opportunity to meet new people and create relationships with others who value heritage food and stories of our past use of
plants. Creating these relationships with other community members will bring about a strong and engaged community and coming together in a beautiful, common meeting area is the key to making this happen.
D. Opportunities for Heritage Food Education
The central goal of a demonstration garden is to demonstrate how plants are grown and to educate those who peruse the space. In the TJ Demo Garden visitors are free to explore heritage foods and see first-‐hand how they are grown. Various plants like the Marshmallow, Jerusalem Artichoke, Onions, Cotton, and Hops are grown for visitors to experience. Many of these plants are new to the visitors so having a space for people to see how they grow and what their various structures look like is important for heritage plant education. Some of the plants also have interesting usages that are lost given our current society and needs. For example, the Marshmallow plant's roots used to be used to make marshmallow because of its gelatinous structure. Similarly, while cotton is still a common product in our society today few children have seen the delicate cotton flowers that change color as they grow or the bulbous cotton bolls that pop open with a tuft of cotton inside. These small joys that can be discovered in the garden are incredibly fulfilling and important for heritage food education and appreciation.
III. Planning Ideas
In order for the TJ Demo Garden to thrive, it must be appreciated and supported financially by the University community. Currently the TJ Demo Garden is financed through grants, but a consistent fund should be created in order to
ensure its survival for years to come. There is a high cost associated with buying heritage varieties of plants, paying for gardening supplies and tools, and employing student interns to work throughout the year to upkeep the garden. A possible idea could be to create a funding pool similar to the Green Initiatives Funding Tomorrow (GIFT). This grant allocation program was created to support sustainable initiatives at the University. Anyone can donate to this fund, including alumni of the University. Making a similar fund system for the TJ Demo Garden is a promising way to pay for the garden. One possible challenge will be making the case for why money should go to this particular project. But the obvious value Mr. Jefferson put on a botanical garden on Grounds, the connection it has to the existing Academical Village and its intentions for learning and community make a strong case for its support. Additionally, if the University wants to continue to revive its past history it must incorporate the heritage foods and plants that would have sustained the original occupants of the University. The food the students ate and the plants they used for certain tasks or health issues are fascinating and unique, and can be preserved and highlighted in the TJ Demo Garden (G.I.F.T).
The TJ Demo Garden may also be used as a tourist attraction for the University similar to the botanical gardens seen at Michigan State University. At their Horticultural Demonstration Gardens visitors to the University can retreat to this quiet space and visit attractions like the 4-‐H Children's Garden, a Vegetable Demonstration Garden, or the Judith A. DeLapa Perennial Garden complete with a pond. Visitors to Michigan State University make a point to come visit these visually appealing gardens because of they are incredibly well known. With enough funding, publicity and support from the University community the TJ Demo Garden can also become a tourist destination for those who are visiting and want to learn more about Thomas Jefferson and his vision for the University (The MSU Horticulture Gardens).
Promising ways to incorporate the TJ Demo Garden into the University's history and interest for visitors could be to highlight it on the University Homepage. Having pictures, stories and a link to the TJ Demo Blog on the homepage is an excellent way for visitors to see the Garden. The current TJ Demo Garden blog is excellently organized and updated regularly. But traffic to the site could be greatly increased through publicity of the site. Finding other popular local sites to link the blog to would also be beneficial for the TJ Demo Garden. Having the Garden highlighted on the Historic Garden Week website for the Garden Club of Virginia is one opportunity that could increase interest in the Garden as well as let interested people track the garden's progress through the blog. Looking into other local publications like 'The Hook' or NBC 29 is another way to get information about the Garden to community members.
Adding information about Mr. Jefferson's Botanical Garden vision to the University Guides tours of the Academical Village can also give visitors an opportunity to learn about the TJ Demo Garden. University Guides could add this piece of our heritage to their tours, and point interested visitors in the direction of the TJ Demo Garden for more information. One possible obstacle to adding the story of the Botanical Garden to the University Guide tour may be time, since there are endless stories to tell about the University's founding but a limited amount of time.
One possible idea may be to highlight this story on Historical Tours or during specific times when the Charlottesville community is focused on gardening and heritage foods, like during the Heritage Food Festival at Monticello. Visitors to our community who would be going on these tours during this time would likely be heritage-‐minded as well, and would likely be interested in visiting the TJ Demo Garden.
Partnering with other gardening and heritage food organizations around Charlottesville can create opportunities for the TJ Demo Garden to grow its community and thrive. Being visible and involved in events like the Garden Club of Virginia's Historic Garden Week as well as Monticello's Heritage Festival is important in order to create these initial bonds. Meeting other groups that are dedicated to historic gardening and plants will help the TJ Demo Garden become established in our community as a space for heritage food and community gatherings.
Other possible partnerships could be with the UVA Community Garden or other local community gardens. Having events like tours through gardens is a great idea for a way to bring visitors into many gardens in one day, and would also help with increasing attendance rate since many gardens would be publicizing through their various outlets. In previous years the Hereford Mini-‐Farm has played host to Biking Garden Tours in which people bike around Charlottesville and explore the various gardens. The TJ Demo Garden could host a similar event for the community. One possible option is to hold a touring event which takes the visitors though the food history of U.Va, starting with the original dining hall in Garrett Hall, moving to
the desired location for the TJ Demo Garden near Alderman, continuing through Grounds to the U.Va Community Garden and ending at the TJ Demo Garden. This event would be especially interesting if it is designed as a biking event, which would attract a specific group of people and help with publicity. Hosting events like a touring day would be a positive and engaging opportunity for the TJ Demo Garden to become a visible part of the Charlottesville community and increase visibility for gardening and heritage food.
Finally, the TJ Demo Garden should continue to serve the U.Va community and specifically the Hereford Residential College community. The proximity of the garden to over 500 undergraduate students makes it a perfect opportunity for them to learn more about heritage food plants. In order to get students interested in the garden Residential Advisors in the Hereford community could have programming events in which their residents come into the garden for a workday. The workday could be lead by one of the interns of the garden (which are normally Herefordians themselves) who would show their fellow hallmates what types of plants are grown in the garden and what their heritage uses were in Mr. Jefferson's time. This peer-‐ to-‐peer education would be incredibly valuable, and would give the Hereford community a sense of pride in the TJ Demo Garden. With an abundance of heritage foods available, students can also learn how to cook heritage recipes through the TJ Demo Garden. Looking into interesting recipes that include heritage ingredients grown in the garden can become part of Hereford's programming and events. Additionally, faculty fellows could be invited to work in the garden with residents. Learning and interaction outside the classroom was crucial in Mr. Jefferson's design of the Academical Village, and brining faculty into the garden to work with students would facilitate this community building. Faculty fellows could be persuaded to come help in the garden once students are invested in the garden, and students could be encouraged to invite their favorite professors to come join them in learning about heritage plants in the garden.
IV. Conclusion
The Thomas Jefferson Demonstration Garden is a valuable and important part of the University's heritage and past history. It's tie to Mr. Jefferson's original plans for the University and the Academical Village make it a part of the University that should be cherished and supported. Additionally, the value it brings to heritage foods because of its celebration of heritage plant species and traditional uses of varieties from Mr. Jefferson's era should not be overlooked. The space is a great opportunity for education as well as community building among people from the University community and Charlottesville community.
V. Works Cited
Dealy Salisbury, Rachael. Personal interview. June-‐Aug. 2011
DeWitt, Chelsea and Erica Thatcher. "Designing the Thomas Jefferson
Demonstration Garden." Thomas Jefferson Demonstration Garden. 5 Apr.
2011. Web. 04 May 2012.
<http://tjdemogarden.wordpress.com/2011/04/05/designing-‐the-‐
jefferson-‐demonstration-‐garden/>.
Fox-‐ Bruguiere, Lily. "An Uncultivated Legacy: Jefferson's Botanical Garden at the University of Virginia."University of Virginia. University of Virginia, 2009. Web. 17 Apr. 2012.
<http://www.virginia.edu/president/kenanscholarship/work/archive_files/ lily_fox_bruguiere/Site/Home.html>.
Fox-‐ Bruguiere, Lily. Personal interview. June-‐Aug. 2011.
"G.I.F.T."SustainaUnity. Web. 05 May 2012. <http://sustainaunity.com/project_resources/funding-‐opportunities/g-‐i-‐f-‐ t/>.
"Hereford Residential College."Hereford History. 2012. Web. 04 May 2012. <http://www.hereford.virginia.edu/community/hereford_history/>.
Nelson Byrd Woltz Landscape Architects. "The Dell at the University of Virginia, Charlottsville, VA."2009 Professional Awards. American Society of Landscape Architects, 2009. Web. 19 Apr. 2012. <http://www.asla.org/2009awards/567.html>.
Paul, Emily. E-‐mail interview. April 2012.
"The MSU Horticulture Gardens."Our Gardens. 2009. Web. 05 May 2012. <http://www.hrt.msu.edu/our-‐gardens/>.
"Thomas Jefferson Center for Historic Plants."Thomas Jefferson's Monticello. Web. 23 Apr. 2012. <http://www.monticello.org/site/house-‐and-‐ gardens/thomas-‐jefferson-‐center-‐historic-‐plants>.
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C
ELL
C
YCLE AND
C
ELL
D
IVISION
CHAPTER 10
CELL CYCLE AND CELL DIVISION
MULTIPLE CHOICE QUESTIONS
1. Meiosis results in in diploid organisms
a. Production of gametes
b. Reduction in the number of chromosomes
c. Introduction of variation
d. all of the above
2. At which stage of meiosis does the genetic constitution of gametes is finally decided
a. Metaphase I
b. Anaphase II
c. Metaphase II
d. Anaphase I
3. Meiosis occurs in organisms during
a. Sexual reproduction
b. Vegetative reproduction
c. Both sexual and vegetative reproduction
d. None of the above
4. During anaphase-I of meiosis
a. Homologous chromosomes separate
b. Non-homologous chromosomes separate
c. Sister chromatids separate
d. Non-sister chromatids separate
5. Mitosis is characterised by
a. Reduction division
b. Equal division
49 49
49
49
49 49
49
49
49
49
49
49
c. Both reduction and equal division
d. Paining of homologous chromosomes
6. A bivalent of meiosis-I consists of
a. Two chromatids and one centromere
b. Two chromatids and two centromere
c. Four chromatids and two centromere
d. Four chromatids and four centromere
7. Cells which are not dividing are likely to be at
a. G1
b. G2
c. Go
d. S phase
8. Which of the events listed below is not observed during mitosis?
a. Chromatin condensation
b. Movement of centrioles to opposite poles
c. Appearance of chromosomes with two chromatids joined together at the centromere.
d. Crossing over
9. Identify the wrong statement about meiosis
a. Pairing of homologous chromosomes
b. Four haploid cells are formed
c. At the end of meiosis the number of chromosomes are reduced to half
d. Two cycle of DNA replication occurs
10. Select the correct statement about G1 phase
a. Cell is metabolically inactive
b. DNA in the cell does not replicate
c. It is not a phase of synthesis of macromolecules
d. Cell stops growing
VERY SHORT ANSWER TYPE QUESTIONS
1. Between a prokaryote and a eukaryote, which cell has a shorter cell division time?
2. Which of the phases of cell cycle is of longest duration?
3. Name a stain commonly used to colour chromosomes.
4. Which tissue of animals and plants exhibits meiosis?
5. Given that the average duplication time of E.coli is 20 minutes, how much time will two E.coli cells take to become 32 cells?
6. Which part of the human body should one use to demonstrate stages in mitosis?
7. What attributes does a chromatid require to be classified as a chromosome?
8. The diagram shows a bivalent at prophase-I of meiosis. Which of the four chromatids can cross over?
9. If a tissue has at a given time 1024 cells, how many cycles of mitosis had the original parental single cell undergone?
10. An anther has 1200 pollen grains. How many pollen mother cells must have been there to produce them?
11. At what stage of cell cycle does DNA synthesis take place?
12. It is said that the one cycle of cell division in human cells (eukaryotic cells) takes 24 hours. Which phase of the cycle, do you think occupies the maximum part of cell cycle?
13. It is observed that heart cells do not exhibit cell division. Such cells do not divide further and exit ___________ phase to enter an inactive stage called ___________ of cell cycle. Fill in the blanks.
14. In which phase of meiosis are the following formed? Choose the answers from hint points given below.
a. Synaptonemal complex
____________________________
b. Recombination nodules
____________________________
c. Appearance/activation of enzyme recombinase
____________________________
d. Termination of chiasmata
____________________________
e. Interkinesis
____________________________
f. Formation of dyad of cells
____________________________
Hints : 1) Zygotene, 2) Pachytene, 3) Pachytene, 4) Diakinesis, 5) After Telophase-I /before Meosis-II, 6) Telophase-I /After Meiosis-I.
SHORT ANSWER TYPE QUESTIONS
1. State the role of centrioles other than spindle formation.
2. Mitochondria and plastids have their own DNA (genetic material). What is known about their fate during nuclear division like mitosis?
3. Label the diagram and also determine the stage at which this structure is visible.
4. A cell has 32 chromosomes. It undergoes mitotic division. What will be the chromosome number (N) during metaphase? What would be the DNA content (C) during anaphase?
5. While examining the mitotic stage in a tissue, one finds some cells with 16 chromosomes and some with 32 chromosomes. What possible reasons could you assign to this difference in chromosome number. Do you think cells with 16 chromosomes could have arisen from cells with 32 chromosomes or vice versa?
6. The following events occur during the various phases of the cell cycle, Name the phase against each of the events.
a. Disintegration of nuclear membrane
_________________________
b. Appearance of nucleolus
c. Division of centromere
_________________________ _________________________
d. Replication of DNA
_________________________
7. Mitosis results in producing two cells which are similar to each other. What would be the consequence if each of the following irregularities occur during mitosis?
a. Nuclear membrane fails to disintegrate
b. Duplication of DNA does not occur
c. Centromeres do not divide
d. Cytokinesis does not occur.
8. Both unicellular and multicellular organisms undergo mitosis. What are the differences, if any, observed in the process between the two?
9. Name the pathological condition when uncontrolled cell division occurs.
10. Two key events take place, during S phase in animal cells, DNA replication and duplication of centriole. In which parts of the cell do events occur?
11. Comment on the statement – Meiosis enables the conservation of specific chromosome number of each species even though the process per se, results in reduction of chromosome number.
12. Name a cell that is found arrested in diplotene stage for months and years. Comment in 2-3 lines how it completes cell cycle?
13. How does cytokinesis in plant cells differ from that in animal cells?
LONG ANSWER TYPE QUESTIONS
1. Comment on the statement – Telophase is reverse of prophase.
2. What are the various stages of meiotic prophase-I? Enumerate the chromosomal events during each stage?
3. Differentiate between the events of mitosis and meiosis
4. Write brief note on the following
a. Synaptonemal complex
b. Metaphase plate
5. Write briefly the significance of mitosis and meiosis in multicellular organism.
6. An organism has two pair of chromosomes (i.e., chromosome number = 4). Diagrammatically represent the chromosomal arrangement during different phases of meiosis-II.
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CSR PROGRAMMES APPROVED BY THE BOARD OF DIRECTORS OF THE COMPANY FOR THE FINANCIAL YEAR 2022-23
| Name of the programme | Item from the list of activities in Schedule VII of Companies Act, 2013 |
|---|---|
| Escorts Advanced Farming Institute | ii Promoting education, including special education and employment enhancing vocation skills especially among children, women, elderly and the differently abled and livelihood enhancement projects |
| Medical Support Initiative | (i) Promoting Healthcare including Preventive Healthcare by setup of charitable hospital |
| Covid care | (xii) disaster management, including relief, rehabilitation and reconstruction activities (i) Eradicating hunger, poverty and malnutrition, promoting healthcare including preventive health care |
| Road Safety Initiative | (ii) promoting education - Educating the Masses and Promotion of Road Safety awareness in all facets of road usage |
| Community Development Initiative (Swatch Bharat, Environment, Education, Clean Water etc.) | (iv) ensuring environmental sustainability, ecological balance, protection of flora and fauna, animal welfare, agroforestry, conservation of natural resources and maintaining quality of soil, air and water and Cl. (ii) promoting education, including special education and employment enhancing vocation skills especially among children, women, elderly and the differently abled and livelihood enhancement projects |
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3. UNDERSTANDING CONFLICT POSITION, INTEREST & NEED – PART 1.
Target group:
Group size:
Youth Council members aged 11 - 18 Youth workers aged 18+
Duration:
60-90 minutes
Resources:
Tables might be useful collected magazines, headlines, photos
10-20 participants
Type of activities:
Drama exercises Personal sharing Active involvement
Atmosphere needed:
Safe space for sharing
Special workshop note:
This workshop is designed to work best when used with part two. However, both parts could be used alone, and could also be adapted according to your own group, the length of time available, etc. Before you start – make sure you have read the "Definitions and examples" chapter that you will find in the Handbook after part 2. of the workshop.
Helping young people to discover what can cause conflict and introducing the terms "position", "interest" and "need".
Learning outcomes:
* Developing a clearer understanding of conflict.
* Exploring how common conflicts are caused by different values.
42
Intro to the workshop (5 min)
Welcome participants and explain the workshop, the aim and brief agenda.
Energiser (10 min)
Get participants into pairs using your own method or let them choose. Next, the pairs must face each other, palm-to-palm, and then try to push each other off balance without moving their feet. If either of them has to lift or move one of their feet off the floor then the person moving a foot loses. Swap pairs and see how this makes a difference.
Debrief (5 min)
Sometimes a conflict can feel a bit like this exercise: pushing and wrestling, one person winning and one losing!
Definition of Conflict (15 min)
One definition of conflict could be:
"An active disagreement between people with opposing positions or principles."
Brainstorm some words around the subject of conflict in small groups. Give a pack of a few words to each group and ask them to brainstorm the words and try to create some definitions. Allow a few minutes [or more if needed, depending on your participants] and then bring the groups together to compare their answers.
Line up Exercise (15 min)
Participants stand on an imaginary line on the floor. The line shows how much the statement is true about you. If you go to stand at one end of the line it means the statement is totally true 100%. At the other end
43
of the line, it means this is totally not true of me. Debrief each question in turn to identify some of the values involved.
Use the sample statements provided in the "Definitions and examples" chapter. An even better idea is to create your own and choose ones that reflect the real live situations of the participants in your group. If you feel confident, you can ask for example situations from group members.
Group debrief (5 min)
Return to circle and debrief. One frequent reason for conflict is when two sides have different values, such as ideas about the "right" way to do something, personal beliefs, etc. Values are deeply personal, and we hold on to them very strongly. They can provoke very strong emotional reactions if they are challenged or "crossed" by someone or something.
Pairs discussion (5 min)
In pairs or small groups, discuss some of the values that mean a lot to you. Can you share any time that you had a disagreement with someone or a strong reaction to something that challenged your values?
Bring everyone back together into the big group and ask if anyone would like to share one of the examples they were discussing. Ask one or two questions to explore each story further, for example, "How did you feel?", "How did you react?", "What did you say?", "Why did you do or say that?" Do not go too deeply into anything as this will be addressed more in the second part of this workshop.
Brief introduction to the terms "position", "interest" and "need" (5 min)
Introduce the idea and definitions of "position", "interest" and "need" (see further details in the chapter "Definitions and examples"). Use some of the stories and questions of the last exercise to help explain these terms.
44
Small group activity (20 min)
Get participants into small groups and then give them examples of conflicts from magazine articles, news headlines or pictures/photos that you have prepared. Each small group should talk about what they think are the underlying values involved in each conflict.
If you feel the group is confident enough then you could also start to talk about positions, interests and needs. Another idea would be to ask each small group to create a role play of a conflict suggested by the materials, and present it to the other groups.
Final group debrief/evaluation (5 min)
Write up the different values that participants have found at the heart of the various conflicts explored during the workshop. Ask some interesting, probing questions such as: "Is it always 'black and white' regarding who is right?" or "How might the conflicts be resolved?" or "What have you learned about conflicts, disagreements, fights, etc.?".
45
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ОЛИМПИАДНЫЕ ЗАДАНИЯ 7-8 КЛАСС АНГЛИЙСКИЙ ЯЗЫК
I READING (25 minutes)
PART 1
Read about the illness Norovirus. Choose the correct question (A-M) for each paragraph (1-13).
Questions:
B) Should I go and see my doctor?
A) How can I avoid dehydration?
H) Should I eat anything?
C) What if my children are infected?
E) What are the signs that I am dehydrated?
D) When should I see a doctor?
I) How can I stop the disease spreading?
J) How long should I stay at home?
F) Should I take any medication?
K) Can I get it again if I've already had it?
G) What is Norovirus?
L) What are the symptoms?
M)What are the risks?
1. Norovirus is a common stomach bug. It is also called the Winter Vomiting Bug because it is more prevalent in winter. It is caused by a very small virus and it is easily passed on from one person to another.
3. Norovirus causes sickness and diarrhea. You may also feel headaches, abdominal pains, or you may have a high temperature.
2. If you recover from norovirus, there is no reason why you should not catch it again. The virus changes constantly, so your body cannot build up resistance.
4. Although unpleasant, norovirus is not dangerous. Most people make a full recovery within a couple of days. The biggest danger is from dehydration.
6. Obviously, you will feel thirsty and your mouth will be dry. You may get headaches or feel dizzy. Your urine will be dark and the quantity of urine small.
5. Drink plenty of water. You should drink more than usual to replace fluids lost in vomit and diarrhea. An adult should drink around 1.2 liters per day.
7. You can take Paracetamol or other pain-killers for any aches and pains, but there are
8. No. Because it is highly contagious, you risk passing it on to other people who are already in a weak state. Stay at home and rest.
no drugs that eradicate the virus.
9. Take care to give them plenty of water or fruit juice. You can also use rehydration salts. Babies can drink milk as usual. Pregnant women needn't worry, as there is no risk to the unborn child.
11.Yes, but stick to foods which are easy to digest such as soup, bread, rice and pasta. Avoid spicy foods.
10.Only if your symptoms last longer than a few days, or if you are already suffering from a serious illness.
12.Wash your hands frequently, and avoid putting your fingers in your mouth. Be aware that the virus can also spread via towels and flannels, so don't share them. Keep all surfaces clean and disinfected, not just in the bathroom but in other areas too.
13. You will be infectious for a few days after your symptoms have passed, so avoid direct contact with people for at least 48 hours after your symptoms pass. Stay away from work and keep young children out of school.
PART 2
Read the text about the climate in Madagascar on a travel website. Then choose True or False for the sentences after the text (14-23).
Madagascar – When to go
Madagascar has two seasons, a warm, wet season from November to April, and a cooler dry season between May and October. However, different parts of the country have very different weather.
The east coast is hotter and wetter, with up to 4,000 mm of rainfall per year. In the rainy season, there are strong winds, and these can cause a lot of damage. Avoid visiting eastern Madagascar between January and March because the weather can make road travel very difficult. The dry season is cooler and more pleasant.
The high, central part of the country is much drier and cooler. About 1,400 mm of rain falls in the rainy season, with some thunderstorms, but the summer is usually sunny and dry, but it can be cold, especially in the mornings, with freezing showers,
and it may snow in mountain areas above 2,400 m, and even stay there for several days.
The west coast is the driest part of the island. Here, the winter months are pleasant with little rain, cooler temperatures and blue skies. The summers can be extremely hot, especially in the southwest. This part of the country is semi-desert, and only gets around 300 mm of rain per year.
14. Madagascar has four seasons: spring, summer, autumn and winter.
15. There is more rain in January than in June.
16. The wet season is colder than the dry season.
17. It hardly ever rains in central Madagascar.
18. The wettest part of the island is the east.
19. January-March is a good time to visit eastern Madagascar.
20. The centre of Madagascar is the coldest part.
21. Snow sometimes falls in Madagascar.
22. The west coast has the best weather in December.
23. The north-east is hotter than the south-east.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
II USE OF ENGLISH (20 minutes)
PART 1 Read the text and decide which answer (A, B, C or D) best fits each gap (24 – 34).
Easter Island
Easter Island is a small triangle of rock situated in the Pacific Ocean. It’s about 2,000 miles 24) ______ the nearest city. Easter Island is 25) ______ for its statues. Hundreds of these huge, stone faces can be 26) ______ all over the island. Who made them? How 27) ______ they move these giant pieces of rock? What happened 28) ______ the people who lived there? Studies show that people 29) ______ arrived on the island about 1600 years ago. They had a very advanced culture. They made many objects and they had their 30) ______ written language. However, the number of people on the island grew and grew 31) ______ it reached about 10,000 people. Soon there were too many people and there wasn’t 32) ______ food to eat. A terrible war started and 33) ______ of the statues were broken. When western explorers 34) ______ the island on Easter Day in 1722, the huge rock statues were the only sign that a great society had once lived there.
24 A) for
B) from
C) on
D) by
25 A) important
B) interesting
C) famous
D) fascinating
26 A) found
B) located
C) situated
D) looked
27 A) have
B) were
C) had
D) did
28 A) to
B) with
C) about
D) for
29 A) once
B) already
C) just
D) first
30 A) only
B) own
C) clever
D) self
31 A) so
B) until
C) although
D) because
32 A) many
B) too
C) some
D) enough
33 A) few
B) enough
C) many
D) lot
34 A) invented
B) discovered
C) sailed
D) came
PART 2
Complete the sentences (35-41) using the prepositions given in the box. There is one preposition you do not need.
A) aside; B) away; C) in; D) on; E) out; F) up; G) up with; H) off.
35. I always put ______weight during the winter.
36. One thing I can’t put ______ is rudeness.
37. You shouldn’t put ______ the meeting with Mr. Brown.
38. Luckily the first brigade came quickly and put _______ the fire.
39. Every summer I put ______ my friends who come from Australia.
40. You can play with the toys as long as you put them ______ after you’ve finished playing with them.
41. I always put money _______ for the holidays.
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
III WRITING (25 minutes)
Read these two ways of telling the same story. Text A is a complete story and Text B is the beginning of the same story. Continue the story given in Text B.
Write 100-150 words. Base your story only on the events mentioned in Text A. Do not copy the beginning given.
TEXT A
One day Robert Barnes was in his garden and was planting flowers. He heard a voice behind him. The voice said 'Leave us alone'. He turned around. There was no one there. He looked into the history of the house and found that the house had a long history. Many bad things happened there.
TEXT B
One beautiful sunny day last week, I was at home, just relaxing in my garden. I knew that spring was on its way, and I felt like planting some flowers. I started digging the hole. It was hot work, but I felt happy and optimistic. Suddenly, even though I was hot, and the sun was burning down on my back, I felt the air around me go cold. The hairs on my arms stood up. I stood there, spade in hand, knowing with a feeling of dread, that I was not alone…
TRANSFER YOUR ANSWERS TO YOUR ANSWER SHEET.
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RTI
RTI/PBIS Continuum
Description: Teach foundational social and emotional skills to all students. Strategies at this level are implemented with all children in a classroom or school.
Strategies: Set and teach classroom and schoolwide behavioral expectations for all students (walking in hallways, keeping hands and feet to themselves); establish recognition and correction systems; collect data.
%
* 80 percent of students will master skills through this level of support.
Description: Some students will require extra support in order to master the primary prevention skills and behaviors taught at the universal level.
Strategy: Use small-group interventions aimed at teaching specific skill sets.
%
* 15 percent of students will need this level of intervention in addition to the universal programming.
Description: A small subset of students will need more intensive interventions in order to move toward mastery of the universal skills and behaviors.
Strategy: Create individual support plans that include individualized therapeutic supports.
≈ %
* 5 percent of students will need this level of intervention in addition to the universal programming.
PBIS
Program NEW EDITION!
SSP
Description: The Second Step program is a Tier 1, universal, classroom-based curriculum that teaches foundational social-emotional and self-regulation skills to all students, Early Learning–Grade 8.
Strategies: The Second Step program teaches specific skills that strengthen students' ability to learn, have empathy, manage emotions, and solve problems. With the ability to focus, listen, and stay calm and in control, students are better able to meet schoolwide behavioral expectations and benefit from learning.
Description: Some schools use the Second Step program in small groups and have had measurable success doing so. Since the program is designed as a Tier 1 universal intervention, the best small-group interventions are those designed to complement the classroom program.
Strategies: Typically these programs pre-teach Second Step lessons in the small group before they are presented to the whole class. This provides students in the small group with an introduction to lesson content before they encounter it in the whole-class setting.
Description: Although the Second Step program is not a Tier 3 strategy, the Skills for Learning (for example, listening, focusing attention, and using self-talk) and calming-down and problem-solving skills taught in the program could inform Tier 3 interventions.
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This document is made available electronically by the Minnesota Legislative Reference Library as part of an ongoing digital archiving project. http://www.leg.state.mn.us/lrl/lrl.asp
Rural Career Counseling Coordinators Program
Annual Report to the Legislature As required by Minnesota Statutes, section 116L.667, subdivision 3 January, 2019
Total cost of salaries, printing, and supplies in developing/preparing this report is $2,748. (Reported as required by Minn. Stat. 3.197)
Table of Contents
Introduction
Minnesota's Strategic Plan for workforce development is built on stakeholder and service delivery approaches that require partnerships at the state, regional and local levels. The Rural Career Counseling Coordinators Program (RC3) is part of the plan's priority strategies for talent development and resource alignment to ensure and grow Minnesota's competitive edge. This report:
- Summarizes Minnesota's Rural Career Counseling Coordinators Program 2018.
- Highlights stakeholder engagement efforts to connect regional educational pipelines with in-demand career pathways that meet the current and future workforce needs of area businesses.
- Provides aggregate data on stakeholder engagement and the statewide total numbers served.
Minnesota's Strategic Workforce Development Plan
The vision of the plan is to have a healthy economy where all Minnesotan's have – or are on a path to – meaningful employment and a family sustaining wage, and where all employers are able to fill jobs in demand.
Goals
1. Reduce educational, skills training and employment disparities based on race, disability, disconnected youth or gender.
2. Build employer-led industry sector partnerships that expand the talent pipeline to be inclusive of gender, race and disability to meet industry demands for a skilled workforce.
Rural Career Counseling Coordinators Program
Each workforce development region located outside the metropolitan area has a Rural Career Counseling Coordinator position. This position is charged with improving coordination and communication of workforce development programs and services with administering agencies. The RC3 professionals have advanced local and regional workforce development program and service delivery knowledge; they apply that expertise with customer outreach and engagement and by making recommendations for continuous improvement or new workforce initiatives.
Customers and Services
- Business – understand workforce development needs of new, existing and prospective businesses.
- Job Seekers – connect to secondary and higher education, employers, stakeholders and partners.
- Career Seekers – provide counseling, training and work experience opportunities.
- Workforce Development System Stakeholders and Partners – share best practices and collaboration to enable state-level coordination among workforce development programs and administering agencies.
Regional Planning and Rural Career Counseling Coordinators
Minnesota's approach to regional planning is based on the federal Workforce Innovation and Opportunity Act (WIOA) requirements and the state's experience working in partnership on regional economies with the Humphrey School of Public Affairs and the Harvard School of Business.
Minnesota has six workforce development regions. The process of identifying regions considered factors such as geographical size, population, migration patterns and the workforce market. Minnesota's six workforce regions align with its sixteen Local Workforce Development Areas (LWDAs) and its federal Economic Development Areas. Each region developed a four-year plan to showcase their distinctive regional economies, unique workforce development strategies and tactics and projected outcomes.
Rural Career Counseling Coordinators have a key role in their region's work plan to:
- Connect employers with the diverse talent pools in their region and improve employee retention.
- Implement regional approaches to connect service providers and community members to their region's racial, ethnic and disability communities to collaborate on workforce development needs and opportunities.
- Build talent pipeline partnerships to connect secondary and post-secondary students and the out-ofschool and disconnected youth with hands on experiences in pre-apprenticeships, work-based learning, dual enrollment and equity programs, skills camps, career pathways and occupations in-demand. Intentional talent retention and exposure to a wide variety of career pathway post-secondary options are vital to growing regional economies.
- Collaborate with local and regional economic development boards, employers and governmental entities to strategically align key messages, identify and address workforce and skills needs, and retain current and attract new businesses and industries.
Rural Career Counseling Coordinators Report Contact at DEED
- Jeremy Hanson Willis, Deputy Commissioner, Workforce Development
Minnesota Department of Employment and Economic Development (DEED)
[email protected]
651-259-7116
Map – Rural Career Counseling Coordinators Program
Regions with a Rural Career Counseling Coordinator position and their Local Workforce Development Areas are:
- Northwest Region
Northwest Private Industry Council, Inc.
Rural Minnesota Concentrated Employment Program, Inc.
- Northeast Region
Duluth Workforce Development
Northeast Minnesota Office of Job Training
- Central Region
Career Solutions
Central Minnesota Jobs and Training Services, Inc.
- Southwest Region
Southwest Minnesota Private Industry Council, Inc.
South Central Workforce Council
- Southeast Region
Winona County
Workforce Development, Inc.
Each region submitted a 2018 Rural Career Counseling Coordinator report to the Minnesota Department of Employment and Economic Development (DEED). DEED has consolidated the submitted reports for this annual program report to the Legislature.
The next five (5) sections of this report highlight the work of each region's Rural Career Counseling Coordinator.
Northwest Region – Rural Career Counseling Coordinator
Regional Approach
An established Regional Workforce Alliance membership convenes quarterly to review, oversee and evaluate their area's Rural Career Counseling Coordination efforts. Alliance members are Local Workforce Development Area Board members and leaders from the American Indian, New American and Disability communities. In 2018, the region launched business cohorts – Partners for Workforce Solutions. These new cohorts help connect local businesses with job seekers and validate career pathways. Also new for 2018 is an improved process to align resources – SOURCE. The acronym represents RC3 and regional approaches with Students, Older Workers, Under-Employed and under-represented workers, Residents, Caregivers, and Efficiencies in workforce development.
Best Practices
- Launching new and more localized business-focused cohorts named Partners for Workforce Solutions.
- Establishing a regional database of K-12 Career Exploration and Career and Technical Education (CTE) programs and their capacity.
- Tapping the expertise of Partners for Workforce Solutions to advance regional career pathways.
- Developing the "SOURCE" acronym to highlight work with Students, Older Workers, Under-Employed and Under-Represented Workers, Residents, Caregivers and program Efficiency.
- Filling identified gaps in the K-12 and adult career preparation and delivery systems using new and flexible regional career advisement, internship and work-based learning models.
Connecting System Partners
Regional leaders and workforce development partners produced new and timely Regional Workforce Summits in three Economic Development Regions. Participants included workforce development system partners, Local Workforce Development Boards, Economic Development Commissions, CAP Agencies, Initiative Foundations, Adult Basic Education Consortiums, Perkins Consortiums, Chambers of Commerce, education and business. Additional events are planned for 2019. Rural Career Counseling Coordinators presented at statewide conferences including the Minnesota Rural Education Association (MREA) Conference and the Annual Minnesota Career and Technical Education Conference.
Best Practices
- Aligning the RC3 and WIOA Regional Planning to eliminate duplicate strategies and tactics.
- Presenting at statewide conferences of K-12 and post-secondary education professionals.
Career Services – Outreach and Marketing
The new Regional Workforce Summits and Partners for Workforce Solutions business cohorts enhanced awareness of the critical shortage of workers in the rural regions. To better explain these needs during stakeholder interaction, all the Rural Career Counseling Coordinators collaborated on a new and better outreach and marketing approach, including social media. New materials featuring each region's in-demand business sectors and occupations were finalized in December 2018. During 2019, the Northwest's infographic materials about their in-demand occupations and career pathways will be distributed to the 93 school districts in their region and shared with job seekers and businesses at job fairs and other venues.
Best Practices
- Creating new infographics about career pathways and occupations in-demand using regional labor market information.
-
Planning and implementing a new marketing approach featuring occupations in-demand info-graphics.
Achieving Equity
The Regional Workforce Summit events had contributors and collaborators from community non-profits representing diverse populations. The region's Partners for Workforce Solutions business-focused cohorts are simultaneously engaged in this effort. The common goal is better solutions to address the area's critical workforce shortages. From employer tool kits to providing more detailed population and sub-population data, in 2018 the region, Rural Career Counseling Coordinator, and the WIOA Regional Planning leaders expanded their understanding of and engagement with under-represented populations in their region. Another result is a common regional strategy in equity and inclusion for welcoming workplaces and welcoming communities.
Best Practices
- Partnering with populations experiencing disparities in education and employment to develop new methods to attract, retain, and train or upskill an available workforce.
- Implementing services and gaining new professional skills to help guide inclusion efforts including:
o Rural Minnesota CEP, Inc. implemented the Minnesota Pathways to Prosperity - New Americans Program and the Minnesota Disability Employment Initiative.
o The Rural Career Counseling Coordinator is a member of various regional and local equity and diversity committees and has completed the IDI® cultural competency training.
Northeast Region – Rural Career Counseling Coordinator
Regional Approach
The Rural Career Counseling Coordinator collaborates with the region's two Local Workforce Development Boards, several career pathway committees, private sector businesses and public institutions. The RC3 has identified the workforce needs and challenges of businesses in key sectors including the construction trades and healthcare. Regional entities developed seminars – Workforce Solutions Series – to convene and focus on the topics of recruiting new employees and retaining current employees.
Best Practices
- Knowing and understanding the region's key industry sectors and their career pathways.
- Connecting sector businesses to recruitment, training and retention resources.
- Linking non-profit organizations to regional workforce development services and partnerships.
Connecting System Partners
During 2018, the Rural Career Counseling Coordinator focused on three key projects. The first, and primary project, was to enhance and increase the Northeast Minnesota Office of Job Training and Advanced Minnesota partnership. Advanced Minnesota is a customized training collaborative consisting of the area's five Minnesota State Community Colleges.
The second project was to expand the area's incumbent worker training program. This program partners with a business to help fund skills training for full-time employees. Reskilling and upskilling incumbent workers meets industry demands for new skills, higher overall skill levels and advanced skills and improves a business's financial results.
The third project was braiding various funding streams to produce regional career exploration events for Science, Technology, Engineering and Mathematics (STEM) careers and the forestry, construction trades and manufacturing sectors. The career exploration events resulted in increased outreach to area employers and high schools to showcase the area's career pathways and in-demand occupations.
Best Practices
- Participating in Career Fairs and an incumbent worker Talent Development Training Program.
- Partnering with the Iron Range Resources and Rehabilitation Board (IRRRB) for Career Exploration.
- Engaging with the North Star Expo - Future Forests Stewards, Construct Tomorrow, Engineering Mentoring Night, STEM Showcase, Iron Range Science and Engineering Festival (IRSEF).
- Providing student career awareness and industry exposure by setting up business tours.
Career Services – Outreach and Marketing
The Rural Career Counseling Coordinator partnered with northeast Minnesota entities to create and deliver an awareness campaign for the region's skilled trades. This campaign, named 218 Trades, focused on
reaching out to four distinct school audiences – (1) high school students, (2) teachers and guidance counselors, (3) parents and family members, and (4) groups under-represented in the trades [primarily women and people of color]. The awareness campaign used multiple media and methods to reach their four audiences and overcome the challenge of getting them to consider a construction trades career.
Best Practices
- Working with the construction and skilled trades. This work will continue in 2019.
- Replicating and expanding the construction and skilled trades career awareness campaign beginning with the healthcare business sector.
Achieving Equity
The Local Workforce Development Boards in northeast Minnesota have established Diversity and Equity Committees. In 2018, these committees developed and delivered cultural competency training for the partners and staffs at the Careerforce™ locations in the region. The Rural Career Counseling Coordinator is a member of these committees and has completed the IDI® cultural competency training.
The Rural Career Counseling Coordinator and the local Career and Technical Educations representatives worked on the gender disparities for various business sectors such as how to enroll more girls in welding classes and more boys in nursing classes.
Ongoing conversations and technical assistance with employers and business leaders has been conducted by the Rural Career Counseling Coordinator. The technical assistance included a review of job postings for diversity and inclusion and recommending new recruitment approaches that included how to access talent by engaging with diverse community groups.
Best Practices
- Being a member of a Local Workforce Development Area's Diversity and Equity Committee.
- Conducting equity and diversity training for local businesses.
- Partnering with local business leaders including the region's various chambers of commerce and other engaged groups to produce equity and diversity training for business.
Central Region – Rural Career Counseling Coordinator
Regional Approach
Regional collaboration with business, community, employer organizations and chambers of commerce supplement this area's regional workforce data. The result of this approach is informed validation regarding the region's current and projected skills and talent needs, career pathways and in-demand occupations. The Rural Career Counseling Coordinator was part of a project to develop a new design for the region's career materials. Project goals included using infographic design techniques that appeal to and engage with multi-generational and diverse audiences. The new materials use contemporary visuals to show the region's labor market information. Regional partners aided with the creation and distribution of these new materials.
Best Practices
- Engaging in regional planning including update presentations at all regional planning board meetings.
- Identifying and mapping regional workforce resources.
- Showing career and technical education activities on a regional asset map.
- Sharing incumbent worker training, on-the-job training and other resources with business.
Recommendations
- Continuing to have the Rural Career Counseling Coordinator give presentations to and share career tools and resources with schools, job seekers, partners, and local businesses.
- Expanding partnerships and collaborations through enhanced engagement across the region.
- Leveraging the Rural Career Counseling Coordinator's existing value as a trusted resource to engage and collaborate with new regional workforce development entities, community partners and businesses.
Connecting System Partners
System partners connect through coordinated job fairs, panel discussions, employer tours, youth-focused programs and other projects that highlight career pathways, postsecondary customized training, workplace learning options and labor market information. The Rural Career Counseling Coordinator has in-depth knowledge of local resources and regularly refers youth and adults to appropriate and timely resources.
Best Practices
- Producing a career exposure and hands on event in February 2019 titled EPIC (Explore Potential Interests & Careers) with the anticipated attendance of 2,500 high school students. The planning team includes local colleges, economic and workforce development professionals and businesses. Employers from six of the region's key industries are the hands-on activities facilitators.
Recommendations
- Integrating the Rural Career Counseling Coordinator information, outreach materials and best practices into the new CareerForceMN.com platform that began rolling out in late 2018.
- Minimizing duplication and realizing a seamless career preparedness processes by braiding funding streams and performance measures to better prepare rural youth populations for the future workforce.
Career Services – Outreach and Marketing
The Rural Career Counseling Coordinators connect key workforce partners and stakeholders, share workforce development information and grow and maintain an employer network.
Best Practices
- Offering Somali job search resources and workshop curriculum.
- Converting recently developed disability awareness training to an online format to promote universal access to CareerForce programs and services.
- Introducing career information at an early age including local career days, career planning events and school presentations. This includes middle school, junior high and high school presentations.
Recommendations – Career Services
- Funding to update and develop in-demand occupations materials and expand distribution.
Achieving Equity
The Rural Career Counseling Coordinator is an active member of the region's planning team, knowledgeable about the region's career and technical education offerings, world's best workforce legislation action plans and counselor to student ratio data. This role has a collaborative approach to fill in career guidance system gaps in high schools. The Rural Career Counseling Career Coordinator has expertise with and connections to Somali job resources, disability resources and information and offender information.
Best Practices
- Creating labor market information materials that can be customized with local in-demand occupations, career pathways, median wages and job growth information. Job seekers, students and businesses have found this information to be a helpful visual starting point for their career planning.
Recommendations
- Establishing an online resource directory available to diverse populations.
- Sharing best practices in programming for employment and training providers online for capacity building, professional development and more effective service delivery methods.
Southwest Region – Rural Career Counseling Coordinator
Regional Approach
This region's Rural Career Counseling Coordinator is expanding partnerships with local school districts, developing career materials, providing career advisory services, connecting career education and business, disseminating career information and services, addressing disparities and growing stakeholder collaboration across the region. Parents, teachers and coaches are the primary source of career information for students.
Best Practices
- Increasing high school students' exposure to occupations in demand through school districts and career services partnerships that increase career option awareness.
- Growing career awareness and career counseling opportunities for students and parents through events, stakeholders, outreach and updated in-demand occupations materials.
Recommendations
- Supporting the region's promising collaborations focused on career exploration and development.
- Educating families, teachers, and creating community awareness regarding career pathway options.
Connecting System Partners
The Rural Career Counseling Coordinator is an intermediary to connect job seekers, schools, students, parents, employers, education institutions and other stakeholders to each other and to the workforce development system. This is accomplished by one-on-one and group meetings, ongoing communications, presentations and resource sharing. The RC3's work in career advisory services and work-based learning opportunities has positively impacted the region's career pathway work and benefited the future workforce and local employers. Work-Based Learning is a significant component to this region's Career Academies/Career Pathway programming.
Best Practices
- Bringing the Greater Twin Cities United Way to address disparities in education and employment by launching Career Academies/Career Pathway programming in the most diverse secondary schools to earn high school and college credits and gain marketable skills in high demand occupations.
- Expanding career pathways' work-based learning opportunities, internships, work experience, job shadows, employer guest speakers, industry tours and apprenticeships.
- Providing Career Navigator staff to support students and employers who are engaged in work-based learning opportunities. Real-world applications and work experiences in combination with key training provide paths to educational and career advancement building the local talent pipeline to help employers meet their needs for a skilled workforce.
Recommendations
- Reducing duplication by the RC3 coordinating and distributing responsibilities, establishing partnership agreements, assuring accountability and holding implementers to agreed accountability measures.
Career Services – Outreach and Marketing
The Rural Career Counseling Coordinator conducted an asset mapping gap analysis of the career advising and career pathway coursework. Throughout the region, after interviews with nearly half of the secondary schools, it was found that small rural schools have very limited, if any, staff time dedicated to career advising. In larger schools with a full time guidance counselor, only about 35% of their time is dedicated to career advising. The majority of schools that visited indicated they were not sharing current labor market information with students due to lack of time to research and package the information for students. Providing career services in the region's school districts is critical. With the skilled labor shortage challenges impacting the expansion plans of regional employers, it is essential that all secondary students graduate with an understanding of the career pathways and opportunities for their area's in-demand occupations.
Best Practices
- Providing labor market information to students, parents and school counselors.
- Launching a regional labor market campaign, "Know Before You Go," that includes median wage range by education level, post-secondary cost estimates and in-demand jobs.
Recommendations
- Expanding the use of the new career advisory materials.
- Funding the updating, high-quality printing and requested quantities of career advisory materials.
Achieving Equity
The Southwest Region's Leadership Team created goals and strategies to increase their capacity to provide equitable services to reduce educational, skills training and employment disparities based on race, disability, disconnected youth or gender to provide greater opportunity for all Minnesotans.
Best Practices
- Belonging to, active membership in and utilization of the professional development available through the Youth Intervention Programs Association (YIPA).
- Increasing diversity on boards, committees and staff. Results include new Local Workforce Development Board members and Diversity and Equity Committees and Career Pathway Partnership Committees with membership from organizations representing populations experiencing disparities.
Recommendations
- Continuing the work with employers on the benefits of hiring targeted populations.
- Intentionally engaging workforce development boards, staff, partners and employers in training/professional development opportunities on diversity and cultural competency and responsiveness.
Southeast Region – Rural Career Counseling Coordinator
Regional Approach
The Rural Career Counseling Coordinator serves eleven counties, and during 2018, focused on Career Pathways partnership development with the region's educational institutions, community, professional and business organizations. This, and the work to fulfill the statutory responsibilities of this position, was not being done in rural Minnesota prior to the creation and funding of the Rural Career Counseling Coordinator position. The RC3 position is one of the best ways to keep the focus on the needs of the people in rural Minnesota, address those needs and expand the talent pipeline to meet the industry demands for a skilled workforce while being inclusive of gender, race, persons with a disability and other people with barriers to employment.
Best Practices
- Replicating current employer-led industry Sector Pathways Committees and the Equity Taskforces to engage employers, board members, community members, and individual career seekers in discussion and planning surrounding career pathways.
- Partnering with business, creating workforce upskill training and providing Labor Market Information.
Connecting System Partners
The Rural Career Counseling Coordinator and the Local Workforce Development Boards created regional partnerships focused on experiential learning for high school students. Each collaboration includes partnerships from K-12 education, post-secondary and employers. One collaboration has seven school districts from Houston and Fillmore Counties adopting similar experiential learning programming. The region shares a position working in the Owatonna High School as a Career Counselor, funded through three organizations and the school district.
Best Practices
- Coordinating with the Local Workforce Development Board's Career Planners to support students as they encounter skill training program barriers.
- Providing wrap-around services to successfully bridge education and employment.
Career Services – Outreach and Marketing
The Rural Career Counseling Coordinator was part of a statewide team that developed new career pathways outreach and marketing materials. Seven different templates were created for each region to showcase their labor market information, career pathways, in-demand occupations and their median incomes. This region's sectors are business, construction, education, health care, manufacturing, retail services and transportation.
Career Services
- Funding the updating, high-quality printing and requested quantities of the career advisory materials.
- Placing the new career advisory materials on local websites and social media.
Achieving Equity
This region uses Equity Taskforces to connect with and engage individuals with barriers to employment. This includes out-of-school youth, people with disabilities, veterans, women, minorities and people with a criminal background. The Rural Career Counseling Coordinator is linked to these task forces to build relationships with community partners and employers and guide priorities for service delivery.
Recommendations
- Funding to continue the Rural Career Counseling Coordinator (RC3) program and its work to provide labor market information, develop career pathways and tackle workforce shortage issues.
- The RC3 position is one of the best ways to keep the focus on the workforce needs of rural Minnesota, address those needs and expand the talent pipeline to meet the industry demands for a skilled workforce while being inclusive of gender, race, persons with a disability and other people with barriers to employment.
Data Table – Rural Career Counseling Coordinators
The following table summarizes the outreach and engagement activities of the state's Rural Career Counseling Coordinators. In 2018, Minnesota's Rural Career Counseling Coordinators standardized the criteria for stakeholder group classification, engagement methods summaries and data collection processes.
| Stakeholder Group | | Engagement Methods Summary | | | Total Number |
|---|---|---|---|---|---|
| | | | | | Served in |
| | | | | | 2018 |
| Business | | Business tours; Career Pathways and Economic Development meetings; Career Exploration events; Job Fairs; Internships. | | 3070 | 3070 |
| | Job Seekers | Layoff, Job Search Workshop and Career Exploration presentations; Job Fairs; Business tours. | | | 10,229 |
| K-12 Institutions | K-12 Institutions | Career Exploration Summer Camps; Mock interviews in high schools; Career Exploration presentations; Local Careers. | | 321 | 321 |
| | Post-Secondary | Disability Employment Initiative programming; College fairs; Integrated instruction for career pathways programming. | | 93 | |
| | Institutions | | | | |
| Adult Basic Education | Adult Basic Education | Two-way referrals; LEARN & EARN programs; providing services in local jails; How to enroll in skills training - local and regional in-demand occupations. | | | 25 |
| | | | | | Consortiums |
| Community Based Organizations | | | Collaborative business engagement efforts; Cross-referrals; | 47 | 47 |
| | | | Engaging diverse communities; Partners in regional planning; | | |
| | | | Accessing new talent for regional workforce and in-demand | | |
| | | | careers / jobs. | | |
| Economic Development | | | Participation on regional comprehensive economic | | 152 |
| | | | development committees; Collaboration with local and | | |
| | | | regional economic development; Business recruitment | | |
| | | | | | EDR’s, County, |
| | | | presentations and tours; Regional talent development to | | |
| | | | | | City, Other |
| | | | meet business and industry current and future workforce | | |
| | | | | | Entities |
| | | | needs. | | |
| Other | | | Regional Initiative Foundations; United Way; New Americans | 77 | 77 |
| | | | Project; Tribal Governance and Tribal Workforce Steering | | |
| | | | Committees; Public Libraries; Community Action Agencies. | | |
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THE PIGGOTT SCHOOL SIXTH FORM EPQ TIMELINE YEAR 12
THE PIGGOTT SCHOOL SIXTH FORM EPQ TIMELINE YEAR 13
- Start of October students to have decided on a working title and submit 'Planning Proposal Part A' for Approval from project supervisor and centre coordinator - Once approved students to complete and submit 'Planning Review' to supervisor and begin intensive research for project. Students are expected to spend at least 2-3 hours per week doing this - Students attend 'Taught Skills' lessons afterschool to develop necessary skills such as time management, research skills and academic writing
- Project Research - Students attend 'Taught Skills' lessons afterschool to develop necessary skills such as time management, research skills and academic writing
Continue to write final project ad submit 'Project Product Review'
Final EPQ submitted to supervisor for internal marking and moderation
SEPTEMBER
Students submit 'Record of Initial Planning' for discussion with supervisor.
OCTOBER
DECEMBER
FEBRUARY
APRIL
- Project Research - Students attend 'Taught Skills' lessons afterschool to develop necessary skills such as time management, research skills and academic writing
Mid- January submit 'Mid Project Review' for discussion with supervisor and begin to write final project
Complete written project, deliver presentation and complete 'Summary and Reflection'
Project and marks submitted to AQA for moderation
NOVEMBER
JANUARY
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Lent Prayer Project 2017
Week 6: Pray for Twen (Eritrea)
Arrest and background Twen (34) has been in prison for twelve years because of her Christian faith. She has suffered beatings and torture and – like most Christian prisoners in Eritrea – has never been charged, tried or had access to a lawyer. Twen spent time imprisoned in a shipping container with gospel singer Helen Berhane. She nursed Helen when she was very ill, and even took punishment in her place. Twen is a key women's leader in prison and cares for the other women prisoners.
In January 2005, not long after Twen had come to faith in Christ, she was arrested for holding a New Year vigil with Christian friends at an underground church prayer meeting. She was sent to Mai Sirwa Prison. In 2006, she was joined by a large group of Christians who had been arrested at a wedding in the capital, Asmara.
Twen and the women from this group who refused to sign papers stating they would no longer engage in Christian activities were sent to one of Eritrea's harshest prisons, Wi'a, on the Red Sea coast. Hundreds of prisoners died in Wi'a prison as a result of the extreme heat and appalling sanitary conditions, and it was closed by government order in 2009, after a meningitis outbreak caused the death of approximately fifty Christian prisoners.
Surviving prisoners, including Twen and her group, were relocated to Me'etr prison, in the remote northwest.xxx It has about 80-90 prisoners, mainly Christians, and is run like a labour camp, with prisoners forced to work very hard. Food is inadequate and the climate is harsh (very hot and dry most of the year).
Family Twen's family home is in Asmara, where her parents live. Me'etr prison is in the middle of nowhere, with no town nearby and no public transport links, so her family members are unable to visit. They are Roman Catholics, and Twen was a member of a Catholic renewal group before she was arrested – many of Eritrea's Christian prisoners belong to Orthodox and Catholic renewal groups.
Latest news Twen remains in prison because she refuses to renounce her faith. She and a group of twelve Christian women who have also been in prison for up to twelve years have been told that if they renounce their faith in Christ they will be released immediately. All have steadfastly refused to do so.
Prayer Diary
Sunday
Ask God to protect and encourage Twen.
Monday
Pray for her release.
Tuesday
Pray for other long-term Christian prisoners, struggling with faith and health.
Wednesday
Pray for prisoners' families, especially those raising children alone.
Thursday
Pray for protection for the underground church.
Friday
Ask God for new church leaders, as most are in prison or have fled.
Saturday
Pray that the Eritrean government would end its repressive policies.
CHURCH IN CHAINS
T01-282 [email protected]
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Unit: Disciplinary Literacy
MSAD #54 Music Curriculum
Grade: Grade 9-12 Band
MLR Span: 9 - 12
MLR Content Standard: A: Disciplinary Literacy – Music Students show literacy in the discipline by understanding and demonstrating concepts, skills, terminology, and processes.
*Assessment
Notation and Terminology
__________________
Listening and Describing
2.Students apply accumulated knowledge of musical notation, symbols, and terminology to perform music with greater complexity and variation including sudden dynamic contrasts.
a.Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 5/4, 6/4, 6/8, 5/8 and 3/8, Cut time meter signatures.
b.Read simple melodies in both the treble and bass clefs.
c.Apply notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression
_________________
3.Students listen to, analyze, and evaluate music using their understanding of pitch, rhythm, tempo, dynamics, form, timbre, texture, harmony, style, and compound meter.
Students will:
Demonstrate a fluent controlled tone quality, control of varying dynamics, extended range and where appropriate, vibrato.
Demonstrate the ability to make controlled changes in the tone quality of one's instrument based upon style, balance and ensemble size.
Play with expression and technical accuracy a varied repertoire of instrumental literature.
Percussion will show an ability to perform varied rudiments on the snare and proficiency on Auxilary percussion.
Play the Major and Minor scales up to 4 sharps and 4 flats within the practical range of the instrument.
Demonstrate a variety of tonguing techniques, with good control, at all ranges and at accelerated tempi.
__________________________
Students will:
Demonstrate a knowledge of the elements of music through listening.
Demonstrate a knowledge of the elements of music through creative writing.
Discuss listening examples and work to describe the musical elements.
Foundations for Superior Performances-Warm-up and Techniques for Band By Williams and King
Various concert band music ensemble pieces
Various rhythm, notation and style books for written lessons
Listen to various recording styles
______________________
Listen to various recording styles
Listen to various live performances
Unit: Creation/Expression
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: B:Creation, Performance, and Expression Students create, perform, and express through the art discipline.
*Assessment
| Creation/ Expression | MLR Performance Indicators | MSAD #54 Objectives |
|---|---|---|
| Style/Genre ________________ Composition | 1.Students perform music of various styles and genres that requires well- developed technical skills, attention to phrasing and interpretation and various meters and rhythms in a variety of keys, accurately applying the accumulated knowledge and skills of: proper posture and technique; musical notation; symbols; and terminology. _________________ 2.Students analyze and evaluate musical ideas expressed in their own compositions or the compositions of others. | Students will: Perform various styles of music through large and small ensembles. Demonstrate knowledge of phrasing, balance, musical notation, symbols, terminology, tempos, keys, and meters within the context of the genre performed in large and small ensembles ______________________ Students will: Describe specific music in a given aural example using appropriate terminology. Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improv. by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement. |
Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances.
Unit: Problem Solving
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: C: Creative Problem Solving Students approach artistic problem-solving using multiple solutions and the creative process.
*Assessment
Unit: Aesthetics
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: D: Aesthetics and Criticism
Students describe, analyze, interpret, and evaluate art (dance, music, theatre, and visual arts).
*Assessment
| | MLR Performance Indicators PreK-2 | MSAD #54 Objectives |
|---|---|---|
| Aesthetics and Criticism | 1.Students analyze and evaluate Musical Forms a.Describe, analyze, interpret, and evaluate Music forms by applying grade span appropriate Music concepts, vocabulary, skills and processes as referenced in Standard A: Disciplinary Literacy. b.Analyze and evaluate varied interpretations of Compositions of music using evidence from observations and a variety of print and Listening sources. c.Demonstrate an understanding of the difference between a personal opinion and an informed judgment. d.Research and explain how music and musicians reflect and shape their time and culture. | Students will: 1.critique personal and group performances using planned evaluation. Develop criteria for evaluating the quality and effectiveness of music performances and apply the criteria to their own performances. a.fluency of the composition. b.flexibility of the composition. c.elaboration of the composition d.orginality of the composition 2.compare their critiques with those of other students. They will discuss in groups their findings. 3.discuss the effectiveness of multimedia critiques. 4.compare and contrast musicians of different genres and eras. |
Unit: Connections
MSAD #54 Music Curriculum
Grade: Grade 9-12Band
MLR Span: 9 - 12
MLR Content Standard: E: Visual and Performing Arts Connections Students understand the relationship among the arts, history, and world culture; and they make connections among the arts and to other disciplines, to goal-setting, and to interpersonal interaction.
*Assessment
_______________
Impact of the Arts on Lifestyle and Career
_______________
Interpersonal Skills
__________________
4. Students explain how their knowledge of the arts relates to school-toschool and school-towork transitions and other career and life decisions including the recognition that the arts are a means of renewal and recreation.
__________________
5. Students demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts.
a.Getting along with others
b.Respecting differences
c.Working as a team/ensemble
d.Managing conflict
e.Accepting/giving/using constructive feedback
_________________________
Students will:
Do a creative writing project on how music may effect them in their future lives, in work and personal life.
__________________________
Students will:
Do a creative writing project on how they have been effected by music in their lives so far. Us the nine given samples to create and organize their presentation.
______________________
______________________
f.Accepting responsibility for personal behavior
g.Demonstrating ethical behavior
h.Following established rules/etiquette for observing/listening to art i.Demonstrating safe behavior
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FrraanncceenaattiioonnaallrreeppoorrttLDDHH
This publication has been produced with the financial support of the Fundamental Rights &Citizenship program of the European Commission. The contents of this publication are the sole responsibility of LDH,EDRi,AEDH, Pangea, IuRe and can in no way be taken to reflect the views of the European Commission.
December 2009
2 / 77
CONTENTS
General synthesis
Methodology
To carry out its study of the four personal data protection topics selected at the February 2009 kick-off, LDH used the following:
‐ LDH's "ICT and Liberties" working group, made up of law agents, IT specialists, experts and concerned citizens. The group studies how the use of computers, the internet and ICT in general are a threat to civil rights and liberties;
‐ work carried out for the LDH conference of 1-2 June 2009, the theme of which was "Surveillance society: privacy and civil liberties;
‐ LDH's legal department;
‐ various campaigns in coordination with IRIS (Imaginons un réseau internet solidaire – The dream of a community-focused network), unions (representing judges, lawyers, doctors, tax employees) to fight projects which attack individual freedoms;
‐ a Senate information report entitled "La vie privée à l'heure des mémoires numériques. Pour une confiance renforcée entre citoyens et société de l'information" (Computer data storage and individual privacy: fostering confidence between citizens and the information society), released to the public on 3 June 2009;
‐ the annual report of the Forum des droits sur l'internet (the Internet Rights Forum);
‐ the Next Generation Internet Foundation's (FING) report;
‐ interviews with experts, including Alain Weber (lawyer), Dominique Cardon (sociologist) and Christophe Aguitton (researcher and union activist);
‐ a National Assembly information report entitled "Fichiers de police: les défis de la République" (Digital police data filing: national challenges).
Based on the pre-selected topics, subjects were chosen by a project monitoring committee. The factsheets were developed using interviews, information contained in the various documents, legal databases and information published online. Upon their completion, the factsheets were reviewed by the legal department.
Legislation and regulation regarding Privacy
Historical background
Protecting rights and freedoms is a longstanding tradition in France, where the 1789 Declaration of the Rights of Man appears in the preamble to the country's constitution.
In 1977, a project emerged to protect privacy and personal data through legislation and the creation of a new institution (the first independent authority of its kind). The Commission nationale de l'informatique et des libertés (CNIL) (French Data Protection Authority) was created under Act No.7817 of 6 January 1978 on Data Processing, Data Files and Individual Liberties. It is the culmination of a struggle initiated in 1974 against the creation of the GAMIN database (an automated database of children's medical files), which recorded the medical and social handicaps of children reported by children's medical services and made it possible to identify "high-risk categories". It was also in reaction to the creation of the SAFARI database, which linked all public files to create centralised profiles of individuals based on combined information from various government services. The idea of centralized profiling, already studied under the Vichy regime, was brought back to the table just when newly-emerging information technology was perceived as a precursor to Orwellian excesses.
Legislation
ACT NO. 78-17 OF 6 JANUARY 1978 ON DATA PROCESSING, DATA FILES AND INDIVIDUAL LIBERTIES (AMENDED IN 2004)
Although based on general, universal and timeless principles, the Act of 6 January 1978 could not have foreseen the spectacular expansion of information technology. As a result, the text has been amended a dozen times, most recently in August 2004, to ensure its conformity with the 24 October 1995 directive. Under the pretext of compliance, however, the new act eliminated the provision on preauthorisation. Pre-authorisation gave the CNIL the right to reject the creation of police data files, for example. The new act also eased restrictions on the creation of databases containing sensitive data (biometric, genetic, social, etc.), bringing into question the independence of the CNIL and the true extent of its powers.
Articles 1 and 2 of the 6 January 1978 Act establish a framework for personal data protection. Article 7 deals with prior consent and Article 8 prohibits the collection and processing of personal data that reveals "the racial and ethnic origins, the political, philosophical, religious opinions or trade union affiliation of persons, or which concern their health or sexual life".
Article 1 defines the framework of the law:
Information technology should be at the service of every citizen. Its development shall take place in the context of international cooperation. It shall not violate human identity, human rights, privacy, or individual or public liberties.
Article 2 defines what personal data and processing fall under the scope of the law:
Personal data means any information relating to a natural person who is or can be identified, directly or indirectly, by reference to an identification number or to one or more factors specific to him. In order to determine whether a person is identifiable, all the means that the data controller or any other person uses or may have access to should be taken into consideration.
Processing of personal data means any operation or set of operations in relation to such data, whatever the mechanism used, especially the obtaining, recording, organization, storage, adaptation or alterations, retrieval, consultation, use, disclosure by transmission, dissemination or otherwise making available, alignment or combination, blocking, deletion or destruction.
In chapter II, Articles 6 and 7 set forth the general provisions applicable to personal data:
Intended purpose: data may only be processed for specified, explicit and legitimate purposes.
Relevancy and measure: data must be adequate, relevant and not excessive in relation to the purposes for which they are processed.
Limited retention: data shall be stored for a period no longer than is necessary for the purpose for which they are obtained.
Information must only be shared with authorised recipients and third parties.
Security: The data controller shall take all useful precautions to preserve the security of the data.
Fairness and transparency: Every person shall be informed of the conditions in which data relating to him are used. He is entitled to access these data and to request that they be rectified or even deleted; he may also, under certain conditions, oppose the processing of data related to him.
Combinations: These amount to a new form of processing and call for the application of the principle of intended purpose (and are subject to authorisation).
The role of the CNIL is specified in chapter III (see "Data Protection Authority").
In addition to the 1978 Act, other texts exist which govern personal data protection:
PNR: ARTICLE 7 OF LAW 2006-64 OF 23 JANUARY 2006 ON THE FIGHT AGAINST TERRORISM authorises the French interior minister to automatically process personal data (PNRs/API) collected during international travel. Article 65 of the French Customs Code authorises customs offices to occasionally collect PNR data from certain flights.
The French Senate, in RESOLUTION No. 84 OF 30 MAY 2009 on the proposal for a framework decision on the use of passenger name records (PNR) for law enforcement purposes (E 3697), voiced numerous reserves and recommended several protection provisions. In particular, it also called for the transposition of the directive to be controlled by law. (See Appendix xx)
Biometric passport: Decrees No. 2005-1726 of 30 December 2005 and No. 2008-426 of 30 April 2008, establishing electronic and biometric passports respectively, were challenged by LDH before the France's Conseil d'Etat (Council of State) on the basis that they violated the principle of measure set forth in the 1978 Data Processing and Individual Liberties Act. (See Appendix xx). Issuing of these passports began in June 2009, despite the case still being under examination.
LAW NO. 2004-575 OF 21 JUNE 2004 FOR CONFIDENCE IN THE DIGITAL ECONOMY (LCEN)
The law of 21 June 2004 1 transposes into French law the European directive of 8 June 2000. The text establishes French legislation on the internet and lays down rules for electronic commerce. Most importantly, the LCEN represents the first general law on the internet. In particular, it:
‐ defines internet communication by creating new legal categories;
‐ establishes a liability regime for parties using the internet.
LAW NO. 91-646 OF 10 JULY 1991 ON THE CONFIDENTIALITY OF CORRESPONDENCE VIA ELECTRONIC COMMUNICATIONS SYSTEMS
French law recognises the general principle that correspondence must be confidential. With respect to electronic communication, this principle is enshrined in the Law of 10 July 1991. Published in the Journal Officiel (Official Journal) on 13 July 1991, this law has since been amended several times through both administrative and legislative channels.
As the text points out, "the confidentiality of correspondence via telecommunications systems is guaranteed by law. This confidentiality may only be breached by a public authority in the interest of public safety as defined by and within the limits of the law." Furthermore, the law defines telecommunications as "any transmission, emission or reception of signs, signals, writing, images, and sounds or of information of any nature by fibre optics, radio or other electronic systems."
The text is very general and can therefore be interpreted to include electronic messaging where the correspondence is private in nature.
Developments in legislation
In the interest of enhancing security, there is a trend towards the increased use of ICT to monitor any and all aspects of individuals' lives. Surveillance and generalised suspicion are becoming common.
THE "CREATION AND INTERNET" LAW, KNOWN AS THE "HADOPI" LAW (THE HIGH AUTHORITY FOR THE DISTRIBUTION AND PROTECTION OF CREATIVE WORKS ON THE INTERNET) is designed to protect artists and the entertainment industry from illegal file sharing by internet users.
The law calls for the identification of "hackers" by private firms, copyright holders and producers, who would transmit the IP addresses of suspected hackers to the HADOPI. The HADOPI (the first independent administrative body created to limit rights and freedoms) will obtain hackers' addresses from internet service providers (ISPs) and, after a 3-strike procedure, can impose sanctions (denial of internet access, fines, etc.). In June 2009, France's Conseil constitutionnel (Constitutional Council) struck down the provision allowing sanctions to be imposed by an administrative authority, ruling that only a judge may do so.
1 Source : JurisPedia ‐http://fr.jurispedia.org
In the new version of the law adopted in September 2009, a judge may suspend a person's access to the internet for a maximum of one year. HADOPI agents are authorised to identify infringements. Internet subscribers found guilty are deprived of their internet connection for one year and cannot subscribe to another provider. Attempts to do so are punishable by a fine of up to €30,000 and two years' imprisonment for violation of a criminal sentence. To claims that an internet subscriber is not necessarily the offender (insecure Wi-Fi access, etc.), the legislator has responded by creating a fine punishing the "blatant negligence" of a subscriber who allows his or her computer to be used for illegal file sharing...
Aside from the numerous technical problems and contradictory requirements posed by the law with respect to ISPs, it also raises issues over the idea of proportionality between privacy infringement (collection of IP addresses and internet access denial) and the protection of property (artistic copyright).
To limit illegal file sharing and protect the interests of a few companies, public authorities are establishing a system of generalised suspicion to monitor people, collect personal data and ultimately jeopardise the right to privacy. Even if it is deemed inapplicable, this law is a threat to the fundamental rights and freedoms of citizens. There is cause for concern that such an instrument be used for purposes other than to protect creative works on the internet.
LOPPSI 2, DRAFT LAW ON ORIENTATION AND PROGRAMMING FOR INTERNAL SECURITY
This law, under discussion in early 2010, takes citizen surveillance even further.
In particular, it authorizes the use of cookies by public authorities to access, collect, record, store and exchange computer data without the consent of those concerned and with no judicial control of the legality of these cookies.
The creation of a PERICLES database will bring together all judicial databases and combine available information to fight all forms of delinquency and child pornography in particular. To this end, the database will contain a wide variety of data.
LDH decided to alert public officials of the dangers of this proposal (11 February 2010):
The move towards total social control. The draft LOPSI law represents a significant leap in the construction of a big brother society characterised by suspicion and fear.
Despite being presented as an eclectic catch-all, the underlying logic is clear: the law aims to strengthen, incorporate and concentrate all available profiling, tracing and social control tools, which current governments are demanding on an ever-increasing basis.
The law represents the multiplication of video surveillance systems (even protests are now filmed), despite systematic proof in foreign studies that they are ineffective in most cases; the combination of police databases, despite these being full of errors according to evidence from the CNIL; police filtering of web sites and hunting down of web users, and the creation of a virtual justice system through the systematic use of video conferencing for the hearings of detainees and foreigners held in administrative custody.
Above all, it represents the legalisation of "electronic informers" (cookies) uploaded to personal computers without the knowledge of those being spied on. The PERICLES 'super' database will be able to combine all the information provided by these files, by telephone chips, online bills, identification card numbers, etc.
[…]
The Ligue des droits de l'Homme asks all parliamentary deputies to recognize their responsibilities with respect to the changes in society inherent in this proposal. It asks citizens to refuse to be treated as presumed delinquents subject to constant state surveillance of every corner of their lives.
Data protection authority
HE
T C
OMMISSION
N
ATIONALE DE L
'I
NFORMATIQUE ET DES
L
IBERTES
For the CNIL, "Information technology must respect the human identity, the human rights, privacy and liberties".
The Commission National de l'Informatique et des Libertés (French national commission for data protection and civil liberties), or CNIL, was created in 1978 by the French Data Protection and Liberties Act. It is made up of 18 personalities, appointed for five years. Of these 18 personalities, there are four members of Parliament, eight senior officials and six qualified personalities appointed by the French Assemblée nationale (National Assembly), Sénat (Senate) and government. The current chairman is also a senator, which means that he can voice one opinion in the CNIL, criticising bills, and vote differently in the Senate. 120 agents carry out the CNIL's daily missions, constituting a team far too small given its responsibilities.
To meet the objectives set out in the law, namely preventing possible threats that information technology may present to civil liberties and protecting privacy and individual and public liberties, the CNIL may draw on its powers of decision and to impose penalties, as well as its supervisory and recommending powers. In 1978, these powers were used for six primary missions 2 :
‐ To grant or refuse authorisation prior to the creation of personal data processing files;
‐ To inform individuals of their rights and obligations with regard to privacy. The CNIL also provides information on the list of existing files and the processing for which they are declared;
‐ To guarantee the right to access police and military files, for individuals who so request;
‐ To monitor the security of information systems with regard to data processing, for example to ensure the accuracy of data and prevent disclosure to unauthorised persons. The CNIL can impose necessary measures, such as correcting or erasing inaccurate data;
‐ To sanction file managers who do not respect the law, by issuing warnings, formal notices, pecuniary sanctions and orders to stop processing, and even by informing the Parquet (public prosecutor) of any violations;
‐ To regulate. The CNIL establishes simplified standards so that the most common processing operations that endanger civil liberties the least are subject to reduced formalities.
But in 2004, when France was obliged to amend the 1978 law to comply with the European directive of 24 October 1995 on the protection of personal data, it modified the CNIL's powers. Consequently, the CNIL can no longer oppose the creation of police files, but merely provide an advisory opinion published in the Official Journal that does not influence whether or not the files are created. Furthermore, the law of 2004 created the correspondant informatique et libertés (Data Protection Correspondent), or CIL, profession; companies who appoint an employee to this position are entitled to be exempted from requiring the CNIL's authorisation to implement automated processing for personal data.
In theory, these simplified procedures are compensated for by the attribution of new powers to the CNIL, enabling them to carry out investigations and impose penalties. As a result, the CNIL can impose pecuniary sanctions of up to 300,000 Euros; its investigations, however, are rendered uncertain by a lack of resources.
In his 2008 report, the chairman of the CNIL observed that, from now on, no economic sector and no area of our individual or collective lives will be free from technological development and pressures. In 2008, 71,990 files were declared, 4,244 complaints were filed, 218 inspections were carried out and 2,516 requests to access police files were received. This represents 116% more than in 2007; 3,500 requests could not be addressed!
Even though 12 jobs were created, the CNIL lacks the resources needed to address the problems posed by video surveillance, bills such as Hadopi, the LOPPSI law on police performance and orientation, social networks, recording personal data on students, implementation of unauthorised files, and police files that contain thousands of errors.
2 Information based onhttp://wiki.univ‐paris5.fr/wiki/CNIL (French only)
The CNIL believes that barely one-third of the French population is aware of the threats to individual liberties posed by the development of data recording technologies. Young people make up a considerable majority of the remaining two-thirds of the population that is unaware.
--------
Citizens have had a reasonable amount of trust in the CNIL for a long time; however, since some of its powers were taken away in 2004, certain civil libertarians found it to be so ineffective that they occupied the building in December 2007.
Associations are requesting that its pluralistic and democratic nature be strengthened, in particular by choosing the six qualified personalities based on proposals from unions and human rights associations.
During its 2009 congress, with particular regard to monitoring citizens, the LDH called for the attribution of supervisory powers to authorities that are truly 'independent' based on their make-up, whose decisions must be made known to citizens and that must have both real legal powers (authorisation powers over government files, intervention and supervisory powers over police and gendarmerie files) and the resources needed to complete their tasks; it requested specifically that the powers taken away from the CNIL in 2004 be restored to it.
THE COMMISSION NATIONALE DE CONTROLE DES INTERCEPTIONS DE SECURITE (CNCIS)
The Commission nationale de contrôle des interceptions de sécurité (French national committee for security intercepts control), or CNCIS, is a personal data protection authority responsible for ensuring that the provisions of Title II (on security intercepts) of the law of 10 July 1991 on the confidentiality of correspondence via electronic communications systems, amended multiple times and in particular by the law of 23 January 2006, are respected.
The law of 10 July 1991 states that the confidentiality of correspondence via electronic communications systems is guaranteed, and that this right may not be infringed upon except by the public authority, and then only in the cases of public interest provided for in the law and within the limits established by this law.
Intercepts of correspondences via electronic communication systems are authorised for legal and security purposes.
Under Article 15 of this law, the CNCIS receives claims from private individuals, independently carries out the monitoring and investigation activities that it deems necessary to fulfil its mission, and develops all contacts that may be useful to it gaining information; it can, at any moment, recommend to the Prime Minister that an interception be cut short.
Furthermore, under Article 6 of law No. 2006-64 of 23 January 2006 on the fight against terrorism, the CNCIS is responsible for checking the data transmission requests set out in Article L.34-1-1 of the French postal and electronic communications code (CPCE).
http://lannuaire.service-public.fr/services_nationaux/autorite-administrative-independante_172128.html (French only)
Aside from these two independent authorities, the government has set up numerous bodies responsible for monitoring network security and informing the public on protection of their personal data. See the appendix (official organs involved in data protection), page 15.
Privacy awareness
In the summer of 2008, a massive movement took place in France, with 700 organisations and 250,000 individuals coming together against the creation, by decree, of a file named EDVIGE (Exploitation Documentaire et Valorisation de l'Information GEnérale, or documentary exploitation and utilisation of general information) that may infringe on privacy and liberties. The Conseil d'Etat censored part of the decree, based on the arguments put forth by the organisations and unions. Consequently, the government had to backtrack in part with regard to the file's purpose and content.
For more than thirty years in France, the rights and liberties of citizens with regard to information and communication technologies have been protected by the tools listed in the appendix of this document, which support those implemented by the EU. Yet, existing provisions and tools are not sufficient for protecting our personal data and our privacy in a globalised world where political agendas are oriented towards greater surveillance of citizens, wanting to guarantee some sort of security to the detriment of liberties - the fight against terrorism being only a pretext - and where industrial and commercial stakeholders exploit advanced technologies and influence political decisions to their advantage when needed (e.g. biometrics, RFID, video surveillance).
As governmental projects are presented, there have been numerous mobilisations protesting, for example:
‐ the STIC file (Criminal Offences Processing System)
‐ INES (secure national electronic identity) electronic and biometric identity cards
‐ electronic passports becoming biometric passports
‐ the ELOI file (on persons subject to a removal order)
‐ SCONET and Base élèves premier degré (secondary and primary schools pupils database) files
‐ EDVIGE, CRISTINA (centralisation of internal intelligence for homeland security and national interests) and FNAEG (automated genetic fingerprint) files
‐ video surveillance (CCTV)
‐ the two new files that replace EDVIGE, on official inquiries related to public security and preventing threats to public security, created by decree on 16 October 2009 and published in the Official Journal of 18 October 2009 3 .
MOBILISATIONS WITH VARYING RESULTS
There have been numerous campaigns against infringements on privacy and liberties, including:
‐ Advertising video surveillance
Late in 2008, the RATP (Parisian public transport operator) announced it was installing 400 "intelligent" advertising screens in the metro hallways, equipped with cameras that were technically capable of determining the gender of passers-by, as well as their age, skin colour and type of clothes, and of analysing their facial expression, all the while specifying what part of the ad they were looking at.
Following the mobilisation of various associations, including the Résistance à l'agression publicitaire (RAP; an association dedicated to fighting the negative effects of advertising), the RATP announced in July 2009 that it was not going to deploy the cameras designed to analyse the behaviour of people passing by the new advertising screens. The associations still insisted that the CNIL follow through with the detailed examination of this type of device and come to a conclusion as to whether they are illegal and unfounded or not.
‐ ELOI file
The ELOI file was created by a ministerial order from the Minister for the Interior to facilitate the removal of foreigners staying illegally on French territory. This text, published on 18 August 2006, was contested before the Conseil d'Etat by many associations. On 13 March 2007 the Conseil d'Etat decided to quash the order, reckoning that this sort of tool should give rise to a decree and be subject to the CNIL's approval.
Faced with this mobilisation, it seems the government was obliged to "fall back" on a number of points, in particular with regard to personal data recorded on people visiting foreigners held in detention centres. The second version of the ELOI file, created in a decree of 26 December 2007, eliminated these provisions. However, the points raised in the first petition remain. Consequently, the associations filed a new action for nullification with the Conseil d'Etat. The rapporteur public (public prosecutor) recommended rescinding specific parts of the decree:
‐ the second purpose of the file, i.e. establishing statistics on removal measures and the application of these measures;
‐ recording the AGDREF (application for managing files on foreign nationals in France) number in data on the person subject to a removal measure;
‐ the data retention period of three years from the date of actual removal, when the procedure is actually implemented.
3 The new files state in particular that: personal data on minors aged 13 or older can be recorded; personal data can be recorded on people simply because they live in a certain geographical area; membership in a union, and political, religious or philosophic beliefs can in and of themselves be used to justify people not obtaining certain jobs (based on the "Non à EDVIGE" group's press kit, 4 December 2009).
The Conseil d'Etat did indeed rescind the two latter points on 30 December 2009.
‐ Base élèves
According to the Ministère de l'Education Nationale (ministry for national education), the IT application Base élèves premier degré is used for administrative and pedagogic management of students from kindergarten to the last year of elementary school (CM2, about 11 years old) in public and private schools. The base élèves has been experimental since 2005, in connection with the CNIL, and was being generally deployed in 2009 based on the content specified in the ministerial order of 20 October 2008.
A considerable volume of data was originally meant to be included in this file, on students' native culture, nationality and date of arrival in France, the language spoken at home, their entire educational path (e.g. repeating, absenteeism, support from a help network) and even information as personal as how they arrive at school (e.g. accompanied or alone).
At first very few parents reacted, most being unaware of this file. Then some of the directors in charge of recording these data decided to refuse to do so because of concerns about the mayors of communes and Académie inspectors having access to these data, as well as about the lack of security protecting such access. The movement grew with a petition and complaints lodged by parents. It was a success, as evidenced by the ministry modifying the file content. The ministry's site actually provides a list of what information is not included in the database (e.g. nationality and origin of the students and their legal guardians, family situation, parents' profession and social group, absenteeism, special educational needs, students' health condition, marks and learning achievements).
However, activists for the civil rights are still concerned by the attribution of pupils identifiers and the existence of a national database of these identifiers.
Recording personal data on children seemed sufficiently dangerous to the UN Committee on the Rights of the Child that, at the end of 2009, it informed the French government of its preoccupation with the deficiency of legal provisions for preventing interconnection between the base élèves and databases of other government bodies. The UN committee had two expectations: that parents have the right to correct and erase the file on their child(ren), and that access to the file be genuinely secure. These are the same demands that parents of the students and human rights defenders had been making for months.
The UN Committee on the Rights of the Child expressed many reservations with regard to the base élèves file, stating in an opinion of 11 June 2009 that it was preoccupied with the deficiency of legal provisions for preventing interconnection between the base élèves and databases of other departments.
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While there have been some victories, the fact remains that a small minority of people were actively involved in these campaigns, which remain the product of militants who pay close attention not only to all draft laws, but also to all innovations designed to increase the 'security of citizens' and make daily life easier but that infringe nonetheless on the privacy of individuals.
NEW APPROACHES TO PRIVACY PROTECTION
The new stakes related to protecting privacy are no longer restricted to government bodies and their files (even though citizen monitoring by the government is always more intrusive), they also concern private companies. Not only is every individual deliberately put on file as employed, unemployed, a tax-payer, receiving social insurance, having a phone or Internet contract, but also as a customer of at least one chain store, a bank account holder, and a 'privileged' SNCF client, among other things. Privacy risks and concerns, with the multiplication of data that are circulating much more freely, are shifting from 'big files' to 'traces', and from government bodies to private operators.
The new forms of data collection and tracking (Internet, biometrics), along with the international dimension involved in collecting and transferring flows, the commercial value attributed to personal data and the power of search engines that enables cross-referencing, have changed the nature of both risks and the perception of risks considerably. And let us not forget the inflow of data from social networks, which must be considered as well as this collection of data by private companies.
Yet, there are practically no campaigns protesting the unfair use and sale of data by service providers and operators; only a few lawyers and experts try to draw these issues to the public's attention.
A major obstacle here is that the technologies available make life easier and increase the numbers of virtual contacts, while the price (entering personal information one time) seems like a bargain to individuals who are poorly informed. The idea that they have nothing to hide leads them to believe they have nothing to fear.
It would seem that people are most active in movements against video surveillance, possibly because this technology is sometimes visible and is discussed in some official announcements.
THE TOPICS
The main problems identified in the themes studied are as follows:
Mobility and Transportation
The risks of tracking:
Users of the Navigo Pass are generally unaware that they are likely to 'disseminate' their personal data with the RFID chip of their travel card. They are also unaware of the lack of reliability of the RFID chips on which the data is stored and of the risk of tracking as their journeys can be recorded. The Paris city transport authority (RATP) has not promoted the "anonymous" version of the pass.
Geolocalisation leads to a very high risk of employee tracking which infringes on their privacy and also on labour laws.
Biological identity
The use of biometric data in passports poses the problem of the use of this technology for the purpose of identifying a person via their body parts. Furthermore, the database used to issue passports constitutes an ethnic and racial database which is made available (for example to police investigators), thus modifying the purpose initially declared.
The use of biometrics with children poses the problem of identification via body parts and of public authorities wishing to make children familiar with this type of checks.
Interpersonal communications
The problems caused by the use of electronic messaging systems are the results of either the sale or the non-protection of the registered user's contact details that go on to be used by marketing companies for sales purposes. Moreover, the data may be pirated and there is a risk of identity theft. When managed by an ISP, the e-mail account is subject to the retention of connection data and of other elements in the e-mails by the ISP, as part of the fight against terrorism. As concerns mobile telephones, there is the added risk of geolocalisation without the registered user's knowledge.
Social networks
The main problems identified are the infringement of privacy very often resulting from a lack of awareness of the configurations that enable users to protect their personal data, only making public certain details, and sharing other details with a limited number of contacts. The widespread media coverage of the problems experienced by some social network members or bloggers raised awareness among some enthusiasts who increasingly demand the right to delete the data concerning them.
In addition, American SNS stubbornly refuse to consider that European legislation is applicable for their activities in Europe.
CONCLUSION AND RECOMMENDATIONS
Through this study on the practices of teenagers and young adults, we have learned that it is not easy to obtain information on this target, with the exception of the use of telephones and social networks. Nevertheless, our work has led us to the conclusion that personal data protection procedures are generally lax, may represent an invasion of privacy and are potentially dangerous. These practices call for the need to inform and raise awareness:
- Among users of:
o Transportation or other access with RFID smartcards,
o Geolocalisation tools,
o Passports or other identification methods using biometrics,
o Internet messaging and mobile telephones,
- Among French public authorities regarding:
o Social networks.
o The increasing number of laws and regulations aimed at monitoring citizens as part of the fight against terrorism and organised crime, for enhanced security,
o The implementation of these systems and the increasing number of tools favouring the industrial market of monitoring technologies to the detriment of human rights,
o The increasing use of file profiling.
- Among European Union decision-making bodies, in particular using the powers entrusted to the Parliament since the entry into force of the Lisbon Treaty:
o For compliance with the fundamental texts protecting privacy, in particular in all agreements with third-party countries and anti-terrorism and immigration measures,
o So that the EU creates a Data Protection Authority with real powers,
o So that they make American companies comply with European legislation.
The work to be launched or pursued is twofold: the demands to be made of public authorities and decision-makers, and information and awareness-raising campaigns to be launched.
Demands made of French public authorities:
- Restore the French data protection authority (CNIL) all its powers, in particular those that were withdrawn in 2004 and the means to achieve real independence,
- Comply with and enforce compliance with all the principles of the French data protection act (listed in the section on legislation), in particular as concerns biometric passports and their databases but also in the data collected in various fields (Navigo pass, messaging services, Internet Service Providers),
- Limit the number of State officials with access to databases and provide information and guarantees on the strict management of such access,
- Demonstrate transparency regarding the absence of links between the interests of monitoring technology manufacturers and the implementation of new legislation,
- Prohibit the sale of data collected by a public body to private organisations,
- Work for the respect of fundamental rights in all legislation, in particular that concerning the collection of personal data,
- Provide the means so that information campaigns can be conducted aimed at citizens and young people in particular on their rights, on the risk of self-exposure on the Internet and on social networks. Interesting campaigns have been launched by the CNIL and other bodies: they deserve wider media coverage and to be presented in all establishments welcoming young people of all school ages.
Information campaigns aimed at young people:
These campaigns could be launched after considering future changes in technology and also in mentalities. (For example, the argument of risks concerning exposure on the Internet as part of the search for a job sometimes leads to the argument: "in ten years' time, if you do not have a blog or a profile, recruiters will find that suspicious").
Some campaigns to be launched:
- Information on the Opt-in/Opt-out options of geolocalisation and of social networks,
- Information on the anonymous Navigo Pass (see CNIL campaigns) and demands made to the RATP so that the advantages are equivalent to the standard Navigo Pass,
- Information on the misuse of biometrics, on the collection of PNR data and its use,
- Information on the precautions to be made when posting on the Internet (messaging, blogs or social networks): check the configuration of profiles, bear in mind that the details may be read by more people than intended, and may also involve contacts who have not given their consent,
- Roll out campaigns to consider the options of data encryption, of browsing using anonymisation tools, of using pseudonyms, of 'scrambling' the message by posting contradictory information, the option of limiting information life spans, etc. All options that are restrictive and make the use of ICT more complex but for which technological advances may provide a solution.
Synthesis Appendices
OFFICIAL BODIES IN CONNECTION WITH DATA PROTECTION
SECRÉTARIAT GÉNÉRAL DE LA DÉFENSE NATIONALE (SGDN) [GENERAL SECRETARIAT FOR DEFENCE AND NATIONAL SECURITY]
One of its main assignments is to reinforce security on information systems and networks belonging to the government and public services. The SGDN works with major operators to identify and monitor the risks affecting information system security: network intrusions, malevolent interceptions of communications, proliferation of computer viruses, and manipulation of information. The SGDN conducts awareness-raising initiatives aimed at authorities on all the events and computer-related vulnerabilities it can identify.
AGENCE NATIONALE DE LA SECURITE DES SYSTEMES D'INFORMATION (ANSSI) [FRENCH NETWORK AND INFORMATION SECURITY AGENCY]
Founded in July 2009, the ANSSI is attached to the SGDN and has national jurisdiction. The Agency has national authority as regards information system security for the implementation of the defence policy against cyber attacks.
In addition to its official website, the ANSSI has created a computer security portal: http://www.securiteinformatique.gouv.fr. Set up in 2008, this portal provides practical information and advice for individuals and professionals. It includes: security alerts, a glossary on computer security, a guide and recommendations for passwords, information on the importance of security measures, etc. It also provides a number of links to bodies and organisations in connection with data protection.
CENTRE D'EXPERTISE GOUVERNEMENTAL DE REPONSE ET DE TRAITEMENT DES ATTAQUES INFORMATIQUES (CERTA) [GOVERNMENT CYBER ATTACK RESPONSE CENTRE)
This is a government website that posts a list of vulnerabilities notified by software publishers. The references are: http://www.certa.ssi.gouv.fr
AUTORITE DE REGULATION DES COMMUNICATIONS ELECTRONIQUES ET DES POSTES (ARCEP) [FRENCH TELECOMMUNICATIONS AND POSTS REGULATOR] - http://www.arcep.fr
The Autorité de régulation des télécommunications (ART) [telecommunications regulation authority] was created by a law enacted in 1996 to regulate the telecommunications sector. It is an independent administrative authority that was entrusted the regulation of postal activities in 2005. It is in charge of the adaptation of European Directives on electronic communications to national law.
OFFICE CENTRAL DE LUTTE CONTRE LA CRIMINALITE LIEE AUX TECHNOLOGIES DE L'INFORMATION ET DE LA COMMUNICATION (OCLCTIC) [CENTRAL OFFICE FOR THE FIGHT AGAINST INFORMATION TECHNOLOGY- AND COMMUNICATION- RELATED CRIME]
The central office was founded in 2000 within the French Ministry of the Interior, more specifically reporting to the economic and financial affairs sub-division of the criminal investigation central division (police judiciaire).
The fight against cyber-crime and credit card fraud includes the legal handling of criminal offences related to new technologies and of those for which the perpetration is facilitated or related to the use of these technologies. It also provides training and leads and coordinates the actions of the other departments with jurisdiction over offences related to information and communication technologies, as well as international cooperation - Europol, Interpol, G8.
DELEGATION AUX USAGES DE L'INTERNET (DUI) – [DELEGATION FOR INTERNET USE]
http://delegation.internet.gouv.fr
The DUI's role is to propose measures required for the development of an information society that benefits everyone everywhere. This includes in particular measures to reduce the digital divide. Founded in 2003, the DUI reports to the French Ministry for Higher Education and Research. It is in charge of developing universal Internet access, for example digital public spaces with the NetPublic label, of encouraging the security of Internet users in general and the protection of minors in particular – steering the European "Confiance" programme, Tour de France of schools, etc. – and of providing training and support with regard to information and communication technology – Internet support operation, multimedia Internet passport, etc.
WEBSITES UNDER STATE AUTHORITY
SERVICE PUBLIC http://vosdroits.service-public.fr/Fichiers, libertés, protection de la vie privée
This website explains how files containing personal data are accessed and provides information on principles and citizens' rights: rights of access, correction and opposition and also the limits of these rights – files excluded from data protection obligations with the CNIL authority, etc. There are links to fact sheets and models of letters proposed by the CNIL.
INTERNET SANS CRAINTE http://www.internetsanscrainte.fr/accueil
The national programme intended to raise young people's awareness of the correct use of Internet on a site. Created by the Délégation aux Usages de l'Internet (DUI) and Microsoft, this programme is supported by the European Union.
"internetsanscrainte.fr" is the official site for the prevention of Internet-related risks for children. The information provided is aimed at children aged between 7 and 12, young people aged between 12 and 16, and parents. There are also brochures, cartoons for children, quizzes and a hotline number to discuss concerns about the Internet.
PROTEGE TON ORDI http://www.protegetonordi.com/
This site is the fruit of a public-private partnership between public authorities (the DUI), Microsoft and a group of partners and proposes advice in various forms, in particular comic strips for adults or children on the theme "Working for a safer Internet! […] to help you learn the simple and essential ways of protecting your computer, your family and yourself ".
"SURFEZ INTELLIGENT" http://www.ddm.gouv.fr/surfezintelligent/
Aim of the site: As in everyday life, there are rules for using the Internet correctly and to make full use of it. With its partners – public and private stakeholders - the Junior Minister's Office in charge of forecasting and development of the digital economy provides a few landmarks and essential practices for hassle-free surfing. There is a charter for the promotion of authentication on the Internet in order to familiarise Internet users with authentication, tell the difference between authentication and identification, obtain information - recognise secure sites, know what data some providers are entitled to request, data never to be provided, how to read contracts, legal and contractual obligations, access to data, etc.-encourage Internet users to get into good habits - securing their computers: use of protection tools, regular updates, management of authentication procedures, configuration of security applications, etc. […] not clicking on a link in a spam -, and the 'Reciprocal commitments of professionals and public authorities'.
SOME ORGANISATIONS THAT MONITOR SECURITY
OBSERVATOIRE DE LA SÉCURITÉ DES SYSTÈMES D'INFORMATION ET DES RÉSEAUX (OSSIR) [FRENCH INFORMATION SYSTEM AND NETWORK SECURITY OBSERVATORY] -http://www.ossir.org
The OSSIR is an association of users interested in information system and network security that organises the annual Journée Sécurité des Systèmes d'Information (information system security day). This annual event brings together experts, professionals in all aspects – technical and legislative – of information system security. In 2008, the theme was: Anonymity, privacy and identity management with a presentation of the concept of a "blank identity card ", on the theme "Principles and technologies to protect privacy on the Internet".
FING - FONDATION INTERNET NOUVELLE GÉNÉRATION [NEW GENERATION INTERNET FOUNDATION]
http://fing.org/
Launched in 2000, the foundation's members include experts, major companies, start-ups, research laboratories, universities, local authorities and administrations. It monitors technologies, at the crossroads between society, the economy and technology. It works in three fields: intelligence and foresight, think/do tank, and open innovation. Its objectives are:
- Mobilise stakeholders around the future technological cycles,
- Play a pivotal role in the emergence of innovative ideas and projects,
- Take part in emerging ethical and societal debates,
- Facilitate bottom-up innovation.
The foundation works on the theme of Active identities: Digital identity is the pivoting, federative element of most of the new services and practices that emerge today on the Internet (on blogs, social networks, "web 2.0", identity federation, portfolios, multi-service cards, composite services, communities, virtual universes, etc.). The question of anonymity or "pseudonymity" is analysed and discussed on the site's blog.
It is working on the question of setting up a "data protection act 2.0", attempting to answer the question: "apart from changes (only normal over a thirty-year period) in the data protection field defined thirty years ago, or the difficulties arising from application – are there factors that radically change the context in comparison to 1978: new practices (individual, group, corporate or administrative) that cannot be reduced to those we know? Techniques that change the background? Scales so different to those in 1978 that they change the very nature of the phenomena concerned?... "
LE FORUM DES DROITS SUR L'INTERNET [FORUM OF INTERNET RIGHTS] - http://www.foruminternet.org/
Defined as the link between the public and private spheres, the Forum is an original answer to the question of regulating a constantly changing universe". The Forum has around 70 registered members divided into two colleges, economic players and users, made up of legal entities, public authorities and people from civil society. It posts advice for Internet users, teenagers, parents, bloggers, etc., in various forms: comic strips, factsheets, guides etc.
The Forum also publishes recommendations drawn up by various working groups, notes and case law on various subjects related to the Internet.
IMAGINONS UN RESEAU INTERNET SOLIDAIRE [IMAGINE A SUPPORTIVE INTERNET] - IRIS
http://www.iris.sgdg.org/
Founded on 4 October 1997, the IRIS association's aim, as defined by IRIS itself, is to "work towards a development of the Internet with more equality, sharing and solidarity". Its main areas of consideration and action are as follows:
‐ To work for the development of a public service infrastructure providing access for all with permanent connectivity,
‐ To enable everyone to produce content and communicate it publicly, without using intermediaries,
‐ To fight for the long-term continuation of non-market sectors on the Internet.
In France, IRIS is member of the DELIS COLLECTIF (DROITS ET LIBERTÉS FACE À L'INFORMATISATION DE LA SOCIÉTÉ [RIGHTS AND FREEDOM AGAINST THE BACKDROP OF THE COMPUTERISATION OF SOCIETY]: www.delis.sgdg.org.
)
On a European scale, IRIS is a founding member of the EDRI Foundation (European Digital Rights): www.edri.org.
On an international scale, IRIS is a member of the GILC coalition (Global internet liberty campaign): www.gilc.org.
The association works on a national scale by conducting institutional consultations and hearings. It raises awareness in the field of associations and unions of the political and social stakes related to the Internet. IRIS also publishes reports and analyses, and organises conferences and debates. On a European level, IRIS takes part in European Commission working groups on illegal and offensive content on the Internet and on cyber-crime. Lastly, on an international level, the association works with the Council of Europe and Unesco, in particular as part of the GILC.
Mobility and transportation
| TOPIC | The NAVIGO pass, a travel card in the form of a smart card for use on public transport in the Ile-de-France area. |
|---|---|
| Technologies used | Radio Frequency Identification (RFID) and file for storing collected data. This technology makes it possible to identify objects, track them and determine their features remotely thanks to a label that emits radio waves and is attached to or embedded in the object. RFID technology can read these labels without contact and can penetrate thin layers of material such as paint or snow. The label comprises a microchip and an antenna embedded in a medium, in this case a plastic card. A reader scans, captures and transmits the data stored on the microchip. There are three types of RFID labels: * Single-read labels; * Multiple-read labels; * Read and re-write labels. And two major groups of RFID labels: * Active labels, connected to an on-board energy source (e.g. electronic toll systems on motorway networks). * Passive labels, that use energy from an emitter. These less costly labels are usually smaller and have an almost unlimited lifespan. The RFID label type of Navigo pass is a passive one of CALYPSO technology answering standards ISO 7816-1, 2, 3, 4 and CEN on 1545. It passes on the information which it contains but cannot receive from it. How it works: When going to use public transportation, the passholder presents the Navigo pass to a reader that authorises or refuses access (for certain trips this pass also has to be validated on the way out). The machine reads data from the contactless RFID chip: first and last name, age, mailing address and information regarding the type of service subscription and its validity period. The Navigo pass only makes it possible to know at which station a user entered, and possibly exited, the metro system. It is not possible to know what route was taken. These data can only be retained for a maximum of two days (at the request of the French national commission for information technology and civil liberties, or CNIL) and only for the purpose of detecting fraud. |
| Country/zone where used | France/Ile-de-France public transport. |
| Target population | Whole population, no age restriction or requirement. However, the groups most concerned are: - employees commuting daily to work; - Schoolchildren and students travelling to school or college/university. As of 31 January 2009, there were 4,536,000 Navigo clients (source: ratp.fr), broken down according to the following service subscriptions: 2,498,000 monthly or weekly Orange cards: These are travel cards that allow holders to make unlimited trips for a week or a month within the Ile-de-France zones specified in the contract. |
- 870,000 annual passes:
| % of use among the target population and young people | No reliable figures on the ratio use/user age. |
|---|---|
| Trends | No reliable statistics. See GIE Comutitres site (French only). |
| Known/potential dangers of this technology/risks | RFID presents a threat in terms of tracking and profiling individuals. This new technology, accused of invading the privacy of citizens/consumers, worries consumer protection and fundamental rights organisations that see it as a way of collecting information on consumers without their consent. Furthermore, anyone with an adapted reader can read the contents of an RFID chip without the holder knowing. In the case of the Navigo pass, which contains personal data that can be used to remotely identify the holder, individuals can be tracked in all of their daily activities. In France, the CNIL has already classified RFID labels as a technology that endangers individual liberties, deeming they constitute personal data under the definition in the French Data Protection and Liberties Act of 1978. Source: http://www.cite- sciences.fr/francais/ala_cite/science_actualites/sitesactu/question_actu.php?lang ue=an&sommaire=1&id_article=2803 |
| Files created and their purpose | Source: General conditions of use Deliberation 2008-161 of 3 June 2008 granting unique authorisation for implementing automated processing of personal data with regard to ticket application management by public transport operators and organising authorities (unique authorisation decision No. AU- 015) - (JORF No. 0153 of 2 July 2008), available in the appendix. The data collected undergo automated processing with a view to managing Orange card service subscriptions and Navigo pass applications. |
Associated file and date of creation
Reference unknown, created in 2003.
| Purpose of file | Managing, issuing and using travel cards: - managing service subscriptions and issuing full fare, reduced fare and even free tickets; - managing after-sales service operations and customer complaints. Managing and monitoring commercial relations. Managing fraud: - detecting technological fraud and counterfeit, and investigating cases; - managing cards cancelled due to loss, theft or a payment issue; - managing cards cancelled due to misuse (e.g. detection of several dozen entries/exits made using the same card). Carrying out statistical analyses on network use: - traffic; - types of travel cards issued; - clients; - use by type of travel card. Assessing quality of system operation: - analysing technical problems with cards or validating machines; detecting operational abnormalities in the information system. |
|---|---|
| Content, data types | - Identity (marital status, sex, first and last names); - Date and place of birth; - Mailing address; - Telephone numbers (home and mobile) and email address (optional); - ID picture. |
| Who retains the data, who has access? Risks | Data are intended for GIE Comutitres (an economic interest grouping that manages shared travel cards and tickets in Ile-de-France), its service providers, Ile-de-France transport undertakings, institutional financiers and the Organising Authority for Public Transport in Ile-de-France (STIF). In 2006 an Internet user accessed the files of Navigo users, as the Internet address for each form included part of the client number of the user in question. By modifying these numbers in the browser, the hacker succeeded in accessing 1,400 applications containing client pictures, first and last names, mailing addresses, email addresses and telephone numbers. |
| Retention period | For management: All customer data is retained throughout contract relationships and for a period of two years afterwards for commercial and statistical purposes related to customers and prospective clients. For daily travel: Validation data containing information on the movements of individuals, linked to the card or holder number, both of which refer indirectly to the identity of the user, can be retained for a maximum of 48 hours and for the sole purpose of fighting technological fraud. |
| Right of inspection and | Access and rectification rights as defined in section V of the modified law of 6 January 1978 can be exercised by contacting the service(s) designated by the |
rectification
processing manager.
| Hidden purpose of file and wrongful use/risks | The CNIL believes that preserving details of the journeys of an identified individual for 48 hours, purportedly to fight fraud, runs counter to democratic values. Consequently, it called for users to be offered the possibility of travelling anonymously without incurring any additional cost as compared with a personal pass. This requirement has been met in part because the Navigo Découverte pass is available in some RATP and SNCF stations for 5 Euros. The police are entitled to access the recorded data. In an opinion of 8 April 2004, the CNIL demanded that the STIF create an anonymous form of the Navigo pass, emphasising that users should have the possibility of accessing public transport services in an anonymous manner without incurring any additional cost as compared with using a personal pass. The STIF reacted by creating the anonymous Navigo Découverte pass on 1 September 2007. The CNIL declared it was satisfied, though disappointed by both the delay in introducing this anonymous card and the associated cost (5 Euros). To offset the cost, the card is valid for 10 years. On 6 January 2009, following various consumer complaints and field-testing operations, the CNIL judged that exercising the right to travel anonymously is not guaranteed for users, and that the conditions for the provision of information on, and for obtaining, the Navigo Découverte pass were mediocre and even acted as a deterrent. A lack of awareness regarding the availability of this pass can indeed be observed in personnel; the regular absence of related commercial documentation and the difficulties in actually purchasing this pass at sales windows are also noticeable. |
|---|---|
| Legislation currently in force | |
| Legislation | The French Data Protection and Liberties Act of 6 January 1978, amended on 6 August 2004, is applicable in cases where RFID devices are used to directly or indirectly a private individual. http://www.legifrance.gouv.fr/affichTexte.do?cidTexte=LEGITEXT000006068624 &dateTexte=20090723 (official text) http://www.cnil.fr/fileadmin/documents/en/Act78-17VA.pdf (CNIL translation) |
| Threats to liberties despite the legal framework in place | Tracking, registration and profiling of individuals. |
| Compliance with European law (e.g. Charter of Fundamental Rights, directives) | There is currently no European legislation on the use of RFID technology. See the European Commission's recommendation of 12 May 2009 on the implementation of privacy and data protection principles in applications supported by radio-frequency identification. Like CCTV surveillance, the Navigo pass circumvents the Universal Declaration of Human Rights which states in Article 12 that "No one shall be subjected to arbitrary interference with his privacy...", and in Article 13 that "Everyone has the right to freedom of movement...". |
| If regulations are revised: grounds? Outcome: data | |
P N R
File content
Retention period/risks
Who retains the data, who has access?
Right of inspection and rectification
Depending on the GDS, there are many possibilities.
The travel agent books an entire trip and all information on this trip is stored in the PNR.
Each PNR is identified by a 6-character alphanumeric record locator. Once the PNR is created, the information is sent to all concerned parties.
2) Directly by the air carrier:
The PNR contains information on a single flight. There are as many PNRs as there are reservations; a single PNR can cover multiple passengers travelling together.
Each person travelling to the United States must fill in a form on the American embassy's website.
Upon arrival in the United States, each person must go through immigration, at which time the passenger's picture is taken, as are their digital fingerprints.
The full PNR data list is posted on the CNIL's website (www.cnil.fr).
PNR files contain the following data (list not exhaustive):
- passenger's first and last name;
- place of residence;
- telephone numbers;
- email address;
- method of payment (credit card number, billing address, ticket price);
- APIS information, such as passport number;
- date of birth and nationality;
- OSI data (free input zone: list of requests made by passenger, such as provision of a wheelchair on arrival, SSI/SSR data – request for special services based on meal preferences, state of health or age, e.g.: vegetarian, diabetic, salt-free, no pork, medical care;
- general observations regarding incidents that occurred on previous flights such as arguments or excessive alcohol consumption;
- passenger status, e.g. economy, business class, frequent flyer, miles flown);
- date journey booked;
- scheduled date of travel;
- date ticket issued;
- full passenger routing;
- passenger without a reservation;
- passenger recorded as a no show (absent at boarding despite having a reservation);
- travel agent and agency that sold the ticket;
- information on seat occupied (left-hand/right-hand side, front/rear of the aircraft);
- record of changes to the PNR file.
GDS PNR data are retained for one month after the flight, and archived for three months.
Data collected by US authorities are retained for 15 years without any guarantee that they will be destroyed.
Travel agencies, air carriers and GDSs.
The US authorities
- All PNR data benefit from administrative protections, irrespective of the interested party's nationality or country of residence.
- Furthermore, a system is available providing redress for persons seeking information about or correction of their PNR.
- Persons wishing to access their PNR are entitled to do so under the Freedom of Information Act; requests may be submitted to the FOIA/PA Unit, Office of Field Operations, U.S. Customs and Border Protection, Room 5.5-C, 1300 Pennsylvania Avenue, NW Washington, DC 20229
Purpose of file
Dangers
The official goal is security.
It is apparently a tool for fighting terrorism and serious crime.
As such, although this system was introduced before 11 September 2001, the
US authorities subsequently tightened their requirements.
However, terrorism and serious crime have not been defined.
Article 29 Working Party opinion - 2007
In November 2007, shortly after the European Union and the United States signed an agreement on the transfer of PNR data, the European Commission filed an umbrella project for a new directive.
The Article 29 Working Party, which brings together the European data protection authorities, published a report on this framework decision in December 2007, criticising, in particular, the lack of provisions designed to guarantee the security of personal data with regard to privacy.
It highlights that "the present draft foresees the collection of a vast amount of personal data of all passengers flying into or out of the EU regardless of whether they are under suspicion or innocent travellers. These data will then be stored for possible later use for a period of 13 years to allow for profiling. The proposal comes in addition to the fingerprinting of all citizens when applying for their passports as well as the retention of all telecommunications traffic data in the EU... An EU PNR regime must not lead to general surveillance of all travellers."
The Article 29 Working Party also specified that the United States "has never conclusively proven that the vast amount of passenger data it collects is indeed necessary in the fight against terrorism and serious crime... The only substantiated available information to this end indicates that primarily API rather than PNR data are used".
Consequently, the Article 29 Working Party observes that it does not see the need for countries to record, on top of the API and PNR data, a biometric database on applicants for Schengen visas (especially since the EU already has a Schengen Information System, or SIS, and is working on a European Visa Identification System).
With regard to exchanging information with third countries, the group is concerned about the consequences of automatic reciprocity with third countries using a PNR system.
According to the Article 29 Working Party, the fact of an existing European PNR regime might lead to PNR demands on the basis of reciprocity by undemocratic or corrupt regimes.
The repercussions of such reciprocity do not appear to have been sufficiently examined (e.g. retention of credit card information by a civil servant in a country incapable of eliminating corruption could have dire consequences)
It should also be noted that the interpretation of the wording "fight against terrorism" in some countries might differ significantly from the European view. As a result, reciprocity could enable a dictatorship to carry out a risk analysis on dissidents based on PNR data.
PNR agreement between the United States and the European Union
Following the events of 11 September 2001, the United States' Department of Homeland Security (DHS) tried to obtain access to EU Member States' PNR data.
Congress passed two laws requiring these data, the Aviation and Transportation Security Act of 19 November 2001 and the Enhanced Border Security and Visa Entry Reform Act of 2002.
Washington also negotiated an agreement with the European Union in May 2004, the EU/USA PNR Agreement.
Legislation
However, the European Court of Justice, on application of the European Parliament, invalidated this agreement on 31 May 2006 in a Euractiv ruling founded solely on the agreement's legal basis and not on its substance.
The US and the EU signed a new PNR Agreement in July 2007. The new agreement puts an end to the period of uncertainty that followed the European Court of Justice's ruling that terminated the previous agreement.
Nonetheless, according to the European data protection authorities, the European Parliament and the European Data Protection Supervisor (EDPS) believe that the level of protection for transmitted PNR data provided in this agreement is far from adequate.
Another criticism of the agreement pertains to the lack of clear provisions, that are both precise and proportionate, on the sharing of information, retention, additional data transmissions and supervision by data protection authorities.
Another potential concern lies in the fact that numerous provisions may be implemented at the discretion of the United States.
In November 2006, the Electronic Frontier Foundation, a civil liberties group, filed a complaint against the DHS to make the use of PNRs (also used for domestic flights) more transparent.
Potential for espionage and economic intelligence: all fares granted for a given flight can be known.
Potential for selective entry into the United States based on criteria other than the risk of terrorism.
France:
Article 7 of law No. 2006-64 of 23 January 2006 on the fight against terrorism.
This article authorises the collection and use of PNR and APIS data.
The Minister of the Interior is authorised to introduce automated processing of personal data collected in connection with international travel.
Article 65 of the Customs Code.
This article provides for the compulsory production of all kinds of documents related to operations of interest to the customs authorities.
They are also entitled to explicitly request the PNR data of specific flights on occasion.
Executive order NOR IOCC0830651A of 28 January 2009.
This order sets up, on an experimental basis, automated processing of the personal data of passengers recorded in airline departure and control systems.
Senate resolution No° 84 of 30 May 2009 on the proposal for a framework decision relating to the use of PNR data for enforcement purposes.
European Union:
In the European Union, access to PNRs is regulated by different texts on the protection of data.
1980 OECD Guidelines on the Protection of Privacy/1995 European Data Protection Directive.
PNRs can only be transmitted to countries implementing similar guidelines on the protection of privacy.
Council Directive 2004/82/EC of 29 April 2004 on the obligation of carriers to communicate passenger data, adopted without the opinion of the European Parliament, based on the Schengen Agreement, also regulates the exchange of PNR data with the official goal of fighting terrorism and illegal immigration by
Campaigns
Recommendations
authorising "their use as evidence in proceedings aiming at the enforcement of the laws and regulations on entry and immigration, including their provisions on the protection of public policy (ordre public) and national security" (Art. 12).
2007 Agreement between the European Commission and the US authorities.
This agreement includes the following provisions:
- The number of US authorities authorised to access PNR data on US territory has been expanded;
- Any decision to transfer European PNR data to third countries shall be taken unilaterally by the US without prior consultation of the European authorities;
- The purposes for which PNR data are used can be changed through a unilateral amendment to US law;
- Henceforth, "in case of need" the US authorities can access so called "sensitive" data , i.e. data that may reveal individuals' racial and ethnic origin, political opinions, or state of health, despite the filtering rule initially agreed to;
- The move from allowing US authorities direct mode access (pull) to the data held by airlines to the airline release mode (push), whereby direct access is no longer possible, will only occur if the United States is satisfied with the attendant technical conditions;
- Data shall be held for 15 years, actively for 7 and passively for 8, without any guarantee that files not consulted will be definitively destroyed;
- Evaluation of the implementation of the "review" agreement no longer has to be conducted annually. Only the European Commissioner of the Directorate-General for Justice, Freedom and Security shall conduct this inspection, without national data protection authorities being clearly associated;
- The US authorities shall have the faculty to decide unilaterally to accede to European passengers' request to access and rectify data on them held by the US authorities.
As of 2003, the French league for human rights (LDH) has taken up the AEDH's message, denouncing the invasion of privacy and threats to democracy represented by the PNR agreement, just like IRIS within the Trans Atlantic Consumer Dialogue (TACD).
During its 2009 congress, the LDH highlighted the dangers of these exchanges, stating that the exchange of personal data organised between European Union Member States (especially due to the extension in 2007 of the provisions laid out in the Prüm Treaty), or even between the EU and third countries (in particular, the PNR Agreement signed with the United States relative to passengers of transatlantic flights), significantly amplifies the threats that these monitoring techniques pose for privacy and liberties by increasing the area in which "sensitive" data are collected and transmitted, including by private companies, without anywhere near sufficient control.
Young people, like the majority of the population, do not seem to be aware of these dangers.
Associations for the defence of liberties and human rights should, based on the aforementioned opinion of the Article 29 Working Party and the EDPS (see EDPS-PNR in appendix), and using the new powers conferred to the European Parliament by the Treaty of Lisbon, act to:
- Ensure that the principle of proportionality and the rule of necessity of the agreement terms are respected;
- Create a secure legal framework;
- Obtain a summary of the concrete results stemming from use of such an arrangement;
- Exclude any use of sensitive data related to racial or ethnic origin, religious beliefs, political opinions, membership in a union, state of health or sexual orientation;
- Encourage use of the "push" system for transferring data to be included in this new agreement;
- Revise the total period of data retention, currently disproportionate, to a more reasonable retention period;
- Inform passengers on how their personal data is used.
GEOLOCALISATION AT WORK
| TOPIC |
|---|
| Technologies used |
| Country/zone where used |
| Context |
| Target population and age |
| % of use among the target population and young people |
| Trends (measured/presumed) |
| Known/potential dangers of the technology/risks |
| Other |
| Files created and their purpose |
| Associated file and date of creation |
| Grounds for inclusion in this file/risks |
their shift. Employees who hold trade union or elected offices must not be subject to tracking operations when on business pertaining thereto.
| Purpose of file/content, types of data/risks | The purposes of this device can include managing customer operations in real time and fighting theft. The data collected are: - name of employee; - vehicle registration number; - kilometres covered; - stopping times; - average speed; - geolocalisation data. Risk of diversion from purpose; for example, employers using tracking devices to check on the activity of their employees while the purported purpose is fighting theft. See: CNIL employee tracking guide on the rights and obligations of employees with regard to GSM/GPS tracking. (French only). | |
|---|---|---|
| Who retains the data? Risks | Employer. | |
| Who has access? File sharing? Access restrictions/risks | | Access to tracking data must be restricted solely to those individuals who |
| | | may legitimately need those data to perform their duties which relate to the |
| | | purpose of the device (e.g. persons in charge of coordinating, planning or |
| | | monitoring operations, persons in charge of the security of goods carried, |
| | | human resources officers). The processing manager must then take every |
| | | precaution to preserve the security of the data and prevent access by |
| | | unauthorised staff, in particular by instituting identity checks. Individuals must |
| | | access tracking data using a personal PIN and password, frequently |
| | | changed, or by some other means of authentication. |
| Retention period/risks | | 1 – Tracking data on employees cannot be held longer than is relevant for the |
| | | purpose that warranted the tracking operation in the first place. The CNIL |
| | | believes that two months is a proportionate time to retain the data. |
| | | 2 – Tracking data can be held for a period exceeding two months should this |
| | | prove necessary either to constitute a record of movements so as to optimise |
| | | rounds, or as evidence that operations have been carried out where no other |
| | | form of proof exists. In these cases, the retention period is one year. |
| | | 3 – As regards monitoring working time, only data relating to hours worked |
| | | can be held for a period of five years. |
| Right of inspection and rectification | | The processing manager must, according to the provisions laid down in the |
| | | labour code and the legislation applying to the three civil services, inform and |
| | | consult staff representatives before introducing an employee tracking device. |
| | | Every employee must be able to gain access to the data related to him or her |
| | | generated by the tracking device by addressing a previously designated |
| | | person. |
| Hidden purpose of file and wrongful use/risks | Recording of movement data can be used to monitor employees. | Recording of movement data can be used to monitor employees. |
| Other | Where employees object to personal information on themselves being processed, the processing manager, in this case the employer, will weigh the legitimacy of the reasons given. In case of disagreement, the competent courts must settle the dispute. | |
| Legislation currently in force | | |
| Law/regulation/other | Geolocalisation operations, in that they can locate an employee using a | |
vehicle in real time, deal with personal data, and are subject to the provisions of the amended law of 6 January 1978 (Article 6-2).
| Threats to freedom despite the legal framework in place | Employee monitoring by employer, invasion of privacy. |
|---|---|
| Other | In a deliberation of 17 November 2005, the CNIL opposed a project to personalise insurance premiums based on how vehicles are actually used. The insurer proposed reducing the premium in exchange for installing a tracking device in the vehicles so that it could verify, if required, that contractual commitments were being respected. In particular, tracking was going to be used to confirm that drivers respected the authorised speed limits. The CNIL opposed this scheme, citing many principles from the amended law of 6 January 1978. For example, Article 9 of this law does not allow a person governed by private law to perform operations related to speed violations. Therefore, an insurer cannot record when its clients speed. |
| If regulations are revised: grounds? Outcome: data protection improved or weakened? | Need for a more detailed analysis of current and future uses so as to assess which restrictions should to be brought in. Specific regulations reduce the risks of invasion of privacy and liberties. |
| Compliance with European law | Directive 95/46/EC of 24 October 1995 on the protection of individuals in terms of personal data processing and the free movement of data. Directive 2002/58/EC of 12 July 2002 concerning the processing of personal data and the protection of privacy in the electronic communications sector. |
| Application or not of the legislation/risks | |
| Other | Article 29 Working Group opinion of May 2008 on the use of tracking data for the provision of value-added services. 2005 opinion: http://ec.europa.eu/justice_home/fsj/privacy/docs/wpdocs/2005/wp115_en.pdf |
GEOLOCALISATION BY MOBILEPHONE
| TOPIC | Geolocalisation by mobile phone |
|---|---|
| Technologies used | Global Positioning System (GPS); Global System for Mobile communications (GSM); Personal Digital Assistant (PDA); Computer IP address. |
| Country/zone where used | France (Europe, world). |
| Use | Tracking of employees and/or company vehicles; Tracking of people (especially children and elderly persons) and/or objects (by private individuals); Commercial purposes: supplying services or advertising based on the individual's location. The GPS system makes it possible to know where a person or object is at any moment. It relies on a satellite network, and can retransmit this information to a centralised system. The GSM system is the digital standard for mobile telephony. It relies on widespread ground antenna coverage. The number of antennas depends on population density and landforms in the area. With the Universal Mobile Telecommunications System (UMTS) standard, it is possible to switch from the terrestrial to the satellite system. (e.g. iPhone, with integrated 3G technology). Tracking is very fast, less than 5 seconds, but not entirely precise, with a margin of error of 100-700 metres in urban areas and almost 10 kilometres in rural areas. PDAs are also increasingly used for geolocalisation, mapping and driving navigation when paired with a GPS device. High-performance integrated GPS systems are now available at a low cost, making it possible to navigate while driving with the assistance of a map that continuously indicates the vehicle's position and speed on a visual representation of the road (sometimes in 3-D), and instructions provided on the screen and read by a programmed voice. Software used to locate IP addresses – http://www.geolocalise-ip.com/ (French only) – or location based on longitude and latitude – http://www.maxmind.com/app/lookup_city |
| Target population and age | All ages. There is, however, a geolocalisation system dedicated specifically to children. This service, called OOTAY, is provided by the company ilico.net, and tracks children using their mobile phone (in France Orange or Bouygues mobile phones). This "geo-parental control" system is very simple. To begin, the adult signs up for the service online, and registers the child's name and phone number(s). To locate the child, the adult access their secure space (with a login ID and password) over the Internet or using a mobile phone compatible with WAP or iMode. When the adult clicks on the child's name, a request to locate the phone is sent to Orange's mobile phone network. In response, the parent receives a map indicating the geographic perimeter in which the mobile is located. This perimeter is indicated by |
a coloured circle.
| Files created | Telephony operators' files. |
|---|---|
| Contents | Subscriber management data + geolocalisation data. |
| Retention period | Unknown. |
| Who retains the data and who has access? | Operator, service provider. |
| Right of inspection and rectification | The operator must obtain permission from the subscriber before recording and storing data. The operator must also provide its client with a simple technical means of objecting at any time, during any connection, to the recording of tracking data pertaining to that client. Finally, the operator must provide the client with clear and complete information on the conditions related to use of this data (e.g. communication to third parties, retention period) before commencing the service. |
| Purpose of file | |
| Dangers | Geolocalisation can be misused in numerous ways, and can undermine privacy. In general, the operator uses an opt-in system, which means the user must sign up for the service and give consent or be alerted to each tracking operation. The user must also be able to easily change their mind without incurring additional costs. The opposite of the opt-in system, the opt-out, does not require the user's consent. |
| Other | Presented as a comfort, geolocalisation is becoming a universal application that is creeping into our everyday lives, and movement tracking is becoming a constraint to which we are growing accustomed. The potential dangers are numerous, including infringement on: The right to privacy; Liberties; The freedom to come and go anonymously. |
| Legislation | |
| | The tracking data that are transmitted from a mobile telephone to the operator, who then uses and stores them, are defined under French and European law as "personal data" because they contain information on private individuals that can be used to identify them. Consequently, the collection, use and retention of such data are subject to the French Data Protection and Liberties Act of 1978, amended by the law of 6 August 2004. |
| Other | |
| Campaigns | Information and awareness-raising campaigns on the implications of geolocalisation on infringement of liberties. Spread information on the opt-in/opt-out systems. |
|---|---|
| Recommendations | Demand that operators respect the law with regard to obtaining users' prior permission and make their terms and conditions of use sufficiently explicit. Alert the privacy protection authorities (+ France's ombudsman for children) to growing number of tools available for parent/child/elderly persons monitoring. |
Biological identity
BIOMETRICPASSPORT
l'inscription dans le fichier ?
Finalité du fichier/ contenu, types de données/ Risques ?
Qui le détient / Risques
Qui y a accès / Partage de fichier / Restrictions d'accès / Risques
The purpose of the file is to implement procedures regarding the creation, issuing, renewal, replacement and collection of passports and to prevent, detect and curb their falsification and forgery.
The personal data recorded in the automated processing system includes:
a) Data concerning the passport holder:
- surname, first names and, if the applicant so wishes, a name recognised by French law, the date and place of birth, and gender;
- eye colour, height;
- home address or place of residence, or where necessary, the municipality
of the applicant or the address of the reception centre he/she lives in;
- where necessary, the decision certifying the applicant's legal capacity;
b) – eight fingerprints.
c) – a digital photograph.
d) Information on:
- the application number and fiscal stamp series number of the passport;
- type of passport;
- stamp duty rate;
- date and place of issue;
- issuing authority;
- expiry date;
- comment, with the date, on the loss, theft, destruction, cancellation or collection;
- comments on the identity papers supporting the application;
- technical data regarding the creation of the passport;
- information regarding the passport application: application number, place of application, application receipt date, date the passport is sent to the centre where the application was submitted, reasons for non-issue;
e) Data concerning the maker of the passport and the officials issuing the passport:
- id of the official registering the passport application;
- id of the passport maker;
- references of the officials stated under article 20 of French Order No. 20051726 (see § on law).
The French Ministry of the Interior
Access:
The recipients of personal data recorded in the automated processing system provided for in article 18 and in the electronic component provided for in article 2 are officials working for the French Ministry of the Interior specially appointed in the department implementing said system, and only the officials and staff specially appointed to study passport issue applications, listed hereafter: - officials in charge of the application of regulations concerning the passport at the French Ministry of the Interior and the French Ministry for Foreign Affairs, individually authorised by the Minister of the Interior or the Minister for Foreign Affairs or by officials designated by these Ministers for this purpose; - officials in the prefectures and sub-prefectures in charge of issuing the documents cited in articles 4 and 15, individually authorised by the prefect or the
sub-prefect;
- diplomatic and consular officials in charge of issuing the documents cited in articles 4 and 15, individually authorised by the ambassador or consul;
- officials in charge of issuing official passports at the French Ministry of the Interior, individually authorised by the Minister of the Interior or by officials designated by the Minister for this purpose.
For exclusive use in their assignments, staff in charge of personal identity searches and checks and passport validity and authenticity checks within the departments of the French police force, constabulary and customs services may access the personal data stored in the electronic component of the passport provided for in article 2 and recorded in the automated processing system provided for in article 18.
| Durée de conservation | The retention period for personal data recorded in the automated processing system provided for in article 18 is fifteen years if the passport is issued to an adult and ten years when issued to a minor. |
|---|---|
| Droit de regard ou de rectification | Passports are handed over with a paper copy of the personal data recorded in the electronic component. The holder is entitled to correct the data by contacting the issuing authority. The right to access and correct personal data via the issuing authority is subject to the conditions cited in articles 39 and 40 of the French Act dated 6 January 1978 modified in 2004. |
| Finalité cachée du fichier et détournements/ Risques | Creation of a centralised database of fingerprints and digital photographs of all French nationals... a compulsory biometric identity card may follow. |
| Legislation en application | |
| Loi | French Order No. 2005-1726 dated 30 December 2005 concerning electronic passports. See appendix. French Order No. 2008-426 dated 30 April 2008 modifying Order No. 2005-1726 dated 30 December 2005 concerning electronic passports. See appendix. In 2008, the Ligue des droits de l’Homme filed a request with the French Conseil d’Etat (Council of State) aimed at the annulment of Order No. 2008-426 dated 30 April 2008 modifying Order No. 2005-1726 dated 30 December 2005 concerning biometric passports, as this Order violates the principle of proportionality provided for under article 6, 3° of the Law dated 6 January 1978. See appendix. The request is still under consideration. |
| Conformité avec le droit européen | Taking eight fingerprints goes beyond the provisions of European legislation, and certain EU member states (Germany for example) have implemented biometric passports without creating central fingerprint databases. In the opinion dated 26 March 2008, the European Data Protection Supervisor recommends " the Commission to propose further harmonisation measures in order to implement only the use of decentralised storage (in the wireless chip of the passport) regarding biometric data collected for EU Member States' passports" |
| | The appearance of new processing purposes provided for by EC Regulation n°2252/2004. The French Ministry of the Interior is now authorised to create a centralised database called TES to prevent and detect the falsification and forgery of passports (article 7 of the French Order dated 30 April 2008), in addition to the creation, issue, renewal and collection of passports. See the aforementioned request. |
|---|---|
| Autres | |
| Ces outils et le public jeunes et jeunes adultes | |
| Niveau auquel ils sont concernés ou importance de l’utilisation | Teenagers and young people are concerned, as is the entire population, when they apply for a passport. |
| Conclusions | |
| | Associations defending rights and freedom should raise awareness among citizens and elected representatives so that: The biometric data collected for passports is only stored on the RFID chip of the passport (as in Germany) (see EDPS). This would mean that the TES database could no longer be used to record ethno-racial data. The government is working to improve the security of the application process as the main conveyor of identity paper fraud is the production of false supporting documents, the civil status document should be paperless and computerised so that it can be sent directly from the authority in possession of the document (town halls) to the biometric passport issuing authority. Guarantees are given on the authorisation procedure for persons with access to the database. In addition, they should make known the fact that the relationships individuals have with the State are changed through the use of biometrics: these relationships are no longer based on identity declarations (born on:… in:… son of:… etc.) but on the individual’s body. |
CHECKS IN SCHOOLS AND COMPANIES
| TOPIC | BIOMETRICS |
|---|---|
| Technologies used | Fingerprint or palm print readers. 1) Fingerprints: each fingerprint is different. There is only one chance in 17 billion of finding two fingerprints with 17 similar minutiae. Fingerprints are read by either a sensor (live scan) or by a scan of an ink-based fingerprint image. 2) Palm prints: this involves capturing a 3D image of the hand, extracting several dozen minutia points and taking into consideration the length, width and shape of fingers, etc. |
| Country/zone where used | France |
| Use | Access to schools and/or school canteens. Access to companies and/or corporate canteens. Even though this chiefly concerns school and corporate canteens, the system is also being developed for school transport and libraries. |
| Legislation | French data protection act dated 6 January 1978 modified on 6 August 2004. Directive No. 95/46/EC dated 24 October 1995 of the European Parliament and of the Council on the protection of individuals with regard to the processing of personal data and on the free movement of such data. (http://europa.eu.int/smartapi/cgi/sga.doc?smartapi!celuxplus!prod!DocNum ber&lg=fr&type.doc=Directive&an.doc=95&nu.doc=46) Convention No. 108 dated 28 January 1981 for the Protection of Individuals with regard to the Automatic Processing of Personal Data. French law complies with European legislation. |
| Target population and age | Adults employed in some companies. Young people from age six upwards. Fingerprints are not measurable before this age as they are still developing. |
| Retention period | Retention periods vary according to the use of the data collected. The period is defined by CNIL authorisation. |
| File content Purpose of file | Links with: Employee files in companies with access rights Pupil files in schools |
| Who retains the data, Who has access? | Access to school canteens: after rejecting the proposal in 2000, the French data protection agency (CNIL) has authorised the use of a biometric application with hand geometry and contour landmark technologies to manage access to the canteen of the Joliot-Curie lower secondary school in Carqueiranne. Access to school buildings: the French data protection agency (CNIL) published a decision dated 26 June 2008 rejecting the use of a system based on fingerprints to control access to school buildings and the presence of pupils. The agency stated that fingerprints, unlike hand geometry, leave a trace. These ‘traces’ may be captured without people’s knowledge and used in cases of |
Right of inspection and rectification
Dangers
identity theft.
These systems are subject to prior authorisation from the French data protection agency (CNIL), with the exception of the following three systems which are subject to specific authorisations:
1) Hand geometry to control access to school canteens – authorisation No. AU-009.
2) Hand geometry to control access and manage working hours and canteens in the workplace – authorisation No. AU-008.
3) Fingerprints exclusively recorded in an individual device in the possession of the individual concerned to control access to professional premises authorisation No. AU-007.
The French data protection agency (CNIL) insists that the individuals concerned be informed prior to such checks.
The individuals concerned, in this case the parents acting on behalf of their children, must be clearly notified of the conditions of use, whether such checks are compulsory or optional, of who has access to the data and how to oppose, access and correct said data.
As concerns employees:
On 19 April 2005, the Paris regional court (TGI) prohibited a subsidiary of the French rail company SNCF from using fingerprints as a clocking system.
The judges stated that fingerprints are morphological biometric data used to identify specific physical characteristics that are unique and permanent in each individual and that their use is an invasion of privacy.
This judgment is based on the European Directive and article L. 120-2 of the French labour code.
- Files being created without people's knowledge.
- Use of the files for other purposes than those originally envisaged.
- Possible tracking or profiling.
- Risk of identity theft.
The proposal paper (Livre bleu) published by GIXEL 4 (the French association for electronic component systems and smart card industries) reads as follows:
Security is very often seen in our democratic societies as an invasion of privacy. Our task is therefore to help the population to accept the technologies used, including biometrics, CCTV and checks.
Several methods should be developed by both public authorities and industrial players to ensure that biometric technology is accepted.
These methods should go hand in hand with efforts to make the technology user-friendly, increasing recognition and adding attractive functions: children should be taught how to use this technology as early as nursery school to enter and leave the school building, eat at the canteen, and parents should have to identify themselves when they pick up their children from school.
http://bigbrotherawards.eu.org/IMG/pdf/Livre_bleu.pdf (in French)
Campagnes Communication
Awareness of the risks:
As regards biometrics in schools, the headteacher of a secondary school equipped with this system states that:
4 Groupement des industries de l'interconnexion des composants et des sous ensembles électroniques
Recommendations
1) "Parents have unanimously approved the system."
2) "The day pupils find the hand recognition system quite fun."
This system is presented as easy, convenient and time- and money-saving: no more lost canteen or library cards.
However, people who disagree are trying to make their voices heard:
In November 2005, campaigners entered the upper secondary school in Gifsur-Yvette to protest against and raise public awareness of the installation of terminals in the canteen. Their sentencing for damage to a biometric terminal encouraged reactions but proved to be a deterrent to other protests.
Louis Joinet, former director of the French data protection agency (Cnil), and independent expert on human rights at the United Nations, speaks up against biometric terminals installed in schools: "because they are trying to make three year-olds accept tracking. Because they want to tell them that it is normal that their bodies are used for checks, like animals".
Parents and unions (teachers' unions such as FSU, magistrates' unions) condemn these biometric checks and denounce the dangers, shortcomings and costs, and "reject this system because it gets children used to being checked using part of their bodies." (FCPE 34).
The French data protection agency (CNIL) wishes to continue working on the issue of using biometric technology with children. It plans to organise meetings with parents, headteachers and representatives of the French Ministry for Education.
Lean on protests from unions and parents' associations to:
Raise awareness among national and European personal data protection authorities of the dangers of using biometrics to identify people.
Denounce the financial interests of industrial players, coupled with the political interests of checking citizens.
Interpersonal communications
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TOPIC
Technologies used
Use
Legislation
Statistics
File content
INTERPERSONAL COMMUNICATIONS:
Free e-mail accounts – example: Gmail (service "offered" by Google) Free email service offered by Google.
Messages received through the Gmail account can be read using an email client (thanks to its compatibility with POP3 and IMAP protocols) or web browser.
Several service features are only accessible via web browser, however.
Sending/retrieving electronic messages
Protocols used to send e-mails: SMTP (Simple Mail Transfer Protocol)
Protocols used to send/retrieve e-mails: POP and IMAP
Country : France and worldwide
E-mailing, document sharing, file attachments (text, sound and image) between different parties (between individuals, individuals businesses, public authorities, etc.).
Personal computers at home or in private or public spaces (schools, universities, internet cafes etc.), businesses; laptops in Wi-Fi equipped spaces, cell phones (smart phones) ;
Includes an instant messaging (chat) option.
Google began "offering" this service in 2006; in "exchange", advertising is displayed which matches keywords found in message exchanges.
Requirements for opening a Gmail account are minimal: users provide their first and last name and choose a user name and password.
There is no verification of the name used, which could be pseudonym.
Users need to read the terms and conditions to find out that "Residual copies of your messages may remain in our system, even after you erase them from your inbox or close your account".
Google adheres to the US Safe Harbor privacy principles.
According to the CNIL, Google currently refuses to adhere to European legislation on data protection for the following reasons:
- considers that it is not subject to European data protection laws, despite having servers and establishments in Europe;
- would like to store the personal data of internet users longer than the 6-month maximum requested by the G29, without any justification;
- has made no improvements to its anonymity mechanisms despite these being insufficient;
- considers that IP addresses are confidential but not personal data and can thus avoid giving its users certain rights;
- shows no intention of improving and providing clarification about how it obtains user consent.
Population profile: According to ComsCore Media Metrix, 3.6 million unique users connected to Gmail in December 2008 (excluding public and telephone connections).
149 million internet users used this email service in 2009.
It should be noted that a significant proportion of young people who do not have an internet subscription with a regular ISP have a Gmail account, accessible from any internet access point.
The motive behind information filing?
Improving service quality
Purpose of file
Retention period
Who retains the data, Who has access?
Google says it uses cookies "and other technologies" to "…learn about how you use Google services in order to improve the quality".
Information of a personal nature provided to create an account is stored by Google and can be combined with other information provided for other Google or third-party services to "provide a better user experience".
Google servers automatically record information when you visit our website or use some of our products, including the URL, IP address, browser type and language, and the date and time of your request.
Purpose of file:
As a favor to you, according to Google.
Google maintains and processes your Gmail account and its contents to provide the Gmail service to you and to improve our services.
The Gmail service includes relevant advertising and related links based on the IP address, content of messages and other information related to your use of Gmail.
Google computers process the information in our messages for various purposes: to format and display information, to relay advertising and related links, to prevent spam and to store our messages, as well as for other purposes linked to the Gmail service.
Content in the file:
Gmail's Privacy Notice states:
"When you use Gmail, Google's servers automatically record certain information (your messages, address book and other account information) about your use of Gmail.
Similar to other web services, Google records information such as account activity (including storage usage, number of log-ins), data displayed or clicked on (including UI elements, ads, links); and other log information (including browser type, IP-address, date and time of access, cookie ID, and referrer URL)".
Initially, Google:
Intended to store information for two years, then 18 months. Eventually, the period was reduced to nine months.
Google processes personal information on our servers in the United States of America and in other countries. In some cases, we process personal information on a server outside your own country.
This implies that for Google, US legislation applies
As a result, Google or authorized third parties have access to this data.
(Google's) Terms of Service state that:
When we entrust the processing of your personal information to third parties, we ensure that the latter do so in compliance with our privacy policy and any other appropriate confidentiality and security measures.
We may also disclose certain information to third parties in limited circumstances, notably in the case of legal proceedings, fraud prevention, protection against an imminent threat, and to ensure the security of our network and services.
Google only processes personal information for the purposes described in this Privacy Policy and/or the supplementary privacy notices for specific services. In addition to the above, such purposes include:
[x] Providing our services, including the display of customized content and advertising
[x] Auditing, research and analysis in order to maintain, protect and improve our services
[x] Ensuring the technical functioning of our network
[x] Protecting the rights or property of Google or our users
Right of inspection and rectification
[x] Developing new services
Gmail is configured for information sharing and onward transfer:
- When you send email, Google includes information such as your email address and the email itself as part of that email.
- Google provides advertisers only aggregated non-personal information such as the number of times one of their ads was clicked. We do not sell, rent or otherwise share your personal information with any third parties except in the limited circumstances described in the Google Privacy Policy, such as when we believe we are required to do so by law.
Information security:
Google takes all necessary security measures to protect against unauthorized access to or unauthorized alteration, disclosure or destruction of data. These include internal reviews of our data collection, storage and processing practices and security measures, as well as physical security measures to guard against unauthorized access to systems where we store personal data.
Access to personal information is restricted to only Google employees, contractors and agents who need to know that information in order to operate, develop or improve our services. These individuals are bound by confidentiality obligations and may be subject to discipline, including termination and criminal prosecution, if they fail to meet these obligations.
Sharing of information with third parties:
Google only shares personal information with other companies or individuals outside of Google in the following limited circumstances:
- Google has your consent. Google requires opt-in consent for the sharing of any sensitive personal information.
- Google provides such information to its subsidiaries, affiliated companies or other trusted businesses or persons for the purpose of processing personal information on our behalf. Google requires that these parties agree to process such information based on its instructions and in compliance with this Privacy Policy and any other appropriate confidentiality and security measures.
- Google has a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary to satisfy any applicable law, regulation, legal process or enforceable governmental request, enforce applicable Terms of Service, including investigation of potential violations thereof, detect, prevent, or otherwise address fraud, security or technical issues, or protect against harm to the rights, property or safety of Google, its users or the public as required or permitted by law.
If Google becomes involved in a merger, acquisition, or any form of sale of some or all of its assets, it will ensure the confidentiality of any personal information involved in such transactions and provide notice before personal information is transferred and becomes subject to a different privacy policy.
Gmail users can modify the data provided to create an account.
Except from the Gmail Policy Notice:
You may (…) terminate your account through the Google Account section of Gmail settings. Such deletions or terminations will take immediate effect in your account view. Residual copies of deleted messages and accounts may take up to 60 days to be deleted from our active servers and may remain in our offline backup systems.
Excerpt from Google's "Privacy Overview". We make good faith efforts to provide you access to your personal information upon request and to let you correct such data if it is inaccurate and delete it, when reasonably
Risks
Awareness of risks/ communication
possible.
- Direct marketing
- Spam
- Phishing
- Hacking
- In October 2008 a researcher showed that he could intercept the content of a web application session such as Gmail or Facebook, read and write messages, erase or modify the legitimate user's address book, or even change his or her password.
- In June 2009, 38 international experts wrote to the head of Google about Gmail's security weaknesses (+Docs, Calendar, other free Google services) and asked him to fix the problem.
The default secured connection system (where "https" appears in the address bar) is only activated when logging on – the connection is not secured after that.
The option for a secured connection is disabled by default, users are not informed, and access to choose it remains difficult (it is the last of 13 settings). Google argues that it slows down the e-mail service.
Possible consequences of hacking:
Identity theft
E-mail accounts in general
According to a Senate report, a Eurobarometer survey among youth aged 15 to 24 shows that only 33% of them are aware of their rights regarding personal data; 18% know of the existence of national data protection supervisory authorities.
Furthermore, only 20% of these young people consider it safe to transfer personal data over the Internet.
Despite mistrust due to a lack of information, young people today are those most familiar with Internet and new technologies.
Best practices:
a) Since it is not mandatory, do not provide your real identity when creating a Gmail account:
b) Use an anti-virus and anti-spam program ;
c) Do not give personal information (e-mail address, mailing address, telephone number, family address, etc.) when signing up. Do not publish your e-mail address online (if this is necessary, certain 'tricks' can be used such as writing 'at' instead of the @ symbol, which a robot will not recognize);
d) Use one specific e-mail account for online Internet services and another for e-mail exchanges with family, friends and others ;
e) Change your (specific) e-mail address if you receive too much spam;
f) Never reply to spam, even to complain – this reveals that the address is valid;
g) Read the Terms of Service.
When creating an account and choosing a password, Gmail suggests a question/answer prompt to identify a user who has forgotten their password. In the list, select the "write my own question" option; this way, 'secret question' hacking (by trying to answer stored questions) will be much more difficult (hackers must guess both the question and the answer!).
To avoid 'total profiling', use another free e-mail solution, particularly if Google's search engine is used frequently.
| | Only use a Gmail account for non-sensitive data. Action campaigns: Demand that Google produce Terms of Service that are short, legible and understandable for every user, for every application, particularly Gmail. As it stands, the Terms of Service require the reader to go back and forth between links. https://secure.eff.org/site/Advocacy?cmd=display&page=UserAction&id=4 33 |
|---|---|
| Other | The French government, through the Secrétariat général de la Défense Nationale and the Agence nationale de la sécurité des systèmes d’information publishes advice and very detailed technical information on Internet security. Internet users should visit the following site: http://www.securite-informatique.gouv. fr/gp_article74.html |
| Recommendations | Lobby (national and European) governments and personal data protection agencies to demand that Google be subject to European law. |
ISPEMAIL5
| TOPIC | INTERPERSONAL COMMUNICATIONS: ISP Email (e.g. SFR) |
|---|---|
| Technology used | An Internet service provider is an organisation, usually a company that provides a connection to the Internet network. Use: Internet connection - network - high- or low-speed modem – WiFi. Possibilities: electronic mail (email), transfer of texts and attached files (text, sound, pictures) between different parties (e.g. individuals individuals, companies, government). Protocol used to send emails: SMTP (Simple Mail Transfer Protocol). Technology. Protocols used to receive emails: POP and IMAP. POP, the post office protocol, is used to retrieve email from a server. IMAP, the Internet Message Access Protocol, synchronises the contents of the inbox stored on a server with the email software every time it connects. (Unlike POP, IMAP makes it possible to connect and read emails from different computers and/or mobile phones and to still find the same folders and archived emails.) The sender and receivers are identified by their email address. The provider can be accessed from personal computers, in private or public places (e.g. schools, universities and Internet cafes), in companies, from laptop computers in WiFi hotspots, and from mobile phones (smart phones). |
| Country/zone where used | France/world. |
| Legislation | Act No. 78-17 of 6 January 1978 on data processing, data files and individual liberties. Act No. 2004-575 of 21 June 2004 on confidence in the digital economy (French only). Act No. 2007-297 of 5 March 2007 on crime prevention (French only). Act No. 2008-3 of 3 January 2008 on promoting competition for the benefit of consumers (French only). Economic Modernisation Act No. 2008-776 of 4 August 2008 (French only). Law on internal security orientation and programming (LOPSI): The new Article 222-16-1 of the French penal code punishes malicious use, in electronic communications, of someone else's identity or any other personal data, with the aim of disturbing the peace of others or prejudicing their honour or reputation. It sanctions these behaviours as it does malicious telephone calls, with one year's imprisonment and a fine of €15 000. Compliance with European Law: Directive 95/46/EC on the protection of data; E-Privacy directive of 1997 modified by directive 2002/58/ce. |
5 ISP: Internet service provider
Files created Associated files
Retention period
Who retains the data, who has access?
Right of inspection and rectification
Dangers
SFR counted 3.8 million users at the end of 2008.
Other source: nearly 32 million Internet users in France in July 2008 (http://www.journaldunet.com/cc/01_internautes/inter_nbr_fr.shtmlFrench only)
According to Médiamétrie, young adults aged 18-24 make up 1/5 of all Internet users (Internet in general - no numbers available for email).
In 1999: 3 million Internet users in France were older than 18.
In2009: 29 million.
- Commercial management file created by a private company, recording of client registration information.
- Electronic communications data file that ISPs are required to keep.
It should be noted that ISPs must retain their clients' connection data for one year. This includes:
- personally identifying data;
- data related to the connection terminals used;
- technical characteristics and the date and time of communication;
- data on supplementary services requested or used, and their suppliers;
- Data identifying the recipient(s) of the communication (e.g. message headings, recipients' email addresses, subject).
No information available on the destruction of these data at the end of the retention period.
Number of people that have access to these data is unknown.
The ISP has access.
Provided for in the French Data Protection and Liberties Act.
Example: SFR terms and conditions of use.
Rulings:
Example: The CNIL recently announced its decision of 12 June 2008 to fine Neuf-Ci, formerly Club Internet, 7000 Euros. (CNIL, decision No. 2008-163, 12 June 2008.)
A Club Internet user asked to access all data related to her that the ISP had retained. After being refused access she finally received some information (name, address, bank coordinates), but nothing more (namely data recorded during her calls). As authorised by the law, she went to the CNIL. After making numerous requests with no reply, the CNIL sent a letter of formal notice within a month. Club Internet announced that it was setting up a charter on personal data; one year later the charter was still at the proposition stage. As for the letter of formal notice, the CNIL received scant answers. Following these events, the pecuniary sanction of 7000 Euros was pronounced against Neuf-Ci on 12 June 2008.
- Spam;
- Marketing solicitations;
- Phishing;
- Identity theft;
- The ISP retaining connection data as part of the fight against terrorism.
- It should be noted that using company email for private purposes risks challenging the status of "private correspondence".
- Art. 1 of French Act no. 91-646 of 10 July 1991 guarantees the confidentiality of correspondence sent through
Campaigns
Other
telecommunications (violation of this confidentiality falls under Art. 226-15 of the French penal code). However, the employer must have access to the resources provided to the employee and, as such, to the email system used.
- Disclosure of personal data to legal authorities, with every Internet user becoming a potential suspect.
Awareness of dangers
According to a report by the French Senate, a Eurobarometer survey carried out amongst 15-24 year-olds showed that only 33% knew their rights with regard to personal data; 18% were aware of the existence of national data protection authorities.
It should be noted that only 20% of these respondents believe that sending data over the Internet is safe.
Despite this distrust that comes from a lack of information, young users are currently the most familiar with the Internet and new technologies.
Campaigns led:
There are campaigns to inform young users on dangers of the Internet in general, launched by the CNIL, the Education Nationale and the Forum des droits sur l'Internet (an independent organisation for Internet coregulation): the practical guide "Internet et moi" (Internet and Me) was compiled by the Forum des droits sur l'Internet and Okapi (a children's magazine), with the support of Microsoft, the inter-ministerial delegation for the family, and the Collectif Interassociatif Enfance et Media (CIEM; a federation of associations involved in childhood and the media).
The guide offers a wealth of advice on the most common ways in which teenagers use the Internet and includes a 10-question quiz.
"Internet et moi" is in conformity with the law as it stood the day of publication (25 April 2007).
"L'Internet plus sûr, on se mobilise !" ('The safer Internet, mobilise yourself!'), a group composed of Microsoft, other private companies, and government agencies dedicated to the Internet, launched a campaign for the protection of privacy.
Their site http://www.protegetonordi.com/ (French only) contains lots of advice, games and comics for all audiences: children, teenagers, parents and teachers.
The impact of these campaigns is unknown.
At the end of May 2004, Rampell Software, an American company, launched a new email service called DidTheyReadIt? This subscription service allows users to know: the date and time when an email was opened; the geographical location of the person who opened it; how many times and for how long it was opened; if the person transferred the email to other people and from which email server. It also lets users know which browser and operating system the recipient uses.
The entire process takes place without the recipient(s) of the email knowing. In contrast to acknowledgement-of-receipt services provided by "classic" email programs, the recipient cannot choose to accept or refuse to send this information to the DidTheyReadIt? subscriber. The recipient is not even informed.
In principle, the CNIL can only express the strongest reservations about such a process. In effect, it constitutes collecting personal information because the information recorded and transmitted concern the email recipient's "behaviour". Collecting this sort of information without the person's knowledge violates data protection rules, more specifically Article 25 of the French data protection and liberties act of 6 January 1978, which prohibits the collection of personal data through any fraudulent, unfair or illegal means.
Recommendations
The CNIL stresses that violation of these provisions is punishable by five years' imprisonment and a fine of €300 000 (Article 226-18 of the penal code).
As such, the CNIL points out to French companies, public services and the general public that by subscribing to DidTheyReadIt?" any person based in France is liable to prosecution.
Campaigns to lead:
- Fight against spam, phishing and the use of data for marketing campaigns;
- Motivate users to read the terms and conditions of use, and demand that the conditions be accessible to everyone (comprehensible to everyone).
Advocacy campaigns:
Demand to know how data retention files are processed.
Good practices
- Use an anti-virus and an anti-spam tool.
- Do not communicate personal data (e.g. email, home address, phone number, family address) to "friends" on the Internet.
- Do not publish any email address on the Internet.
- Use one specific email address for online services and another for communicating with friends and family.
- Change the "services" email address if it receives too much spam.
- Never reply to spam email, even to protest: this will only confirm the validity of the address.
Read the ISP's terms and conditions of use.
| TOPIC | SOCIAL NETWORKS/Interpersonal communications |
|---|---|
| Technology used File content | TWITTER is a social networking and microblogging tool that allows users to send short messages (140 characters maximum, roughly one or two sentences) called "tweets" for free over the Internet, instant messaging or by SMS. Twitter was created in San Francisco, in the start-up Odeo, Inc. founded by Noah Glass and Evan Williams. Odeo offered a platform for hosting, distributing and recording podcasts. The initial idea was to allow users to describe what they were doing via SMS. When it opened to the public on 13 July 2006, the first version was called Stat.us and then twittr, alluding to the picture-sharing site Flickr, and finally Twitter, its current name. As opposed to a normal blog, Twitter does not allow readers to comment on the messages posted. The initial slogan was "What are you doing?", inviting users to tell what they were doing while they were doing it. Twitter then replaced this slogan with "What's happening", giving an opportunity to exchange information and links. Once connected to Twitter as a registered member, it is possible to access the tweets posted by the people the member has chosen to follow, the member's "following". For example, if user Elsa follows user Pierre, we say that Elsa is a follower of Pierre, whereas Pierre is part of Elsa's following. Twitter is an "asymmetric" social network, differing from Facebook in this sense in that users can choose to follow as many or as few of their followers as desired. Someone who wants to keep their messages relatively private can choose to make them private, in which case they can only be viewed by users whose request to be added to the list of followers has been approved. Over 50% of users update their profile either from their mobile or from tools other than Twitter ('related tools', e.g. Firefox offers a tool to publish information on Twitter) (according to Sysomos – see below). Users can communicate directly with "friends" and decide whether messages can be read by everyone (public mode) or only by other users in their networks (private mode). To create a Twitter account, users are only asked to give their name, a user name, a password and an email address. Twitter recommends that users give their real name and place of residence so that friends can find them, but this is not mandatory. Users can modify their profile or create it with these parameters: By checking the box “Protect my tweets”: Only let people whom I approve follow my tweets. If this box is checked: you WILL NOT be on the public timeline Tweets posted previously may still be publicly visible in some places. |
| Country/zone where used | France/world. |
| Legislation | Twitter is governed by American law. Consequently, no protection is afforded under the French law in force. Article 5, para. 2 of the Terms of Service. |
Target population and age
Who retains the data,
Retention period who has access?
Right of inspection and rectification
Copyright protection.
France, June 2009: 10,000-12,000 registered members according to Sysomos (a Canadian social media analytics company)
This figure, though still very low, should increase by 190% for Paris.
According to Sysomos, the majority of Twitter users belong to the following age groups:
- 31% are 15-24 years old
- 35% are 20-24 years old
- 15% are 25-29 years old
The number of Twitter users is growing very quickly because it is so easy to use, can be connected to in various ways (e.g. Internet, telephone) and is easily enriched.
If the site existed in French it is conceivable that the number of French users would increase very quickly.
http://www.sysomos.com/docs/Inside-Twitter-BySysomos.pdf
Unknown.
Twitter's terms of services provide that:
- "We engage certain trusted third parties to perform functions and provide services to us, including, without limitation, hosting and maintenance, customer relationship, database storage and management, and direct marketing campaigns. We will share your personally identifiable information with these third parties, but only to the extent necessary to perform these functions and provide such services, and only pursuant to binding contractual obligations requiring such third parties to maintain the privacy and security of your data."
- "Twitter cooperates with government and law enforcement officials or private parties to enforce and comply with the law. We may disclose any information about you to government or law enforcement officials or private parties as we, in our sole discretion, believe necessary or appropriate to respond to claims, legal process (including subpoenas), to protect the property and rights of Twitter or a third party, the safety of the public or any person, to prevent or stop any illegal, unethical, or legally actionable activity, or to comply with the law."
- "We reserve the right to alter these Terms of Use at any time. If the alterations constitute a material change to the Terms of Use, we will notify you via internet mail according to the preference expressed on your account. What constitutes a "material change" will be determined at our sole discretion, in good faith and using common sense and reasonable judgement."
Profiles can be modified or deleted at any time.
Twitter indicates that data indexed by search engines are no longer its responsibility.
Registered users of Twitter can access, update or correct information provided by sending an email to [email protected].
A warning is given when data or a profile are about to be deleted
These actions are final. Before deleting information, then, it is important to know that:
- This action is final, and it is not possible to reactivate an account;
- It is not necessary to delete your account to change the username; it can be changed in account settings;
Dangers
Campaigns
Recommendations
- Deleted accounts may remain visible on Twitter.com for a few days;
- To be able to create a new account and use the same user name, phone number or email address associated with the other account, these fields have to be modified in the first account before deleting that account; otherwise, these details will no longer be valid and become unusable;
- Twitter has no control over information cached in search engines such as Google.
Twitter collects personal data on its users and shares them with third parties. Twitter considers these data as an asset, and reserves the right to sell them if the company changes hands.
The privacy policy and terms of service provide that:
"We reserve the right to modify or terminate the Twitter.com service for any reason, without notice at any time."
"Twitter may sell, transfer or otherwise share some or all of its assets, including your personally identifiable information, in connection with a merger, acquisition, reorganization or sale of assets or in the event of bankruptcy. You will have the opportunity to opt out of any such transfer if the new entity's planned processing of your information differs materially from that set forth in this Privacy Policy."
Due to non-stop publication of tweets, Twitter is well referenced by search engines; consequently, personal data are highlighted by search engines (unless the box "Protect my tweets" is checked).
It should also be noted that it is very, almost too, easy to defame people as there are no real-time monitoring measures in place.
Occasional alerts when "incidents" occur, these campaigns are driven by Internet watchdogs rather than by users.
- Maintain the personal character of shared data.
- Make user profiles inaccessible to search engines by default.
- Lobby public authorities (national and European) and data protection authorities to make Google subject to European law.
TOPIC
Technology used
Country/zone where used
Legislation
INTERPERSONAL COMMUNICATIONS
Mobile Telephony
GSM-GPRS-3G-UMTS
Exchanging different types of messages (e.g. voice, text, images) between individuals, from mobile/land phones and/or computers.
This sort of communication is possible from anywhere, as long as the subscriber has access to their provider's phone network, or the network of an associated provider (especially in a foreign country).
This includes:
- Telephone connection (voice);
- Video conferencing;
- SMS (Short Message Service): short text message (160 characters);
- MMS (Multimedia message service): SMS messages to which photos, sound or video can be added;
- GPS;
- Mobile Internet;
- Email;
- Television.
The purpose of this type of file:
- Allow operators to retain data as part of a commercial relationship with its clients, and to transmit these data to third parties directly involved in invoicing and collection;
- Ensure the security of networks and installations;
- Provide information to legal authorities (judicial request);
- Invoicing;
- Correct operation of network;
- Detection and prosecution of criminal offences (Art. R.10-13 of the CPCE).
In all of the above cases, the information retained is:
- Personally identifying data;
- Data related to the communication terminals used;
- Technical characteristics, date, time and length of each communication;
- Data on supplementary services requested or used, and their suppliers;
- Data identifying the recipient(s) of the communication;
- Data identifying the origin and location of each communication.
France/world.
French law:
- French postal and electronic communications code (CPCE; French only): Book II (legislative part, Council of State decrees, simple decrees).
Current trends show generalised suspicion through the Hadopi and LOPSI II (law on internal security orientation and programming) laws. Once
Target population and age
Files created and their purpose
Associated files
Retention period
Who retains the data, who has access?
Right of inspection and rectification
adopted, these laws will strengthen legal surveillance instruments; consequently, a decrease in the protection of privacy and personal data in general, and in telephony in particular, can be expected.
- 2004 law on the protection of data.
Compliance with European Law:
- E-Privacy directive of 1995;
- Directive 2002/58/EC of the European Parliament and of the Council of 12 July 2002 concerning the processing of personal data and the protection of privacy in the electronic communications sector (Directive on privacy and electronic communications) 2002/58/EC.
Potentially the entire population.
According to a study published by the French Research Centre for the Study and Monitoring of Living Standards (Credoc; "La diffusion des technologies de l'information et de la communication dans la société française (2008)", in French only), in June 2008 78% of the French population over 18 years old, and 99% of 18-24 year olds, were equipped with mobile telephony.
In June 2008, 69% of users sent SMS messages using their mobile phone, mainly students and people younger than 25.
Percentage of population owning mobile phones (Credoc):
- November 2001: 55% (84% of the under-25 demographic);
- June 2008: 78% (99% of the under-25 demographic).
Source: Guide juridique pour les opérateurs locaux et les collectivités (Legal guide for local operators and governments; French only) published 15 March 2007 by The French Telecommunications and Posts Regulator (ARCEP).
Associated files:
- Commercial management file created by a private company (in this case, the mobile telephone operator), recording of client registration information (see Annex 1 Art. R.10-14(I) and (II) of the CPCE);
- File making it possible to ensure the security of the network and installations (see Annex 1, Art. R.10-14(IV) of the CPCE);
- Electronic communications data file that mobile telephone operators are required to keep.
One year.
Data may be retained by the operator or outsourced to external service providers.
- Employees of the company that retains the data.
- Legal authorities, upon judicial request.
- With regard to preventing acts of terrorism, Art. L.34-1-1 of the CPCE allows for administrative requisition allowing authorised law enforcement authorities and national gendarmerie officers to obtain these data from operators and other parties mentioned above.
The operator is responsible for maintaining the security of the information it retains and processes.
As such, it must prevent them from being distorted or damaged, or accessed by unauthorised third parties.
The provisions of the CPCE stress that it is prohibited to process personal data other than for the explicit and legitimate purposes determined, which allow, especially in the domain of electronic communications, fulfilment of
Dangers
Campaigns
Recommendations
a contract involving the person whose data is being processed.
Clients' right to access and modify their identifying data processed by the operator is guaranteed.
In this regard, operators also ensure that their clients benefit from rights related to directory and information services.
In particular, this relates to the right to not figure on subscriber lists, not list a complete address, forbid market research based on the list and prevent reverse searching.
- Spam;
- Marketing solicitations;
- Geolocalisation;
- Retention of communication data;
- Misuse of data for purposes other than those intended.
Awareness of dangers
According to the Credoc study, and with regard to geolocalisation, in 2008, 80% of 18-24 year olds and 53% of 12-17 year olds wanted to be able to prevent data related to their location from being communicated to companies.
20% of 18-24 year olds, and 43% of 12-17 year olds, did not want this option.
Existing: unknown.
To lead:
- Campaign on geolocalisation (and related advertising, especially during trips abroad);
- Campaign on data stored by operators or their principals. What happens to them?
- Campaign on the right to access and modify data.
Good practices:
- Turn off the telephone when it is not in use.
- Carefully read the terms and conditions of use.
- Do not send personal information by SMS (e.g. name, address, telephone number, credit card number).
- Do not reply to an SMS from an unknown source.
- Do not follow a link sent by SMS unless the source is known.
With regard to SMS messages, the ARCEP has set up a special number to combat spam (site available in French only):
http://www.telecom-infoconso.fr/je-m-informe-sur/mobile/smsindesirables.html
Vous recevez un SMS indésirable : que faire ? (You've received a spam SMS: what should you do?) (updated 16 December 2008)
On 15 November 2008, operators in France introduced a tool to fight against spam SMS messages: 33 700.
If you receive a spam SMS that tries to get you to dial a surcharged number that provides no service, forward it to 33 700.
For more information (site available in French only): www.fftelecom.org/files/CPtelecom.pdf
Demand that operators make their terms and conditions of use accessible, readable and complete (e.g. the anti-spam number set up by ARCEP is not mentioned in terms and conditions).
Social networks and new gate keepers of communications
FACEBOOK
Intérêt d'avoir un compte Facebook
Retention period
Détention des données Right of inspection
and rectification
- To widen the user's circle of "friends",
- To keep in touch and communicate with friends and family,
- To share videos, music and photos,
- Chats via instant and private messaging.
Users can enter personal data and interact with other users.
Data likely to be made available on the network concerns civil status, studies and interests.
Such data enables users to find or meet other users with the same interests.
Together they can create groups and invite other users.
The contents of the file vary according to the user.
Each user chooses which information is shared with other users.
Compulsory data is as follows: name, which may be a pseudonym, gender, date of birth, which may be wrong, and email address.
Other information may be added: religion, political views, professional training, interests and employers.
Each user has a profile page that displays the latest news concerning their "friends", and a "wall", which displays the user's news and on which friends may leave messages.
Facebook offers its users optional functionalities called "applications".
Users can choose which applications are displayed and can add applications after consulting the catalogue.
Users can display the following on their profile page:
- A list of their friends
- A list of mutual friends with other users
- A list of the networks that the user and his/her friends have joined
- A list of the groups that the user has joined
- A window to access photos related to the user's account
- A mini-feed summing up the latest events concerning the user or his/her friends
Facebook's terms of use provide that users grant a licence to Facebook on all user content: profile including name and photo, messages, text, information, photos, films, etc.).
Facebook can also collect data from other sources.
- The French data protection agency (CNIL) investigated the retention period of the data collected by Facebook, the latter stating that data will be stored "for a reasonable period".
- Facebook stores all personal data shared on the site (as stated in the terms of use). If a member "chooses to remove User Content, the license granted will automatically expire". However, Facebook specifies that although it does not own the content, it "acknowledges that the Company may retain archived copies of User Content". Facebook justifies this by arguing that it makes the process easier should members who have left the site wish to re-register, as they do not have to re-enter their data at the time of re-registration. Members who wish to permanently delete their accounts must fill in a form.
As previously stated, each user can choose the content shared with others.
Facebook users can configure who can view their profile, their contact details and applications in the "Privacy settings" tab. This is now easier for French users since the site has been translated into French.
It is also possible to block people or groups.
Users can also partially or totally block their profiles so as not to be listed in
% /de la population concernée globalement et chez les jeunes
Tendance (mesurée / supposée)
Dangers
search engine results or even in Facebook searches (thus entering the user's name on Facebook does not display a result).
There is no right to erasure of data as the details deleted are stored by Facebook. The right to correct data is only superficial as Facebook stores all the data posted on the site and it is relatively easy to retrieve even data that has been deleted.
The form required to delete a Facebook account is not easy to find on the website. More often than not, users only deactivate their account.
Launched in 2004 for Harvard students, the site gradually expanded to other universities. In mid-2005, Facebook expanded again to high school networks. It has been accessible to the entire world since September 2006. Today (July 2009), the site boasts 250 million users (between 600,000 and 700,000 new accounts are created every day on Facebook).
Facebook has given rise to controversy over the respect of user privacy.
Personal information posted on Facebook may be read and used by people who were not initially intended to read it.
Some companies use Facebook to collect information on their employees and recruiters use it when selecting applicants.
Also, some parents use Facebook to watch over their children's private lives.
The software can also use personal information posted on-line by users in order to introduce advertising adapted to their profile and may sell such data to private companies as stated in the privacy charter.
This charter states that Facebook may collect information on members from external sources such as journals, blogs or other Internet sources.
Similarly, the information on users collected by Facebook in order to improve its databases and enable its customers to better target their advertising by providing knowledge on the consumer behaviour and habits of each user.
Therefore, third-party sites can use data collected by Facebook to send advertising targeted according to users' various profiles.
The Beacon controversy:
Beacon is Facebook's latest advertising software, enabling websites with a Facebook script to send information on the actions on their sites of a Facebook member to the member's friends, in their newsfeed or by placing the information on the member's profile page.
This type of marketing is considered to be very effective as it uses social networks instead of directly addressing advertising at people.
In response to the reactions caused by this new advertising system and to the threats its represents, Facebook's creator has apologized to users and has stated that the case-by-case opt-out system (at each new intrusion, Facebook users had to inform each company working with Beacon that they did not want to be part of the system), will now be replaced by an opt-in system which would apply when a user decides whether or not to be part of the system.
Also, personal data may be used as part of legal investigations.
To view a user's private profile or IP address (used to locate the user), investigators must act via legal requisition of the site's hoster (the accounts of 100,000 Facebook and MySpace users have already been erased due to
Communications
Recommendations
suspicions of sex offences) (4) . There are several reasons why a Facebook account may be deleted. Firstly, Facebook may wish to avoid SPAM (therefore if it is ascertained that the same message is sent several times to various users, the account may be deleted) or because there is too much activity on Facebook (messages, photos etc). Facebook may also delete a user's account if it has reason to doubt the real identity of the user or the school or membership organisation and if the user has written provocative content. In this situation, the account is deleted unilaterally without any explanation given.
Campaigns:
There are no campaigns specifically targeting Facebook in France, yet some campaigns focus on the Internet in general.
There is a campaign called Internet enemies launched by "Reporters Without Borders".
The general public is not aware of these campaigns, which consequently have no significant impact.
Young people are generally aware of the problems related to Facebook. There is a general trend of configuring profiles to block access by strangers.
There has been quite widespread reaction to denounce the dangers of Facebook recording information. A movement has been created on Facebook called "Pas besoin d'Edvige, il y a déjà Facebook" (no need for Edvige, we already have Facebook) in reference to the so-called French government "Edvige" personal information file which was subject to controversy.
However, many NGOs working to defend human rights and privacy, such as the Electronic Frontier Foundation and Privacy International, are concerned about this new way of gathering information on users of such sites and the use of the information.
It is considered even more harmful as it is developed and carried out with the assent and cooperation of Facebook users who are not necessarily aware of the dangers of such methods.
Facebook employees allegedly have access to the pages of all users.
At the end of November 2007, a network launched by MoveOn put the pressure on to defend the privacy of Facebook users and launched an on-line petition demanding that the Beacon system be deleted.
As a result, a number of groups have been created on Facebook, denouncing this violation of privacy affecting the site's users.
Facebook's increasing popularity is inevitable as despite the threat to certain fundamental freedoms, this social network remains very attractive and practical for most of its users.
Conduct campaigns aimed at national and European public authorities and data protection authorities to make Facebook subject to European legislation.
In addition, request that Facebook users are able to:
- permanently close their accounts, including the deletion of all shared personal data.
- make user profiles inaccessible to search engines by default.
COPAINS D'AVANT
| TOPIC | SOCIAL NETWORKS: COPAINS D’AVANT |
|---|---|
| Technologies used | Copains d’avant is a French social networking site owned by the Benchmark Group. It was created in 2001 and enables users to find former classmates as well as people they worked with, or with whom they were involved in associative or leisure activities. Registration on the Copains d’avant site enables users to consult member profiles. It involves filling in a form with the identity of the person and the various institutions attended. When registering on l’Internaute Copains d’avant, you enter personal data on the site’s various forms. This data, such as email address or education, is necessary for the site to operate properly, but is above all personal and therefore precious. The site has an internal e-mail system and photos can be shared among members. The site’s messaging system is free and only a few marginal options must be paid for such as the extension of storage space to 1 Gb for photos and 2 Gb for videos, and the option of posting unlimited searches and sending messages to several members at the same time. In 2008, the site added new free functionalities inspired by those offered by Facebook and MySpace. It is now possible for each member to display cultural interests and see which other members have similar interests. |
| L’utilisation | France The aim is to keep in touch with / locate former classmates. |
| Legislation | Websites are subject to the French press act, the French audiovisual communication act and the French law on trust in digital economy. The French data protection act is applicable but the sites are exempt from declarations with the French data protection agency (CNIL) when they contain personal data (however, to publish personal data, authorisation is often requested for children under 12). The law dated 21 June 2004 which defines the online log-in system is applicable, therefore anonymity and pseudonyms are authorised as long as the hoster knows the identity of the person and can pass this information on to legal authorities. Case law is shifting towards hoster responsibility as they offer platforms that are increasingly adapted to content. Copains d'avant is governed by French law and consequently by European legislation. Application of European Directives. |
| Statistiques concernant la population | Ten million members were registered in 2008, making it the leading social networking site in France. According to an IFOP study published in Les Echos in 2009, Copains d’avant is still ahead of Facebook in terms of the number of registered members among the French population of Internet users. |
| Retention period | No information. |
| Qui détient ? | The French data protection agency (CNIL). |
| Who has access? | Access to personal data can be restricted. Profiles can be viewed by other members (unless restricted) and searches can be made using keywords (school name, town, etc.) The files are shared with third-party sites. Personal data is used for targeted advertising. |
|---|---|
| Right of inspection and rectification | Users can restrict their profiles or delete certain details. |
| Dangers | As Copains d'avant users are slightly older than the users of other social networks, they are a little more aware of the problems related to posting personal data. A user does not use this platform for as long as other social networks (after friends have been found, users use the site less). Anxious to protect member privacy, Benchmark Group, publisher of Copains d’avant, provides a number of tools: E-mail addresses are never displayed on the site If users do not want their entire information file to be viewed by all, they can control who is authorised to access it and which information is public It is possible to limit access to photo albums It is possible to filter some messages Users can notify misuse if they are aware of reprehensible behaviour on the site Users can opt that search engines cannot reference their page Users can opt not to appear on JDN Réseau (a professional networking site) Users can delete their accounts Lastly, Copains d'avant files are declared with the French data protection agency (CNIL). |
| Communications | No campaigns |
| Recommendations | |
| TOPIC | SOCIAL NETWORKS: MYSPACE |
|---|---|
| Technologies used | MySpace is a social networking website created in the United States, offering members a free personalised web space that can be used to present various types of personal data and to create a blog. The site also has a messaging system and photos can be uploaded. Launched in 2003 by Tom Anderson and Chris DeWolf, MySpace was bought out by Rupert Murdoch’s group, News Corp, in July 2005. The French version of the site is on-line since mid-July. Even though MySpace can be used to meet and keep in touch with people, it is above all a music social network that is used to promote talent or share music. Users are able to contact other users free of charge (friends and groups made up of members in a region, school or university, company or with similar interests defined by the user) and share various multimedia documents with them (films, photos, texts, etc.). |
| Country | France / World |
| Legislation | US Federal Law. Myspace is a member of the SafeHarbor system based on a European Directive Websites such as MySpace cannot be held responsible for the contents posted or for any criminal action committed by individuals visiting their sites. MySpace Terms of use: http://www.myspace.com/index.cfm?fuseaction=misc.privacy A bill in the United States, the "Deleting Online Predators Act" (DOPA), was submitted to Congress in 2006. It aims to limit the access children have to social networks in schools and libraries. However, this type of initiative is not a sure-fire way of solving the problem as children have many other ways of accessing these sites. Myspace Suicide Case pronounced by a US Federal Court in November 2008. Lori Drew, 49 years old, was found guilty of having violated the Myspace terms of use by pretending to be a sixteen year-old boy. The site requires the information entered to be true. The case had significant impact as it has extended the 1986 Computer Fraud and Abuse Act to social networks while it was originally passed to prosecute hackers. It was the first case of prosecution of “cyber-bullying” which led to the suicide of a young girl. |
| Statistiques concernant la population | 16-35 years of age. Minors represent 12% whereas one year ago they represented 25%. The 34-54 age range represents 41% as against 32% one year ago. These sites are attracting an increasingly wide audience. Launched in 2003, its popularity among young people took off in 2005. |
| TOPIC | SOCIAL NETWORKS |
|---|---|
| Technologies used | Flickr is a free photo- and video-sharing website including some functionalities at a cost. Flickr is not only popular among users that share their personal photos, it is also often used by professional photographers. Flickr was launched in 2004 by a Vancouver-based Canadian company founded in 2002 by Stewart Butterfield and Caterina Fake. Flickr was initially a set of tools intended for a multi-user Internet game called Game Neverending. The game was finally shelved but the Flick project continued. The first versions of Flickr were based on a Chatroom to share photos. Subsequently, Flickr focused more on uploading and filing photos. Yahoo! acquired Flickr in 2005. Only available in English for a long time, Flickr has been available in seven other languages since 2007. The main purpose is to share photos and videos. It has also become a blogging platform. Opening an account requires registering with Yahoo! Mail (which involves providing all sorts of details). Members’ profiles are also subject to targeted advertising. The details entered when registering and when uploading photos (tags) are used by Yahoo! to target ads. There is a photo censorship system that could lead to controversy. The site provides both public and private storage. Users uploading an image onto the site can decide who has access to it by configuring the access controls. Images can be flagged as private, for friends and family or public. It is also possible to configure private viewing for an entire group. However, most users flag their photos as public, so they can be viewed by all, creating a huge database of photos filed by category. As a default setting, other users can leave comments on any image they are authorised to view and can sometimes add keywords for the image. As concerns the actual use of Flickr, photos are tagged so that they can be found easily with keyword searches. Similarly, photos can be organised into groups for easier searches. There is a guest pass system that enables people who do not have a Flickr account to share images. |
| L’utilisation | United States/World |
| Legislation | Data is transferred to Yahoo! Inc. on its servers in the United States or in other countries for processing or storage when the services offered on Yahoo! sites other than the Yahoo! France site are used. Users expressly consent to this when they validate their Yahoo! account registration. The transfer of personal data to the United States follows an agreement between Yahoo! Inc. and Yahoo! France to ensure the protection of user |
data. The database made up of data entered during Yahoo! account creation has been submitted to the French data protection agency (CNIL).
| Statistiques concernant la population | 20% of users own 82% of the photos on the site and the 3.7% of users with Pro accounts (not free) upload 59.5% of images. 62% of people have no photos. 65% have no contacts. 87% have never posted a comment. 84% have never received a comment. 93% have never selected a “favourite”. 92% have never been part of a group. In short, only 3% of users use all Flickr functions. Even with Pro accounts, some functions are only used by a minority, such as favourites (56% have never selected a favourite) and groups (49% of pros take part). No statistics available specifically concerning France. |
|---|---|
| Retention period | No information |
| Who retains the data, Who has access? | Yahoo! declares the collection and processing of personal data with the French data protection agency (CNIL). |
| Right of inspection and rectification | In accordance with the French law dated 6 January 1978 modified, known as the data protection act, Internet users have a right to consult, modify and remove all personal data collected by Yahoo! |
| Finalité du fichier | Sharing photos and videos. |
| Dangers | The dangers chiefly involve right of publicity and the risk of finding photos online without the consent of the person photographed. As we have said, users can choose to flag their photos as public or to keep them private. Very often users flag their photos as public, creating a huge database and an even greater threat to privacy. There is also a risk of intelligence, and of false use of photos. Most users are not aware of such problems as a large number of photos are shared and users do not feel they are revealing information about themselves as much as on other social networks as the emphasis is not on personal data such as schools, universities or places of residence. |
| Campagnes | No awareness-raising campaigns. We must raise young people’s awareness of the future consequences of posting photos on the Internet without the consent of the people photographed. An increasing number of employers google the names of job applicants and may therefore find details on social networks. |
| Les bonnes pratiques | It is possible to configure profiles to avoid exposure to strangers. There is a licence to protect one’s photos, Creative commons (service at a cost). Access to justice for right of publicity problems is often difficult and expensive. |
| Recommendations | Conduct awareness-raising campaigns. |
| TOPIC | SOCIAL NETWORKS: SKYROCK BLOG |
|---|---|
| Technologies used | Skyrock Blog is a social networking site offering a free personalised web space to members. The site was launched on 17 December 2002 by the French radio station Skyrock. It is also possible to create a blog, add a profile and exchange messages with other members. The site is used to create blogs devoted to members’ musical compositions and has a specific space for these creations. Each blog may be personalized and it is possible to incorporate videos, but only from Youtube, Dailymotion, Veoh, Metacafe, Google Video or from the member’s webcam. Since 2006 (after the arrival of Myspace and Facebook), Skyrock Blog created a system of friends and contact lists that is displayed on the blog and can be used to create reciprocal links between members. Launch of Skyblog Music which enables bloggers to post music based on the model of Myspace. There is a conversation platform called SkyMessager, and a platform to manage e-mails, Skymail. These improvements made to the Skyblog system help to compete with the major American social networks and to keep users on the site. |
| Use | France / Europe |
| Legislation | Skyrock blog is subject to French legislation and therefore European legislation. Application of European Directives. The blogs form an online communication service and are therefore subject to the same legislation as websites (the French press act, the audiovisual communication act, the French law on trust in digital economy). The French data protection act is applicable but the blogs are exempt from declarations with the French data protection agency (CNIL) when they contain personal data. However, to publish personal data, authorisation is often requested for children under 12. The law dated 21 June 2004 which defines the online log-in system is applicable, therefore anonymity and pseudonyms are authorised as long as the hoster knows the identity of the person and can pass this information on to legal authorities. It is always difficult to know whether to condemn the author or the hoster, who may be of different nationality. This may lead to difficulties in relation to applicable legislation. Case law is shifting towards hoster responsibility as they offer platforms that are increasingly adapted to content. |
| Statistiques concernant la | The site ranks 17th in the world, ahead of Wikipedia and Amazon. It represents 27% of French blogs. |
population
The target population is the 12-24 age group.
In addition, the settings to configure a profile are not as effective as
| Retention period | No information. |
|---|---|
| Qui détient les données ? Who has access? | The files are shared with third-party sites. Personal data is used for targeted advertising. Ads are contextualised in relation to the Skyblog page’s content. Advertising is therefore more effective as it is better “targeted”. |
| Right of inspection and rectification | In accordance with the provisions of the French data protection act No. 78-17 dated 6 January 1978, the Skyblog site submitted a declaration to the French data protection agency (CNIL), under No. 895721 on 23 January 2004. As a consequence, users have the right to access, modify, correct or delete the data concerning them (art. 34 of the French data protection act dated 6 January 1978). |
| Dangers | Intelligence and sex offences. Use of information contained in blogs as part of legal investigations. A Skyrock Blog sometimes contains elements that are protected by copyright without the consent of assignees. Some skybloggers have even gone as far as slander with regard to certain people: several lower secondary schools have had to deal with problems concerning pupils using the platform to malign staff, leading to exclusions and warnings issued to pupils and parents on a wide scale. The tribunal dealing with disputes in the French public sector in Clermont-Ferrand annulled the exclusion of a pupil by teaching staff after he insulted one of his teachers on his blog. School and blogs are both private spheres, in that activities taking place in them are not meant for a wider public but for those who have reason to be part of these spheres. Therefore blogging, which is a sphere undergoing institutionalisation, must be independent from the academic sphere. |
| Communication | Awareness of dangers: It would seem that skybloggers and in particular younger bloggers are unaware of both the dangers of slander (whatever the form) and the external criticism from a certain community of computer enthusiasts and bloggers (using platforms considered more serious and powerful such as the freeware DotClear) towards Skyrock Blogs. Reaction of parents and the press in general. Users do not react as much as those on other networks such as Myspace or Facebook. |
| Campagnes | There are no campaigns specifically directed at Skyrock Blog. |
on other social networks.
When illicit content is found on a blog, it is often difficult to make a distinction between civil and criminal law as the expressions used are not always clear.
Users are not always sufficiently aware of the consequences of their actions and of the dangers of sharing personal data on too wide a scale.
Appendices List of documents
ACT N°78-17 OF 6 JANUARY 1978 ON DATA PROCESSING, DATA FILES AND INDIVIDUAL LIBERTIES (Act78-17VA-loi-INFOR&LIBERTES-ver-EN.pdf)
PASSEPORT ELECTRONIQUE 2005-2008-FR.doc (French)
IRIS et LDH passeport bio requete + mémoire Conseil Etat.doc (French)
PNR - Résolution du Sénat n° 84 du 30 mai 2009.pdf (French)
PNR - EDPS.pdf (EN)
Resolution-Societe-de-surveillance-congres-2009.pdf (French)
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A press release issued by the Palestinian Central Bureau of Statistics
On the Occasion of "Palestinian Children's Day"
April 5, 2008
Within the framework of its proactive dissemination policy ,PCBS issued a press release on the 0ccasion of Palestinian children's day
About 1.9 million children under the age of 18 in the Palestinian Territory for 2007
* Based on the preliminary results of the Population, Housing and Establishment Census,2007, the number of children in Palestine constitute one million and nine hundred thousand of the total population (3,761,646) living in the West Bank and Gaza Strip. The statistics showed that there was a rise in the proportion of individuals under the age of fifteen (45%), while the proportion of elderly individuals is decreasing, these percentages indicates to the high fertility rates and the fact that Palestinian society is a young society with a broad young pyramid base.
* The trend of demographic statistics in the Palestinian community, showed that children will constitute the majority in the community for coming years, where high fertility rate of Palestinian women and low rates of infant mortality are major reason beyond children being the majority in the community. It is worth mentioning that life expectancy in Palestine in 2007 was 73 years for women and 72 years for men.
* According to data of the Palestinian family health 2006, the Palestinian household is formed at early ages, with a rate of the female age at first marriage 19 years, and 25 years for males.
More than half of our children are students
* Preliminary data for the year 2007 / 2008 showed that the number of school students in the Palestinian Territory amounted to a total of 1,103,801 students, female rate 50.0% The data indicated that there is a steady rise in the number of students enrolled in schools significantly during 1994/1995-2007/2008 period, increased by 78.6% in primary and secondary stages. And the significant increase of the share of Gaza Strip, hitting 90.1%, while in the West Bank amounted to increase during the same period, 56.5%
* In the scholastic year 2007/2008, 59.4% of the students are enrolled in basic schools in the West Bank compared with 40.6% in Gaza Strip. In the
secondary stage, 58.9% of our children are enrolled in schools in the West Bank and 41.1% in schools in Gaza Strip.
* Data indicate that the average number of students per teacher in all stages is 23.7 students per teacher in the scholastic year 2007/2008 at 23.7 students per teacher at governmental schools, 28.9 students per teacher at UNRWA schools and 13.8 students per teacher at private schools.
* The number of teachers in the academic year 2006/2007 totaled 42,306 male and female teachers, by 45.1% of males and 54.9% of females.
Majority of poor families have at least one child in the West Bank
* The statistics of poverty in 2006, revealed that despite the high rates of poverty in Gaza Strip, not less than 63.6% of the total poor families have at least one child in the West Bank, compared to 36.4% in Gaza Strip, due to the continuous deteriorated economic conditions in the Palestinian community additional segments of the children will be below the poverty line.
* The results of work conditions survey 2007 showed the percentage of employed children, whether paid or unpaid and (unpaid family employee) amounted to 4.6% of the total number of children, at 6.5% in the West Bank and 1.7% in Gaza Strip. (74.0%) of the employed children were classified as family workers (96.0% females, 70.7% males), compared to 20.9% working as paid working for others (1.6% females and 23.5% males)..
* About work sector, where employed children data showed that 41.8% of employed children are working in the agriculture sector by (46.7% in the West Bank and 12.0% in Gaza Strip), and 34.0% in Trade, restaurants and hotels, at 27.8% in the West Bank and 71.8% in Gaza Strip.
According to the findings of the Palestinian family health survey 2006, the percentage of births given at health facilities in the Palestinian Territory was 96.6%
* 34.1% of Palestinian women in the Palestinian Territory received at least one immunization dose against Titanus during their last pregnancy, at the rate of 27.8% in the West Bank and 44.6% in Gaza Strip.
* The percentage of births delivered at home or on the way to hospitals or at military checkpoints was 3.4%, and was notably higher in the West Bank (4.8%) as compared to (1.1%) in Gaza Strip..
* The findings of the Palestinian Family Health Survey indicated that two thirds of the children below five years of age have vaccination record cards (66.7%), where the percentage in the West Bank is higher (69.4%) than in Gaza Strip (62.8%), and is slightly higher among males 67.6% than females 65.6%
* 10.2% of children under five years suffered from stunting, 2.9% of children suffered from underweight, and 1.4% of children suffered from wasting in 2006
Adolescents (15-19 years) constitute 12.4% of the total population at 12.0% in the West Bank and 13.2% in Gaza Strip.
* the Palestinian Family Health Survey 2006, showed that 80.3% of adolescents (15-19) years watch television daily in the Palestinian Territory and 44.6% listen to the radio versus only 9.4% of them read newspapers daily. On the other hand, 76.6% of adolescents in the Palestinian Territory reported that poverty is one of the most important factors that reduce willingness to pursue education; 81.8% in Gaza Strip and 72.8% in the West Bank.
* 65.7% of adolescents in the Palestinian Territory stated that they resort to the mother in the request for assistance to cope with their problems, a higher percentage in the West Bank than in Gaza Strip. While the father took second place and resort to friends ranks third.
18% of the total number of martyrs are children
* Between September 2000 and February 29, 2008,, 959 Palestinian children were martyred, constituting 18.2% of the total martyrs; 384 children were martyred in the West Bank, 573 in Gaza Strip in addition to two martyrs in occupied territory in 1948.
* About 344 Palestinian children are detained in Israeli Jailis
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Mathematics Model Teaching Unit
Pow wow Trails
Created by: Angel Greenley
Grade3
Stage 1 Desired Results
Established Goals:
Number Sense and Operation Mathematics Content Standard 1: A student, applying reasoning and problem solving, will use number sense and operations to represent numbers in multiple ways, understand relationships among numbers and number systems, make reasonable estimates, and compute fluently within a variety of relevant cultural contexts, including those of Montana American Indians.
- 1.2 Estimation and Operations: Estimate sums, differences, products, and quotients when solving problems. Add, subtract, multiply (three-digit by two-digit factors), and divide (two-digit dividends by one-digit divisors) to solve problems. Demonstrate fluency with basic facts.
IEFA Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
IEFA Essential Understanding 3: The ideologies of Native traditional beliefs and spirituality persist into modern day life as tribal cultures, traditions, and languages are still practiced by many American Indian people and are incorporated into how tribes govern and manage their affairs.
Understandings:
Additionally, each tribe has its own oral histories, which are as valid as written histories. These histories pre-date the "discovery" of North America.
- Pow wows are an important part of some Native American lifestyles.
Essential Questions:
- Some families travel many miles across the state to attend different pow wows.
- What are the different reasons that families travel on the pow wow circuit?
Students will be able to…
- What is the history of pow wows in Native American culture?
- calculate the miles traveled on the pow wow circuit.
- locate different towns of Montana on the map.
- pow wows are still in existence and that families use them as a time of gathering and sharing with other families and friends.
Students will know…
- pow wows are a source of competition and there are many different types of contests at each pow wow.
Stage 2 Assessment Evidence
Performance Tasks:
- Students will complete a table that calculates the distance traveled on a particular pow wow circuit.
Other Evidence:
- Students will track the pow wow circuit on a map of Montana.
Stage 3 Learning Plan
Learning Activities:
1. Introduce the history of powwows and the different competitions held within a pow wow. Some American Indian families travel from pow wow to pow wow on what is called the "pow wow circuit" in Montana, using the time to camp and compete.
2. Today we are going to trace a circuit that will take us throughout the state of Montana. We will mark the places of the pow wows on a map, compute the miles traveled, the amount of gas used, and the total money spent on gas. Pow wows are typically held on the weekends, but people traveling the circuit do not go home between each celebration. Instead they travel from one town to the next. That is how we will find out the miles traveled.
3. Give students a map of Montana and introduce the circuit to be traveled. Ask students to locate each town on the map and trace the main highways between the cities. Start at your own town and travel from there. Students will need to fill in your town in the first cell of the table and the last stopping point of the table.
4. There are 3 options for finding the mileage – choose whichever one is appropriate for your class (or have different students use different methods)
b. Have students use the internet and Google maps (www.google.com) and have them fill in the table on their own.
a. Give the mileage information on a piece of paper
c. Use a map and using the scale, figure the mileage on their own
5. Have students complete the table. As they find the mileage between each town, have them look at the map so they can see the distance on the map in relation to the mileage reported. Also, at each stop, have students choose one competition to research and give a brief description of the event. Each powwow needs to have different competitions, so that students become more familiar with the competitions.
6. Once students have found the mileage, go to the next step of computing the amount of gas used on the trip.
7. The final step is to compute the amount of money spent on gas using a rounded amount. (For students that need differentiation, you can change the price of gas.)
Mathematics Grade 3 - Pow Wow Trails (continued)
Materials/Resources Needed:
- Your Guide to Understanding and Enjoying Pow Wows –
available at http://www.opi.mt.gov/pdf/IndianEd/Resources/PowWows.pdf
- Student worksheet
- Map of Montana
Mathematics Grade 3 - Pow Wow Trails (continued)
Name: ______________________________________________________________________________
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | | |
| Havre | | |
| Billings | | |
| Custer | | |
| Arlee | | |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? __________________________________________________________________
Gas costs $3.00 per gallon. What will the total cost of gas be for your powwow trip? ____________________
Explain how you got your answer. _____________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Mathematics Grade 3 - Pow Wow Trails (continued)
Answer Key: (answers are based on leaving from Great Falls, MT)
| Stopping Town | Total Miles Traveled | Subtotal of Miles Traveled |
|---|---|---|
| Bozeman | 188 miles | 188 miles |
| Havre | 301 miles | 489 miles |
| Billings | 247 miles | 736 miles |
| Custer | 55 miles | 791 miles |
| Arlee | 422 miles | 1213 miles |
The car you are traveling in gets 20 miles to the gallon. The gas tank holds 10 gallons. How many miles can you travel on one tank of gas? 200 miles
Gas costs $3.00 per gallon. What will the total cost of gas be for your pow wow trip? Approximately $210.00
Explain how you got your answer. You need to get gas every 200 miles. When you fill a tank, it costs $30. There are 7 groups of 200 in the total miles, so you will need to fuel up 7 times. 7 x $30 = $210
Mathematics Grade 3 - Pow Wow Trails (continued)
Dances:
Men's Traditional Dance: A traditional dance where war parties dance out the story of the battle or hunters dance their story of tracking an enemy or prey.
Men's Fancy Dance: Relatively new dance where dancers have colorful outfits
Men's Grass Dance: Popular dance where the outfits feature a colorful fringe, replacing the grass dancers originally tucked into their belts.
Sneak-up Dance: Follows the definite pattern of drum rolls. Dancers shake their bells and make gestures of either following or seeking out the enemy.
The War Dance: Demonstration of dancing ability and is a major contest dance category
Traditional Women's Dance: Consists of remaining stationary and bending the knee with a slight up and down movement of the body.
Women's Fancy Shawl Dance: Outfit consists of a decorative knee-length cloth dress, beaded moccasins with matching leggings, a fancy shawl, and various pieces of jewelry.
Jingle Dress Dance: The dress is made from cloth with hundreds of metal cones or jingles covering it.
Team Dancers: Three or four members make up a team and they all dance in the same style.
Owl Dance: Can be considered as the Indian version of the waltz.
Round Dance (Friendship Dance): Dance of friendship and is performed by all ages. Everyone is encouraged to dance.
The Crow Hop: Developed in the 1900s and done with a specific rhythm of the drum beat
Intertribal Dance: Everyone is welcome to dance in the Intertribal Dance – even tourists. Dancers move around the arbor sunwise – clockwise.
The Blanket Dance: Means of gaining contributions from the audience for certain causes.
Dropped Eagle Feather Dance: To most Native Americans, the eagle feather is sacred. So when a feather falls from the dancer's outfit, the powwow must stop and a special ceremony must be performed.
Honoring Veterans: Veterans are honored because they were willing to give their lives so people could live.
Definitions were taken from Your Guide to Understanding and Enjoying Pow Wows which can be found at www.opi.mt.gov/IndianEd.
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Eye for Design: Pixel Haze: Fundamental Resolution
Rhonda Crim-Tumelson, Stephen F. Austin State University
Years ago, I worked for a sign company. We owned one of the only printers in town with the ability to produce large graphics, so as a result, many of our clients wanted posters created for trade shows or presentations. One day we had an unusual request: A customer wanted a picture of himself with Jimi Hendrix blown up into a three-foot poster. The customer had scanned the decades-old photo and brought the resulting computer file into our shop on a computer disk. The original hard-copy of the picture was already slightly deteriorated at the time of the scan and had since been lost. But, being a novice designer, I agreed without hesitation. I mean, how cool was this picture, man? The file was a tad small, but I was sure I could scale it without any problems.
The next day, a very disappointed Woodstock veteran declined to pay for the blurry 36" disaster, even though I had printed it at least four times the day and night before. The skimpy resolution of the Hendrix image shined a harsh spotlight on my lack of experience. My boss was not pleased at the time and materials wasted, but I learned a valuable lesson: garbage in -- garbage out.
In order to turn my trash to treasure, I had to learn some lingo. People frequently refer to images as "lowres" or "high-res." These "resolution" terms are used to describe whether an image is small and more suited for a web page or large enough to print. Resolution is simply a measure of how well visual data is perceived by the human eye, so a basic understanding of it is crucial to successful graphic design projects. Optimal image resolution requires a balance between image input (current size and file type) and image output (desired size and destination). For example, a jpeg image taken from the web might not be the best choice for library signage printed on a professional press. Conversely, a 100 megabyte photo needs to be sized down before it is used on your web page.
Learning the difference between the two types of graphic data structures: raster and vector.
Raster Images
Raster images, which often have the file extensions of .jpg, .gif, .psd, .tif, and .png, are the most common file type you encounter on an everyday basis. Digital photos, scanned documents, and images on the web are in the raster format. Raster images are composed of a collection of pixels – small dots of color information on a grid – and these "bits" of dots are why rasters are also known as "bitmap" files. Pixels are measured by the square inch, so you will frequently see resolution defined in terms of dpi (dots per inch) or ppi (pixels per inch.) The "per inch" part of this equation makes a raster image's quality wholly dependent on its size and whether it is viewed on a screen or printed. The reason behind this contingency is the way the human eye views images on different media. A computer screen can produce a high quality image using very few pixels per inch, or about 72dpi. Not so on paper. In order to get the same apparent quality in print form, an image requires more pixels per inch, typically 300dpi. So for example, if an image is 144 pixels wide and 144 pixels high, it can best be viewed on a web site at 2" by 2". If you need to use the same image in a brochure with the comparable clarity, it should only be about 1/2" x 1/2".
Various projects will cross your desk that will require a myriad of image types and sizes. Some images, like your library's logo, will be used for business cards, newsletters, web pages, and fifteen-foot banners. Your job is to make the best choice of the computer file for that image to achieve the input/output balance. You want to achieve the design tri-fecta: time, clarity, and expertise. Doing so will save you time by using the appropriate sized image, ensure your project has clarity and readability, and let your professionalism take center stage. So what is the first step to becoming a resolution rock star?
This is why a picture you might find on the web looks great on the screen at 6 inches high, but appears blurry when printed on a laser printer at that same height. The two pictures on the next page are the same, except that Picture A is the correct resolution for the web (72dpi) and Picture B is the correct resolution for printing (300 dpi.) They both contain the exact same amount of pixels. If you're viewing this page in print form, the picture on the left is noticeably fuzzier; if you're displaying this page on a computer screen at a zoom level of 100% or lower, the guitars look no different in terms of fuzziness. It's only when zoomed in at a high level (e.g., 200%, which most people don't do on websites) that the more dpi on the right become useful on screen.
Since there is a finite amount of pixels to look at, you can only enlarge a raster image a little bit before compromising clarity. Image editing software attempts to improve clarity during file size enlargement by interpolating (adding pixels based on information already present), but pixel stretching has its limits.
Page 2
Picture B: 300 dpi
Why the improvement limit? Imagine a small white saucer filled with fifty sweet peas. Side by side, the peas form a solid green circle that covers the entire saucer. Now put those same peas on a dinner plate. The peas can easily be spread apart and more of the plate can be seen. Finally, put the peas on a large serving platter. The peas are even farther away from each other, and now the platter is dotted with green specs. Pixels are like the peas in our example. Even when you resize an image to make it appear larger, you are never really adding any real data. The software program is just mashing your peas and spreading them to make the plate appear fuller. Yuck.
Vector Images
Vector images, which have the file extensions .ai, .eps, and (sometimes .pdf,) are created mathematically and can be output to super large sizes (as big as the side of a building) without losing any clarity. The only limitation is that of the actual output device. However, because the vector format uses points on a line and geometric shapes to create images (think 9th grade math here), it is not used for photographs. Illustrations, logos, and line art are created and manipulated in a vector software program such as Adobe Illustrator. The most common type of vector file we use every day is text. Many fonts are created with vectors, which is why their size can be increased with ease. Also, your library's logo might be a vector file, allowing it to be easily resized for various projects. Going back to the sweet pea analogy, using vector graphics is like adding more peas whenever you want to fill your plate. Vectors are the horn of plenty, no mashing required.
An example: when vector is better than raster
So, how can raster and vector affect your own designs? Perhaps you are asked to work on an advertising campaign promoting a new library service for undergraduates. You create an awesome slogan for some table tents and have the image saved as a jpeg (Picture C, see page 12). You can use this image on the web page, brochures, mailers, and emails. But then your supervisor asks you to design a 25 foot banner that will hang in front of the student center. Going back to the previous example, you know you can't stretch the jpeg to fit the banner. The raster file doesn't have enough resolution.
So, you go back to the drawing board and recreate your slogan as a vector file in Adobe Illustrator (Picture D, see page 12). Not only is the image now a bit more crisp and less fuzzy on the table tents, it is markedly sharper and more professional-looking on the banner (in fact, Picture C would not even be readable if it was blown up to 25 feet). And if need be, you can still take a vector file and save it as another graphic file type (e.g., .jpg) if that file type fits your other needs better. Very cool. Although vector files may not be available in every instance, use them whenever you can.
Good Enough
There will be many times when you will have to work with an image that does not have input/output balance. Sometimes, you just have to use with what you've got and move on. Other times, you will have to be experienced enough to say, "No, we can't do that." If any area of the design tri-fecta (time, clarity, expertise) is overly compromised, then you need to seek another graphic solution.
Page 3
streets and through rain sodden forests, narrowly evading would-be captors with sheer cunning and deceit? For many of our students trying to navigate a library's home page, or search our databases, I'm sure the similarities are not too far afield.
Or is information fugitive in the sense of its elusiveness; its ability to slip away just at our grasp? Is it its transitory nature, its transient quality, that makes it both alluring and frustrating to its pursuers? And, does it so much flee from our pursuit or is it really pursuing its own aims? How often have we seen graduate students more keen on finding information than on using it?
Or perhaps it's fugitive in a Road Runner way, taunting the stubbornly persistent, and amazingly recuperative Wile E. Coyote. Just when all appears within his grasp, the plan collapses and all is lost. (How often students ask us to help them find that article they saw last night on the web, but now can't remember what it is or how they found it.)
(Pixel Haze...Continued from page 3)
Picture C: Raster
Picture D: Vector
Before you begin any project that involves graphic images, ask yourself these questions:
* what type of file am I dealing with?
* what is the current size and resolution of the image?
* how will the image be output? (web or print)
* what will be the final size of the images?
* is the image raster or vector?
* can I obtain the vector image?
For the water, for the coyote, for information, for all fugitives, nature takes its course. And while there may be distractions and obstacles, transformations and diversions, inevitability will not be halted. The water may not make it to the sea this time, but it may next. The Road Runner will never be caught and information... well... it will find its way into our students' heads for a moment or a month or a lifetime.
"I don't think your sister is old enough to ride on your bike," I say to Julia and remind her that she can't even hold her great, giant head very steady.
"I'm thirsty," she says. "Can you get me some water?"
Of course.
Images at the correct resolution will help ensure high quality graphic projects, and will decrease frustration during the design process. Your designs will reflect the awesomeness of your library so well, your boss might even want to have her picture taken with you! Now, excuse me, while I go kiss the sky.
Page 12
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Memphis, TN
657,457
TOTAL POPULATION
total AREA(sq. miles)
339.21
10 Building blocks of a bicycle friendly community
POPULATION DENSITY
1,938
# of local Bicycle friendly businesses
4
# of local Bicycle friendly universities
0
| Arterial Streets with Bike Lanes | 45% |
|---|---|
| Total Bicycle Network Mileage to Total Road Network Mileage | 30% |
| Public Education Outreach | GOOD |
| % of Schools Offering Bicycling Education | 43% |
| Bike Month and Bike to Work Events | Good |
| Active Bicycle Advocacy Group | Yes |
| Active Bicycle Advisory Committee | YES |
| Bicycle–Friendly Laws & Ordinances | some |
| Bike Plan is Current and is Being Implemented | YES |
| Bike Program Staff to Population | per 70k |
| ENGINEERING Bicycle network and connectivity | 5 /10 |
|---|---|
| Education Motorist awareness and bicycling skills | 5 /10 |
| Encouragement Mainstreaming bicycling culture | 5 /10 |
| Enforcement Promoting safety and protecting bicyclists' rights | 6 /10 |
| Evaluation & planning Setting targets and having a plan | 3 /10 |
CATEGORY SCORES
key outcomes
| ridership Percentage of daily bicyclists | 3.5% | 0.40 |
|---|---|---|
| safety measures Crashes Crashes per 10k daily bicyclists | 180 | 322 |
| safety measures Fatalities Fatalities per 10k daily bicyclists | 1.4 | 3.8 |
Key Steps to silver
» » Aggressively increase the amount of high quality bicycle parking throughout the community.
» » Continue to expand the bike network, especially along arterials. On roads where automobile speeds exceed 35 mph, it is recommended to provide protected bicycle infrastructure such as cycle tracks or buffered bike lanes.
and secondary education, and schools and the surrounding neighborhoods should be particularly safe and convenient for biking and walking. Work with your local bicycle groups or interested parents to expand the Safe Routes to School program to all schools.
» » Develop a system of bicycle boulevards, utilizing quiet neighborhood streets, that creates an attractive, convenient, and comfortable cycling environment welcoming to cyclists of all ages and skill levels.
» » Implement the proposed bike share program.
» » Bicycle-safety education should be a routine part of primary
LEARN MORE www.bikeleague.org/communities
»
» » Have your Bicycle Advisory Committee meet monthly to step up your Bicycle Friendly Community efforts.
» » Encourage the University of Memphis, Rhodes College and other local institutions of higher education to promote cycling to students, staff, and faculty and to seek recognition through the Bicycle Friendly University program.
Supported BY
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How To Contact Us
Location
Inside The Museum Of the Oregon Territory at 211 Tumwater Drive Oregon City, OR 97045
Hours Of Operation
Wednesdays, 1st & 3rd Saturdays 11:00 am - 4:00 pm
Mailing Address
P.O. Box 995 Oregon City, OR 97045
Email: [email protected]
Web: www.clackamasfamilyhistory.com
Phone: (503) 655-5574
The Clackamas County Family History Society (CCFHS) began with a small group of women with a shared interest in genealogy and a vision of crea?ng a service-oriented organiza?on for Clackamas County. In February of 1988, the CCFHS was formed. The loca?on of their first mee?ng soon became their permanent home and s?ll reside today in the same room at the Museum of the Oregon Territory.
The library's holdings expanded from many sources. Donated materials related to Clackamas County were welcomed (and s?ll are). Publica?ons and books were traded with other genealogy socie?es and at genealogical conven?ons before so much could be found on-line. As permiPed, copies of census and tax records were made from other agencies. People came to the library or wrote to us with queries. We began making files for families and the subject files grew.
Our library is named aTer Wilmer Gardener, one of the founders of the Clackamas County Historical Society. Wilmer was a talented and resourceful historian and was responsible for finding and saving much of Clackamas County's history. As a researcher and educator, he created a slide show of Oregon City's Main Street and was a speaker at ?mes. The acquisi?on of the Talbert collec?on, in the museum's archives, is among his many and varied achievements related to the preserva?on of our county's history. ATer Wilmer's death in July, 2007, our library was renamed the Wilmer Gardener Research Library in honor of his legacy.
Cover Photo - Complements of The Museum Of the Oregon Territory
Moss Hotel, Oregon City to West Linn view of Willamette Falls, 1857 Photographer: Lorenzo Lorraine
CCFHS IS A NON-PROFIT ORGANIZATION, WITH A FOUNDATION STATUS CLASSIFICATION 501 C(3). Your contribution may be tax deductible under current IRS ruling. Federal ID 393-09608070.
Welcome To The Wilmer Gardner Research Library
Clackamas County Family History Society
Our Unique Holdings
Holdings found in our library that are unique or uncommon:
BOOKS
* Various indexes to local books
* Wagon Trains
* Overland Trails ● Barlow Road ● Oregon Trail
- Roster Of 1847 Emigrants To Oregon
- Roster Of 1852 Emigrants On the ORE Trail
- Roster Of 1850 Pioneer Families of the ORE Territory
- Roster Of 1853 & 1854 Immigra?on Rosters Of the EllioP Cut-Off
* Provisional Land Claim Records
* Oregon Trail Diaries
* Oregon Dona?on Land Claims, Geneo. Material
* Oregon Burial Site Guide
* Volume I – VIII, 1845 – 1849
* Biographical Index for on-site Archival Book Collec?on including:
* Oregon Coun?es in alpha order - varying degrees of informa?on that may include: Soundex (index to 1910 census), cemeteries, census, churches, historic sites, history, naturaliza?on, pioneers, schools, and individual towns within each county. Of Special Interest:
- History of Columbia River Valley ● History of Oregon ● History of Oregon Country ● History of the PNW, ORE, & WA ● History of WillamePe Valley ● Illustrated history of the state of Oregon ● Oregon Na?ve Son ● Portrait of Biographical Record of the WillamePe Valley ● The Centennial History of Oregon ● WillamePe Valley
- Collected informa?on in notebooks on Wilsonville and areas near Stafford
- Jim Tompkins Books
- Extensive Clackamas County sec?on
- Philip Foster Papers: Box #1 - #4
* Oregon Early Records: 1840-1855 (Archival Box)
- Walking Through the Cemetery: with cemetery plot maps and burial records
* Oregon Historic Quarterly: Complete Set
* Family History
* Collec?ve Biographies
- Matlock, Book #1 & Book #2
* The Early Indian Wars Of Oregon - muster rolls
- Boskey-Dell Project (research files)
EARLY PHONE BOOKS
* Oregon City ● Portland ● Metro
FAMILY BOXES (Halon Room)
* Photos and Other Media
* Clackamas Cemetery Records
- HaPan ● WaPs ● Hess ● Mumpower
LAND ABSTRACTS
* Boxes of abstracts (in Halon Room)
* Index (in Library)
MAP COLLECTION (Map Drawers)
* Historic Schools Of Clackamas County
* Cemetery Records
* Metsker Atlases
* Early Land Maps - Miscellaneous
MICRO FILM
* Newspapers (92 roles not on U of O site)
* Holman, Hankins, & Waud Funeral Home, Oregon City - 1905-1928
PHOTOGRAPHS
* Extensive photo collec?on, 1857 forward
NEWSPAPERS
* The Bulle?n, Molalla: 1973-1984, 1990-1995
* Banner Courier
* Oregon City Enterprise
SCHOOLS, Clackamas County
* Historic School Project: Photos & Map
* Books (18 in Clackamas County)
* High School and College Annuals
VERTICAL FILES - Mixed Media
* By Family A – Z
- First Jail Book, Clackamas County
* By Subject A – Z
- Na?ve Americans ● Census ● Cemeteries
* Official Records of Elec?ons, 1912
VITAL RECORDS, Clackamas County
* Birth Records - acquired in 1980's
* Marriage Records
- Varied archived records between 1918-1969
- Returns (marriage applica?on)
- Index to Marriage Licenses: 1915-1920, 1949-1968
- Cer?ficates
- Marriage Records: 1847-1912
-
* Divorce Records
- Widows Pensions: 1913-1930
Divorce Records: 1855-1910
* Death Records
- Index to Clackamas County Death Records: 1900-1912
- Death Cer?ficates, A-Z by name
* Combined Notebook
* Probate Records
- Index to Probate Records: 1845-1910
* Obituaries
-
Index to Probate Case Files: 1844-1928
- 1890's through 2000's
- 1860's, 1870's, 1880's & Early Teens–1940's
* Tax Records
- Taxpayers 1916
* Court Orders, Unclaimed Estates, 1911-1919
- Deaths: 1907-1915, Births: 1907-1913, Marriage Index: 1847-1900
THE LEGACY
CCFHS's quarterly newsletter highlighting researched articles with historic photos related to Clackamas County heritage. Issues date back to our origin.
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THE RENEWABILITY OF GEOTHERMAL ENERGY
Valgardur Stefansson
Orkustofnun, Grensasvegur 9, Reykjavik – Iceland
Key Words: renewability, geothermal energy,
sustainable exploitation,
dry rock "reservoirs" can hardly be classified as renewable on the same time scale.
ABSTRACT
International organisations have classified geothermal energy as a renewable energy source, but it is sometimes stated that this is not the case. The meaning of the concepts "renewable energy sources" and "sustainable energy production" is discussed in this paper. Comparison is made with the resources of hydropower and fish stocks in order to clarify the meaning of the two concepts. It is found, that the rate of energy recharge to geothermal systems is the most critical aspect for the classification of geothermal energy as a renewable energy source. In the exploitation of natural geothermal systems, the recharge of energy takes place by advection of thermal water at the same time scale as the production from the resource. This justifies the classification of geothermal energy as a renewable energy source. In the case of hot dry rock, and eventually some of the hot water aquifers in sedimentary basins, the energy recharge is only by thermal conduction and, due to the slowness of this process, hot dry rock and some sedimentary reservoirs should be considered as finite energy sources.
1. INTRODUCTION
International organisations have classified geothermal energy as a renewable energy source. This classification has been in use for a very long time, but occasionally it is stated that thermal depletion of geothermal reservoirs would require such a long time for recovery, that geothermal energy is not, strictly speaking, a renewable energy source on the human time scale (Ledingham, 1998). These conflicting messages might easily create confusion in the energy debate, where it is of importance that there is a common agreement on the basic concepts of the energy resources.
The present paper deals with the renewability of geothermal energy and links the discussion with the concept of sustainable development. Common properties of geothermal energy and hydropower are used to demonstrate that both energy sources are renewable. It is found that the transportation process of heat within the crust determines whether the geothermal energy should be considered renewable, or not. All natural geothermal systems are renewable on the human time scale, whereas hot
2. CLASSIFICATION OF ENERGY RESOURCES
Figure 1 shows the classification of energy resources applied by the International Standards Organization (ISO). The figure shows that the use of renewable energy sources in the world is now about 22% of the total, but depleting energy sources contribute 78% of the world energy use.
The share in the energy mix is given in the figure for each energy source. Furthermore, the expected reserves (in years) at the 1996 exploitation rate are given for the different depleting energy resources. For the renewable energy sources, the reserves are considered to provide continuous (unlimited) contribution to the exploitation.
The share of the finite energy resources is at present much larger than the contribution from the renewable energy sources and the known reserves of these sources are estimated to last for several decades or centuries at the present exploitation rate. However, the balance between renewable and depleting energy sources is bound to shift towards increased use of the renewable energy sources. In this situation it is of importance to realise the restrictions on the renewable energy sources and analyse how the renewable energy sources can in the best way contribute to a sustainable development. At present, geothermal energy contributes some 0.1% to the total use of energy in the world. Therefore, there seem to be abundant possibilities to increase the use of geothermal energy and hopefully also to increase its share in the energy mix.
3. DEFINITION OF CONCEPTS
Two concepts, renewable and sustainable are of importance in this discussion. As there seems to prevail some confusion about the meaning of these concepts, it is appropriate to clarify the author's understanding of these concepts.
The concepts renewable and sustainable are not comparative. Renewable describes a property of the energy resource, whereas sustainable describes how the resource is utilised. For an Icelander, the comparison with the fish stocks is natural. The fish stocks are certainly renewable resources but the
883
exploitation (fishing) can be done in different ways. With a proper management of the fishing, a continuous sustainable yield can be obtained, but overexploitation can result in the collapse of the stock and depletion of the resource.
Similar examples of energy resources are perhaps not as obvious, but the experience from the Geysers in the USA might be of similar nature. There, power plants for electricity generation of some 2000 MW capacity were installed some decades ago. Operation of these plants for some time revealed that the geothermal system could not sustain this production for a long time. At present, the production is limited to some 1500 MW and reservoir studies indicate that sustainable utilisation (continuous utilisation at the same rate for a long time) is probably not more than about 1000 MW. In this case, the exploitation has not destroyed the resource (as is frequently the case for biological resources), but there are limits to the yield which can be extracted in a sustainable way from the resource.
From these examples it is evident that in order to obtain sustainable exploitation of an energy resource, the resource has to be renewable. Sustainable operation is characterised by some kind of equilibrium. For a long time operation, it is not possible to extract more energy out of the system than the amount of energy entering into the system. Therefore, sustainable exploitation can only be obtained from renewable energy resources.
Renewable energy sources are in one way or another linked to some continuous energy processes in nature. The conditions must be such, that the action of extracting energy from the natural process will not influence on the process or energy circulation in nature. Construction of a power plant in a river will not influence the rate of the precipitation, which is the source of the flow of water in the river.
A simplified description of renewability could be that the energy extracted from a resource is always replaced by additional amount of energy. Furthermore, we require that the replacement takes place on a similar time scale as that of the extraction. It could be argued that oil and gas are renewable energy sources on a geological time scale. For the human time scale this time is so long that there is a common agreement to classify oil and gas as finite energy sources.
Sustainable exploitation of the fish stocks in the ocean around Iceland is of a fundamental importance for the Icelandic society. This requires a proper management of the resource. It is therefore quite natural for Icelanders to assume that sustainable exploitation should be applied to energy resources also.
884
4. RENEWABILITY OF GEOTHERMAL ENERGY AND HYDROPOWER
In the geological environment of Iceland it is quite obvious that the geothermal energy has two components: The energy current from below and the energy (heat) stored in the bedrock of the country. A description and estimate of the energy current was presented by Bodvarsson (1982), and the estimate of the heat stored in the rocks (geothermal assessment) was carried out by Palmason et al. (1985).
At the surface the terrestrial energy current is observed as:
♦ volcanic activity
♦ geothermal energy
♦ heat conduction
Bodvarsson (1982) estimated that the terrestrial energy current through the crust of Iceland is some 30 GW. At the surface about 7 GW occur as volcanism, 8 GW as advection of geothermal water, and 15 GW as thermal conduction.
Comparison of geothermal energy with hydropower is quite appropriate to show the similarities and the dissimilarities of these two renewable energy sources. Figures 2 and 3 show schematically the properties of geothermal energy and hydropower in Iceland (Stefansson and Eliasson, 1997).
The precipitation on the mountainous country makes up the energy current for the hydropower in Iceland (fig. 2). The mean power of the precipitation has been estimated at 285 TWh/a (Tomasson, 1982). The unit TWh/a is preferred to GW in order to underline that the value given is a mean value over one year. The precipitation varies from day to day but the flow of water is regulated considerably by the passage through soil and other geological formations. The flow of rivers is much smoother than the precipitation and dams furthermore regulate seasonal variation in the flow of rivers so that a constant energy production in power plants can be obtained. For hydropower, the time constant of one year is appropriate to describe the renewability of the energy resource. If a short time period (one day) during the dry season was selected, hydro might have similar properties as a finite energy resource. Figure 2 shows also how the energy current is distributed in nature among evaporation, glaciers, ground water and other components. The bottom line is that the technically exploitable part of the hydropower is about 64 TWh/a.
The energy current from the interior of the earth is the primary source of geothermal energy in Iceland as shown in fig. 3. The energy transport within the crust takes place by three processes:
♦ advection of magma
♦ advection of geothermal fluid
♦ thermal conduction
Energy (heat) transport with the advection of magma and thermal water is a relatively fast process. Time constants in the range of days or
months are suitable to describe these processes. On the other hand, thermal conduction is a relatively slow process where a time constant of the order of hundreds of years is needed to characterise the process. The utilisation of geothermal energy from natural geothermal systems is primarily governed by the advection of thermal fluid in the crust. Therefore, one year is also an appropriate time constant for geothermal energy.
Most of the thermal energy entering the crust beneath Iceland is in the form of advection of magma (fig. 3). On its way to the surface, there is a continuous interaction between the three energy transport processes. When the energy reaches the surface, about half of the energy current occurs as conduction, whereas volcanic activity and geothermal energy are the main manifestations of the other half. It should be pointed out, however, that although the energy current occurs in three forms at the surface, these manifestations are a part of a single energy current through the crust. About 1/3 of the magma entering the crust from below reaches the surface in the form of volcanic eruptions. The other 2/3 parts of the magma end up as intrusions in the crust. The heat (energy) in the intrusions consequently migrates to surface, either as thermal fluid or by conduction.
It is of interest to note that in Iceland, the energy current from below is of the same size as the energy current from above and that the technically usable hydropower is, within the limits of error, equal to the technically usable current of geothermal energy.
In addition to the energy current from above and from below, energy is stored at certain places in the two natural systems. Glaciers, lakes, and ground water reservoirs are examples of stored hydropower, whereas the heat stored in the bedrock is a huge storage for the use of geothermal energy. In order to underline the importance of the energy storage for both hydro and geothermal energy it should be noted that the energy storage in the glaciers (7600 TWh) corresponds to the current of the precipitation for 27 years and that the usable heat in the bedrock (1 000 000 TWh) corresponds to the energy current from below for 3800 years. All heat (usable and non-usable) in the crust corresponds to the current from below for 100 000 years.
The energy storage in the glaciers of Iceland contributes some 10% to the variation in the flow of rivers in the country. During some periods, the glaciers add more flow to the rivers than if there were no glaciers present while in other periods the flow is reduced because of accumulation of ice in the glaciers.
The energy storage in the bedrock is a somewhat more complex issue depending on the three energy transport processes. The advection of water (and magma) is such a fast energy transport process that geothermal energy meets all requirements being a renewable energy source, viz. energy is replaced on the same time scale as for the energy extraction. If the energy transport is only by thermal conduction
885
on the other hand, it is hardly possible to talk about "renewable" energy sources because the time constant of the energy replacement is much longer than the time constant of the exploitation.
All conventional exploitation of geothermal energy is based on energy extraction from natural geothermal systems where water transports the energy within and towards the systems and water also transports the energy to the surface where the utilisation takes place. Production causes a pressure decline in the geothermal system, which results in increased recharge of water and energy to the system under exploitation. These conditions are typical for renewable energy sources where the replacement of energy takes place on similar time scale as the extraction.
The exception from this rule is hot dry rock. In this case the idea is to create an artificial geothermal system in impermeable rocks by injecting water in one well and extracting the heat stored in the rocks through another well. This production method is still at the experimental stage and continuous production has only been possible for some months. It is not known whether this production method will be economically feasible within the near future, but the energy transport towards the "heat exchanger" of the hot dry rock system must be in the form of heat conduction alone. Due to the long time constant of the heat conduction process, the hot dry rock method can not be classified as renewable energy source. Hot dry rock is a finite energy source, whereas natural geothermal systems are renewable energy sources.
5. GEOTHERMAL ENERGY IN ICELAND
All production of geothermal energy in Iceland is from natural geothermal systems and it should therefore be classified as utilisation of a renewable energy source according to the description above. At present there are about 200 geothermal systems (small and large) in use in the country (Stefánsson and Fridleifsson, 1998). The longest continuous exploitation time for a single system is 70 years for the Laugarnes area, situated within the city of Reykjavik. In none of these cases has the production been discontinued because the source was depleted. On the contrary, the experience is such that the geothermal systems appear to be able to sustain continuous production for such a long time, that it is appropriate to talk about sustainable exploitation. The production from the Laugarnes field is a good example of these conditions.
For the first 25 years of exploitation in the Laugarnes field, the production was only by free flow from wells, but submersible pumps were introduced in the late fifties. The new production method made it possible to increase the production ten times as shown in figure 4. The response of the system was that the pressure (water level) fell but a new equilibrium state was reached where the water level was on the average 120 m below the initial
level when the production started in the year 1930. The increased production from the field has not caused changes in the reservoir temperature. The geothermal system in Laugarnes is approximately in equilibrium for the 6 Gl/a (160 l/s) production, which has been maintained there for the last 30 years. This means that the pressure decline has caused increased natural recharge and the rate of recharge is, on the average, the same as the rate of production from the system. It is quite obvious that the present production in Laugarnes is a sustainable exploitation and that the energy resource is renewable.
The next step in the discussion would be to "explain" how the geothermal energy in the Laugarnes field is renewed, or rather to put forward a conceptional model for the geothermal system. Two possibilities seems to be at hand for such a model:
♦ The lower pressure diverts a larger part of the geothermal fluid in the region through the production area.
♦ The increased recharge of cool water from the surroundings makes it possible to extract heat from a larger volume of rock than before.
As seen in fig. 3, the energy current from below reaches the surface in three components (volcanism, hot water, and conduction). If increased energy extraction at certain locations of the system makes the energy current to go preferably through that channel, we have obtained an indirect management of the terrestrial energy current. For example, an increased production of geothermal energy from a geothermal system close to a magma chamber, might result in more efficient cooling of the magma chamber and that less energy needs to go through the magma channel to surface. This effect would lower frequency of volcanic eruptions in the same area.
In the Krafla field, the time between the two last volcanic eruptions was 250 years. The volume of magma erupted during 1975-1984 was 0.35 km 3 . The heat transported to surface during this volcanic event was about 2*10 18 J. If this energy were distributed evenly over the 250 years between volcanic eruptions, it would correspond to a continuous 250 MW heat extraction (production) from the system. Therefore, it might not be unrealistic that geothermal production can influence (reduce) the frequency of volcanic eruptions.
6. GEOTHERMAL ENERGY IN THE WORLD
The discussion in this paper is based on the conditions of geothermal energy in Iceland. The question is then whether this discussion can be extended to other parts of the world. It seems quite imperative that high temperature fields all over the world are so similar in nature that all such systems can be classified as renewable energy sources. For the low temperature fields on the other hand, it is questionable whether the hot water aquifers in
886
sedimentary basins are renewable. One opinion is that the geothermal gradient is responsible for the existence of these hot water systems, whereas an other opinion is that these aquifers have hydrological connections over large areas, such as other natural geothermal systems. If the energy transport towards these aquifers is only through conduction (geothermal gradient) these systems should be classified as finite sources like hot dry rock, but if there is a natural hydrological energy recharge to the sedimentary aquifers, the resource is renewable.
7. SUMMARY AND CONCLUSIONS
The renewability of geothermal resources is discussed in this paper. Comparison is made with hydropower and with the exploitation of fish stocks. It is argued that the natural recharge of energy to most natural geothermal systems takes place on a similar time scale as the exploitation of these resources. Therefore, it is concluded as a general rule, that geothermal energy is truly a renewable energy source.
The exceptions from this general rule are the hot dry rock concept and the confined hot water aquifers in sedimentary basins. Some of the sedimentary systems might be renewable and other finite.
ACKNOWLEDGEMENTS
The author thanks Gudni Axelsson, Sveinbjörn Björnsson, Ingvar B. Fridleifsson, Knutur Arnason, and an anonymous reviewer for reviewing the manuscript and suggesting several improvements.
REFERENCES
Böðvarsson, Gunnar,1982: Terrestrial energy currents and transfer in Iceland. In Continental and oceanic rifts, ed. G.Pálmason, Geodynamic Series Vol. 8, pp.271-282, American Geophysical Union, Washington D.C.
Grob, Gustav R., 1998: Energy sustainability and standards, In:, The world directory of renewable energy; Suppliers and services 1998, B. Cross editor ,pp. 47-49, James and Lames, London, 1998.
Ledingham, Peter, 1998: Geothermal energy, In: The world directory of renewable energy; Suppliers and services 1998, B. Cross editor, pp. 108-110, James and Lames, London, 1998.
Pálmason, Guðmundur, Gunnar V. Johnsen, Helgi Torfason, Kristján Sæmundsson, Karl Ragnars, Guðmundur Ingi Haraldsson og Gísli Karel Halldórsson, 1985: Mat á jarðvarma Íslands. Orkustofnun Report OS-85076/JHD-10, 134 pages.
Stefánsson, Valgarður and Elías B. Elíasson ,1997: Samnýting orkulinda. Orkustofnun Report OS98005, 12 pages.
Sub-Committee on Technology Policy and Energy of the Parlamentary Assembly of the Council of Europe, 12 May 1998, Salle 10, Palais de l'Europe, Strasbourg.
Stefánsson, Valgarður and Ingvar B. Friðleifsson 1998: Geothermal energy. European and worldwide perspective. Paper presented at Expert hearing on "Assessments and Prospects for Geothermal Energy in Europe" in the framework of
Tómasson, Haukur,1982: Vattenkraft i Island och dess hydrologiska förutsättningar. Orkustofnun Report OS-82059/VOD, 17 pages.
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Inclusive Banyule - Inclusive Business
Disability-friendly Inclusive Language Guide
Inclusive language empowers everyone
'Ableism' is the exclusion of people with disability in our society. It's often expressed and reinforced through language. Using ableist language actually harms people with disability, whatever the user's intention. Many words and terms once commonly used to describe people with disability are now outdated. Terms such as 'moron' originally were used as a medical diagnosis, which framed disability as a 'problem' of the person. Nowadays, we understand that the problem is social: that differently-abled people are excluded by the physical and cultural barriers society imposes.
Imagine how a person who lives with disability must feel. They could be a Paralympian, put on a pedestal for winning gold medals for Australia one day, then back to normal life facing barriers and discrimination the next. But it's not just our athletes who experience this. Unfortunately, every day people with disability, and older people, experience harmful attitudes in the form of direct discrimination – an offence under Australian law. Sometimes our attitudes are shaped by 'unconscious bias', the assumptions we make about people with disability and older people, and their capacity to make decisions and think independently. We can all make errors – just apologise and keep on learning!
Here are some examples of discriminatory language and the preferred options you can use to describe people with disability and older adults:
| DISCRIMINATORY LANGUAGE | PREFERRED LANGUAGE |
|---|---|
| afflicted/crippled by sufefrs from handicapped special needs | has a disability lives with disability has a chronic health condition women with disability, children with disability, etc |
| oldies biddies old man / woman | older people seniors the aged |
| autistic high-functioning autism profoundly autistic | person with autism neuro-atypical neurodivergent |
| confined to a wheelchair wheelchair-bound | wheelchair user person who uses a wheelchair |
| paraplegic quadriplegic | person with paraplegia person with quadriplegia |
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Delaware PBS Key Features
The vision of the Delaware Positive Behavior Support Project is to create safe and caring learning environments that promote the social-emotional and academic development of all children. This vision requires comprehensive, systemic, and individualized interventions and supports.
1. Recognize that a positive and safe school climate promotes not only positive behavior, but also academic, social, and emotional development.
2. Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.
3. Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and schoolwide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.
4. Recognize the critical importance of developing self-discipline. Achieving this long-term goal requires much more than strategies for preventing and correcting behavior problems. Thus, schools implement evidence-based programs in character education and social and emotional learning and/or infuse lessons throughout the curriculum that teach such social and emotional competencies as positive peer relations, empathy, resisting peer pressure, conflict resolution, and social and moral responsibility.
5. Recognize the critical importance of correcting misbehavior using a combination of evidence-based techniques for increasing appropriate behavior and decreasing use of inappropriate techniques. This is seen throughout school disciplinary policies and practices and in the recognition of the limitations of the use of harsh, frequent, or unfair punishment.
6. Recognize the critical importance of providing students who exhibit serious or chronic behavior problems with comprehensive and intensive evidence-based interventions and supports. They should be provided early, when behavior problems first appear. Where appropriate, they should be individualized and linked to functional behavioral assessments and person-centered planning.
7. In translating these beliefs into practice, Delaware PBS schools adopt a problemsolving team process for planning, development, implementation, and evaluation of evidence-based practices across all three levels of prevention and intervention (primary, secondary, and tertiary). The team is representative of the school staff and community including students and parents as active participants.
8. In translating these beliefs into practice, schools demonstrate sustained commitment, participation, and implementation with fidelity by the majority of staff, administrators, district leadership, and school community in a shared approach to the dynamic and evolving PBS process.
9. In translating these beliefs into practice, schools value the importance of databased decision making, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.
10. In translating these beliefs into practice, schools provide on-going professional development and support to school staff that corresponds closely with the needs of the schools and individual staff members.
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Science Model Teaching Unit Rocks as Tools
Created by Marne Oaas
Kindergarten - Approximate Duration: 150 minutes
Stage 1 Desired Results
Established Goals
Science Content Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 4 Benchmark 4.2: Describe and measure the physical properties of earth's basic materials (including soil, rocks, water and gases) and the resources they provide
Essential Understanding 1: There is great diversity among the 12 tribal Nations of Montana in their languages, cultures, histories and governments. Each Nation has a distinct and unique cultural heritage that contributes to modern Montana.
Understandings
Essential Question
s
- How did people use rocks as tools long ago?
- Rocks are non-living (Western science define rocks as being non-living, however living and non-living is not defined in the same way for Indigenous science. Some cultures view rocks as living).
- Rocks have different textures, colors, weights, and uses as tools and structures.
Students will be able to…
- How do people use rocks as tools today?
- classify rocks by attributes: flaky, crumbly, hard, soft, smooth, rough, colors, weight, etc.
Students will know…
- demonstrate the use of rocks as tools; for scraping, mashing, crushing, sanding, cleaning, staining, etc.
- rocks have different textures, hardness, weight and uses.
- rocks have a variety of uses.
Stage 2 Assessment Evidence
Performance Tasks
- Students will play the Rock Counting Game
- Students will collect, sort, and chart samples of rocks.
Other Evidence
- Students will participate in class activities, discussions, and ask appropriate questions.
Science Kindergarten Rocks as Tools (continued)
Stage 3 Learning Plan
Preparations
- Collect pictures of tools made from rocks. A good place to find some is: http://mhs.mt.gov/education/footlocker/Prehistoric.pdf, on pages 4 and 5; you may also want to check this footlocker out from the Montana Historical Society. You may also find some appropriate images and resources at http://mhs.mt.gov/education/footlocker/ancientteachings.asp.
- Several weeks before beginning this lesson collect rocks you will need. You'll need a variety of assorted rocks. The teacher should crack open some rocks or find them split or cracked so the class can compare the inside to the outside.
- Set up your "cooperative learning groups." Groups should be no larger than four students.
- Assemble "Rock Counting Game," one for each cooperative learning group.
Learning Activities
Introduction: Read and discuss "Tunka-shila, Grandfather Rock" (Lakota [Sioux]-Great Plains story) or "Old Man Coyote and the Rock" (Pawnee-Great Plains story). Both Stories can be found in "Keepers of the Earth Native American Stories and Environmental Activities for Children" by Michael J. Caduto and Joseph Bruchac. Another option is a contemporary Crow story in the book I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
1. Brainstorming activity: Ask and record answers from a discussion using the following questions as a guide. Record on a large poster or piece of paper.
"Do you think rocks are living or non-living?"
"What is a rock?"
"How have people used rocks in the past?"
"How do these Native American stories present rocks?"
"How do we use rocks today?"
"Are the rocks considered living or non-living within the stories?"
3. Vocabulary: With the students, make a list of words that describe rocks. Post the list in the classroom.
2. Extend the discussion on rocks as living or non-living things. Explain that in the Pend d'Oreille and Salish perspective, the Creator is present in all things. Everything has a purpose, and anything with a purpose is considered to be living. See pages 8 and 9 of "A Brief History of the Salish and Pend d'Oreille Tribes." (Available from the Salish & Pend d'Oreille Culture Committee.)
4. Display the gathered rocks and get student input on ways to describe the rocks. How are they the same or different? Discuss the properties of rocks (size, shape, texture, color). Referring back to the posted list. Give each child a brown lunch bag to bring to class 1-3 small (not too small) or medium-size rocks. They can also find rocks outside in the school yard. Add students' rocks to class collection.
6. Using a variety of objects (nails, plastic picks, cloth, small stiff brushes, etc.) let the students pick, poke, and explore the attributes of the rocks to determine if they are hard, soft, crumbly, smooth, rough, different on the inside when cracked open, etc. Add to the classroom list more ways to describe rocks.
5. Give each group of students a bin of rocks to explore and sort. They can sort by size, shape, texture, color. Have students chart and draw the sorted rock types, count, and label how many of each type they have in their container. Remind them to use the posted list as a reference. Walk around and monitor/discuss with the groups how they are sorting their rocks.
Science Kindergarten Rocks as Tools (continued)
7. Rocks as Tools – students will brainstorm and discuss the use of rocks as tools. Have pictures or actual tools for students to view. Pass around the pictures of indigenous' tools made from rocks or project the Montana History Societies' website photos. What were the tools used for and what type of rock would be best for that use? Hammering, pestles, scraping, mashing, scrubbing, cutting, cooking, etc.
9. Students will classify the tools by how they would be used.
8. Students will pick a rock and decide how it could be used as a tool. If possible have the children actually use the rocks as tools to scrape, mash, pound, etc.
10. Optional: Continue exploring the American Indian Traditional uses of the environment by inviting a tribal representative to demonstrate ancestral skills and technology.
Closing activity: Rock Counting Game(using pebbles as math tools)
Materials:
Five smooth pebbles. Paint a half moon shape on one side of each of four pebbles and a star shape on one side of the remaining pebble. Pea gravel and paper cups for keeping track of points.
Play:
Place the pebbles in a container (shoe box or a basket).
Let one child at a time hold the basket and give it a shake.
Then have the child count the number of shapes that turn up.
Scoring:
You can have a point system game by allotting one point for each moon and two points for the star. Children can use pea gravel placed in a paper cup to keep track of their points.
Who Wins:
After each child has five turns they count their pea gravel counters. The one with the most gravel wins. First one to a given number wins.
Materials/Resources Needed
- Large nails, plastic pick, cloth, small, stiff brushes, etc.
- A good mix of rocks for student use
- Plastic bins/boxes to hold sets of rocks
- Keepers of the Earth Native American Stories and Environmental Activities for Children by Michael J. Caduto and Joseph Bruchac
- Pictures of stone tools
- I Am a Rock & My Name is Pop, distributed to all elementary school libraries by OPI.
- Montana History Society "Prehistoric Life in Montana" resource trunk http://mhs.mt.gov/education/HandsonHistory.aspx
- "A Brief History of the Salish and Pend d'Oreille Tribes" by the Salish-Pend d'Oreille Culture Committee of the Confederated Salish and Kootenai Tribes, Salish-Pend d' Oreille Culture Committee, 81 Blind Barnaby Street, P.O. Box 550, St. Ignatius, Montana 59865
- Materials for one Indian counting game
- 1 container for the smooth pebbles
- 5 smooth pebbles: 1 with a star painted on one side, 4 with a moon painted in each side
- A handful of pea gravel for scoring
- 1 small container or paper cup for each player to put their pebbles in
Science Kindergarten Rocks as Tools (continued)
Extending the Lesson
This basic lesson can be extended to include exploration of sand and soil/dirt found in local landscapes as a place-based connection. Students could grind stones together to see if they can make sand. They could also use sand to scrub cloth and other materials to see the effects. Students could try dyeing cloth with red dirt. The extension on soil/dirt could also introduce the concept of how soil/dirt is made from rocks and sand.
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City University of New York (CUNY)
CUNY Academic Works
Publications and Research
Hostos Community College
2015
In Her Own Words: Make a (Mission) Statement
Diana V. Macri CUNY Hostos Community College
How does access to this work benef t you? Let us know!
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Make a (Mission) Statement
By Diana Macri
Creating a personal mission statement
Honor is like a rugged island without a shore; once you have left it, you cannot return.
—Nicolas Boileau
In October of last year, the United States heard of the academic scandal at the University of North Carolina where, over the course of 18 years, students received credit for African-American studies courses without having to show up for class, complete assignments or take any tests. What makes this incident particularly hard to swallow is the person at the center of the controversy, Professor Jan Boxill. Diana Macri
Boxill was a tenured philosophy professor and former director of the Parr Center for Ethics at UNC. An irrefutable and staggering (in their number if not in content) string of emails confirmed her complicity in helping athletes remain academically eligible to play sports.
Ask the average person what ethics is and they'll likely refer to it as a set of moral principles or values. But what are these moral principles and who gets to decide which ones are more important than others?
Most people have heard of mission statements as they relate to organizations.
Companies have corporate mission statements designed to provide direction and inspiration to the organization. A company's mission statement serves as a reminder of what the goals for the organization are. A mission statement explains the organization's reason for being and answers the question, "What is it that we want to do?"
A personal mission statement is a bit different from a company mission statement, but the fundamental principles are the same. Writing a personal mission statement offers one the opportunity to establish what's important and helps reinforce it when tested.
Stephen Covey in First Things First: Understand Why So Often Our First Things Aren't First (Fireside, 1994) refers to developing a mission statement as "connecting with your own unique purpose and the profound satisfaction that comes from fulfilling it." A personal mission statement helps a person identify their core values and beliefs. It's a synopsis of what you're all about and wish to be. It's your definition of success.
A
Crafting a personal mission statement will take some time, introspection and self-awareness. The first part of the process is to let go of the past and whatever fail- ures and disappointments have occurred.
personal mission statement is a synopsis of what you're all about and wish to be. It's your definition of success.
What we perceive as negative experiences, or failures, are actually the things that have taught us the most. We must accept our shortcomings in the past in order to behave better in the future.
To craft a strong statement, you must be honest with yourself about what it is that
you are and what it is that you want to be. I tell my students to “dream big” when they are thinking
of the core components of the statement. Ask yourself:
* What is the most important thing in my life?
* Who are the most important people in my life?
* What contributions do I want to make?
* What talents do I possess?
* What makes me happy?
* What core values are most important to me?
There are also Web-based sources that can help you craft your personal mission statement. The Franklin Covey link (http://www.franklincovey.com/msb/) directs you to answer a series of questions. Once you have answered all the questions, it will automatically condense your answers and allow you to save them and/or copy and paste. Use this as a template for your personal mission statement. Add and remove sections as you wish. Elaborate the sections you feel most strongly about.
It will take time
A personal mission statement is meant to be created once and it usually takes quite a while to complete. Most find it difficult to define their greatest aspirations and, consequently, the means by which to achieve them. But through honest continued on page 12
Even among those who believe they know ethics, there is not total agreement on the meaning of the terms that are used. Ethics are standards of right and wrong that prescribe what humans ought to do; principles such as veracity, courage, integrity, forthrightness, consistency, creativity, humility, altruism, quality, accountability, excellence, compassion, innovation, social justice, wisdom, kindness, trust, balance and fairness. This is in relation to themselves, to each other, to other species and to the environment.
The challenge for most lies not in finding consensus on the principles that are most important, but in remaining loyal to them. By reminding us of what we value most, personal mission statements help us to resolve the various ethical dilemmas we face every day.
Where ethics comes from
Our most fundamental attitudes about what is right or wrong are taught to us by our parents. Religion, life events and education all play a part in those attitudes as well. These factors shape not only our values but our ability to adhere to those values when we are tested.
When I teach professional ethics, one of my major goals is to assist students in reaching an awareness of their own moral perspective. Most of my students are unaware of what their moral perspective is.
This is not due to their youth; most adults are not aware of what exactly is guiding their decisions, and that alone undermines their ability to behave ethically. I guide them in creating a personal mission statement to help them understand their moral perspective.
Women on the Move, continued from page 10
* Cristal Thomas becomes vice president for community health engagement at the University of Chicago School of Medicine IL as well as senior adviser to the vice president for civic engagement at the University of Chicago IL.
* Carolyn Walters becomes Ruth Lilly Dean of University Libraries at Indiana University. She has been serving as the executive director of the Office of Scholarly Publishing.
* Rita Walters moves from chief development officer for the Washington National Cathedral to vice president for advancement at the Maryland Institute College of Art—Baltimore.
* Vickie Williams becomes dean of the School of Management at the University of Alaska Southeast.
* Dr. Charlene E. Wolf-Hall moves from chair of the veterinary and microbiological sciences department to vice provost for academic affairs at North Dakota State University.
FACULTY SEARCH
Rutgers University–Camden is the southern campus of Rutgers, The State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing.
Department of Sociology, Anthropology, and Criminal Justice Associate Professor in Anthropology (Tenure-Track)
For specific information about this position, including qualifications and deadlines, see our website at http://fas.camden.rutgers.edu/faculty-research/fas-job-searches
Rutgers, the State University of New Jersey, is an Equal Opportunity/Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, genetic information, protected veteran status, military service, or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimination or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination, or any other terms and conditions of employment.
IHOW: Make a (Mission) Statement, continued from page 6
introspection, as you carefully assert what you value most, you will create a set of rules to guide you.
As Covey states, "Fundamentally, your mission statement becomes your constitution, the solid expression of your vision and values. It becomes the criterion by which you measure everything else in your life." It will become harder to stray from your core values once you have defined them this way.
Once you have completed the statement, keep it close by and refer to it regularly. If you are bold, display it in your office or webpage or include it in your portfolio. Such open expressions of individuality never go unnoticed or unappreciated.
Diana Macri, RDH, BSDH, MS.Ed., AADH, is an assistant professor in the allied health department at Hostos Community College NY, where she teaches ethics and jurisprudence, among other courses. She is the editorial director for RDH Graduate, an online newsletter for dental hygiene students and recent graduates. She is a strong advocate for the profession and seeks to promote its expansion and visibility. Additionally, she advocates for the resolution of oral health disparities— most notably, through her work with the Hispanic Dental Association, where she serves as secretary of the New York chapter and as the only dental hygienist on the board of trustees. She practices and teaches in New York City, where she happily resides with her three sons.
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PROCALAMATION
By the
Governor of the State of California
WHEREAS, the Ottoman Empire executed a prolonged program of terror and mass execution that resulted in the deaths of more than 1.5 million men, women, and children of Armenian heritage; and
WHEREAS, a million and a half Armenians were killed during the Armenian Genocide because of the abhorrent ignorance, intolerance, and inhumanity that prevailed in Turkey during the year 1915; and
WHEREAS, the Armenian Genocide is a well documented fact and yet has been consistently denied by the Turkish Government; and
WHEREAS, to ensure that the terrible truth is never forgotten and that future generations of Armenian Americans and Californians can learn about this painful and important episode in history, schools and universities throughout California should promote awareness and teach students about the Armenian Genocide; and
WHEREAS, we must all do our best to raise awareness about the Armenian Genocide not only because it is an undeniable chapter of world history, but also because learning more about this unconscionable tragedy will help people better understand the necessity of eliminating hatred from our own communities; and
WHEREAS, April 24th marks the 85th anniversary of the Armenian Genocide, a day we recall one of the most heinous tragedies of the 20th century, and a day hundreds of thousands of Armenians living in California mourn the unjustifiable loss of their forefathers;
NOW, THEREFORE, I, GRAY DAVIS, Governor of the State of California, do hereby proclaim April 24, 2000 as a "State Day of Remembrance for the Armenian Genocide."
INWITNESS WHEREOF I have hereunto set my hand and caused the Great Seal of the State of Caliornia to be affixed this 20th day of April 2000.
(SIGNED) Gray Davis Governor of California
ATTEST:
(SIGNED) Bill Jones Secretary of State
April 20, 2000
EXECUTIVE DEPARTMENT
STATE OF CALIFORNIA
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Centropa Lesson
Food: Combining 20
th
& 21
st
Century Jewish Cooking
Father
Mother
Paternal
grandfather
Paternal
grandmother
Maternal
grandfather
Maternal
grandmother
Children
Siblings
Your Family Tree
Interviewee
Spouse
The interviewee and his family
1. What is her/his name?
2. Where was s/he born?
3. When was s/he born?
4. When did s/he come to Israel?
5. Where does s/he live now?
6. Where did/does s/he live?
7. How is s/he related to you?
8. What languages does s/he speak at home?
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RELATIONSHIPS AND SEX EDUCATION
THANK YOU FOR ATTENDING THE PARENTAL CONSULTATION OF RSE
Aims of this evening
* is to help parent(s)/carer(s) develop an understanding of the RSE topics taught at PJS and how lessons progress appropriately at each year group.
* to help parent(s)/carer(s) understand what typical activities their children will be participating in during RSE lessons.
* for the positive reasons for delivering a high quality RSE curriculum to be understood, including safeguarding, body confidence and developing essential life skills.
WHAT ARE THE LEGAL REQUIREMENTS
* At Priory Junior School, we have been delivering appropriate SRE education for all year groups prior to the recent changes in the law (Sep 2020).
* We are supported by an experienced PSHE specialist from the Cambridgeshire PSHE service which provides guidance and materials to use in the classroom.
* From September 2020 it was made compulsory for all primary aged children to be taught relationships and health education. This prepares children for the changes they will experience as they enter adolescence, helps them to recognise healthy and unhealthy relationships and most importantly helps to keep them safe.
* Sex Education remains a recommended part of the curriculum that primary schools should deliver but is not statutory.
WHAT DOES THIS MEAN?
* The guidance describes 'sex education' at primary schools as learning about 'human conception and birth'.
* This links to the statutory teaching of reproduction in animals (including mammals) in Science.
* In secondary schools, Relationships and Sex Education (RSE) and Health Education is statutory.
* Parents may withdraw their children from the elements of statutory RSE defined by each primary/secondary school as 'Sex Education' but all children have the legal right to been taught about the concept of conception by their sixteenth birthday.
WHAT HAS CHANGED WITH THE NEW LEGISLATION?
* Areas of learning are now specified, previously coverage was up to the school.
* All schools must teach a well-planned, developmental RHE and RSHE curriculum. It is no longer optional.
* A student now has the right to opt back into 'sex education' three terms before their 16th birthday, over-riding their parents' views.
LEARNING TOPICS IN PRIMARY SCHOOL
* In Primary schools, Relationships Education will include learning about:
* Families and people who care for me
* Caring friendships
* Respectful relationships
* Online relationships
* Being safe
HEALTH EDUCATION
* Health Education in both primary and secondary schools will include learning about:
* Mental wellbeing
* Internet safety and harms
* Physical health and fitness
* Healthy eating
* Drugs alcohol and tobacco
* Health and prevention
* Basic first aid
* Changing adolescent body
WHY IS THE TEACHING OF RSE SO IMPORTANT?
* There have been calls for RSE to be delivered in all primary and secondary schools for many years from a range of organisations: Woman Equalities committee, Education Select Committee, NSPCC and reports on Child Sexual Exploitation (Manchester, Rotherham).
* Nationwide concerns over a range of serious issues have been included in this national curriculum with the aim of keeping children and young people safe.
WELL TAUGHT RSE HAS THE EFFECT OF:
- Making it more likely that abuse will be reported
- Raising the age of first sexual activity
- Making it less likely that young people will have an unwanted pregnancy
- Making it less likely that young people describe their first sex as unwanted
- Reducing the likelihood that young people will contract transmitted infection
- The majority of parents support the teaching of RSE.
WHY IS THE TEACHING OF RSE SO IMPORTANT?
* The reproduction of animals (including that mammals grow within the mother's womb –year 2) forms a statutory part of Science in primary schools which may leave children with questions.
* The PSHE Service promotes the teaching of key scientific vocabulary to help children communicate appropriately with those adults around them who are there to help keep them safe.
* Developing children's understanding of puberty at an appropriate primary age will help to prepare them for bodily changes in adolescence and help to prevent anxiety/promote body confidence.
* Teaching of body changes helps to promote understanding and equality between boys and girls.
WHY IS THE TEACHING OF SEX EDUCATION SO IMPORTANT?
* Children are naturally curious and want to find out answers. Through teaching SRE in primary schools the children can ask questions in a safe, respectful environment where the answers to their questions will be appropriately answered for their age group and any safety concerns addressed.
* At PJS, lessons are appropriate for each year group in order to prepare them for their next steps in development. Clear guidance and planning is provided for the Cambridgeshire PSHE Service as to what should be taught in each year group.
TIME TO HEAR YOUR OPINIONS…
What essential skills do you want your child to have by the time they leave Priory Junior School?
PJS AIMS OF RSE – DRAFT POLICY
* Through the delivery of Relationships Education we intend to further our school's aims of providing a curriculum which is relevant to the needs of pupils, both now and in the future. It will enable pupils to develop knowledge, skills and attitudes which enhance their personal development and wellbeing. This will have a direct, positive effect on their progress and achievement in school.
* All adults in school will work towards achieving these aims for Relationships Education. We seek to enable our children to:
* develop interpersonal and communication skills
* develop positive, personal values and a moral framework that will guide their decisions and behaviour
* respect themselves and others, their views, backgrounds, cultures and experiences
* develop respectful, caring relationships based on mutuality, reciprocation and trust
PJS AIMS OF RSE – DRAFT POLICY
* develop their ability to keep themselves and others safe, physically and emotionally, both on and off line
* develop their understanding of a variety of families and how families are central to the wellbeing of children
* recognise and avoid coercive and exploitative relationships
* explore relationships in ways appropriate to their age and stage of development
* value, care for and respect their bodies
* build confidence in accessing additional advice and support for themselves and others.
WHAT SHOULD YOU EXPECT FROM THE TEACHING OF RSE AT PRIMARY SCHOOLS
* Every child has a right to feel accepted, valued and safe in school regardless of their gender, family background, religion, race or identity.
* Every school should take steps to ensure that every child sees themselves and their families reflected in their school environment.
* Primary schools should consider the needs of their pupils and ensure that the curriculum includes a progression of skills and ideas from Reception to Year 6.
* A child will usually receive their regular PSHE lessons from a teacher who knows them and their families.
WHAT SHOULD YOU EXPECT FROM THE TEACHING OF RSE AT PRIMARY SCHOOLS?
* Children at primary schools are taught about human sexual reproduction as part of 'sex education'. There are many overlaps with national curriculum for science which includes teaching about sexual reproduction in animals. Parents can ask their child be excused from teaching about human sexual reproduction at primary.
* Every child will be taught about their bodies and that they have the right to say what happens to their bodies as part of Relationships Education. This is to enable children to keep themselves safe from abuse and exploitation.
* Every child will be taught about how their body and brain will change as they got older as part of Health Education. They will get timely information about puberty and how to manage it.
WHAT SHOULD YOU EXPECT FROM THE TEACHING OF RSE AT PRIMARY SCHOOLS
* Every child will explore attitudes, stereotypes and behaviour to build self-awareness and confidence.
* Every child will explore how to ask trusted adults for help and how to be supportive to their peers.
* The views of different faiths (and groups within them) and cultural groups can be explored alongside medical facts/science and the law in our country.
* Pupils will learn to listen to and engage respectfully with people who hold different views to theirs'.
* The views of different faiths on matters pertaining to families, relationships and health are also discussed in other subjects such as Religious Education.
* No child will ever be singled out and asked to share their personal beliefs or family experiences. Instead broad statements will be used such as: " Some people believe …"
* All children will be taught to respect others, to treat others equally and without prejudice.
WHAT WILL NOT HAPPEN IN PRIMARY SCHOOL?
* There is no teaching about sexual pleasure in primary school.
* There is no teaching about sexual practices, other than human sexual reproduction as part of 'sex education'.
* Teachers will not raise the profile of any family type, lifestyle, identity or sexuality over another.
* Children will not be asked to share information about their families in class situation unless they want to.
TIME FOR PARENTAL REFLECTION
* Some statements will come up on the screen. For each statement decide where you fit on the continuum from strongly agree to strongly disagree. Middle would be neutral.
* This activity is to help aid self-reflection on what is important to you as a family with regards to the teaching of RSE.
* Please share your position on the continuum on that chat function. This is not compulsory but will help us as a school to understand families' viewpoints and values.
SA= Strongly agree
A= Agree
SD= Strongly disagree
D= Disagree
N= neutral
SA= Strongly agree
A= Agree
SD= Strongly disagree
D= Disagree
N= neutral
SA= Strongly agree
A= Agree
SD= Strongly disagree
D= Disagree
N= neutral
SA= Strongly agree
A= Agree
SD= Strongly disagree
D= Disagree
N= neutral
EXAMPLES OF CONTENT AT PJS YEAR 3
-What are the scientific names for all external parts on the human body?
-What are the physical differences between males and females?
-Why should I value my own body and recognise its uniqueness?
-What are the benefits of carrying out regular personal hygiene routines?
-Who is responsible for your personal hygiene now? How will this change the future?
-How might illness/disease be spread and how are you able to reduce this?
EXAMPLES OF CONTENT AT PJS YEAR 4
- What are the main stages of the human lifecycle?
- What does it mean to be 'grown up?'
- What are your current responsibilities?
- How might these responsibilities change in the future?
- What are the responsibilities that parents/carers have for babies and children?
- What have I learnt and how can I share it with others?
EXAMPLES OF CONTENT AT PJS YEAR 5
- What are the names and functions of male and female sexual parts?
- What terminology should I use in different situations?
- What physical changes take place during puberty and how can I manage these?
- Does everyone change at the same time?
- How does the media, my friends and families effect my own attitude towards my body?
- What is personal hygiene and why is this particularly important during puberty?
- How can I keep myself safe and stop the spread of viruses?
EXAMPLES OF CONTENT AT PJS YEAR 6
How am I responsible for the feelings and well- being of others?
- Why is trust important in a marriage/established relationship?
- How do emotions change during puberty and how can I express these positively?
- What are the stages of the human life cycle and how is a baby made?
- What does responsible parenting look like?
- Are all families the same?
EXAMPLES OF ACTIVITIES
* Visual diagrams
* Classroom discussions in a safe space
* Question boxes
* Generalisations will be challenged e.g., that all boys are taller than girls; that girls don't have short hair.
* Group card sort activities (sorting male and female body parts)
* Toiletries will be explored to promote hygiene.
EXAMPLES OF ACTIVITIES
* Lots of different children's books e.g., Dirty Bertie is used in lower year groups to promote the catch it, bin it, kill it message; character's feelings are explored in Piggybank where the responsibility of different family members is explored.
* Case studies of made up scenarios are discussed and children provide advice for these fictional characters.
* Older year groups are taught about appropriate/inappropriate vocabulary and the safe/sensible sharing of information learnt in class.
* Examples of period products are shared
* Videos of same age children discussing puberty experiences/concerns.
* Exploration of myths.
WHAT CAN I DO FOR MY CHILD?
* Look out for topic plans or on school website for information about the school curriculum and what your child will be learning.
* Ask to see the school's RSE policy and raise any questions you have.
* If the school ask for parental voices as they develop or review their policy, offer your time and views.
* Support your child's learning at home, by reading with them, asking their views on what they have learnt.
* Be the trusted adult who offers their child unconditional love and non-judgemental support, so they know they can always come to you if they have worries or concerns about friendships or relationships as they grow up.
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Lanark Grammar School Mathematics Department
S4 National 5 Mathematics 2-Year Course Outline
| Skills and Understanding | | Suggested Topic Workbook Resources |
|---|---|---|
| | Pythagoras' Theorem | |
| The Converse of Pythagoras' Theorem | | N5 Pythagoras' Theorem |
| 2D Problem Questions | | N5 Pythagoras' Theorem |
| Distance Between Two Points | | N5 Pythagoras' Theorem |
| 3D Pythagoras: Space Diagonals | | N5 Pythagoras' Theorem |
| 3D Problem Questions | | N5 Pythagoras' Theorem |
| | Algebraic Expressions | |
| Simplifying expressions | | N5 Brackets |
| Expanding Single Brackets | | N5 Brackets |
| Expanding Double Brackets | | N5 Brackets |
| Expanding Square Brackets | | N5 Brackets |
| Factorising Common Factor | | N5 Factorising |
| Factorising Difference of Two Squares | | N5 Factorising |
| Factorising Quadratics | | N5 Factorising |
| Order of factorising | | N5 Factorising |
Completing the Square
| | Volumes of Solids | |
|---|---|---|
| Volume of Cone, Sphere and Pyramid | | N5 Volume |
| Compound Shapes | | N5 Volume |
| Surface Area | | N5 Volume |
| Problem Questions | | N5 Volume |
| | Rounding | |
| Rounding to decimal places with unrounded answer | | N5 Significant Figures |
| Rounding to Significant Figures | | N5 Significant Figures |
| | Equations & Inequalities | |
| Equations with Brackets | | N5 Linear Equations & Inequations |
| Equations with Fractions | | N5 Linear Equations & Inequations |
| Harder Equations with Brackets + Fractions | | N5 Linear Equations & Inequations |
| Inequality Signs + Solving Inequations | | N5 Linear Equations & Inequations |
| | Simultaneous Equations | |
| Graphical Solutions | | N5 Simultaneous Equations |
| Basic Elimination Method | | N5 Simultaneous Equations |
| Further Elimination Method | | N5 Simultaneous Equations |
| Problem Questions | | N5 Simultaneous Equations |
| | Fractions | | |
|---|---|---|---|
| Simplifying Fractions | | N5 Fractions | https://corbettmaths.com/2013/03/03/simplifying-fractions-2/ |
| Mixed Numbers/Improper Fractions | | N5 Fractions | https://corbettmaths.com/2013/02/15/mixed-numbers-to-improper-fractions/ |
| | | | https://corbettmaths.com/2013/02/15/improper-fractions-to-mixed-numbers/ |
| Adding/Subtracting basic | | N5 Fractions | https://corbettmaths.com/2012/08/21/fractions-addition-and-subtraction/ |
| Adding/Subtracting mixed numbers | | N5 Fractions | |
| Multiplying | | N5 Fractions | https://corbettmaths.com/2012/08/21/multiplying-fractions-2/ |
| Dividing | | N5 Fractions | https://corbettmaths.com/2012/08/21/division-with-fractions/ |
| Fractions of a Quantity | | N5 Fractions | https://corbettmaths.com/2012/08/20/fractions-of-amounts/ |
| Fractions with a calculator (1.0) | | N5 Fractions | |
| | Percentages | | |
| % of a Quantity Non Calculator | | N5 Percentages | https://corbettmaths.com/2012/08/20/percentages-of-amounts-non-calculator/ |
| % of a Quantity Calculator | | N5 Percentages | https://corbettmaths.com/2013/02/15/percentages-of-an-amount-calculator/ |
| Reverse Problems | | N5 Percentages | https://corbettmaths.com/2013/02/15/reverse-percentages/ |
| | | | https://www.youtube.com/watch?v=aFrqtrCRevo |
| Compound Interest Non Calculator | | N5 Percentages | |
| Compound Interest Calculator | | N5 Percentages | https://corbettmaths.com/2012/08/21/compound-interest/ |
| Appreciation/Depreciation Non Calculator | | N5 Percentages | |
| Appreciation/Depreciation Calculator | | N5 Percentages | https://www.youtube.com/watch?v=rDtIhMqyj7w |
| Problem Questions | | N5 Percentages | |
| Drawing Scatter Graphs + Correlation | | N5 Line of Best Fit |
|---|---|---|
| Line of Best Fit | | N5 Line of Best Fit |
| | Statistics | |
| Mean, Median, Mode, Range | | N5 Statistics & Comparing Data Sets |
| 5 Figure Summary with Box Plot, IQR, SIQR | | N5 Statistics & Comparing Data Sets |
| Comparing data | | N5 Statistics & Comparing Data Sets |
| Stem and Leaf | | N5 Statistics & Comparing Data Sets |
| Standard Deviation | | N5 Statistics & Comparing Data Sets |
| | Sine and Cosine Rules | |
| Area of a Triangle | | N5 Triangle Trigonometry |
| Sine Rule - Missing Side | | N5 Triangle Trigonometry |
| Sine Rule - Missing Angle | | N5 Triangle Trigonometry |
| Cosine Rule - Missing Side | | N5 Triangle Trigonometry |
| Cosine Rule - Missing Angle | | N5 Triangle Trigonometry |
| Choosing the correct Rule | | N5 Triangle Trigonometry |
| Bearing Problems | | N5 Triangle Trigonometry |
| | Gradient | |
|---|---|---|
| Gradient Formula | | N5 Calculating the Gradient of a Line |
| | Straight line graphs | |
| Equation y = mx + c | | N5 Find the Equation of a Straight Line |
| Equation y - b = m(x - a) | | N5 Find the Equation of a Straight Line |
| Rearranging Equations | | N5 Find the Equation of a Straight Line |
| | Vectors | |
| Column Vectors and Vector Diagrams | | N5 Vectors |
| Multiplying a Vector | | N5 Vectors |
| Vectors in Opposite Directions | | N5 Vectors |
| Magnitude of a Vector | | N5 Vectors |
| Resultant Vector | | N5 Vectors |
| 3D Vectors | | N5 Vectors |
| Problem Questions | | N5 Vectors |
| | Properties of shapes | |
| Angles and Triangles | | N5 Properties of Shape |
| Quadrilaterals, Parallel Lines and Angles | | N5 Properties of Shape |
| Circle Properties | | N5 Properties of Shape |
| | | | https://corbettmaths.com/2014/10/02/angles-at-the-centre-and-circumference-proof/ |
|---|---|---|---|
| | | | https://www.youtube.com/watch?v=J9CMVxM8QBQ |
| | | | https://www.youtube.com/watch?v=xXavNS0pySU |
| Angles and Polygons | | N5 Properties of Shape | https://www.youtube.com/watch?v=MtEmjdFm3Fs |
| | S3 Exam | | |
S4
S4
| | Surds | | |
|---|---|---|---|
| Introduction to surds | | N5 Surds | https://corbettmaths.com/2013/05/11/surds/ |
| Simplify Surds 4 operations + brackets | | N5 Surds | https://www.youtube.com/watch?v=lhJ6aOmwq2U |
| | | | https://www.youtube.com/watch?v=uMrKBgTcAEs |
| | | | https://www.youtube.com/watch?v=GqpW6ohdnec |
| | | | https://www.youtube.com/watch?v=CeyvaH4BST4 |
| Rationalising the denominator | | N5 Surds | https://corbettmaths.com/2013/05/11/rationalising-denominators/ |
| | Indices | | |
| Multiplying | | N5 Indices |
|---|---|---|
| Dividing | | N5 Indices |
| Power of a Power | | N5 Indices |
| Power of zero/one | | N5 Indices |
| Negative Indices | | N5 Indices |
| Writing Scientific Notation | | N5 Indices |
| Problems with a calculator | | N5 Indices |
| Problems without a calculator | | N5 Indices |
| Fractional Powers | | N5 Indices |
| | Summer Break | |
| | Algebraic Fractions | |
| Simplifying | | N5 Algebraic Fractions |
| Simplifying with factorising | | N5 Algebraic Fractions |
| Multiplying & Dividing | | N5 Algebraic Fractions |
| Adding/Subtracting | | N5 Algebraic Fractions |
| | Arcs and Sectors | |
| Length of an Arc | | N5 Arc Length & Sector Area |
| Using Arc Length to find an angle | | N5 Arc Length & Sector Area |
| Using Arc Length to find the diameter/radius | | N5 Arc Length & Sector Area |
| Area of a Sector | | N5 Arc Length & Sector Area |
| Using Area of Sector to find an angle | | N5 Arc Length & Sector Area |
| Using Area of Sector to find diameter/radius | | N5 Arc Length & Sector Area |
|---|---|---|
| | Algebraic Expressions | |
| Completing the Square | | N5 Completing the Square |
| | Formulae | |
| Change the subject basic | | N5 Change the Subject of a Formula |
| Change the subject powers and roots | | N5 Change the Subject of a Formula |
| Problem Questions | | N5 Change the Subject of a Formula |
| | S4-6 Tracking Report | |
| | September Weekend | |
| | Functional Notation | |
| Substitution into Formulae & Functional Notation | | N5 Functional Notation |
| | Quadratic Equations | |
| Solving equations by factorising | | N5 Quadratic Graphs and Equations |
| The quadratic formula | | N5 Quadratic Graphs and Equations |
| Nature of Roots with discriminant | | N5 Quadratic Graphs and Equations |
| Problem Questions | | N5 Quadratic Graphs and Equations | |
|---|---|---|---|
| | Quadratic Functions | | |
| Drawing a Quadratic Function using a table | | N5 Quadratic Graphs and Equations | https://corbettmaths.com/2013/06/23/drawing-quadratics/ |
| Sketching a graphs of the form y = k(x + p)² + q | | N5 Quadratic Graphs and Equations | |
| Sketching graphs of the from y = ax^2+bx+c | | N5 Quadratic Graphs and Equations | |
| Sketching a graphs of the form y = (x - a)(x - b) | | N5 Quadratic Graphs and Equations | https://corbettmaths.com/2013/06/22/sketching-quadratics/ |
| | October Break | | |
| | Assessment 1 | | |
| | S4-6 Tracking Report | | |
| | Trigonometric Graphs | | |
| Graph of Sine, Cosine and Tan y=sinx, y = cosx, y = tanx | | N5 Trig. Graphs | https://www.youtube.com/watch?v=JZGKeGdyWrs |
| Graph with changing amplitude y=asinx, y=acosx | | N5 Trig. Graphs | https://www.youtube.com/watch?v=snhuWuvwiI0 |
| Graph of changing period y=sinbx, y=cosbx | | N5 Trig. Graphs | https://www.youtube.com/watch?v=f3ugUIDRxwA |
| Phase Angle y=sin(x-a), y=cos(x-a) | | N5 Trig. Graphs | https://www.youtube.com/watch?v=YBKOnbeUm-s |
| | S4-6Parents Evening | | |
| | Trigonometric Equations | | |
| Basic Trig Equations | | N5 Trig. Relationships, Equations & Identities | https://www.youtube.com/watch?v=aPzBZMb426Q |
| Further Trig Equations | | N5 Trig. Relationships, Equations & Identities | https://www.youtube.com/watch?v=xhVMQXWSHjA |
|---|---|---|---|
| Trig Equations - negative | | N5 Trig. Relationships, Equations & Identities | https://www.youtube.com/watch?v=XzJ5AobnPDo |
| | Trigonometric Identities | | |
| Trig Identities | | N5 Trig. Relationships, Equations & Identities | |
| | Similar Figures | | |
| Linear Scale Factor | | N5 Similarity | https://www.youtube.com/watch?v=CGV18vlnguw |
| Area Scale Factor | | N5 Similarity | https://www.youtube.com/watch?v=9Ef4lgbvF9A |
| Volume Scale Factor | | N5 Similarity | https://www.youtube.com/watch?v=9Ef4lgbvF9A |
| Similar Triangles | | N5 Similarity | |
| | Christmas Break | | |
| | Prelim | | |
| | S4-6 Full Report | | |
| | N5 Numeracy - Catch Up Assessments | | |
| | February Break | | |
| | Flexible Time/Revision | | |
| | Final Prelim | | |
| | Spring Break | | |
| | Flexible Time/Revision | | |
| | S5/6 Study Leave Begins | | |
| | SQA National 5 Exam | | |
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Vermont Language Justice Project (VLJP) Video Resource List
Below you will find links to YouTube playlists for each of VLJP's multilingual videos. The YouTube playlist will include all the different languages for each video.
Videos are divided into 16 topics (some videos fall under multiple topics). Topics (listed alhabetically) are: 1) Children; 2) Climate and Weather; 3) Education; 4) Employment; 5) Finances; 6) Food; 7) Health; 8) Health Testing; 9) Healthy Living; 10) Housing; 11) Life in the US; 12) Mental Health; 13) Safety; 14) Transportation; 15) Vermont; and 16) Your Rights.
VLJP updates this list as we produce new videos. Videos are listed under each topic from newest to oldest.
Visit vtlanguagejustice.org for more info and reach out to [email protected] with questions.
| Topic | Languages |
|---|---|
| 1. Children | |
| Supporting Your Child During a Needle Poke | 18 |
| Car Seat Laws in VT | 17 |
| Summer Meals Program for Kids 0-18 | 17 |
| Staying Safe in a Dangerous Situation | 19 |
| Getting up to Date on Your Vaccines | 17 |
| A Tradition Celebrated in the US Called Halloween | 16 |
| Talking With and Listening to Our Children | 18 |
| Do Your Children Get Enough Sleep? | 16 |
| Helping Vermont's Youngest Children: Children's Integrated Services | 18 |
| Staying safe near lakes, rivers and the swimming pool | 15 |
| 2. Climate & Weather | |
| Prevent Mosquito Bites | 17 |
| Climate Change in Vermont | 17 |
| Coping with Stress after a Disaster | 19 |
| Get Help after a Disaster from SOS-VT | 19 |
| Total Solar Eclipse April 8, 2024 | 18 |
| Wildfires and Your Health | 18 |
| Water Safety After a Flood | 17 |
| Returning To Your Home After A Flood | 6 |
| Flood water on fruit and vegetables | 10 |
| Flooding can contaminate your drinking water | 4 |
| Staying safe during a flood and very heavy rainfall | 18 |
| When you see this sign, do NOT swim (cyanobacteria) | 16 |
| Taking care of yourself and others in hot weather | 16 |
| What You Need to Know About Ticks | 15 |
How to Stay Healthy Through the Winter
16
2022
| 3. Education | | |
|---|---|---|
| Staying Safe in a Dangerous Situation | 19 | 2024 |
| Welcome to Edmunds Middle School | 3 | 2023 |
| Professional Licensing Through the Vermont Office of Professional Regulation | 7 | 2022 |
| 4. Employment | | |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 19 | 2024 |
| Professional Licensing Through the Vermont Office of Professional Regulation | 7 | 2022 |
| 5. Finances | | |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 10 | 2024 |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| How to Open a Bank Account | 16 | 2023 |
| How to Use an ATM | 19 | 2023 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| 6. Food | | |
| Summer Meals Program for Kids 0-18 | 18 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Flood water on fruit and vegetables | 10 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| 7. Health | | |
| Supporting Your Child During a Needle Poke | 18 | 2024 |
| Prevent Mosquito Bites | 17 | 2024 |
| Calling 911 | 19 | 2024 |
| What is diabetes? | 18 | 2024 |
| Calling the Hospital When You Need an Interpreter | 13 | 2024 |
| Everything to Know about the Emergency Department | 16 | 2024 |
| Medicine May Help When You Are Having a Hard Time | 17 | 2024 |
| Getting up to Date on Your Vaccines | 17 | 2023 |
| How to Use an Emergency Treatment That Can Save Someone's Life (Narcan) | 16 | 2023 |
Do Your Children Get Enough Sleep?
Wildfires and Your Health
16
18
2023
2023
| What is genetics? (3 videos) | 6 | 2023 |
|---|---|---|
| Taking care of yourself and others in hot weather | 16 | 2023 |
| What You Need to Know About Ticks | 15 | 2023 |
| How to Stay Safe in Very Cold Weather | 17 | 2023 |
| How to Measure Your Medication Correctly | 16 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| How to Stay Healthy Through the Winter | 16 | 2022 |
| Understanding Your Medicine Bottle/Medication Safety | 15 | 2022 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| Picking up Medication from the Pharmacy | 17 | 2022 |
| Human Monkeypox Virus | 16 | 2022 |
| The Office of the Health Care Advocate and How They Can Help You | 14 | 2022 |
| 8. Health Testing | | |
| Supporting Your Child During a Needle Poke | 18 | 2024 |
| What is Diabetes? | 18 | 2024 |
| Understanding Genetics and Genetics Testing (3 videos) | 6 | 2023 |
| How to do a Stool (Poop) Test | 16 | 2023 |
| How to Do a Flowflex Test for COVID 19 | 15 | 2022 |
| How to Do an On-Go Test for COVID-19 | 15 | 2022 |
| How to Do an iHealth Covid-19 Rapid Antigen Test | 16 | 2022 |
| How to Use the QUICKVUE Rapid Antigen Test | 15 | 2022 |
| How to Do a Lucira Test for COVID-19 | 15 | 2021 |
| How to Do a BinaxNOW COVID-19 Test | 16 | 2021 |
| 9. Healthy Living | | |
| What is diabetes? | 18 | 2024 |
| Taking care of yourself and others in hot weather | 16 | 2023 |
| Energy Drinks are Not Good for Your Health | 15 | 2023 |
| How to Stay Healthy Through the Winter | 16 | 2022 |
| 10. Housing | | |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| Home Fire Safety | 17 | 2023 |
| Learn About Your Home | 15 | 2023 |
| 11. Life in the US | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
Climate Change in Vermont
14
2024
| Calling 911 | 19 |
|---|---|
| Everything to Know about the Emergency Department | 16 |
| Emergency Alert Sounds and Messages on Your Phone or TV | 16 |
| A Tradition Celebrated in the US Called Halloween | 16 |
| Picking up Medication from the Pharmacy | 17 |
| 12. Mental Health | |
| What is the Howard Center? | 12 |
| Staying Safe in a Dangerous Situation (Lockdowns) | 19 |
| Coping with Stress after a Disaster | 19 |
| How to get help when you are struggling with difficult feelings | 7 |
| Everything to Know about the Emergency Department | 16 |
| Get Help after a Disaster from SOS-VT | 19 |
| Medicine May Help When You Are Having a Hard Time | 18 |
| How Difficult Experiences Can Affect Us | 18 |
| Talking With and Listening to Our Children | 18 |
| Life can be so hard. Lets talk about it. | 16 |
| Finding Ways to Deal with Stress or Sadness | 15 |
| 13. Safety | |
| What to Do if You Are Stopped by the Police | 19 |
| Prevent Mosquito Bites | 17 |
| Car Seat Laws in VT | 17 |
| Staying Safe in a Dangerous Situation (Lockdowns) | 19 |
| Calling 911 | 19 |
| Everything to Know about the Emergency Department | 15 |
| Total Solar Eclipse April 8, 2024 | 18 |
| Home Fire Safety | 17 |
| Emergency Alert Sounds and Messages on Your Phone or TV | 16 |
| How to Use an Emergency Treatment That Can Save Someone's Life (Narcan) | 16 |
| Driving in Winter | 17 |
| Wildfires and Your Health | 18 |
| Water Safety After a Flood | 17 |
| Returning To Your Home After A Flood | 6 |
| Flood water on fruit and vegetables | 10 |
| Flooding can contaminate your drinking water | 4 |
| Staying safe during a flood and very heavy rainfall | 18 |
| When you see this sign, do NOT swim (cyanobacteria) | 16 |
| Staying safe near lakes, rivers and the swimming pool | 15 |
| Taking care of yourself and others in hot weather | 16 |
What You Need to Know About Ticks
How to Stay Safe in Very Cold Weather
15
17
2023
2023
| Understanding Your Medicine Bottle/Medication Safety | 15 | 2022 |
|---|---|---|
| 14. Transportation | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Car Seat Laws in VT | 17 | 2024 |
| Burlington-Winooski Bridge Replacement | 17 | 2024 |
| Green Mountain Transit Bus Fairs | 17 | 2024 |
| Driving in Winter | 17 | 2023 |
| 15. Vermont | | |
| What is the Howard Center? | 12 | 2024 |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Car Seat Laws in VT | 17 | 2024 |
| Burlington-Winooski Bridge Replacement | 17 | 2024 |
| Register and Vote in VT Elections | 14 | 2024 |
| Getting Unemployment Benefits | 19 | 2024 |
| How to Contact the VT DOL | 19 | 2024 |
| How to Pay Your Burlington Electric Department Bill | 14 | 2024 |
| How to get help when you are struggling with difficult feelings | 7 | 2024 |
| Get Extra Money to Spend at the Farmers Market WhenYou Use SNAP/3 Squares VT | 18 | 2024 |
| Restorative Justice: An Alternative to Going to Court | 17 | 2024 |
| Calling 911 | 18 | 2024 |
| Calling the Hospital When You Need an Interpreter | 13 | 2024 |
| Get Help Buying Food (SNAP) | 18 | 2024 |
| Get Help after a Disaster from SOS-VT | 19 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| New Voting Rules in Burlington | 8 | 2024 |
| How to Navigate the Vermont Department of Health Website | 16 | 2024 |
| Helping Vermont's Youngest Children: Children's Integrated Services | 18 | 2023 |
| Different Types of Health Insurance | 7 | 2022 |
| Health Insurance Costs | 7 | 2022 |
| Paying for Your Health Care | 7 | 2022 |
| The Office of the Health Care Advocate and How They Can Help You | 14 | 2022 |
| 16. Your Rights | | |
| What to Do if You Are Stopped by the Police | 19 | 2024 |
| Register and Vote in VT Elections | 19 | 2024 |
| Getting Unemployment Benefits | 19 | 2024 |
| Restorative Justice: An Alternative to Going to Court | 17 | 2024 |
| Vermont Tax Credits | 17 | 2024 |
| New Voting Rules in Burlington | 8 |
|---|---|
| The Office of the Health Care Advocate and How They Can Help You | 14 |
| List updated Sept 24 2024 | |
|
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|
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ISTRO CZ CROSTRO HUISTRO Czech branch of ISTRO Croatian branch of ISTRO Hungarian branch of ISTRO
under the auspice of
and in cooperation with
ORGANISE
2 nd Central European ISTRO Conference (CESTRO) and 8 th International Conference of the Czech ISTRO branch
Trends and challenges in soil-crop management
September, 6 – 8, 2022, Brno, Czech Republic
INVITATION
On behalf of the Organising Committee of the Czech branch of ISTRO (ISTRO CZ), the Croatian Soil Tillage Research Organisation (CROSTRO), and the Hungarian branch of ISTRO (HUISTRO), under the auspice of the International Soil Tillage Research Organisation (ISTRO) and other supporting institutions:
Mendel University in Brno, Faculty of AgriSciences (CZ)
University of J. J. Strossmayer, Faculty of Agrobiotechnical Sciences Osijek (CRO)
Research Institute for Fodder Crops, Ltd. Troubsko (CZ)
Crop Research Institute, Prague (CZ)
Research Institute for Soil and Water Conservation (CZ)
Czech Academy of Agricultural Sciences (CZ)
Czech Society of Soil Science (CZ)
Serbian Soil Tillage Research Organisation (SRB)
We are pleased to invite you to the International Scientific Conference that will take place in Brno, Czech Republic, September, 6 – 8, 2022.
For the second time since the association establishment of our national branches, the Czech Republic, Croatia, and Hungary are going to organise the 2 nd Central European ISTRO Conference (CESTRO) as a joint scientific Conference. From this point of view, we have established a new platform, but on the other hand, we already have quite a long history because it is also the 8 th International Conference of the Czech ISTRO branch.
The primary objective of the conference is the promotion, development and growth of interest and knowledge about soil-crop management, exchange of ideas about trends and challenges in modern agriculture. This conference, created for both the scientific community as well as experts coming from praxis, will cope with the main goals of ISTRO. The conference represents a unique opportunity for learning and exchanging opinions on different topics, which could be helpful in harmonising soil and plant health in agroecosystems and mutual cooperation all over the world.
The conference will take place in Brno, when in 2022 we will commemorate the 200 th anniversary of the birth of G. J. Mendel. A genius, a personality whose ideas were ahead of his time, and one of the most important scientists in history – this is Gregor Johann Mendel, who entered the history books by discovering the basic principles of heredity. Mendel, the father of modern genetics, is one of the most well-known figures to have lived and worked in Brno.
Vladimír Smutný, president of Czech branch of ISTRO Danijel Jug, president of Croatian branch of ISTRO Márta Birkás, president of Hungarian branch of ISTRO
ABOUT THE CONFERENCE
Soil is an ecosystem that can be managed to provide nutrients for plant growth, absorb and retain precipitation for use in periods of drought, filter and buffer potential pollutants leaving our fields, serve as a firm foundation for agricultural activities and provide an environment for the flourishing and diversification of soil microbes that keep the ecosystem running smoothly. Healthy soil is the foundation of profitable, productive and ecological friendly agricultural systems.
European farmers need to adapt to a changing climate, which often means changes in crop management practices and diversification of income sources. Extreme weather and climate events (including droughts and heat waves) can significantly reduce yields of some crops. The projected increase in these events is expected to increase the risk of crop losses, resulting in higher food prices and reduced food security. Opportunities exist to implement a wide range of farm-level measures to improve soil and water management, which can bring adaptation, mitigation and environmental and economic benefits.
TOPICS/SESSIONS
1. Soil health assessment
Soil quality is essential for efficient crop production and environmental health because it plays many key roles for the ecosystem. This session is based on an interdisciplinary approach involving soil scientists to characterize the dynamic and living soil–water–plant–atmosphere system. Fundamental soil properties include physical (i.e., texture, structure, available water holding capacity, water infiltration rate, bulk density, soil aggregate stability, effective rooting depth), chemical (i.e., pH, cation exchange capacity, intensity and capacity of plant available nutrients, electrical conductance and the concentration of soluble salts), and biological (i.e., soil organic carbon concentration and stock, microbial biomass carbon, activity and species diversity of micro and macro flora and fauna).
2. Soil management
Soil management is an integral part of land management and focuses on differences in soil types and soil properties in order to define specific interventions that are aimed to enhance the soil quality and fertility. Specific soil management practices are needed to protect and conserve soil resources. There are also specific interventions to increase soil carbon content to mitigate climate change. Reversing the degradation of soil, water and biological resources and enhancing crop and livestock production through appropriate land use and soil management practices are essential elements for achieving food and livelihood security. There are various farming system approaches which differ in productivity and environmental impacts. Conservation agriculture, as a promising future direction, has three main practices: minimising soil disturbance, maintaining permanent soil coverage and diversifying crops. Cconservation tillage is a suitable approach that leaves the previous year's crop residues on fields and reduces soil erosion and runoff or brings also other benefits such as carbon sequestration. Cover crops play an important role in this system as well.
3. Sustainable crop production adopted to climate change
Sustainable intensification of crop production is defined as the integration of biological and ecological processes into crop production, optimising the use of non-renewable inputs and improving farmers' knowledge, and is particularly confronted with the threats posed by climate change. The implementation of climate-resilient crop production systems intersects with a range of interventions already being implemented in the crop production sub-sector towards the goal of healthy agro-ecological systems.
These include:
- Increasing genetic diversity at farm level to improve resilience. Farmers have good potential to adapt crop management practices to changing climatic conditions.
- Integrated pest management (IPM) is an agricultural system that deals with the effective protection against diseases, pests and weeds, which ensures a stable yield and production of quality agricultural products, while at the same time reducing the impact of pesticides on human health and the environment. IPM includes preventive tools (crop rotation, soil tillage and seedbed preparation, nutrient management and fertilisation, choice of suitable varieties), monitoring and forecast of harmful organisms and direct methods (biological, mechanical and chemical) based on the determination of thresholds that could cause economic damage.
4. Precision agriculture
Precision agriculture (PA) or precision farming, is a modern farming management concept using digital technology to monitor and optimise agricultural production processes. Instead of applying the same amount of fertilisers over an entire agricultural field, PA measures differences in field conditions and adjust fertilisation or harvesting strategy accordingly. PA methods promise to increase the quantity and quality of agricultural production while using fewer inputs (water, energy, fertilisers, pesticides, etc.). The aim is to save costs, reduce environmental impact and produce better food quality.
CONFERENCE VENUE
The conference will be held in AVANTI hotel which is located on Střední 61, Brno, 602 00, Czech Republic. This hotel is close to the centre of Brno, near Lužánky park. GPS: 49°12'46.17″N, 16°36'16.64″E.
It is not so far from the campus of Mendel University in Brno (MENDELU), Zemědělská 1665/1, 613 00 Brno, Czech Republic (GPS: 49.2102089N, 16.6158772E).
PRELIMINARY SCIENTIFIC PROGRAMME
Monday (5 September)
16 00 – 19 00 Registration of participants (hotel AVANTI)
Tuesday (6 September)
```
8 00 – 9 00 Registration of participants (hotel AVANTI) 9 00 – 10 00 Official opening ceremony 10 00 – 13 00 Session 1 13 00 – 14 00 Lunch 14 00 – 17 00 Session 2 17 00 – 18 00 Poster session 1 + 2 19 00 – 21 00 Botanical garden and arboretum Wednesday (7 September) 9 00 – 13 00 Session 3 13 00 – 14 00 Lunch 14 00 – 17 00 Session 4 17 00 – 18 00 Poster session 3 + 4 20 00 – 24 00 GALA DINNER Thursday (8 September) Field trip and excursion
```
PRACTICAL INFORMATION
The official language of the conference is English (without translation).
The conference scientific programme will include oral and poster presentations on the four conference themes.
Oral presentations – in powerpoint format, time limit will be fixed later according to number of oral presentations.
Poster presentations – poster boards will be A0 format. Posters will be displayed during the conference days, and will be introduced to the audience in 5-minute presentations.
The best oral presentations and posters presented by young scientists (especially students in different bachelor, master and PhD programmes) will be awarded by the Scientific Board.
If you have any questions or observations, please do not hesitate to contact us via e-mail: [email protected]
REGISTRATION
Registration is open from 1 April 2022.
REGISTRATION FEE (in Euro)
| Conference participant | | |
|---|---|---|
| ISTRO member | NON ISTRO member | Student |
| 300 | 350 | 150 |
The registration fees include the following services: participation in the scientific programme (e-book of abstracts), the scientific excursion and field trip, lunches and drinks during conference breaks and the gala dinner.
Accompanying persons, like the conference participants, are also warmly welcomed. We will prepare for them a pleasant stay with a rich social programme that will allow them to enjoy Brno and get to know the culture and history of the South Moravian region.
Payment of registration fee
After on-line registration, payment only by bank transfer. All bank charges should be paid by the registrant. Invoices will be sent to registrants upon request. For more information: [email protected]
Customer: ISTRO CZ, z.s.
Address: Zahradní 400/1, 664 41 Troubsko
Bank name: UniCredit Bank
Address: Úzká 488/8, 602 00 Brno, Czech Republic
Account number: 2033987031/2700
IBAN: CZ40 2700 0000 0020 3398 7031
SWIFT: BACXCZPP
Comment: indicate CESTRO_2022_YOUR PARTICIPANT NAME! (means family name)
Registration payment deadline: 30 June 2022
ACCOMMODATION
Accommodation will be available directly in hotel AVANTI.
There are special prices during our conference. When you are ordering a room, please indicate password "CESTRO"+ your familyname.
1-bed room: 1 550,- CZK
2-bed room: 1 800,- CZK
3-bed room: 2 000,- CZK
Prices are per room and nihgt, included breakfast (buffet) and parking place.
Deadline for booking and payment is 30 June 2022.
IMPORTANT DATES
01 June 2022 – registration and submission of abstracts
15 June 2022 – acceptance notifications of abstracts
30 June 2022 – payment deadline (conference fee and accommodation)
30 September 2022 – submission of full paper (for Poljoprivreda / Agriculture journal)
ABSTRACT SUBMISSION
Each conference participant wishing to prepare an oral or poster presentation, must submit an abstract. All abstracts will be reviewed by the Scientific Board and participants will be informed of the acceptance/rejection of the abstract.
All accepted abstracts will be published electronically in the conference proceedings. The abstract should be prepared using Abstract template (download) and must be send to e-mail: [email protected] directly after registration. Please name your file following way: yourfamilyname_CESTRO_2022.doc. Afterward, the registration is complete.
OPPORTUNITY FOR PUBLISHING A SCIENTIFIC PAPER IN JOURNAL POLJOPRIVREDA/ AGRICULTURE
Authors of abstracts (conference participants with oral or poster presentations) who decide to publish their full papers in JOURNAL POLJOPRIVREDA / AGRICULTURE should prepare a manuscript according to Guidelines for authors for the CESTRO 2022 special issue. The prepared manuscript should be submitted in electronic form via the paper submission system on the Journal website. Every submitted manuscript is obligated to include the "CESTRO-2022" annotation. Authors will be informed about the manuscript evaluation process.
The journal Poljoprivreda / Agriculture publishes original research from the following fields: plant production, animal science, soil science, ecology and agricultural economics. Book surveys or their reviews, summaries of doctoral theses and short communications covering agriculture field may be included in the journal supplement. The papers are printed in Croatian and English language. Full texts of articles are open access free of charge without delay (no embargo period) for educational or personal use respecting authors and publishers copyrights.
FIELD TRIP AND EXCURSION – PRELIMINARY OFFER
Field experimental station in Žabčice (presentation of long-term trials, demonstration of soil conservation tillage with cover crops)
Agricultural farm Rostěnice, a.s. (presentation of precision farming on farm level)
Excursion in the Battlefield of Austerlitz
About BRNO
Brno is a city in the South Moravian Region, approximately 200 km southeast of Prague, 130 km north of Vienna and Bratislava.
Town of BRNO
- The capital of the South Moravian Region with a population of almost 400 000
- Strategic geographic position within Central Europe with excellent transport accessibility, including an international airport
- Modern, dynamic and fast growing centre of industry, trade, science, information technology, research and innovation with business incubators and centres of excellence in science
- A city of universities with more than 86 000 students at 14 universities and 3 university campuses
- Important centre for international trade fairs and exhibitions
- Good business environment – major global companies and property developers
- Supporting infrastructure for business in the field of science, research and innovation
- High quality of life – a cultural, sports and historical hotspot (Villa Tugendhat, a UNESCO site, functionalist architecture, shopping centres and leisure services)
- Beautiful surrounding landscape
Brno, situated between the Bohemian-Moravian forested highlands and the fertile South Moravian lowlands with vineyards, offers its residents and visitors a high-quality and attractive landscape for living, business and recreation.
The city is a unique cultural centre for the whole region. There are permanent theatre ensembles, opera, ballet and musical stages, a philharmonic orchestra, and you can also visit a number of museums, galleries and libraries, a recently modernised observatory and planetarium, a zoo and botanical gardens.
About Mendel University in Brno (MENDELU)
Mendel University in Brno (abbreviated to MENDELU) is a public institution with a long tradition of excellence in teaching and research that has driven new ways of thinking since 1919 and proudly bears the name of J. G. Mendel, the founder of modern genetics. There are over 8,300 students at the university, including 5,500 undergraduates and 2,800 postgraduates. Nearly 1,600 international students make up almost 20 % of the total student body. Mendel University offers more than 100 different graduate degree programmes in Czech and in English languages. The University comprises one University Institute and five faculties: AgriSciences, Business and Economics, Forestry and Wood Technology, Regional Development and International Studies and Horticulture. The modern university campus is based in Brno, the second largest city in the Czech Republic - the heart of Europe.
MORE INFORMATION at www.mendelu.cz
ORGANISING COMMITTEE
Vladimír Smutný (CZ)
Barbora Badalíková (CZ)
Vojtěch Lukas (CZ)
Lenka Porčová (CZ)
Lubomír Neudert (CZ)
Martin Houšť (CZ)
Jan Křen (CZ)
Pavlína Smutná (CZ)
Anna Žigová (CZ)
Jakub Elbl (CZ)
Danijel Jug (CRO)
Zuzana Kubíková (CZ)
Tamara Dryšlová (CZ)
Lubica Pospíšilová (CZ)
Márta Birkás (HU)
Milan Kroulík (CZ)
Jiří Jandák (CZ)
Michal Rábek (CZ)
Jakub Prudil (CZ)
Petr Elzner (CZ)
SCIENTIFIC BOARD
Vladimír Smutný (CZ)
Vojtěch Lukas (CZ)
Barbora Badalíková (CZ)
Danijel Jug (CRO)
Irena Jug (CRO)
Márta Birkás (HU)
Mikuláš Madaras (CZ)
Jan Nedělník (CZ)
Nicholas Holden (IE)
Blair McKenzie (UK
Dušan Kovačević (SRB)
Nebojša Momirovič (SRB)
Radim Vácha (CZ)
Bořivoj Šarapatka (CZ)
Irena Jug (CRO)
Boris Đurđević (CRO)
Bojana Brozović (CRO)
Nicholas Holden (IE)
Blair McKenzie (UK)
Lars J. Munkholm (DEN)
Jerzy Lipiec (POL)
Edward Wilczewski (POL)
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Types of Clairvoyance
Psychic - pertaining to mental forces, telepathy, extra sensory perception
Medium - contacting and being able to communicate with spirits of the dead
Clairvoyance - the ability to see things beyond our normal senses
The thing is that also if you look in a thesaurus you will see each of these words in each of the other words categories i.e. psychic will be found under clairvoyant and medium. Medium will be found under psychic and clairvoyant and so on…
The "Clairs"
Some types of psychic abilities have names that begin with "clair," which means "clear" in French. They are named to specify the way you are sensing or receiving information spiritually.
There is a correlation between which physical-level five senses you usually use the most, and which of the related "clair" types of psychic abilities you usually use the most. This doesn't mean you can't choose to develop the other "clairs." It's just that it might be easier and inspire you the most to first strengthen the "clairs" you already use most naturally.
clairvoyance (clear seeing, or psychic vision)
clairaudience (clear hearing, or psychic hearing)
clairsentience (clear feeling/sensing or psychic feeling/sensing, including clairempathy)
clairtangency (clear touching or more commonly, psychometry)
claircognizance (clear knowing or psychic knowing)
clairgustance (clear tasting or psychic tasting)
clairalience (clear smelling or psychic smelling, sometimes also called clairscent)
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Time: 3 Hours
SCIENCE
CLASS IX (THEORY) SAMPLE QUESTION PAPER-I
Maximum Marks: 75
Multiple Choice Questions
1. On converting 25 °C, 38 °C and 66 °C to kelvin scale, the correct answer will be
(a) 298 K, 311 K and 339 K
(b) 298 K, 300 K and 338 K
(c) 273 K, 278 K and 543 K
(d) 298 K, 310 K and 338 K
(1)
2. Choose the correct statement of the following
(a) conversion of solid into vapours without passing through the liquid state is called vapourisation.
(b) conversion of vapours into solid without passing through the liquid state is called sublimation.
(c) conversion of vapours into solid without passing through the liquid state is called freezing.
(d) conversion of solid into liquid is called sublimation.
(1)
3. Rusting of an article made up of iron is called
(a) corrosion and it is a physical as well as chemical change
(b) dissolution and it is a physical change
(c) corrosion and it is a chemical change
(d) dissolution and it is a chemical change
Which of the following are homogeneous in nature?
(i) ice (ii) wood (iii) soil (iv) air
(a) (i) and (iii)
(b) (ii) and (iv)
(c) (i) and (iv)
(d) (iii) and (iv)
5. Following are a few definitions of osmosis
Read carefully and select the correct definition
(a) Movement of water molecules from a region of higher concentration to a region of lower concentration through a semipermeable membrane
(b) Movement of solvent molecules from its higher concentration to lower concentration
16-04-2018
4.
(1)
(1)
6.
8.
9.
11.
(c) Movement of solvent molecules from higher concentration to lower concentration of solution through a permeable membrane
(d) Movement of solute molecules from lower concentration to higher concentration of solution through semipermeable membrane.
Which among the following has specialised tissue for conduction of water?
(a) Thallophyta
(b) Bryophyta
(c) Pteridophyta
(d) Fungi
(1)
7. Which of the following is not a criterion for classification of living organisms? (a) Body design of the organism
(b) Ability to produce one's own food
(c) Membrane bound nucleus and cell organelles
(d) Height of the plant
Which of the following is not important for individual's health?
(a) Living in clean space
(b) Good economic condition
(c) Social equality and harmony
(d) Living in a large and well furnished house
Chromosomes are made up of
(a) DNA only
(b) protein only
(c) DNA and protein
(d) RNA only
(1)
10. A particle is moving in a circular path of radius (r). The displacement after half a circle would be
(a) Zero
(b) π r
(c) 2 r
(d) 2 π r
(1)
In case of negative work the angle between the force and displacement is
(a) 0°
(b) 45°
(c) 90°
(d) 180°
(1)
12. An object moving at a speed greater than that of sound is said to be moving at (a) infrasonic speed
(b) sonic speed
(c) ultrasonic speed
(d) supersonic speed
SAMPLE QUESTION PAPER-I
(1)
(1)
(1)
157
13. Before playing the orchestra in a musical concert, a sitarist tries to adjust the tension and pluck the string suitably. By doing so, he is adjusting
(a) intensity of sound only
(b) amplitude of sound only
(c) frequency of the sitar string with the frequency of other musical instruments
14. Ozone - layer is getting depleted because of
(a) excessive use of automobiles
(b) excessive formation of industrial units
(c) excessive use of man-made compounds containing both fluorine and chlorine
15. To solve the food problem of the country, which among the following is necessary?
(a) Increased production and storage of food grains.
(b) Easy access of people to the food grain.
(c) People should have money to purchase the grains.
16. Which one of the following nutrients is not available in fertilizers?
(a) Nitrogen
(b) Phosphorus
(c) Iron
(d) Potassium
(1)
Short Answer Questions
17. A student heats a beaker containing ice and water. He measures the temperature of the contents of the beaker as a function of time. Which of the following would correctly represent the result? Give justification for your choice. (1+1= 2)
158
EXEMPLAR PROBLEMS
18. An element is sonorous and highly ductile. Under which category would you classify this element? What other characteristics do you expect the element to possess? (½ + 1½ = 2)
19. What information do you get from the following figures about the valency, atomic number and mass number of atoms X, Y and Z? Give your answer in a tabular form. (1+ ½ + ½ = 2)
20. One electron is present in the outer most shell of the atom of an element X. What would be the nature and value of the charge on the ion formed if this electron is removed from the outer most shell? (1+1 = 2)
21. Cells of onion peel and RBC are separately kept in hypotonic solution, what among the following will take place? Explain the reason for your answer.
(a) Both the cells will swell.
(b) RBC will burst easily while cells of onion peel will resist the bursting to some extent.
(c) a and b both are correct
(d) RBC and onion peel cells will behave similarly. (½+1 ½ = 2)
22. Name the different components of xylem and draw a living component of it.
(1 + 1 = 2)
23. Classify the following organisms based on the absence/presence of true coelom (i.e. acoelomate, pseudocoelomate and coelomate)
Spongilla,
Sea anemone
Planaria,
Liver fluke
Wuchereria,
Ascaris
Nereis,
Scorpion
Earthworm,
Birds
Fishes,
Horse
(2)
24. Which cell organelle controls most of the activities of the cell?
(2)
159
160
25. Draw well labelled diagrams of various types of muscles found in human body
(2)
26. The following velocity-time graph shows the motion of a cyclist. Find (i) its acceleration, (ii) its velocity and (iii) the distance covered by the cyclist in 15 seconds.
27. A ball is dropped from a height of 10 m. If the energy of the ball reduces by 40% after striking the ground, how much high can the ball bounce back? (2)
28. Draw a graph for a wave representing wave disturbance and time for a sound changing from low pitch to high pitch, keeping the amplitude of the sound same. (2)
29. Why lichens do not occur in Delhi whereas they commonly grow in Manali or Darjeeling? (2)
30. Lichens are called pioneer colonisers of bare rock. How can they help in formation of soil? (2)
31. What is a GM crop? Name any one such crop which is grown in India.
(1+1= 2)
32. If there is low rainfall in a village throughout the year what measures will you suggest to the farmers for better cropping? (2)
33. In agricultural practices, higher input gives higher yield. Discuss how? (2)
Long Answer Questions
34. The mass of one steel screw is 4.11g. Find the mass of one mole of these steel screws. Compare this value with the mass of the Earth (5.98 × 10 24 kg). Which one of the two is heavier and by how many times?
(1½+ 2½ + 1= 5)
Or
In photosynthesis, 6 molecules of carbon dioxide combine with an equal number of water molecules through a complex series of reactions to give a molecule of glucose having a molecular formula C 6 H 12 O 6 . How many grams
EXEMPLAR PROBLEMS
of water would be required to produce 18 g of glucose? Compute the volume of water so consumed assuming the density of water to be 1 g cm –3 .
(4 + 1= 5)
35. Explain giving reasons
(a) Balanced diet is necessary for maintaining healthy body.
(b) Health of an organism depends upon the surrounding environmental conditions.
(c) Our surrounding area should be free of stagnant water.
(d) Social harmony and good economic conditions are necessary for good health. (1 + 1 + 1 + 2 = 5)
Or
Why is AIDS considered to be a 'Syndrome' and not a disease? (5)
36. (a) Explain the meaning of inertia with the help of an example.
(b) Two balls of same size but of different materials, rubber and iron are kept on the smooth floor of a moving train. The brakes are applied suddenly to stop the train. Will the balls start rolling? If so, in which direction? Will they move with the same speed? Give reasons for your answer.
Or
(a) A ball of mass m is thrown vertically upward from the ground with an initial speed v, its speed decreases continuously till it becomes zero. Thereafter, the ball begins to fall downward and attains the speed v again before striking the ground. It implies that the magnitude of initial and final momentum of the ball are same. Yet, it is not an example of conservation of momentum. Explain why?
(b) A bullet of mass 20 g is horizontally fired with a velocity 150 m s –1 from a pistol of mass 2 kg. What is the recoil velocity of the pistol?
37. (a) With the help of Second Law of Motion and the Universal Law of Gravitation derive an expression for acceleration due to gravity 'g'.
(b) The weight of any person on the moon is about 1/6 times that on the earth. He can lift a mass of 15 kg on the earth. What will be the maximum, mass, which can be lifted by the same force applied by the person on the moon? (1+1+1+2=5)
(a) Identical packets are dropped from two aeroplanes, one above the equator and the other above the north pole, both at height 'h'. Assuming all conditions are identical, will these packets take same time to reach the surface of the earth? Justify your answer.
(b) It is seen that a falling apple is attracted towards the earth. Does the apple also attract the earth? If so, we do not see the earth moving towards the apple. Why? (2 + 1 + 1 + 1 = 5)
38. A motor car, with its glass totally closed, is parked directly under the sun. The inside temperature of the car rises very high. Explain why? (5)
Or
What are the causes of water pollution? Discuss how can you contribute in reducing the water pollution. ( 2½ + 2½ = 5)
1. (a)
2. (b)
3. (c)
4. (c)
5. (a)
6. (c)
7. (d)
8. (d)
9. (c)
10. (c)
11. (d)
12. (d)
13. (c)
14. (c)
15. (d)
16. (c)
Short Answer Questions
17. The correct option is (d). Since ice and water are in equilibrium, the temperature would be zero. When we heat the mixture, energy supplied is utilised in melting the ice and the temperature does not change till all the ice melts because of latent heat of fusion. On further heating the temperature of the water would increase.
18. This element is a metal. Other characteristics that the element may possess are–lustre, malleability, heat and electrical conductivity.
| Valency | Atomic No. |
|---|---|
| X 3 Y 2 Z 3,5 | 5 8 15 |
SAMPLE QUESTION PAPER-I
ANSWERS
Multiple Choice Questions
20. + 1
21. (b), Onion peel has cell wall and RBC does not have cell wall
22. Hint—Xylem consists of tracheids, vessels, xylem parenchyma and xylem fibres.
23. Spongilla —Acoelomate
Sea anemone—Acoelomate
Planaria—Acoelomate
Liver fluke—Acoelomate
Wuchereria—Pseudocoelomate
Ascaris—Psudocoelomate
Nereis—Coelomate
Scorpion—Coelomate
Nucleus
Cytoplasm
Xylem parenchyma
Earthworm—Coelomate
Birds, Fishes and Horse—Coelomate
24. Hint— Nucleus
25.
Nuclei
Striations
(a)
Striated muscle
Spindle shaped
muscle cell
Nucleus
(b)
Smooth muscle
(c)
Cardiac muscle
Striations
Nuclei
26. (a) Since velocity is not changing, acceleration is equal to zero.
(b) Reading the graph, velocity = 20 m s -1
(c) s = area of the figure enclosed under v – t graph Distance covered in 15 s, s = u × t = 20 × 15 = 300 m
Energy with which it struck the ground = 60% of the total energy
∴ Height to which the ball will bounce back
29. Hint— It is a bio-indicator and sensitive to SO 2 pollution from automobiles. Delhi has maximum number of automobiles, hence has a highly polluted environment.
30. Lichens release chemical substances to break the rocks into smaller particles and hence make soil.
31. Crop which has been developed by introducing new gene from any other source, to obtain the desired character, is called as genetically modified (GM) crop. Bt Cotton is an example of GM crop which is made insectresistant by introducing a new gene from a bacteria.
32. Farmers of low rainfall area will be suggested to
(a) practice farming with drought resistant and early maturing varieties of crops.
(b) to enrich the soil with more humus content as it increases the waterholding capacity and retains the water for longer duration.
33 . In agricultural practices, higher input gives higher yield, means higher money input raise the yield. Financial conditions of the farmers allows them to take up different farming practices and technologies. The farmer's purchasing capacity for input decides cropping system and production practices.
165
Long Answer Questions
34. One mole of screws weigh 2.475 ×10 24 g
= 2.475×10 21 kg
Mass of earth is 2.4×10 3 times the mass of screw The earth is 2400 times heavier than a mole of screw.
Or
1 mole of glucose needs 6 moles of water 180 g of glucose needs (6×18) g of water
35. (a) Food is necessary for the growth and development of the body. Balanced the substances likes proteins, carbohydrates, fats, minerals etc which in
diet provides raw materials and energy in appropriate amount needed for turn are essential for the proper growth and functioning of the healthy body.
(b) Health is a state of being well enough to function well physically, mentally and socially and these conditions depend upon the surrounding environmental conditions. For example, if there is unhygienic conditions in surrounding area, it is likely we might get infected or diseased.
(c) This is so because many water borne diseases and insect vectors flourish in stagnant water which cause diseases in human beings.
(d) Human beings live in societies and different localities like villages or cities, which determines the social and physical environment and hence both are to be kept in harmony. Public cleanliness is important for individual health. For better living conditions lot of money is required. We need good food for healthy body and for this we have to earn more. For the treatment of diseases also, one has to be in good economic condition.
EXEMPLAR PROBLEMS
AIDS causing virus— HIV that comes into the body via, the sexual organs or any other means like blood transfusion will spread to lymph nodes all over the body. The virus damages the immune system of the body adversely. Due to this the body can no longer fight off many minor infections. Instead, every small cold can become pneumonia, or minor gut infection can become severe diarrhoea with blood loss. The effect of disease becomes very severe and complex, at times killing the person suffering from AIDS. Hence there is no specific disease symptoms for AIDS but it results in complex diseases and symptoms. Therefore, it is known as syndrome.
36. (a) Hint— Explain inertia with certain examples
(b) Yes, the balls will start rolling in the direction of the displacement of the train.
No, they will not move with the same speed, because their masses (inertia) are different. The lighter ball will move faster than the heavier ball.
Or
(a) Yes, it is not an example of conservation of momentum because momentum remains conserved when no external force is acting on the object. In this case, force of gravity is acting on the ball.
37. (a) Newton's Second Law of Motion F = m × a ; F = mg
Universal Law of Gravitation
Force applied to lift a mass of 15 kg, at the earth F = m g e .= 15 g e N Therefore, the mass lifted by the same force on the moon,
(a) We know that the value of 'g' at the equator of the earth is less than that at poles. Therefore, the packet falls slowly at the equator in comparison to the poles. Thus, the packet will remain in air for longer time interval, when it is dropped at the equator.
(b) The apple also attracts the earth with equal and opposite force (Newton's Third Law).
∴maga=mEgE
As the mass of the apple is negligible when compared to the mass of earth, the acceleration produced in the apple will be much greater than that produced in the earth.
38. Infra-red radiations in sunlight pass through the glass and heat the interior of the car. The radiation emitted by upholstry and other inner parts of the car cannot pass out of the glass, so the heat trapped inside raises the temperature of the interior. This is because glass is transparent to infrared radiation from the sun having smaller wavelength than that emitted by the interior of the car which are of longer wavelength to which the glass is opaque.
Or
Water pollution can be caused by addition of
(i) undesirable substances like fertilisers and pesticides or any poisonous substances.
(ii) sewage directly entering a water body.
(iii) hot water from the power plant that increases the temperature and reduces the dissolved oxygen in water thus killing the aquatic organisms.
(iv) industrial effluents or radioactive substances in water body.
We can take following measures to check water pollution
(i) The sewer lines should not be directly connected to the water body.
(ii) We should not throw our garbages or domestic wastes into the water body.
(iii) Prevent dumping of toxic compounds in the water bodies.
(iv) Washing of clothes should be avoided near water bodies as it adds a lot of detergents to it.
(v) Plant trees near the banks of the river to check soil erosion otherwise erosion leads to siltation of water body.
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Florida Department of Health Bureau of Environmental Health Food Safety and Sanitation Program
Time as a Public Health Control Procedures
Improper time/temperature control is a leading cause of foodborne illness. The Centers for Disease Control and Prevention (CDC) estimates that 3,000 people die each year in the United States due to foodborne illness and 48 million more become ill. Time/Temperature control is an important factor in preventing foodborne illness.
When Time/Temperature Control for Safety (TCS) foods are removed from heat or refrigeration and allowed to remain at room temperature, disease-causing organisms (pathogens) multiply more rapidly. In addition to the threat present from the pathogens themselves, some pathogens also produce poisons (toxins) as they grow. These toxins cannot be removed from the food once they are present.
Studies have shown that it takes a while for TCS foods to warm up or cool down. It also takes a period of time for pathogens to be able to multiply at a fast rate. The Food and Drug Administration (FDA) has established guidelines to safely hold TCS foods at room temperature for a short period of time. Holding TCS foods at room temperature (or any less than required temperature) is known as using "time only" (instead of time and temperature) to control the growth of pathogens in the food - or "Time as a Public Health Control".
There are two different time control options – 4 hours or 6 hours. TCS foods that begin cold and remain cooler may be held at room temperature longer.
Main Requirements When Using "Time Only" as a Public Health Control:
Written procedures explaining your food service operation must be available at all times.
If foods are cooked, cooled and kept cold before being held using time as a public health control, written procedures must be available for each process. Temperatures must be monitored and recorded for the cooking, cooling and cold holding processes to ensure the foods reach the proper temperature within the required amount of time and are held at the proper temperature.
The foods must be marked or identified to indicate when time control begins and when the time limit expires (4 hours or 6 hours).
Foods that are not marked or identified as required must be discarded immediately.
Foods must be discarded when they have reached the time limit (4 hours or 6 hours).
Once food has been held using time as a public health control, it cannot go back to being held using temperature control regardless of the temperature of the food.
Specific Requirements Based Upon the Time Option Chosen:
4-Hour Option
The food must begin at 41°F or below; or 135°F or above.
6-Hour Option
The food must begin at 41°F or below.
The food may not rise above 70°F while held using time as a public health control.
Temperatures of the food must be taken periodically to ensure the food does not rise above 70°F OR the food must be held in equipment that has an ambient air temperature cold enough to maintain the food at 70°F or below.
Food that rises above 70°F must be discarded immediately.
Establishments serving a highly susceptible population, such as immunocompromised individuals, young children and the elderly, may not use time as a public health control for raw shell eggs.
Florida Department of Health Bureau of Environmental Health Food Safety and Sanitation Program
Time as a Public Health Control Written Procedures
(For using Time control only to hold Time/Temperature Control for Safety (TCS) Foods)
Facility Name
Permit Number
Owner (Corporation, Partnership, Individual, etc.)
Street Address of Business
City
State
Month
Date
Day
Zip Code
Type of Facility:
_______________________________________________________________________________
Important Note: Improper time/temperature control is a leading cause of foodborne illness. Time/Temperature Control is an important factor in preventing foodborne illness.
I am completing this written procedure because I desire to utilize time only as a public health control to hold working supplies of Time/Temperature Control for Safety (TCS) food(s) in my Florida Department of Health (DOH) regulated food service facility.
The following is a description of the standard procedures and policies I will use to operate my business in order to protect the health and safety of the public.
RULES AND REGULATIONS
Yes
No I understand the life of all food(s) held utilizing only Time as a Public Health Control is limited to 4 hours (if the food is removed from temperature control at 41°F or below; or 135°F or above) – OR – 6 hours (if the food is removed from temperature control at 41°F or below and the food temperature may not exceed 70°F while out of temperature control).
Yes
No I understand once only Time as a Public Health Control has begun, the food(s) may not be returned to temperature control.
Yes
No I understand food(s) must be marked or identified to indicate the time that is 4 or 6 hours past the point in time when the food is removed from temperature control.
Yes
No I understand if foods are cooked, cooled and cold held prior to the use of time only as a public health control, I must have written procedures and monitoring documentation available to ensure foods are properly cooked, cooled and cold held.
Yes
No I understand food(s) must be cooked and served, served if ready-to-eat, or discarded within the specified time frame (4 hours or 6 hours) from the point in time when the food(s) are removed from temperature control.
Yes
No I understand food(s) which are not marked, exceed 70°F during the 6-hour period, or are marked to exceed the specified time frame (4 hours or 6 hours) must be discarded.
Yes
No I understand these written procedures and any required monitoring documentation must be available at all times in the establishment and made available for review upon request.
Year
REQUIREMENT
Identify the food(s), specific location(s) and time option where only Time as a Public Health Control will be utilized to hold TCS food(s). You must list the food items separately (use the empty lines at the bottom of the table or an extra sheet of paper). Additional information may be attached, if needed.
PROPOSED PROCEDURE
| LOCATION | FOOD ITEM(S) |
|---|---|
REQUIREMENT
Identify the point at which Time as a Public Health Control will begin for each identified food items. (i.e. when cooking / heating is completed and foods are 135°F or above: pizza removed from oven, when removed from refrigeration and foods are 41°F or below).
PROPOSED PROCEDURE
When removed from refrigeration and the food(s) are 41°F or below:
When cooking / heating is completed and the food(s) are 135°F or above:
After cutting/chopping/dicing tomatoes, melons, etc.
Other:
Other:
REQUIREMENT
Indicate the manner in which the 4-hour or 6-hour time limit will be marked for each identified food item or group of food items (i.e. temperature log, holding chart, cook line time board, pan marked with grease pencil).
PROPOSED PROCEDURE
Time marked on the food tray/container
Time marked on a log, chart or board
Specific timeframe(s) used (i.e. 10AM to 2PM, 2PM to 6PM, and 6PM to 10PM). Indicate timeframe(s), location(s) and food item(s):
Other:
Other:
Other:
Other:
Other:
Other:
COMPLETED BY
I understand that I must operate my business according to these procedures each day the establishment is in operation using Time as a Public Health Control.
Name (please print)
Title (please print)
Signature
Date
TIME AS A PUBLIC HEALTH CONTROL LOG FOR TCS FOOD
| Date | Food Item | Time Removed from Temp Control | Time Option Chosen | Discard Time of Food Item |
|---|---|---|---|---|
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
| | | | 4 or 6 | |
Comments:
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Laura McCoy
PLAC 5500. Spring 2012.
F
OOD
H
ERITAGE
P
LANNING
C
ELEBRATIONS IN
C
P
ENTRAL
ROPOSALS
V
IRGINIA
URPOSE
P
This paper highlights opportunities for incorporating and enhancing heritage food celebrations in the Thomas Jefferson Planning District (TJPD), a five-county region including Greene, Albemarle, Nelson, Fluvanna, and Louisa counties, and the City of Charlottesville. The Thomas Jefferson Planning District Commission (TJPDC) is the board of representatives responsible for facilitating regional planning across the five counties in the region. In this paper I will present three ideas for the promotion of food heritage celebrations for consideration in the TJPD.
C
ONTEXT
Food heritage is a somewhat ambiguous and amorphous term. It is dependent upon the place, the time, and the individual.
1
It is a means of rooting a community to its place and to its history and heritage, and of defining the cultural identity of a place,
community, person, or region. Food heritage includes those varieties of plants and livestock that are native or unique to a place, community, or lifestyle. It can include
heirloom varieties of tomatoes and apples, as well as the stories and traditions that are associated with the growth and harvesting of those varieties. They can be commonly
1
Virginia Food Heritage Class Think Tank, May 1, 2012.
: P
LANNING FOR
F
OOD
H
ERITAGE
1
found, known to just a few, or even extinct—lost to our memory other than a few references. 2
Exploring, defining, fostering, and protecting food heritage at any scale is becoming more critical than ever. In the face of globalization, the increasing reach of large-scale corporations, and the ubiquity of "Anywhere USA" development, the need for a sense of place and an understanding of heritage—where we came from—has never been greater. We are losing our connections to the land, an American ideal strongly encouraged by our local hometown hero in Charlottesville, Virginia, Thomas Jefferson. Instead, the country is increasingly favoring virtual places and the growing sameness of American identity. At the beginning of our nation's history, founding fathers, writers, artists, and architects were engulfed in a constant attempt to define what is "American," to find that aspect of American culture that made us unique, as something separate from the European powers. Through their efforts, the American identity was seemingly defined as varied and eclectic, regional, and place-based. The American landscape is incredibly varied, and that variety is evident in the cultural identities of its people. This is changing. Cultural and "locational" uniqueness is being lost in favor of the "march of sameness" 3 across the country. We are experiencing a "crisis of community," and a "crisis of place." 4
Sustainability expert and University of Virginia professor Timothy Beatley makes this argument clear: "We need places that provide healthy living environments and also nourish the soul—distinctive places worthy of our loyalty and commitment, places where we feel at home, places that inspire and… that provide social and environmental
2 Veteto et, al, "Place-based foods of Appalachia"
4
3 Beatley, "Sustaining Place in the Global Age," 5.
Ibid., 3.
sustenance." 5 Put succinctly, the need is thus, "to revisit what it means to be native to where we live, to recommit to place." 6 We need to collect and save this knowledge, as well as these foods and traditions before the knowledge and resources are lost forever.
How can we get there? This paper focuses on the development of food heritage celebrations as a means of reconnecting with our (food and) community roots. Again, food is a strong way of defining a community or location. Celebrations offer the opportunity to remember, cultivate, and teach residents and visitors alike the unique history and culture of place. The celebration of food heritage will help to uncover existing, but often-unknown connections between the land and the people that inhabit it, as well as between producers and consumers of that food heritage.
Food celebrations are a familiar part of the central Virginia culture, ranging from the Heritage Harvest Festival at Thomas Jefferson's Monticello, and the Carter's Mountain Apple Harvest Celebration a few miles outside of Charlottesville, to the multitude of Piedmont wine festivals and craft beer tasting events. The Virginia Department of Agriculture and Consumer Services identified over one hundred Virginia food festivals in 2011. 7 These celebrations are important community resources for preserving food heritage and regional heritage for two main reasons. First, celebrations and festivals are educational, and have the capacity to bring community attention to heritage foods that might otherwise be ignored. By hosting educational workshops, tastings, and demonstrations at regional festivals, it becomes possible to reach a larger audience, and teach people how to cultivate and use these foods and techniques before that knowledge is lost. Second, food celebrations can be used to highlight and
5 Ibid.
7 Denckla Cobb, "Virginia—An Emerging Leader in the Nation's Local Food Movement" 2.
6 Ibid.
strengthen sense of place. Food and people have roots to place. Festivals make these connections between the community, the food, and the place. This connection is particularly important when considering heritage food.
The development of food heritage food celebrations has the potential for strong regional economic benefits. Donovan Rypkema, an expert on the economics of preservation, emphasizes the multiple values of heritage conservation, including "cultural, aesthetic, educational, environmental, social, historical, and… the economic value." 8 Heritage tourism, as defined by the National Trust for Historic Preservation, is "traveling to experience the places, artifacts, and activities that authentically represent the stories and people of the past and present. It includes cultural, historic, and natural resources." 9 Tourism has the potential to increase quality of life and build community pride; it brings new jobs into towns and increases property values. The National Trust identifies the biggest benefits of cultural heritage tourism as its abilities to diversify local economies and preserve communities' unique character. 10 In Virginia specifically, historic tourists tend to "stay longer, visit twice as many places, and spend, on average, over two-and-a-half times more money in Virginia than do other visitors… visitors coming to see Virginia's vast inventory of historic sites add their dollars to Virginia's economy." 11 The development of heritage food tourism can have the same positive impacts to the region as heritage tourism of historic sites.
8 Rypkema, 1.
.
9 National Trust for Historic Preservation, Heritage Tourism
http://www.preservationnation.org/issues/heritage-tourism/
11 Rypkema, 4.
10 National Trust for Historic Preservation, Cultural Heritage Tourism 2010 Fact Sheet. http://www.preservationnation.org/issues/heritage-tourism/additional-resources/2010-CHTFactSheet.pdf
CASE STUDIES AND PLANNING APPLICATIONS IN THE TJPD
This paper explores three case studies, the Cranberry Harvest Celebration in Wareham, Massachusetts, the North Carolina Apple Harvest Festival in Hendersonville, North Carolina, and the Journey Through Hallowed Ground National Heritage Area, in order to formulate new ideas for celebrating food heritage in the Thomas Jefferson Planning District of central Virginia. These case studies lead to a variety of strategies, including a focus on the creation of well-supported festivals, celebration through awareness and financial support, and finally, through heritage tourism.
CASE STUDY 1: THE CRANBERRY HARVEST CELEBRATION IN WAREHAM, MASSACHUSETTS.
The Wareham Cranberry Harvest Celebration occurs annually in early October, and, in 2012, is in its tenth year of operation. The A.D. Makepeace Company and the Cape Cod Cranberry Growers' Association host the celebration every year. The A.D. Makepeace Company is the world's largest cranberry grower, the largest private property owner in the eastern part of Massachusetts, and a recognized leader in environmentally responsible real estate development and land stewardship. It has a 150-year history in the cranberry harvesting industry. The Harvest Celebration is a family event that also includes live music, local food vendors, pony and wagon rides, craft vendors, a farm stand, as well as helicopter rides over the cranberry harvest, a raptor demonstration, and cooking demonstrations. 12 The celebration brings in thousands of visitors each year to the area; in 2009 an estimated 20,000 visitors were present. 13
12 "Cranberry Harvest Celebration"
13 "Cranberry Festivals to be held this weekend in Wareham, Carver"
The festival showcases the unique industry of the cranberry growers in southeastern Massachusetts. The Company demonstrates its method of harvesting and provides educational opportunities for the community about the crop and its harvest, as well as the economic impacts of the harvest on the greater community. 14
With a $50 million crop value, the cranberry is the number one food crop in Massachusetts. The industry provides about 5,500 jobs, and more than $200 million to the state economy. The A.D. Makepeace Company is often called "The Cranberry King," as it farms about 1,750 acres of cranberry bog in eastern Massachusetts. It is also the largest grower for the Ocean Spray Cranberries, Inc. Company. 15 The Cape Cod Cranberry Grower's Association, the second host for the annual celebration in Wareham, aims to support Massachusetts-based cranberry growers and to "enhance [their] economic viability." 16 In some ways the celebration is a response to the large number of jobs the cranberry bogs create in southeastern Massachusetts. The cranberry sales in 2009 contributed to nearly eighteen percent of the total revenue from all farm products in the state. 17
In addition to the economic benefits of cranberry harvesting in Massachusetts, the cranberry also has a rich and lengthy history in the United States. American Indians used the cranberry as a source of food, as well as a fabric dye and healing agent.
Mariners also used them in the eighteenth and nineteenth centuries to prevent scurvy.
The first example of cranberry cultivation occurred in 1816, and today U.S. farmers
14 Ibid.
16 The Cape Cod Cranberry Growers' Association, accessed May 5, 2012. http://www.cranberries.org/ 17 "Cranberry Festivals to be held this weekend in Wareham, Carver"
15 "The Cranberry Industry," A.D. Makepeace Company, accessed May 5, 2012. http://www.admakepeace.com/pages/cranberries/the_cranberry_industry.asp
harvest about 40,000 acres each year. 18 Additionally, cranberry harvesting helps to promote community, as many bogs are farmed as a multi-family business spanning several generations. 19 It is clear that the cranberry industry is a critical part of Massachusetts' history and culture, and a significant component of the state and local economy. Recently there was an effort to designate the cranberry-growing grounds south of Boston as the state's first "agricultural heritage area," in an attempt to bring in more tourists to the region and boosting cranberry-related and other regional businesses, though the efforts have slowed since 2008. A Cranberry Heritage Commission was established through a bill passed by the State legislature, but no members were appointed to serve due to budget issues. 20
The Cranberry Harvest Celebration offers several community benefits in addition to the education, awareness, and economic support to the community. It also promotes other area activities for visitors, in order to further spur economic investment in the region. The celebration acts as an annual fundraiser for local non-profit organizations, including the Boys and Girls Club of Greater New Bedford/Wareham Unit, and the Buzzards Bay Area Habitat for Humanity. 21 In many ways it has a profound impact on the regional economy.
Applications for Central Virginia Food Heritage Celebration
The Cranberry Harvest festival represents one method of implementing
18 "History of Cranberries," The Cape Cod Cranberry Growers' Association, accessed May 5, 2012. http://www.cranberries.org/cranberries/history.html
19 "Massachusetts Cranberry Industry Facts," The Cape Cod Cranberry Growers' Association, accessed
May 5, 2012. http://www.cranberries.org/images/2009_neig2neig_cover3.jpg
21 "Cranberry Harvest Celebration"
20 Bolton, "Berried Treasures"
locally significant, or heritage, food celebration. The first idea I will explore in this paper developed from this example. Thus, my first recommendation is to encourage and promote partnerships with corporations or public institutions in order to acquire space and funding for festivals and heritage food celebrations.
In the Thomas Jefferson Planning District, the University of Virginia is one of the largest employers, and can supply a large audience and attention. The University could partner with a local grower to support a satellite festival on University grounds in order to reach the student market, and to make the celebration of heritage foods accessible to the University community, including faculty and staff, many of whom commute to the City for work from other counties in the planning district.
Another means of collaboration with the University is through the health system, which could partner with several local farmers and producers to support an educational day for employees and students that also supports local heritage foods as a means of health awareness. This idea would align well with an existing program, called Hoos Well, the University of Virginia's comprehensive wellness program for employees. The program sponsors educational sessions, counseling, health screenings, and fitness activities for employees to promote healthy lifestyles. 22 The Hoos Well program could incorporate an additional educational element about the power of local and heritage foods in promoting wellness. Through a partnership with the University of Virginia, these ideas present several ways of giving both local and heritage food higher visibility in the community.
22 University of Virginia Health System, Hoos Well website, http://www.healthsystem.virginia.edu/pub/occupational-health/UVA-WorkMed-Hoos-Well.html
CASE STUDY 2: THE NORTH CAROLINA APPLE FESTIVAL IN HENDERSONVILLE, NORTH CAROLINA
The Hendersonville Apple Festival takes place annually over Labor Day, and has been in operation for sixty-five years. The festival events include a street fair with freshly picked apples, arts and crafts, festival food, entertainment, the "King Apple" parade and an 8k run. 23 On average, the festival draws over 250,000 attendants per year, 24 and in 2010, over $12 million was contributed to the Hendersonville area economy as a result of the festival. 25 Each year the festival honors a local high school student as an "Apple Ambassador" to represent the festival, who also receives a college scholarship. The Apple Ambassador is a program sponsored by the North Carolina Apple Growers Association, which is the primary apple promoter in the state. 26
The apple is one of the most important crops grown in Hendersonville County, and has been part of the County's culture and heritage since the mid-1700s. 27 Today there are about two hundred apple growers in the County, and the industry brings in an average income of $22 million or more per year. 28 Henderson County grows sixty-five percent of all apples in North Carolina, and North Carolina is the seventh largest appleproducing state in the nation. 29 In Henderson County alone, there are thirty-three apple producers and retailers. 30 During the spring apple blossom and the fall harvest tours, apple farms are open for the public to visit in the region, in addition to the farm stands
23 North Carolina Apple Festival "Festival highlights"
25 North Carolina Apple Festival "Sponsorship"
24 North Carolina Apple Festival "Interested Vendors"
26 "The Apple Industry in Henderson County Then & Now"
28 "The Apple Industry in Henderson County Then & Now"
27 "Henderson County NC Apple Industry History and Heritage," Blue Ridge Farm Direct Market Association.
29 Weibel, "Apples are King in Hendersonville, North Carolina"
30 North Carolina Farm Fresh
selling fresh local apples. 31 These extra events also help to bring in visitors to the area and allow them to spend more time there.
To reflect the importance of the apple in the County, apple sculptures are dispersed throughout downtown Hendersonville, serving as both a symbol of the local economy and of the art and culture of the region and its local artists and apple sculpture sponsors. 32
Apart from the festival, Henderson County is also involved in the North Carolina Ten Percent Campaign with two local foods coordinators supporting the campaign from the County. The North Carolina Ten Percent Campaign is newly launched, and aims to promote local foods through the encouragement of consumers and businesses to spend ten percent of their food dollars on food from local sources. Through the campaign website, consumers and businesses can pledge to purchase food products from area farmers and food producers. 33 This campaign is another way in which the state, and Henderson County, is supporting local food. Because the apple is such a big part of the region's food industry and history, the campaign also supports the region's heritage food market.
Applications for Central Virginia Food Heritage Celebration
The second idea for developing food heritage celebration in the TJPD is to promote the spending of food dollars, both public and private, on heritage food sources through campaigns and festivals. Currently, the Virginia Food System Council has
31 "The Story of North Carolina's Apple Heritage" (audio clip)
33 The 10% Campaign
32 Weibel, "Apples are King in Hendersonville, North Carolina"
established a ten-dollar per week challenge to buy local food, 34 which is similar to North Carolina's ten percent campaign. The challenge is based on the calculation that if every Virginian spends at least ten dollars a week on locally grown foods and beverages, a $1.65 billion investment would be made back into the local economy. 35 This kind of investment keeps money in the region, and supports local jobs and food producers.
However, my recommendation takes the challenge one step further—urging the five-county region to adopt a subsidiary challenge, to spend a certain number of those dollars on heritage food from the region. If two dollars, out of the ten spent on local food, are spent on heritage food, that is about $24.5 million spent annually. 36 To further strengthen this campaign, local governments should pledge to devote a certain percentage of their food dollars on local and heritage sources to set an example to residents of their jurisdictions, and to public support local and heritage food producers and retailers.
These types of challenges support the celebration of food heritage because it raises awareness and serves as an educational tool to support local food producers, many of who are raising heritage foods. They are a means of working with local governments to give both local and heritage foods "a higher priority and more visibility," a recommendation given in a report aimed to develop a community-based food system in a nearby Virginia county. 37
34 Bell.
36 Note: This calculation is made based on 2010 census data for the five counties and one city in the TJPD, with a population of 234,712.
35 Ibid.
37 Bendfeldt, et. al, 2.
C
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S
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3: T
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T
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G
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H
ERITAGE
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National Heritage Areas (NHAs) are places where "natural, cultural, and historic resources combine to form a cohesive, nationally, important landscape… [they] tell nationally important stories that celebrate our nation's diverse heritage. NHAs are livedin landscapes." 38 The Journey Through Hallowed Ground (JTHG) was designated by Congress in September 2007 as the 38 th National Heritage Area, and is "where America happened," as well as the self-proclaimed "most historic region in the nation." 39 The President of the JTHG partnership, Cate Magennis Wyatt, lists three overarching themes of the Area: it is a land of leadership, a land of conflict and reunification, and a land of outstanding natural beauty. 40 These themes establish the area as cohesive and unified, as a series of places that have common threads to be enjoyed and appreciated as a whole. Although the designation as a Heritage Area does not provide the corridor, a 175-mile region reaching from Gettysburg, Pennsylvania to Charlottesville, Virginia, 41 with concrete protection, it does serve as an educational tool, promoting awareness to outside visitors and residents alike of the extreme importance of the Route 15 historic corridor.
The JTHG Heritage Area aims "to preserve, support, conserve, and interpret the legacy of the American history created along the Heritage Area." 42 This purpose is the overlying goal of all Heritage Areas, and is accomplished through programming and educational opportunities organized by the Journey partnership. Another purpose
38 "What are National Heritage Areas?"
40 Cate Magennis Wyatt, lecture at the University of Virginia, September 21, 2010.
39 The Journey Through Hallowed Ground, Welcome… To Where America Happened. http://www.hallowedground.org/
41 Journey Through Hallowed Ground National Heritage Area Act, H.R. 319. April 17, 2007.
Journey Through Hallowed Ground National Heritage Area Act.
42
is "to promote heritage, cultural and recreational tourism and to develop educational and cultural programs for visitors and the general public." 43
Generating about 419.2 billion per year in revenue, tourism is one of Virginia's largest industries. In 2008, it supported 210,620 jobs, according to a Virginia Tourism Corporation Study in 2009. Further, tourism related to JTHG-related commemorations and other events was projected to increase the number of visitors to the Heritage Area twofold. 44 The promotion of heritage and history has a strong draw for tourists and is a means of safeguarding and remembering a region's important history.
Applications for Central Virginia Food Heritage Celebration
The Journey Through Hallowed Ground, and the concept of a National Heritage Area generally, provide a model for preserving and showcasing food heritage on a regional scale. The third idea presented in this paper is to create a regional heritage food area that tells the stories of important food heritage and history in the region. The primary purpose of this regional food heritage area is to develop a cohesive and comprehensive grouping of sites—farms, retailers, restaurants, festivals, related historic sites—that contribute to the "regional heritage foodshed."
By creating a system that links these different sites, a cohesive story is told about why these foods and this history is important. Gary Nabhan, sometimes called the "father of the local food movement," 45 uses the term "experiential tourist" to refer to
43 Ibid.
45 Nabhan's personal website, http://garynabhan.com/i/about/contact-gary.
44 Jones, "Orange Downtown Alliance Partners with Journey Through Hallowed Ground Partnership to Train Tourism and Retail Ambassadors."
tourism that is connected to place, and includes heritage and agricultural tourism. 46 Celebrations can be considered a kind of "value-added initiative," that brings extra attention and support for a product through the experiential nature of the event, and the economic benefits of being a tourist attraction. 47
SUMMARY OF RECOMMENDATIONS
There are numerous possibilities for developing food heritage celebrations in the Thomas Jefferson Planning District. This paper has explored and recommended the following three ideas for immediate consideration.
1) Encourage and promote partnerships with corporations or public institutions in order to acquire space and funding for festivals and heritage food celebrations.
2) Promote the spending of food dollars, both public and private, on heritage food sources through campaigns and festivals.
3) Create a regional food heritage area that tells the stories of important food heritage and history in the region.
CONCLUDING THOUGHTS
One of the most important things to remember about the fostering and celebration of food heritage is that the local residents and community members can experience, in the words of Donovan Rypkema, "a renewed appreciation for and pride in their local city and its history." 48 Although Rypkema makes this statement in reference to heritage tourism and historic preservation, it also applies to food heritage. It is that
46 Nabhan, 21.
48 Rypkema, 4.
47 Ibid., 46.
pride and sense of community and connections to place that make the celebration of food heritage so important. Economic benefits are often the means of "making the case," and are welcome advantages, but ultimately what needs to be considered is quality of life, and the preservation of local, or regional heritage—what makes a place unique and special.
Food heritage has the potential to the bridge the gap that has been created between producer and consumer, the land and its people, the community, and its history. Heritage and history fosters these connections, and food is a time-honored tradition of bringing people together. With Charlottesville, Virginia named the "locavore capital of the world" by Forbes in 2011, 49 the region is poised to take the lead in developing food heritage. Food heritage celebrations can be used as the means of forging these connections to place, to the community, and to food, and to begin to reestablish the region's unique cultural identity before it is lost.
49 Denckla Cobb, 1.
WORKS CITED
Beatley, Timothy. "Sustaining Place in the Global Age," Native to Nowhere. 2004.
Bell, "'Ten Dollar Buy Local' challenge to strengthen VA economy" NBC12 News. March 23, 2012. Accessed May 6, 2012. http://www.nbc12.com/story/17243213/ten-dollar-buy-local-challenge-tostrengthen-va-economy
Bendfeldt, Eric S., et. al. "A Community-Based Food System: Building Health, Wealth, Connection, and Capacity as the Foundation of Our Economic Future" May 2011.
Bolton, Michele Morgan. "Berried Treasures," The Boston Globe. October 4, 2009. Accessed March 18, 2012.
http://www.boston.com/lifestyle/food/articles/2009/10/04/with_cranberry_festivals_in_wareham_carver_a_ region_celebrates_its_ocean_of_red/?page=full
Cate Magennis Wyatt, lecture at the University of Virginia, September 21, 2010.
"Cranberry Festivals to be held this weekend in Wareham, Carver" October 8, 2010. Accessed March 18, 2012. http://www.patriotledger.com/entertainment/entertainment_calendar/x2138390672/CranberryFestival-to-be-held-this-weekend-in-Wareham
"Cranberry Harvest Celebration," accessed March 18, 2012. http://www.cranberryharvest.org/index.html
Denckla Cobb, Tanya. "Virginia—An Emerging Leader in the Nation's Local Food Movement," The Virginia News Letter Volume 87 No. 6. September 2011.
"Henderson County NC Apple History and Heritage," Blue Ridge Direct Market Association, accessed May 5, 2012. http://www.ncapples.com/NC-APPLE-GROWERS-FARMS-DIRECT-MARKETS.php
Jones, John K. "Orange Downtown Alliance Partners with Journey Through Hallowed Ground Partnership to Train Tourism and Retail Ambassadors," Orange Downtown Alliance. http://www.orangedowntownalliance.org/news.cfm?story=25
Journey Through Hallowed Ground National Heritage Area Act, H.R. 319. April 17, 2007.
Nabhan, Gary. Website, http://garynabhan.com/i/. Accessed May 5, 2012.
Nabhan, Gary, et. al. Linking Arizona's Sense of Place to a Sense of Taste: Marketing the Heritage Value of Arizona's Place-Based Foods. The Center for Sustainable Environments, Northern Arizona University, 2005.
National Trust for Historic Preservation, Cultural Heritage Tourism 2010 Fact Sheet. http://www.preservationnation.org/issues/heritage-tourism/additional-resources/2010-CHTFactSheet.pdf
National Trust for Historic Preservation, Heritage Tourism. http://www.preservationnation.org/issues/heritage-tourism/
North Carolina Apple Festival, event website, accessed March 18, 2012. http://www.ncapplefestival.org
North Carolina Farm Fresh, accessed May 5, 2012. http://www.ncfarmfresh.com/Directory.asp?product=1&county=HENDERSON&SearchType=farms&submi t=Search
Rypkema, Donovan. "Heritage Conservation and the Local Economy," Global Urban Development Volume 4 Issue 1, August 2008. http://www.globalurban.org/GUDMag08Vol4Iss1/Rypkema%20PDF.pdf
The 10% Campaign. Accessed May 6, 2012. http://www.ncsu.edu/project/nc10percent/index.php "The Apple Industry in Henderson County Then & Now" Blue Ridge Farm Direct Market Association. http://www.ncapples.com/Henderson-County-NC-Apple-Industry-History.pdf
"The Cranberry Industry," A.D. Makepeace Company, accessed May 5, 2012. http://www.admakepeace.com/pages/cranberries/the_cranberry_industry.asp
"The Story of North Carolina's Apple Heritage" (audio clip), Hendersonville NC Apple Festival, Blue Ridge Farm Direct Market Association. http://www.ncapples.com/HENDERSONVILLE-NC-APPLEFESTIVAL.php
University of Virginia Health System Hoos Well, website, accessed March 18, 2012. http://www.healthsystem.virginia.edu/pub/occupational-health/UVA-WorkMed-Hoos-Well.html.
Veteto, James R., et. al. "Place-based Foods of Appalachia: From Rarity to Community Restoration and Market Recovery" RAFT Alliance, 2011.
Virginia Food Heritage Class Think Tank, University of Virginia. May 1, 2012.
Weibel, Barbara. "Apples are King in Hendersonville, North Carolina," Hole in the Donut Cultural Travel, accessed March 18, 2012. http://holeinthedonut.com/2009/06/02/apple-festival-hendersonville-northcarolina/
"What are National Heritage Areas?" National Park Service. http://www.nps.gov/history/heritageareas/FAQ/
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AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS STANDARDS AT THE LEAD TEACHER LEVEL
PROFESSIONAL KNOWLEDGE
PROFESSIONAL PRACTICE
PROFESSIONAL ENGAGEMENT
1
2
Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.2 Understand how students learn Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. 1.6 Strategies to support full participation of students with disability Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.2 Content selection and organisation Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
2.3 Curriculum, assessment and reporting Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5
Literacy and numeracy strategies
Monitor and evaluate the implementation of teaching
strategies within the school to improve students’
achievement in literacy and numeracy using
research-based knowledge and student data.
2.6 Information and Communication Technology (ICT) Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
3
4
Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.2 Plan, structure and sequence learning programs Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students' knowledge, understanding and skills.
3.3 Use teaching strategies Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
3.4 Select and use resources Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
3.5 Use effective classroom communication Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students' understanding, engagement and achievement.
3.6 Evaluate and improve teaching programs Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues. 3.7
Engage parents/carers in the educative process Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
Create and maintain supportive and safe learning environments
4.1 Support student participation Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
4.2
Manage classroom activities
Initiate strategies and lead colleagues to implement
effective classroom management and promote
student responsibility for learning.
4.3 Manage challenging behaviour Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies.
4.4 Maintain student safety Evaluate the effectiveness of student well-being policies and safe working practices using current school and/ or system, curriculum and legislative requirements and assist colleagues to update their practices.
4.5 Use ICT safely, responsibly and ethically Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
5
Assess, provide feedback and report on student learning
5.1 Assess student learning Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
5.2 Provide feedback to students on their learning Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
5.3 Make consistent and comparable judgements Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
5.4 Interpret student data Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
5.5 Report on student achievement Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
6
7
Engage in professional learning
6.1 Identify and plan professional learning needs Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
6.2 Engage in professional learning and improve practice Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3 Engage with colleagues and improve practice Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
6.4 Apply professional learning and improve student learning Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
7.2 Comply with legislative, administrative and organisational requirements Initiate, develop and implement relevant policies and processes to support colleagues' compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities. 7.3 Engage with the parents/carers Identify, initiate and build on opportunities that engage parents/ carers in both the progress of their children's learning and in the educational priorities of the school.
7.4 Engage with professional teaching networks and broader communities Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
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Name _________________________________________________ Date ________ Class Period______
Instructions: Read chapter XI Integration in W. W. Trent’s Mountaineer Education: A History of Education in West Virginia 1885-1957 (available on line at: http://www.wvculture.org/history/education/trent.html ) and answer the following questions.
1. From the authors introduction that describes his family what would you expect his view of integration to be?; What does he say about his views?
2. What did the author say about the African American teachers he supervised? What reason does he give to justify his description?
3. Who was William H. Saunders and what contribution did he make to education in West Virginia?
4. Who was John W. Davis and what happened at West Virginia State under his leadership?
5. When and where was the first free school for African Americans established in West Virginia?
6. What were the four "firsts" that West Virginia accomplished before any other southern state?
1.
2.
3.
4.
7. What other items did the author proudly add to his description?
8. On what date did Governor William C. Marland announce that West Virginia would follow the Supreme Court ruling on the Brown v. Board of Education case? How many days had passed before he made his announcement?
9. How did some people respond to the governor's announcement?
10. What happened on June 9, 1954, when the governor and W. W. Trent when to a meeting of southern governors in Richmond?
11. How were West Virginia's colleges progressing toward integration by November 1954?
12. In 1954-55 how many West Virginia counties had:
____ fully integrated;
____ partially integrated;
____ did not have any African American students
____ delayed action on integration
13. When did the West Virginia Education Association and the West Virginia State Teachers’ Association for Negro Teachers merge?
14. What does the NAACP stand for? What did this organization do to force Greenbrier County to integrate?
15. What happened at Matoaka High School and other local schools when school started in 1956?
16. Why did some African Americans ask for integration to be delayed in the Eastern Panhandle?
17. By what year was school integration mostly completed?
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Curriculum Overview
Subject: French
Year Group: 7
There is an expectation that few students would have learned about an MFL in primary school, so instead of teaching them vocabulary straight away, teachers will focus on confidence-building. Students will be introduced to the French language through a lot of speaking activities during the first term. By the end of the year, students will have a better understanding of key points - what silent letters are and their regular appearance in every day vocabulary. Grammatical key terms are taught / revisited throughout.
* • • • • • • • • •
Extended reading suggestions and external resources:
- Independent learning guide provided at the start of each term.
- SMHW
Cultural Capital: Drawing on the main differences in between the English and French languages; exploring a French home as well as different homes in other French-speaking countries; talking about the influence of French on the English language (cognates). Opportunity to take part in the house point challenge and to create an "ideal home" in whatever format they want, as long as all the rooms are labelled in French.
Modern Foreign Languages Year 7 Assessment Criteria
| | Bronze | Silver | Gold |
|---|---|---|---|
| Reading | I can recognise and read out a few familiar words and phrases. | I can understand and read out familiar written phrases. | I can focus on the main points from a short written text. |
| Writing | I can write or copy simple words correctly. | I can write one or two short sentences to a model and fill in the words on a simple form. | I can adapt a few short sentences with support, using expressions which I have already learnt. |
| Speaking | I can say and repeat single words and short simple phrases. | I can answer simple questions and give basic information. | I can ask and answer simple questions and talk about my interests. |
| Listening | I can understand a few familiar spoken words. | I can recognise a range of familiar spoken phrases. | I can identify the main points from a short spoken passage made up of familiar language. |
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SILVER POINT, TN HISTORY
http://www.ajlambert.com
SILVER POINT COMMUNITY: Heritage of Putnam County Tennessee – 2008 by the Putnam County Heritage Book Committee and County Heritage, Inc., pg. 12. Story compiled by Carolyn Adcock, 1283 Jefferson Road, Smithville, TN 37166-5468.
Silver Point is located 16 miles southwest of Cookeville, near the DeKalb County line. Its name came form the naming of the Post Office. Before the Post Office was named, the area had been called "the head of the valley" as it was at the top of the hill on the road leading out of Buffalo Valley. The Postal Service would not accept that name as it was too long. The story goes that a letter was received from the Postal Service telling them to select a name of one or two words. As this decision was being contemplated on the front porch of Walter Jones' general store, Dr. W. S. Farmer rode up on his horse. When this question was put to him, he thought for a minute, spurred his horse and as he rode off he called back to the group, "just call it Silver Point." Thus, Silver Point came into existence as a place name.
When the railroad came through in the 1890s, it became a community with a train depot and a post office located, at that time, in P. C. Halley's general store. Wallace, Tucker, and Bartlett were some of the earliest settlers of the area. In 1890 it was mainly populated with farm families, such as: Joe Wallace, James Prentice, J. L. Foster, P. M. Wallace, J. B. Wallace, Mansfield Smith, B. L. Jones, James Williams, G. W. Prentice, J. W. Smith, B. S. Puckett, A. G. Burton, W. O. Dollar, R. Fields, and L. Holley families. Businesses at that time were: R. S. Alcorn and M. Bartlett, livestock; H. Bartlett, corn mill; Charles Denny, stonemason; R. Gaines, M. L. Syper, and M. W. Sypert, physicians; R. C. Halley and J. L. Mitchell, merchants; P. Jones, W. M. J. Wallace, and John Tucker, Justices of the Peace; W. L. Mitchell, blacksmith; M. Scuter, carpenter; A. L. Wallace, shoemaker; Tucker and Mitchel Livery Stable; and J. F. Halley, Post Office.
In 1905 the 78 citizens of Silver Point did their banking at Cookeville. The Burton brothers, W. K. Christian, and J. M. Lafever had general store and mercantile businesses. Walter Jones had a general stable and liver, B. J. Jones had a general store, and W.D.P. Womack had a grocery. There was also a millinery.
From 1909-1920 there was an African-American boarding school known as the Silver Point Christian College (also known as Putnam County Noram and Industrial School and Silver Point School). By 1917 Author Hall's Studio made many photos for the local population. Henry H. Clay, an ex-slave and Union soldier, was a blacksmith who built wagons from the found up. Clay was prosperous and was held in high regard by all in the community.
EARLY TOWNS OF PUTNAM COUNTY by Ernest H. Boyd. SILVER POINT:
Silver Point post office was established many years before the building of the Nashville and Knoxville Railroad and the establishment of a railroad station at that point. It is said that the name of the postoffice had its origin in a tradition that there were deposits of silver ore in that section, but no one now seems to know the basis for that tradition. The village of Silver Point is situated seven miles from the Center Hill Dam, the construction of which has been an impetus to the growth and development of the village.
Silver Point has a most favorable location, at the head of Buffalo Valley and contiguous to the splendid Caney River farming section. It has an ideal physical location for a good town. During the past few years, numerous substantial new buildings have been erected at Silver Point. The community has a splendid citizenship and good community leadership. It has two of the most beautiful and valuable rural church buildings in this section of the State. Each of its churches has an active membership. They are the Silver Point Presbyterian Church and the Silver Point Church of Christ.
Silver Point has a splendid public school building and a good public school.
Silver Point has had good general stores throughout its history, and it has always been an important trading center and shipping point.
Located in a good farming section, having an excellent location for a town, and being situated near the Center Hill Dam and power plant, Silver Point has a bright future. It's continued growth and development is certain.
EARLY COUNTY TOWNS WERE LOCATED AT RAILROAD STATIONS:
By Ernest Houston Boyd
Putnam County Herald, Cookeville, TN: 22 October 1953
Previous articles have related the history of the founding of Cookeville and Bloomington Springs. All of the other towns and villages of Putnam County had their beginning with the location of railroad stations on the Nashville and Knoxville Railroad. The towns of Baxter, Double Springs, Boma, Silver Point and Buffalo Valley all had their beginning in 1890. The towns of Monterey, Algood and Brotherton had their beginning in 1893. After the Nashville and Knoxville Railroad was built Eastwardly to Cookeville in 1890, further construction of the railroad did not take place for three years, but in 1893 construction of the railroad was resumed and it was built to Monterey, hence the Putnam County railroad towns and villages West of Cookeville are three years older than are Monterey, Algood and Brotherton, located East of Cookeville.
As soon as the sites of the railroad stations were announced by the Nashville and Knoxville Railroad Company, the building of a town at each railroad station was commenced. Of course, the town of Cookeville and the village of Bloomington Springs were founded many years before the construction of the Nashville and Knoxville Railroad, and they were the only two towns in Putnam County prior to the construction of the railroad through Putnam County.
MONTEREY FOUNDED BY MINING FIRM FOLLOWED BUILDING OF T. C. RAILROAD, by Ernest H. Boyd.
Previous articles have related the history of the founding of Cookeville in 1854. All of the towns and villages of Putnam County, except Cookeville and Bloomington Springs, had their beginning with the location of railroad stations on the Nashville and Knoxville Railroads.
Prior to the building of the Nashville and Knoxville Railroad there were only two towns in Putnam County. They were Cookeville and Bloomington Springs.
The towns and villages of Baxter, Double Springs, Boma, Silver Point, and Buffalo Valley all had their beginning in 1890.
The towns of Algood, and Monterey and the village of Brotherton all had their beginning in 1893.
RAILROAD GREATEST INDUSTRIAL EVENT:
The building of the Nashville and Knoxville Railroad to Cookeville to Monterey in 1893, was, of course, the greatest industrial event in the history of our county. The benefits and advantages accruing to our county, and to this entire Upper Cumberland area, from the construction of the Nashville and Knoxville Railroad through our county can never be adequately evaluated. To its construction, we are indebted for the subsequent growth and progress of Cookeville, and also for the founding of the towns of Monterey, Algood, Baxter, and Double Springs, and the villages of Buffalo Valley, Silver Point, Boma and Brotherton. We should never forget the many years of persistent effort and hard work upon the part of the leading citizens of Cookeville and Putnam County to secure the construction of a railroad through Putnam County. They rendered a public service of inestimable value.
NEGRO CHURCHES:
Prior to the emancipation of the Negro slaves, they practically all attended the churches of their white master, where portions of the white churches were reserved for them. After the close of the Civil War, the white churches, through their Missionary Boards, and by donations made by white individuals, commenced the erection of Negro church buildings and Negro congregations were organized. Shortly after the close of the Civil War two Negro Methodist congregations and one Negro Cumberland Presbyterian congregation were organized in this county, and church buildings were built. They were the old Shad Grove Methodist Church, two miles North of Cookeville, on the Livingston road; Caney Ridge Methodist Church in the 15 th District, and Rock Springs Cumberland Presbyterian Church, in Rock Springs Valley.
Shortly after the building of the Nashville and Knoxville Railroad to Cookeville, in 1890, and the building up of the Negro suburb in the West end of the town, the Negro Methodist and Cumberland Presbyterian church buildings were erected.
Upon the building of the Railroad to Algood and the founding of that town, in 1893, a Negro Methodist Church, Burton's Chapel, was built in Algood.
At later dates, the following other Negro churches were erected in this county; the African Methodist Church in Algood; the Negro Church, of Christ at Silver Point; the Negro Church, of Christ in Cookeville; the Negro Holiness Church, in Algood and the Negro Baptist Church, in Cookeville.
For several years, there were Negro congregations in both the 10th and 17th Districts, but most of the Negro families moved from those communities and the Negro congregations in those districts ceased to exist. Cookeville now has four active Negro churches.
RURAL DOCTORS:
Dr. Thomas Jefferson Smith, a very capable physician, was a resident of Laurel Hill, in DeKalb County, for many years, but several years before his death he moved to Silver Point , where he continued actively in the practice of his profession until his death. He was a Elder in the Presbyterian Church and was a splendid Christina gentlemen.
(Dr. Thomas Jefferson Smith M.D., b. 17 September 1870, Laurel Hill, TN – d. 14 March 1948, Nashville, Davidson Co., TN, md Mattie Belle McDonald. Thomas Jefferson Smith, s/o Samuel Houston Smith & Mary Ann Maxwell).
TWO NEGRO GIRLS ENLIST IN WAACS FROM PUTNAM:
The first Putnam County girls having the distinction of being the first to volunteer and be accepted for service in the WAACS at the Nashville headquarters are two negro girls.
Auxiliary Purney D. Strode, daughter of James Clark Strode, of Cumminsville, enlisted February 27, and is now stationed with Co. 2, 33rd Reg., Ft. Denvens, MA.
Auxiliary Opal G. Johnson is the daughter of John Johnson of Silver Point. She attended Darwin High school in Cookeville for two years, an was a student at A & I, Nashville for the same length of time.
Volunteering for service on March 4, she was sent to Ft. Devens, MA, for training, and is also with the 33rd Regiment.
Putnam County Herald, Cookeville, TN: 20 May 1943
Herman Johnson Obt.
Services At Silver Point For Herman Johnson, 48:
Funeral services were held Monday afternoon for Herman Johnson, 48, at the Silver Point Church of Christ
(colored).
Johnson died at his home near Silver Point after a short illness.
Survivors include his wife, Willie McKinley Johnson; two daughters, Mrs. Rosa Mae Gardner of VA and Miss Virginia Johnson, Silver Point; three sons, J. Willard, Willie Floyd and Garry Johnson, all of Silver Point; and one brother, Chester Johnson of MI.
Putnam County Herald, Cookeville, TN: 10 November 1949
From Wikipedia, the free encyclopedia:
Silver Point is an unincorporated rural settlement in Putnam County, Tennessee, United States, scattered around the intersection of State Highway 141, State Highway 56, and Interstate 40, about halfway between Cookeville and Smithville.
Landmarks: Notable features include the National Register of Historic Places: West End Church of Christ Silver Point. Edgar Evins State Park is also nearby.
Notable People: Notable natives include journalist Christine Sadler and her brother James C. Sadler.
From Wikipedia, the free encyclopedia:
The West End Church of Christ Silver Point is a folk vernacular brick church in the unincorporated community of Silver Point, Tennessee, United States. A primarily African-American Church of Christ
congregation has met at the church continuously since its construction in 1915. In 2007, the church was added to the National Register of Historic Places for its role in the history of the Upper Cumberland region.
The church is rooted in the Silver Point Christian Institute, a mission school established largely through the efforts of Churches of Christ evangelists George Phillip Bowser (1874–1950) and Marshall Keeble. Along with providing badly needed education facilities to the Upper Cumberland's small African-American population, the school published the Christian Echo , a Church of Christ newsletter circulated nationwide. In spite of early financial struggles, the school, with the help of Nashville minister David Lipscomb and philanthropist A. M. Burton, managed to survive until 1959. The church, built for the mission school community in 1915, has remained in operation to the present, however.
Location:The West End Church of Christ Silver Point is located along Center Hill Dam Road (State Highway 141) in the western half of Silver Point, a rural community scattered around the intersection of State Highway 141, State Highway 56, and Interstate 40, about halfway between Cookeville and Smithville. Along with the church, the property includes a modern cemetery and a small monument commemorating the church's establishment. Like most of the Highland Rim, the area is rugged and hilly.
History: In the late-19th and early-20th centuries, education opportunities for the small African-American population of the Upper Cumberland were scarce. In his book The Souls of Black Folk, author W. E. B. Du Bois wrote of the primitive conditions of a black schoolhouse at nearby Alexandria, where he taught class while a student at Fisk University in the 1880s. In 1909, after delivering a sermon at the Laurel Hill Church of Christ in Nashville, Evangelist George Phillip Bowser was approached by fellow Church of Christ ministers Sam Womack and Alexander Campbell with a request to establish a church at Silver Point. Bowser agreed on the condition that he also be allowed to establish a mission school for the area's AfricanAmerican children, which was granted.
In late 1909, Bowser opened what was initially known as the Putnam County Normal and Industrial Orphanage at Silver Point. Womack, Campbell, and another Church of Christ official named Henry Clay served as the school's first board of directors. Students paid between fifty cents and one dollar per month for tuition, and six dollars per month for room and board. Operating costs were augmented by the sale of produce grown in the school's 8-acre (3.2 ha) garden, and by the sale of wagons built by Clay and several students. The school also published the Christian Echo, a Church of Christ newsletter founded by Bowser in 1903, and shipped the newsletter to subscribers across the country.
In spite of efforts to reduce operating costs, the school struggled financially. One of the school's teachers, Annie Tugwell, asked Nashville educator and minister David Lipscomb for help, and Lipscomb turned to Nashville insurance magnate A. M. Burton, who agreed to provide financial assistance. In 1913, the school became the Silver Point Christian Institute, which taught grades 1 through 8. With better financing, a new frame building was constructed in 1915 by P. H. Black, an African-American architect from Nashville. The building was used by both the school and the West End Church of Christ congregation, the latter founded in 1915.
Bowser resigned as the school's principal in 1918 due to frustrations over lack of steady financial support for the school. He later founded schools in Michigan and Texas, and continued publishing the Christian Echo (the newsletter is still in publication today). Classes continued at the West End Church until 1959, when the school's students were bused to Putnam County's public schools. The church's congregation, however, still meets regularly.
The West End Church of Christ Silver Point is an example of a simple, rural church with an African-American folk vernacular design. The structure is a rectangular brick structure with a concrete foundation and a gabled, asphalt-shingled roof. The church's south wall contains a covered porch and the double-door main entrance. The north wall once contained two rear doors, but these have been sealed. The east and west walls both contain four windows topped by brick arches. The top of the south wall contains a block of concrete which may have at one time held a stone inscribed with the name of the church or school.
The church's interior follows a basic floor plan, with two sets of pews divided by a central aisle leading to the pulpit. The pews are not original, but were retrieved from another church building. The pulpit is flanked by two rooms that serve as a Sunday school classrooms. In the 1970s, the walls were covered with wooden paneling, and acoustical tiles were added to the ceiling.
A granite monument commemorating the founding of the church and its predecessor, the Silver Point Christian Institute, stands near the entrance to the church's driveway. A modern cemetery is located behind the church.
1900 census Putnam Co., TN, Civil Dist. #11:
Eli Carr, Head, Black Male, b. May 1875, 25 yrs. old, TN TN TN Farm Laborer.
Nathan Smith, Head, Black Male, b. May 1850, 50 yrs. old, md, TN TN TN Farmer. Em Smith, Wife, Black Female, b. March 1847, 53 yrs. old, md, TN TN TN George H. Smith, Son, Black Male, b. May 1875, 25 yrs. old, single, TN TN TN Farm Laborer.
Bulian Terrell, Head, Black Male, b. May 1865, 35 yrs. old, md, TN TN TN Farmer. Myni Terrell, Wife, Black Female, b. March 1865, md, 4 children born, 4 children living, TN TN TN Leonard Terrell, Son, Black Male, b. March 1878, 22 yrs. old, single, TN TN TN Farm Laborer. Isaac Terrell, Son, Black Male, b. February 1888, 12 yrs. old, single, TN TN TN Farm Laborer. Carrie Terrell, Dau. Black Female, b. January 1894, 6 yrs. old, single, TN TN TN
Thomas Bartlett, Head, Black Male, b. May 1860, 40 yrs. old, md, TN TN TN Farmer. Lucinda Bartlett, Wife, Black Female, b. January 1861, md, 9 children born, 9 children living, TN TN TN Elmo F. Bartlett, Son, Black Male, b. February 1878, 22 yrs. old, single, TN TN TN Farm Laborer. James W. Bartlett, Son, Black Male, b. April 1881, 19 yrs. old, single, TN TN TN Farm Laborer. Calvin C. Bartlett, Son, Black Male, b. September 1883, 16 yrs. old, single, TN TN TN Farm Laborer. John L. Bartlett, Son, Black Male, b. November 1885, 14 yrs. old, single, TN TN TN Farm Laborer. Ewin M. Bartlett, Son, Black Male, b. March 1887, 13 yrs. old, single, TN TN TN Farm Laborer. Henry B. Bartlett, Son, Black Male, b. June 1889, 10 yrs. old, single, TN TN TN Farm Laborer. Mary E. Bartlett, Dau, Black Female, b. November 1890, 9 yrs. old, single, TN TN TN Willie C. Bartlett, Son, Black Male, b. September 1892, 7 yrs. old, single, TN TN TN Lilly Bartlett, Dau, Black Female, b. May 1899, 1 yr. old, single, TN TN TN Charlie Baker, Boarder, Black Male, b. May 1880, 20 yrs. old, single, TN SC SC Farmer
Ben Manier, Head, Black Male, b. May 1865, 35 yrs. old, md, TN TN TN Farm Laborer.
May Manier, Wife, Black Female, b. March 1875, 25 yrs. old, md, TN TN TN
Lela Manier, Dau, Black Female, b. January 1893, 7 yrs. old, single, TN TN TN
Eve Manier, Dau, Black Female, b. May 1895, 5 yrs. old, single, TN TN TN
Ola Manier, Dau, Black Female, b. May 1897, 3 yrs. old, single, TN TN TN
Benjamin F. Manier, Son, Black Male, b. March 1899, 1 yr. old, single, TN TN TN
*Read more about the History of Putnam Co., TN and surrounding areas at: http://www.ajlambert.com
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Potassium Iodide (KI) Fact Sheet
Does this information apply to me?
This information is for you if you live or work within 10 miles of a nuclear power plant in Michigan.
Why is the State of Michigan providing free KI?
Those who already have tablets should check the expiration date on the KI box. If it has expired, go to the pharmacy to replace it.
The State of Michigan received a free supply of KI from the Nuclear Regulatory Commission (NRC). The State began making it available at no cost to people living or working near Michigan's nuclear power plants in October 2009.
What is KI?
KI (the chemical name for the drug "potassium iodide") is a non-prescription iodine pill. Iodine is an element that is found in nature and is also an important part of your diet. Because iodine is so important for your health, it is added to table salt. However, the iodine in the KI pill is much stronger than the iodine in table salt. Table salt cannot be used as a replacement for KI.
How does KI work?
In the unlikely event of a serious accident at a nuclear power plant, one form of radiation, radioactive iodine, could be released into the air. This type of radiation can be stored in your thyroid gland. This can cause thyroid cancer or other thyroid problems over time. Children are most at risk of thyroid injury from exposure to radioactive iodine. KI protects your thyroid by filling it up with a safe form of iodine so that it can't take in radioactive iodine.
Keeping your thyroid gland healthy is important because it produces hormones that manage your heart rate, blood pressure, temperature and other essential body functions. It is important for you to know that KI does not protect your whole body from radioactive material. KI only protects your thyroid gland.
How can I get KI?
You can download a voucher from www.michigan.gov/ki. Also, a voucher is included with the emergency information your local nuclear power plant mails to you each year. Take the voucher to one of the participating pharmacies. The pharmacy will give you the amount of KI that you need. Place it in a safe, dry location and keep it in its foil packet. You should keep it on hand as part of your emergency supply kit. Be sure to get your KI now. You will not be able to get it from the pharmacy during a nuclear power plant emergency.
When should I take KI?
Take KI only if a "General Emergency" has been declared at the nuclear power plant near you.
If the emergency sirens sound for three minutes or more, tune to your local radio or television station. Follow the instructions given by emergency officials. You may be instructed to shelter-in-place or evacuate. You should only take KI if the radio or TV announcements say that the power plant has declared a "General Emergency", the most serious type of plant emergency. If you are told to evacuate and don't have your KI
August 14, 2015
readily available, don't waste time searching for it. Evacuating or sheltering-in-place is the best way to protect yourself from harm due to radiation.
How much KI should I take?
One dose protects the thyroid for 24 hours. You should be safely evacuated within the 24 hour time period. Taking more than the recommended dose will not help you and may increase the risk of side effects.
Use the information in this chart to take the correct amount for one dose.
- Adults over 18 years of any weight including pregnant or breastfeeding women should take two 65 mg tablets
- Children over 12 years to 18 years who weigh at least 150 pounds should take two 65 mg tablets.
- Children over 12 to 18 years who weigh less than 150 pounds should take one 65 mg tablet.
- Children over 3 years to 12 years should take one 65 mg tablet.
- Children over 1 month to 3 years should take 1/2 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
- Babies at birth to 1 month should be given 1/4 of a 65 mg tablet, crushed into liquid. (Instructions for crushing and mixing will be provided by the pharmacy.)
Note! Newborn babies (less than one month old) that have been given KI should have their thyroid levels checked by a doctor very soon after taking KI. Their thyroid levels could drop too low and cause serious health problems.
Note! Pregnant and breastfeeding women should never take more than one dose (two 65 mg tablets).
Call your doctor's office as soon as possibleafter taking KI to let them know that you've taken it.
65 mg.
65 mg.
65 mg.
65 mg.
65 mg. 65 mg.
Instructions on how to prepare liquid KI can be found at www.michigan.gov/ki.
What side effects could I have from taking KI?
KI can cause minor side effects. You could have an upset stomach or swelling in your mouth. If you have a serious reaction such as fever, joint pain, swelling of the face or body or trouble breathing, get medical help right away!
Who should NOT take KI?
You should not take KI if:
[x] You are allergic to iodine. A shellfish allergy may not mean that you are allergic to iodine. Talk to your physician or allergist if you have a shellfish allergy and are unsure if you should take KI.
[x] You have dermatitis herpetiformus (DH) or hypocomplementemic urticarial vasculitis syndrome (HUVS), very rare skin conditions.
Check with your doctor if:
[x] You already have a thyroid condition.
[x] You are unsure whether or not to take KI.
How does this program apply to businesses?
Businesses can obtain KI for their employees, clients or patients. Businesses with more than 200 employees/clients/patients should call or e-mail MDHHS to arrange for delivery of KI. If your business chooses to participate in the program, it is responsible for having a dispensing plan that complies with these instructions. If your business chooses not to participate, you can provide a copy of this mailing to your employees to obtain their personal supply of KI at one of the designated pharmacies.
For more information call the Michigan Department of Health and Human Services at 1-800-648-6942 between 8:00 a.m. and 5:00 p.m., send an e-mail to [email protected] or go to our website, www.michigan.gov/ki.
August 14, 2015
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Hypothesis Testing Cheat Sheet
A hypothesis is a statement made about the value of a population parameter. It can be tested by carrying out an experiment or taking a sample from the population. The statistic calculated from the sample is called the test statistic.
Hypothesis testing
The null hypothesis (H!) is the hypothesis assumed to be correct. This is rejected if the test statistics is lower than a given threshold, called the significance level.
The alternative hypothesis (H") tells us about the parameter if your assumption is shown to be wrong.
Example 1: John wants to see if a coin is unbiased or biased towards coming down heads. He tosses the coin 8 times and counts the number of heads, 𝑋, obtained in 8 tosses.
a. Describe the test statistic.
The test statistic is𝑋, the number of heads obtained in 8 tosses.
b. Write down a suitable null hypothesis.
H
The probability of landing heads for an unbiased coin is 0.5 so!
: 𝑝= 0.5
Write down a suitable alternative hypothesis.
heads so:
The probability for heads is greater than 0.5 if the coin is biased towards c.
H"
: 𝑝> 0.5
Finding critical values
A critical region is a region of the probability distribution which, if the test statistic falls within it, would cause you to reject the null hypothesis. The critical value is the first value to fall inside of the critical region.
The actual significance level of a hypothesis test is the probability of incorrectly rejecting the null hypothesis.
Example 2: A single observation is taken from the binomial distribution B(6, 𝑝). The observation is used to test H!: 𝑝= 0.35 against H": 𝑝> 0.35
a. Using a 5% significance level, find the critical region for this test.
You can use the cumulative binomial tables or your calculator
```
Assume H! is true then 𝑋~B(6,0.35) P(𝑋≥4) = 1 −P(𝑋≤3) =1-0.8826 =0.1174 P(𝑋≥5) = 1 −P(𝑋≤4) =1-0.9777 =0.0223 The critical region is 5 or 6.
```
b. State the actual significance level of this test.
= P(𝑋≥5)
= 0.0223
P(reject null hypothesis)
= 2.23%
This is the same as the probability of 𝑋 falling within the critical region
One-tailed test
A one-tailed test can be used to test if the probability has increased or decreased.
For one-tailed tests,
Example 3: The standard treatment for a particular disease has a % & probability of success. A researcher has produced a new drug which has been successful with 11 out of 20 patients. He claims that the new drug is more effective than the standard treatment. Test, at 5% significance level, the claim made by the researcher.
1. Define your test statistic, 𝑋 and parameter, 𝑝. 𝑋 is the number of patients in the trial for whom the drug was successful. 𝑝 is the probability of success for each patient.
2. Formulate a model for the test statistic. 𝑋~B (20, 𝑝)
3. Identify your null and alternative hypotheses. H!: 𝑝= 0.4 H": 𝑝> 0.4
4. Method 1: Assume H! is true and calculate the probability of 11 or more successful treatments 𝑋~B (20,0.4) P(𝑋≥11) = 1 −P(𝑋≤10) = 1 −0.8725 = 0.1275 = 12.75%
The researcher claims that the new drug is better so 𝑝> 0.4
5. Compare probability with significance level.
!
12.75% > 5%so, there is not enough evidence to rejectH
6. Write a conclusion in context. The new drug is no better than the old one.
OR
Method 2:
1. Work out the critical region and see if 11 lies within it. P(𝑋≥13) = 1 −P(𝑋≤12) =0.021 P(𝑋≥12) = 1 −P(𝑋≤11) =0.0565 The critical region is 13 or more. Since 11 is not in the critical region, we accept H!.
2. Write a conclusion in context of the question. There is no evidence that the new drug is better than the old one.
https://bit.ly/pmt-edu
3.
4.
$
Stats/Mech Year 1
Two-tailed Test
A two-tailed test is used to test if the probability is changed in either direction. The critical region is split at either end of distribution. The significance level at each end is halved.
For two-tailed tests,
H": 𝑝≠⋯
Example 4: In Enrico's restaurant, the ratio of non-vegetarian to vegetarian meals is found to be 2 to 1. In Manuel's restaurant in a random sample of 10 people ordering meals, 1 ordered a vegetarian meal. Using a 5% significance level, test whether the proportion of people eating vegetarian meals in Manuel's restaurant is different from Enrico's restaurant.
1. The proportion of people eating vegetarian meals at Enrico's is " # .
2. 𝑋
vegetarian meals.
is the number of people in the sample at Manuel's restaurant who ordered
𝑝
meal.
is the probability that a randomly chosen person at Manuel's orders a vegetarian
H!
: 𝑝=
"
"
#
,H"
: 𝑝≠
H If!
#
𝑋~B (10, is true,
"
# )
Method 1:
P(𝑋≤1) = P(𝑋= 0) + P(𝑋= 1)
"!
=A
2
2 1
3
B + 10 A B A B
= 0.01734. . . + 0.08670. ..
3 3
= 0.104(3s.f.)
0.104 > 0.025 so insufficient evidence to reject H!
Method 2:
Let 𝑐" and 𝑐% be the two critical values. P(𝑋≤𝑐") ≤0.025 and P(𝑋≥𝑐%) ≤0.025
For lower tail:
P(𝑋≤1) = 0.10404. . . > 0.025
P(𝑋≤0) = 0.017341. . . < 0.025
𝑐 So"
= 0
For upper tail:
```
P(𝑋≥6) = 1 −P(𝑋≤5) = 0.07656. . . > 0.025 P(𝑋≥7) = 1 −P(𝑋≤6) = 0.01966. . . < 0.025 So 𝑐% = 7
```
Observed value of 1 is not in critical region so H! is not rejected.
5. Conclusion: There is no evidence that proportion of vegetarian meals at Manuel's restaurant is different to Enrico's.
https://bit.ly/pmt-cc https://bit.ly/pmt-cc.
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<urn:uuid:b6b77cf3-c90e-4215-abd6-4d46bee9b5d7>
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CC-MAIN-2022-21
|
https://pmt.physicsandmathstutor.com/download/Maths/A-level/Statistics/Hypothesis-Testing-1/Cheat-Sheets/Hypothesis%20Testing.pdf
|
2022-05-29T07:59:06+00:00
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CV/Resume builder
Curriculum Vitae (CV) is Latin, loosely meaning "the course of my life". We use this term in Australia – but often use Resume instead.
You will log all of your activities and achievements on your CV/Resume. You add to this throughout life as employers ask for your CV/ Resume when you apply for work experience, volunteering, part time/full time jobs. Your CV/ Resume can become the foundation for a personal statement, sometimes necessary when you apply to university or TAFE.
* Maximum 2 pages
* Clearly organised with dates of achievements
* List most recent first and work back in time
What are your personal details?
Your name as the title
Add your email address
Include your mobile number
Enter your home address
Aim to take up as little space as possible with these details. Writing your mobile number and email address on the same line or writing your home address horizontally, can reduce the number of lines used.
* Make sure your email address is not silly, immature or offensive. If yours is – leave it for your friends and get a new one for employment or applications.
Record your information here:
What is your educational history?
Write the name and town of your secondary school on the left hand side of the page, and the dates you have attended on the right hand side of the page.
Then, use bullet points to explain any qualifications you have gained. You can also use bullet points to outline any other school-related achievements. Positions of responsibility such as school leader, house captain or mentor/peer support leader, SRC representative can be entered later on your CV/Resume, under the experience heading.
You should use bolding and/or capitals to highlight heading such as EDUCATION, or for sub-headings such as school name, town name and dates.
You do not need to enter your Primary School.
Example:
EDUCATION
Geelong Secondary School, Geelong
Sept 2016 - current
B
Record your information here:
What are your main achievements?
Achievements could be a section on their own or could be combined with the interests section (below). When writing some detail about the achievement, keep this brief; give an interesting piece of information or some detail so the employer can understand why it was such an achievement for you.
Again, use bolding for sub-headings to help the details stand out, and use active verbs which relate to skills to show the employer you have the skills they seek. Achievements could be sporting, performing arts, creative (art or music), mooting or public speaking… or anything you feel has been an achievement.
Example:
ACHIEVEMENTS
Second Place Award, Monthly 3D Design Competition, Makers Empire June 2019
* Led a team of four students to develop a digital design of a flexible school shoe, acceptable to school staff, suiting school uniforms and appealing to students
* Identified a key problem at Geelong Secondary School - the issue of student resistance to traditional leather footwear
* Ensured that all members of the team understood and addressed the Design process to incorporate key principles of design in our development (Unity, Balance, Hierarchy, Scale, Emphasis, Similarity and Contrast)
* Collaborated with, motivated and organised the design team to meet the project deadline, delivering an on-line 3D design of the shoe.
Volleyball Captain, Geelong East Club
Sept 2018 - current
* Motivated and led team to win three league titles
Record your information here:
What is your experience?
Experience includes paid and unpaid work and might include:
* Work experience or voluntary work
* Part time or casual jobs
* Voluntary experiences, including Duke of Edinburgh
* Positions of responsibility, such as school leader, peer support leader, sports captain, class captain, SRC representative. Set it out neatly, including:
* Bolding for headings and sub-headings
‒ Sub-headings should include job title, employer name, location and dates
* Bullet points to demonstrate skills, roles and responsibilities and outcomes (where possible)
* Skills written as active verbs, which directly relate to the skills required by the employer for the job you are applying for (use your examples from the question above)
Example:
EXPERIENCE
Customer Assistant, K-Mart Photography Counter, Geelong Jan 2020 current
* Communicated with customers, helping them with their photography related queries, serving up to 80 customers per day
* Managed monetary payments and took responsibility for closing the photography counter at the end of the day
Peer Support Leader, Geelong Secondary School Feb 2020 - current
* Built relationship with Year 7 students to help them settle into school, which resulted in receiving a thank you card from them at the end of the school year
* Organized weekly lunch meetings with the students to discuss and address any issues they faced.
* Assisted with the running of a Year Peer Support Round Robin sports competition for Year 7 groups
Babysitter, Suburb/Town Name March 2018 – December 2019
* Cared for two children under seven, and ensured they went to bed at time agreed with their parents
* Negotiated rate of pay with employer and discussed responsibilities in their absence
Record your information here:
What skills does the employer want from you?
In their job descriptions or on their website, employers will mention skills they would like their employees to have, either generally or for a specific job. Always read the job description or website and list any skills they seek from you, as an applicant. Skills might include (written as active verbs):
* Communicated, Liaised, Explained, Taught, Wrote
* Problem solved, Initiated, Instigated, Adapted
* Managed, Led, Organised, Prioritised, Negotiated, Influenced
* Designed, Created, Planned
* Worked as part of a team, Collaborated
* Analysed, Evaluated, Interpreted
You will have used these skills at some point, and should think about specific tasks, problems or events that you have faced which used these skills; these come from paid and unpaid work, work experience or shadowing, volunteering, DofE, positions of responsibility at school. Then use these as examples on your CV/Resume - usually in the EXPERIENCE and ACHIEVEMENTS sections.
If there is no job description or their website does not mention what skills they seek in their employees, you could search online for a similar job description, or use your initiative about skills the employers would want from you.
List the skills your employer seeks, below, and an example of where you have used that skill (be specific with your example!):
Skill required:
My example:
Skill required:
My example:
Skill required:
My example:
What are your interests?
The last area of a CV, interests, can give the employer a flavour of who you are outside of work and education. Keep this section brief.
Example:
INTERESTS
* Enjoy taking photographs of wildlife, and posting these on Instagram
* Enthusiastic about imagining and designing new and innovative products to address needs of the environment
* Like to travel around Australia and neighbouring countries to learn about people's lifestyle and the challenges they face.
Who will you ask for a reference?
When you are offered a job, employers will ask for a reference from a previous employer, family friend or teacher/academic. It is not essential to list these referees on your CV, unless the job asks you to. However, do get these details for your own records so you can give them to your employer if you are asked for them during the recruitment process. Record the details below.
On your CV, you can simply write:
REFERENCES AVAILABLE ON REQUEST
Academic referee:
Job title:
Email address:
Referee outside of school:
Job title/how you know them:
Email address:
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<urn:uuid:10205f4d-887f-4f78-840f-0d3338e0bfd0>
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CC-MAIN-2022-21
|
https://www.careeranalysts.com.au/_files/ugd/e48992_7dd313ff5e9a47fba481a885ef1cee36.pdf
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2022-05-29T08:25:29+00:00
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Shortly about our area
"Grene Sogn" is as a parish very old. Normally it is said that the division of Denmark into parish goes at least 800 years back.
The Old Church
The first known church in the Grene parish was probably build around year 1200, but we do not have documentation about the origin. It was located just before the stream you pass when you drive to Hejnsvig. (Adress Annexvej 1B Billund). You can still find the old graveyard there. The old church was broken down in 1891 and a new church build where you find it today (Grene Kirke). In this church you can still find things from the old church as the baptismal font and the pulpit.
Grene sogn was through centuries a very poor region with only few people living here. The people were living in small, scattered clusters of farms with typically only 2-4 farms in each cluster. Some are today known as Plougslund, Elkjær, Grene and Almstok.
Billund was also one of those. As late as 1880 Billund consisted of only 8 farms and an inn. The development took place end of the century and escalated after 1914 where we got railway connection to Vejle and later again when LEGO was established.
But you can learn a lot more about this if you visit the archive in the Billund Center or The Old School (Den Gamle Skole).
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<urn:uuid:5c7536f9-022d-499d-9b92-469b4cd9b849>
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CC-MAIN-2022-21
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https://grenelokalarkiv.dk/wp-content/uploads/2021/03/Shortly-about-our-area.pdf
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2022-05-29T08:00:59+00:00
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CLEAN CITIES, BLUE OCEAN
Request for Applications
Develop an evidence-based Education and Communication Strategy(ies) in Pisco, Paita and Mancora, Peru
Opportunity Number:
CCBO-RFA-Peru-002
Issuance Date:
January 5, 2022
Applicant Conference
January 11, 2022 at 11 am Peru Standard Time
RSVP for Applicant Conference: Registration Link
Deadline for Questions
January 14, 2022
Deadlines for Applications:
February 7, 2022 at 5pm PET
1
Submission and Questions:
Ruth Ibarcena, Peru Grant Specialist
[email protected]
Note: All questions and other consultations regarding this RFA should ONLY be sent to the email listed above to preserve transparency. If you feel that your email was not received, you may send an email to [email protected]. Please do not reach out to any other CCBO staff during the period this RFA is open to solicit input.
In August 2019, Tetra Tech was awarded the Clean Cities, Blue Ocean (CCBO) Program, a five-year contract from the U.S. Agency for International Development's (USAID) Bureau of Economic Growth, Education, and Environment's Office of Land and Urban. Pursuant to the authority contained in the U.S. Foreign Assistance Act of 1961, as amended, Tetra Tech is authorized to issue Grants under Contract to help meet its project objectives. Funding for this activity is provided under USAID Contract no. AID-OAAI-14-00059 / 7200AA19F00016.
CCBO is responding to the global crisis of ocean plastic pollution by targeting pollution directly at the source in cities and towns, specifically in rapidly urbanizing areas throughout low- and middle-income countries. CCBO is working to strengthen the capacity of cities and towns to improve waste management practices through innovative and evidence-based reuse and recycling strategies and to establish enhanced local and regional markets for recycled plastic. CCBO seeks to:
1. Strengthen local and regional markets for recycled plastics and improve effective and locally appropriate solid waste management (SWM) infrastructure
2. Support behavioral changes and the development, implementation, and enforcement of improved policies and regulations around SWM and reduce, reuse and recycle (3R) practices
1 USAID and CCBO are continuously monitoring the evolving situation of the COVID-19 outbreak and understand this may cause disruptions to business operations for organizations and companies. CCBO is committed to continuing advancing its critical program objectives during this period, but dates are subject to change during this time of uncertainty. CCBO asks interested applicants to alert CCBO immediately if business operations are halted to the point that an application cannot be developed and request an extension.
3. Increase capacity and effective governance of SWM and recycling systems, particularly at the local level; and
4. Build Public-Private Partnerships (PPP's) and enhanced multi-stakeholder alliances that strengthen program collaboration, impact, and sustainability.
As a cross-cutting objective, CCBO also works to support and enhance the livelihoods of those working in the waste and recycling sectors, particularly women, as well as advance gender equality within the sector and opportunities for women's economic empowerment. CCBO seeks to leverage funding, develop publicprivate partnerships, and build the sustainable capacity of local partners through the grants program.
As part of the CCBO program, Tetra Tech is implementing a $10 million Grants under Contract (GUC) program that leverages local and international organizations to support CCBOs focus areas in seven countries. CCBO has begun working in the Peruvian departments of Piura and Ica, specifically in the cities of Pisco, Paita and Mancora. In Peru specifically, CCBO will issue approximately $1.5M in grants that will test, scale, and share innovative and proven 3R/SWM solutions that are stakeholder-led and appropriately tailored to the local context. Grants will also seek to understand factors involved in local social and behavior change and apply this understanding to support change in 3R/SWM programs and policies, strengthen local and regional markets, engage underrepresented and vulnerable groups, and create jobs and economic development opportunities. CCBO anticipates grants contributing to a national and global learning agenda to advance and scale solutions and make recommendations for future investments.
Under this solicitation, CCBO seeks to design and implement an education and communication strategy to advance proper management of solid waste in Pisco, Paita, and Mancora. CCBO will fund one (1) applicant to develop strategic activities that strengthen capacities of key actors for the implementation and institutionalization of the education and communication strategy. Additional information can be found in Section 1: Terms of Reference.
Interested applicants are invited to the Applicant Workshop to be held on January 11, 2022 at 11am Peru Standard Time. Through this workshop, CCBO-Peru will provide an overview of the Terms of Reference of this solicitation (Section 1), as well as an overview of all application requirements and tips on writing the proposal, developing a budget, and completing all required attachments in alignment with the RFA. Attendees will be able to ask questions about the technical scope and application requirements. All presentation materials and recordings of the workshop will be posted on CCBO's Grants Page following the event. In addition, interested applicants can submit questions by January 14, 2022 which will be compiled in a document and posted on CCBOs Grants Page after the deadline for questions.
CCBO and USAID reserve the right to fund any or none of the applications submitted. Additionally, any award pursuant to this funding opportunity is contingent upon the availability of funds. Please read the RFA in its entirety before submitting an application. This solicitation consists of a cover letter and the following five (5) sections:
Section 1: Terms of Reference
Section 2: Award and Administration Information
Section 3: Eligibility Information
Section 4: Evaluation Criteria
Section 5: Application Instructions and Template
Application Attachments: Attachment A: Budget
Attachment B: Budget Notes
Attachment C: Staffing Plan
Attachment D: Reference list
Attachment E: Certifications
Section 6: Additional Attachments:
Attachment F: Media Embargo
Attachment G: CCBO Indicators
Attachment H: CCBO's Approach to Women's Economic Empowerment
Attachment I: Guide to Information, education and communication (IEC) and Social and behavior change (SBC)
Attachment J: DUNS Registration Guide
SECTION 1: TERMS OF REFERENCE
I. Background
Peru generates more than 20,000 tons of municipal solid waste each day, totaling approximately 7.5 million tons each year. Of this, only 1% is recycled, 49% is disposed of in sanitary landfills, and the remaining 50% is disposed of inadequately through unauthorized landfills which have no cover or regulations. Peru's high volume of waste generation combined with low levels of recycling and inadequate waste disposal, collection, and storage practices have led to urban, coastal, and in-land desert landscapes that are inundated with waste. The impacts of poor waste management, including treatment of plastics, continue to rapidly emerge, with citizens' health impacted by pollution-related issues; a tourism sector threatened by plasticlogged coastlines; and biodiversity—including whales, sea birds, and other marine life—facing serious impacts from the waste leaking into Peru's waters.
Peru began to tackle this mounting problem in 2000 with the passage of the General Law of Solid Waste and then the Integrated Solid Waste Management Law. Likewise, standards have also been approved that regulate single-use plastic and disposable containers. The biggest advancement, however, has been the creation of MINAM in 2008, which has made SWM a national priority and has deployed robust programming in education campaigns, household guides and mobile apps, engagement with informal recyclers to provide certifications and more formalized memberships, carrying out national research, strengthened local government capacity to adopt and enforce national laws, and has attracted private investment in SWM infrastructure. Peru's 2016-2024 National Solid Waste Management Plan outlines the Ministry's objectives to promote comprehensive and sustainable solid waste management systems, expand 3Rs through systems and social inclusion, and strengthen the shared responsibility and actions of businesses and citizens.
Under the General Environmental Law of 2005, there is a requirement to integrate environmental education program into formal and non-formal educational programs at different levels. As a result, Peru developed a national policy on environmental education. Under this overarching legal framework for environmental education, the Ministry of Environment (Ministerio del Ambiente - MINAM) and the Ministry of Education (Ministerio de Educacion – MINEDU) have jointly created environmental education policies, plans and programs that influence municipal solid waste education. These include the 'Plan for Environmental Education' (Plan de Educación Ambiental – PLANEA) and the 'Municipal Program of Education, Culture and Environmental Citizenship' (Programa Municipal de Educación, Cultura y Ciudadanía Ambiental EDUCCA). PLANEA (2017-2022) serves as a planning instrument to strengthen the country's environmental culture, improve environmental knowledge and individual's rights and duties, and shift behaviors toward greater environmental stewardship and adoption of sound environmental practices, thus promoting the participation of the population to adequately and effectively access information and environmental justice. EDUCCA incorporates solid waste management in educational curriculum and in participatory public space design to engage the broader community and serve as a tool for the local implementation of PLANEA. In addition, under the National Environmental Management System framework, the provincial and district municipalities have specific powers and functions to promote environmental education and research in their areas and encourage citizen participation and a culture of prevention at all levels, as well as strengthen their capacities and articulating their actions with the various public and private actors.
The three cities where CCBO Peru will work, are implementing EDUCCA Programs to develop and deliver environmental education and information that contribute to changes in behavior. The following table presents the regulations and date with which the municipal programs were approved.
Table 1. CCBO Peru Engagement Site Education Programs
| CITY | PROGRAM | MEANS OF APPROVAL | APPROVAL DATE |
|---|---|---|---|
| Mancora | Municipal Program of Education, Culture and Environmental Citizenship EDUCCA | Municipal Ordinance 02-2018- MDM/C | 26/04/2018 |
| Paita | Municipal Program of Education, Culture and Environmental Citizenship EDUCCA 2021 | Resolution of the Mayor's Office N° 349-2021-MPP/A | 13/05/2021 |
In addition, in July 2021, MINAM approved the "Peru Limpio" education and communication strategy on responsible consumption, recovery and integrated management of solid waste. The strategy serves as an instrument to promote and strengthen citizens participation in environmental practices for responsible consumption, as well as minimization in the generation of solid waste, segregation, and valorization of solid waste.
The national and local government, have made significant efforts to set rules, establish a regulatory framework for appropriate SWM, and educate citizens. NGOs, businesses and individual citizens are also playing a key role in promoting environmental stewardship and principles of circular economies. While environmental education in Peru is a clear priority, there remain many issues including dumping of waste in public roads and the marine environment, minimal source separation, delinquent payment for waste management services, and low credibility for municipal waste workers. These gaps suggest that there is a need to design and implement an education and communication strategy based on formative research.
Social and Behavior Change (SBC) Formative Research
The traditional approach to education regarding waste management has generally been a campaign approach that may achieve short-term results but has limited long-term efficacy, combined with top-down, one size fits all education, and community engagement. CCBO will seek to implement more participatory social and behavior change (SBC) programs that utilize newer SBC approaches—leading to sustained behavioral change (e.g., communities practicing 3Rs, informal sector waste workers wearing protective gear, stigma reduction for waste workers, etc.) and aiming for creation of a culture with general recognition of and aversion to the environmental harm caused by plastics and other wastes entering rivers and oceans, coupled with widespread 3R actions. In this respect, CCBO Peru is carrying out formative research (which will be done prior to this grant commencing) with the following objectives:
- Identify target audience perception regarding waste, cleaning, recycling, among others key issues related with solid waste management.
- Identifying the internal and external determinants that condition inappropriate habits, attitudes, and behaviors regarding municipal and marine solid waste management by the target audience.
- Identifying the factors or drivers that would motivate the target audience to adopt adequate attitudes and behaviors with respect to municipal and marine solid waste, actively participate in the waste
minimization, segregation at source, as well as being responsible to maintain their neighborhoods and city clean. All of this for the timely payment of public cleaning taxes.
- Determining key elements to design and implement an educational and communication strategy, considering mechanisms and communication channels, key messages, frequency of diffusion, suitable communication instruments to be used, among others, according to each type of target audience.
The target audience will include:
* Population of Mancora (Piura) and Pisco (Ica), disaggregated by gender and socio-economic status or level.
* Artisanal fishers.
* Owners of local markets.
* Students.
* Youth.
* Municipal authorities and employees.
* Private sector companies (the largest generators).
CCBO Peru intends to build an education and communication strategy based on the results of the abovementioned formative research. This strategy will include behavior change lines of action for contributing to the improvement of solid waste management in Paita, Mancora, and Pisco, while being aligned with the Government of Peru's environmental education plan, particularly EDUCCA and Peru Limpio.
2. Grant to develop and deliver an evidence-based education and communication strategy(ies) in Mancora, Paita, and Pisco
CCBO seeks to issue one grant to a qualified organization (see eligibility information in Section 3) to work in partnership with CCBO technical experts and the consulting group who will have carried out the formative research, to develop an education and communication strategy(ies) for the cities of Mancora, Paita and Pisco. The formative research which will conclude before this grant begins, will identify key elements that the successful grantee will use to design, implement, and institutionalize an education and communication strategy(ies). In addition, the strategy(ies) will be developed in consideration of structural or systemic gaps (e.g. citizens will not be asked to carry out household segregation of materials if their home is not serviced by municipal collection that keeps plastic material separated throughout the whole waste stream). It is imperative that CCBO and the successful grantee work collaboratively with relevant public institutions and other leading environmental NGOs to leverage what is working and build solutions to what is not working in behavior change related to 3Rs/SWM at various points throughout the waste value chain (reducing plastic consumption, increasing recycling through source separation, improving waste worker safety by utilizing protective gear and best practices in waste management, etc.). The selected grant is also required to identify potential work opportunities with international cooperation institutions that have been developing programs or projects on issues relevant to this call. The successful applicant will also work with CCBO to develop a training program to institutionalize the strategy within the municipalities.
The strategy must involve the inhabitants of each of the cities and reflect the unique needs and willingness of the diverse segments of the communities (age, gender, income, level of education, race, sector, etc.).
3. Illustrative Activities
The strategy(ies) will focus on sustainable 3R/SWM practices related to municipal waste and inorganic waste from artisanal fishing (reduction, reuse, and recycling of solid waste as well as proper disposal) that is based on formative research that will be finalized before the grant ends. Illustrative activities include the following. CCBO will work with the successful applicant to define grant activities, based on the results of the conductive research which will be ending as the grant is being negotiated and finalized.
* Analysis of formative research, and regulatory instruments approved by the Ministry of the Environment.
* Preparation of the education and communication strategy(ies) by target group, defining messages, communication channels, and identifying educational and informative resources to be used (videos, audios, materials for social media, etc.).
* Validation of the strategy and educational and informative resources with the target audiences.
* Development of a Tool - kit with educational and informative resources (videos, audios, materials for social media, etc.) for the municipal governments and other key actors to implement the strategy.
* Prepare a document that will serve to include the activities of the strategy in the work plan of the EDUCCA Program of each municipality.
* Train the team of municipalities and key actors for the implementation of the strategy in each city.
SECTION 2: AWARD AND ADMINISTRATION INFORMATION
Estimated Value of Grant and Period of Performance
CCBO anticipates awarding one (1) grant that is not expected to exceed $100,0000. Grant budgets must fully align with the proposed activities, and in certain instances the final budget will be less than $100,000.
It is anticipated that the grant implementation will begin on or around March 2022 and the overall period of performance will be for approximately 6 months.
Application Process
Interested and eligible applicants (see Section 3) must submit their application by February 7, 2022, using the application format and attachments provided (Attachments A-H). After the closing date, CCBO will conduct a review of the applications based on the criteria provided in Section 4. CCBO may request clarifications from applicants or ask applicants to provide a short presentation to make a final determination. The top scoring applicant will be asked to 'proceed in cycle' to begin negotiating the grant budget and technical Project Description with CCBO. CCBO will also carry out the due-diligence requirements listed below. Unsuccessful applicants will be notified in writing.
Certifications
Applicants must submit a signed copy of the following certifications (provided in Attachment H):
1. Certification Regarding Lobbying.
2. Certification Regarding Terrorist Financing.
3. Certification of Recipient.
DUNS Registration
The successful applicant will be asked to provide a Data Universal Numbering System (DUNS) number. While registration for a DUNS number is not required with submission of an application, guidance on registering for a DUNS number can be found in Attachment N.
Pre-Award Requirements
Notification of a successful application is not a notification that the applicant will receive an award. CCBO will conduct a thorough cost analysis of the proposed budget to ensure all costs are reasonable, allowable, and allocable in accordance with USAID's cost principles. In addition, CCBO will conduct a pre-award risk assessment to determine the capacity of the recipient organization to comply with USAID requirements and cost accounting procedures.
The successful applicant will work directly with CCBO on finalizing the technical Project Description to incorporate CCBO-specific requirements, including but not limited to best practices, gender considerations, linkages to CCBO's performance indicators, and establishment of key deliverables.
Award Administration
CCBO will select one of the following grant types depending on the individual application's size, duration, and complexity of proposed activities, as well as the organization's capacity to manage USAID funds:
Fixed Amount Award (FAA): The grantee and CCBO will establish a set of pre-identified milestones with a fixed payment tied to the successful completion of the milestone. Activities and outcomes must be priced with a reasonable degree of certainty for this type of grant (e.g., conferences, studies, surveys, workshops, etc.).
Simplified Grant (SiG): Activities are usually simple in nature and funds are reimbursed based on actual costs incurred.
Standard Grant (SG): Activities may be more complex in nature and funds are typically advanced in 30-day installments based on anticipated projections and reconciled on a monthly basis.
Grants will be administered in accordance with applicable regulations as follows:
* For non-U.S. organizations: 2 CFR 200 Subpart E, and ADS 303mat, Standard Provisions for Fixed Amount Awards to Nongovernmental Organizations (for FAA) or ADS 303mab, Standard Provisions for Non-US Nongovernmental Organizations (for SG).
Environmental and Climate Risk Compliance
All grants issued will be subject to the USAID requirements for environmental soundness and compliance as required by 22 CFR 216. An Environmental Review Form (see Attachment K) will be completed by CCBO with input from the successful applicant to determine if activities may have an adverse environmental impact and if proposed mitigation and monitoring measures will sufficiently mitigate the impact. The organization selected for an award will be asked to address any potential impacts and the mitigation, monitoring, and relevant safety measures that will be put in place, if applicable and in coordination with CCBO.
Additionally, in accordance with ADS 303 and ADS 201mal, CCBO will screen all activities to incorporate into the grant any climate risk management measures as necessary. Climate risk management ensures USAID safeguards development gains and uses development dollars wisely so that today's investments provide value for many years to come.
Branding Strategy and Marking Plan
The organization selected for award will be required to comply with the Marking and Public Communications under USAID-Funded Assistance provision which requires all programs, activities, public communications, and commodities that USAID partially or fully funds under an award or sub-award to be
appropriately marked with the USAID identity.
A Branding Strategy and Marking Plan (BSMP) is not required upon submission of a Full Application. CCBO will provide a BSMP template and work with the successful applicant proposed for award to determine if additional considerations need to be incorporated into each specific award.
Applicants can find additional information in ADS 303mab, Standard Provisions for Non-U.S. Nongovernmental Organizations, ADS 303maa, Standard Provisions for U.S. Nongovernmental Organizations, or ADS 303mat, Standard Provisions for Fixed Amount Awards to Nongovernmental Organizations, as applicable; and ADS 320, Branding and Marking.
Reporting Requirements
As a condition of award, the grant recipient will be required to submit brief monthly progress reports including information on key performance indicators. Depending on the grant type, the award will outline financial, technical, and deliverable reporting requirements which will be discussed with the recipient prior to grant signing. In addition, grantees must comply with the following USAID provisions:
Development Experience Clearinghouse (DEC): Grant recipients will be required to comply with DEC submittal requirements with guidance and assistance provided by CCBO. For additional information please refer to the applicable Mandatory Standard Provision entitled Submission to the Development Experience Clearinghouse and Data Rights.
Development Data Library (DDL): Grant recipients will be required to comply with DDL submittal requirements with guidance and assistance provided by CCBO. For additional information please refer to the applicable Mandatory Standard Provision entitled Submission of Datasets to the Development Data Library.
SECTION 3: ELIGIBILITY INFORMATION
Eligible Entities
Eligible applicants include:
* Non-Profit International technical cooperation institutions and entities,
* Civil society organizations (CSOs),
* Non-US NGOs,
* US NGOs;
* Private foundations and universities,
* Private enterprises or firms (profit is not allowed under CCBO grants), and
* Business associations
In addition, CCBO will assess potential grantees using a pre-award survey as outlined in Section 4.2 to ensure the applicant maintains the necessary capabilities to execute the grant activity.
Eligible applicants must demonstrate the following:
* Be legally registered to operate in Peru;
* Be in good standing with all civil and fiscal authorities in Peru;
* Sign applicable assurances and certifications; and
* Have a DUNS number or be willing to register for a DUNS number.
Ineligible Entities
The following entities are not eligible for CCBO grant funding:
* Local, regional or national government entities (including public universities);
* Private Voluntary Organizations (PVO) that have not registered as such with USAID;
* Political parties and their subsidiaries or affiliates;
* Organizations that have a negative determination on the SAM, UN 1267 or OFAC Blocked Persons Lists;
* Organizations that promote or engage in illegal activities or anti-democratic activities;
* Faith-based organizations that are not in compliance with ADS 303.3.6.4.m, which is in accordance with Executive Order 13279, Equal Protection for the Laws of Faith-based Community Organizations;
* Entities affiliated with Tetra Tech, its officers, directors, or employees, or its subcontractors and their officers, directors, or employees; and
* Public International Organizations (PIO).
Ineligible Activities
CCBO will NOT fund the following types of activities:
* Construction 2 and improvements, renovation, alteration and refurbishments 3 as defined in ADS 303maw;
* Activities that duplicate the activities of other United States government (USG)-supported program or programs conducted by other organizations in CCBO target regions;
* Activities that are inconsistent with international standards of human rights or with democratic goals of racial and ethnic tolerance and harmony;
* Ceremonies, parties, celebrations, or "representation" expenses except for those that are specified in the grant (for example, opening ceremonies) to promote the visibility of USAID in the eyes of the communities USAID is trying to serve;
* Involuntary sterilization programs;
* Abortion-related activities and biomedical research relating to abortion; and
* Activities outside the contract scope and/or not approved by USAID.
Funding Restrictions
Please review the following considerations when generating a concept paper and budget.
* Equipment and materials are allowed under this award. A list of restricted and ineligible commodities can be found at ADS 312;
* In accordance with the Mandatory Standard Provisions regarding USAID Eligibility Rules for Procurement of Commodities and Services, when the total value of procurement for commodities and services during the life of the award is valued at $250,000 or less, the authorized geographic code is 935, which allows for the purchase of goods and services from any area or country including the cooperating country, but excluding any country that is a prohibited source; 4
2 Construction, alteration, or repair (including dredging and excavation) of buildings, structures, or other real property and includes, without limitation, improvements, renovation, alteration and refurbishment. The term includes, without limitation, roads, power plants, buildings, bridges, water treatment facilities, and vertical structures.
3 Any betterment or change to an existing property to allow its continued or more efficient use within its designed purpose (renovation), or for the use of a different purpose or function (alteration). Improvements also include improvements to or upgrading of primary mechanical, electrical, or other building systems. Does not include non-structural, cosmetic work, replacement of plumbing or conduits that does not affect structural elements, and non-load bearing walls or fixtures (e.g., shelves, signs, lighting, etc.)
4 ADS 310mac currently does not have any specific countries listed as prohibited. Because the Office of Foreign Assets Controls (OFAC) regulations are complex and constantly evolving, Tetra Tech maintains an internal list of 'prohibited sources' including:
* Pre-award costs are not allowable (costs incurred prior to award or in the preparation of the Full Application); and
* Profit is not allowable.
Conflict of Interest Pre-Award Term (August 2018)
a. Personal Conflict of Interest
1. An actual or appearance of a conflict of interest exists when an applicant organization or an employee of the organization has a relationship with a USAID or CCBO official involved in the competitive award decision-making process that could affect the USAID/CCBO official's impartiality. The term "conflict of interest" includes situations in which financial or other personal considerations may compromise, or have the appearance of compromising, the obligations and duties of a USAID/CCBO employee or recipient employee.
2. The applicant must provide conflict of interest disclosures when it submits a concept note. Should the applicant discover a previously undisclosed conflict of interest after submitting the application, the applicant must disclose the conflict of interest to the CCBO Grants Manager or Chief of Party no later than ten (10) calendar days following discovery.
b. Organizational Conflict of Interest
The applicant must notify CCBO of any actual or potential conflict of interest that they are aware of that may provide the applicant with an unfair competitive advantage in competing for this financial assistance award. Examples of an unfair competitive advantage include but are not limited to situations in which an applicant or the applicant's employee gained access to non-public information regarding a federal assistance funding opportunity, or an applicant or applicant's employee was substantially involved in the preparation of a federal assistance funding opportunity. USAID/CCBO will promptly take appropriate action upon receiving any such notification from the applicant.
SECTION 4: APPLICATION EVALUATION CRITERIA
The CCBO Review and Evaluation Committee (REC) will formally evaluate applications in writing based on the 100-point evaluation criteria that follows. Only the top scoring applicant(s) will be asked to proceed. Applicants will be evaluated on responding to the following areas as required by the application template.
1. Previous Experience: 50 points
Does the applicant (and any proposed partners/consultants) have the necessary experience in:
a) Analyzing research to inform program development
b) Education and communication research and/or program implementation
c) Development and delivery of program training
d) Development of programs and projects with government institutions
e) Grant management (managing reporting and compliance requirements).
f) Knowledge of or previous work experience in Paita, Mancora and/or Pisco
2. Program Management: 40 points
Does the applicant adequately address their organizations strategy for:
a) Analyzing the research and developing an education and communication strategy(ies)
b) Collaboration and communication with various stakeholders to vet and finalize the strategy(ies)
c) Developing educational and informational materials intended to reach different audiences or target groups
d) Developing trainings and strategy documents to institutionalize the education and communication
strategy(ies)
e) Receiving feedback on the strategy(ies) and refining them during the period of the grant
f) Managing the grant (staff, resources, systems).
3. Cost Effectiveness: 10 points
* Does the applicant minimize unnecessary costs?
* Are costs reasonable and directly related to the grant given the scope of the project?
SECTION 5: APPLICATION INSTRUCTIONS AND TEMPLATE
To apply for this solicitation, CCBO is primarily focused on selecting an applicant who has the necessary experience and management capabilities. Since formative research will be carried out while this grant is being solicited, reviewed and negotiated, Applicants are not asked to develop a proposal with activities and results. Once CCBO has selected a successful applicant based on the scoring criteria, the CCBO team will work with the winner to collaboratively develop the results, activities, timeline, and budget based on results of the research.
Instructions
Please submit your Full Application consisting of the following (using the templates provided below):
* Cover page
* Table of Contents
* Organization Profile (including Previous Experience and Program Management)
* Attachments
o Attachment A: Budget
o Attachment B: Budget Notes
o Attachment C: Staffing Plan
o Attachment D: Reference list
o Attachment E: Certifications
The suggested page lengths per section of the Project Description are indicated in the outline, however, the whole application may not exceed 10 single-spaced typed pages (not including the cover page, table of contents, or attachments). Please use Times New Roman 11-point font, single-spaced with one-inch margins. Applications may be submitted in English or Spanish. Failure to submit an application in the following format may result in a disqualification of the application.
CLEAN CITIES, BLUE OCEAN
CCBO-RFA-Peru-002
Name of Organization:
Date:
Name of Primary Contact:
E-mail:
Address:
Phone:
DUNS Number: (if applicable)
Activity Title:
Proposed Budget:
Duration of Proposed Activity:
“We, the undersigned, hereby submit this Grant application to CCBO for review and consideration. We have materially participated in its preparation. To the best of our knowledge, all information provided is current, complete, and accurate and based on the need to efficiently and effectively meet the needs of the target population. Additionally, I certify that myself nor any employee of the organization who assisted in the preparation of this Application have or are aware of any real or potential conflict of interest with a USAID or CCBO official involved in this RFA.”
Signature:
Date:
Organization Profile – Format
1. Previous Experience (5 pages): Describe your organizations (and any proposed partners/consultants) experience in:
a) Analyzing research to inform program development
b) Education and communication research and/or program implementation
c) Development and delivery of program training
d) Development of programs or projects with government institutions
e) Grant management (managing reporting and compliance requirements).
f) Knowledge of or previous work experience in Paita, Mancora and/or Pisco
2. Program Management (5 pages): If provided a grant, describe your organization's strategy for:
a) Analyzing the research and developing an education and communication strategy(ies)
b) Collaborating and communicating with various stakeholders to vet and finalize the strategy(ies)
c) Developing educational and informational materials intended to reach different audiences or target groups
d) Developing trainings and strategy documents to institutionalize the education and communication strategy(ies)
e) Receiving feedback on the strategy(ies) and refining them during the period of the grant
f) Managing the grant (staff, resources, systems).
ATTACHMENT A: BUDGET TEMPLATE
(Please use the MS Excel version)
Since the budget is not associated with results and activities at this stage, it is intended to provide CCBO with basic information about your organizations staffing costs and estimates for carrying out illustrative activities. The budget template, provides suggestions for staffing, materials, supplies and activity costs but your organization is welcome to submit a budget that reflects your understanding of the needs of the project. If selected as the winner, CCBO will work with your organization to develop the results, activities, timeline and budget to ensure sufficient resources are allocated for this grant.
ATTACHMENT B: BUDGET NOTES
Please read the guidance below and provide budget notes following this same format.
Personnel/labor: List each position by title and name of employee, if available. Show the annual salary rate and the percentage of time to be devoted to the project. Compensation paid for employees engaged in grant activities must be consistent with that paid for similar work within the applicant organization in accordance with the organization's personnel policies. Overtime costs will not be approved. All personnel listed in the budget should be included in Attachment C: Staffing Plan. Suggested positions are included in the budget to demonstrate anticipated needed positions.
Fringe Benefits: If a fringe benefit rate has not been approved, the application should propose a rate and explain how the rate was determined. The narrative should include a detailed breakdown comprised of all items of fringe benefits (e.g., unemployment insurance, social insurance, health and life insurance, retirement, etc.) and the costs of each, expressed in local currency and as a percentage of salaries. If the organization has a fringe benefit rate that has been approved by an agency of the U.S. Government, such rate should be used, and evidence of its approval should be provided.
Consultants: List consultants who will be hired for the grant, their daily rate and the number of days they will provide consulting services. All consultants listed in the budget should be included in Attachment E: Staffing Plan. Suggested positions are included in the budget to demonstrate anticipated needed support (through consultants or staff).
Travel and Transportation: Include all costs related to international and local travel in the budget and provide additional information on the purpose of travel. Per diem should be based on the applicant's normal travel policies for domestic travel which will be reviewed during the pre-award process. (Applicants may however choose to refer to the US State Department Federal Standardized Travel Regulations for cost estimates for international travels). This category should be used for staff to travel to Mancora, Paita, and Pisco on an as needed basis, taking into consideration COVID-19 restrictions.
Materials and supplies: List items by type (office supplies, postage, training materials, copy paper, and expendable equipment items costing less than $5,000, such as books, laptops and handheld tape recorders) and show the basis for computation. Generally, supplies include any materials that are expendable or consumed during the course of the project. Suggested material and supply costs are included to demonstrate anticipated needs.
Other Direct Cost: This category is divided into three: Activity Costs, Project Specific Costs, and Operational/Administrative costs.
Activity Costs – Identify the costs or items associated with the implementation of the project. that are not included in any of the categories above. Depending on the type of activities, sample costs include but not limited to catering fees, workshop materials, venue rental etc. Suggested activity costs are included to demonstrate anticipated needs.
Other Project Specific Costs – for any additional activity or project costs not captured elsewhere in the budget. Provide a narrative description of the items and justification for their need.
Operational/Administrative Costs (only for organizations not applying an indirect rate) – If the applicant does not have an approved Negotiated Indirect Cost Rate Agreement (NICRA) and will not apply the 10% fixed indirect rate (see explanation below), shared costs for running and maintaining the office and general operations of the organization may be included as 'other direct costs'. Shared operational and administrative costs may include things like office rent, utilities, communications, insurance, security, annual external audit, etc. These are usually shared/allocated across projects, each paying its "fair share."
If you will have operational/administrative costs directly related to the CCBO project, please list your assumptions and estimates for those costs and a description of how the percentage allocated to CCBO was derived (this will be reviewed during the pre-award process). For example, if you are implementing three projects of equal size you may decide to charge 1/3rd of the monthly office rental cost to each project.
Indirect Costs: Indirect costs are allowed if the applicant 1) has a federally approved indirect cost rate (NICRA), or 2) has never received a NICRA and will apply the 10% fixed indirect rate to specific cost categories described below. CCBO must approve all indirect cost rates which must comply with 2 CFR 200.414(f).
1) A NICRA must be applied in accordance with the NICRA agreement and a copy will be requested during the pre-award process
2) The 10% fixed indirect rate is allowed by USAID when the applicant is not billing shared operational/administrative costs as direct costs (rent, utilities, etc.). The fixed indirect rate may be applied to all cost categories in the budget except equipment, capital expenditures, charges for patient care, rental costs, tuition remission, scholarships and fellowships, participant support costs and the portion of each subaward in excess of $25,000. CCBO will help the applicant correctly apply the 10% fixed rate during the pre-award process.
Example Budget notes:
Personnel
Project Leader, Darwin Diaz: One Project Leader is budgeted part-time (25% on Year 1 and 15% on Year 2) for 18 months. The Project Leader will lead the overall project development and activity implementation, ensuring compliance to the grant commitments and reporting to CCBO on progress and status of activities.
Project Coordinator, vacant: One Project Coordinator is budgeted part-time (30%) for 12 months to support the Project Manager in implementing key activities such as Waste Analysis and Characterization Study (WACS) and development of Waste Management Plan (WMP) and help with project reporting.
Fringe Benefits
Employee 13 and 14 Bonus: As indicated in the HR Manual "an employee is entitled to receive 1/6 of his/her monthly salary for each full month worked (from Jan to June, to be paid in Jul and from Jul to Dec
to be paid in Dec).
Severance Pay: As indicated in the HR Manual, employees are entitled to a severance pay. The severance pay is equal to one-month salary for one year of employment. It will be paid twice a year (May and Nov).
Essalud contribution: Employer will paid 9% of salary.
Consultants
Waste Management Consultant, vacant: The Waste Management Consultant will lead the development of WACS design and its protocols; conduct WACS and analyze data; and provide technical advice on WMP. The consultant will be paid at a daily rate of PEN 400 for a duration of 7 days with a total payment of PEM 2,800.
Monitoring/Communications and Media Specialist, Dorelyn Jose: The Monitoring/Communications and Media Specialist will be responsible in project monitoring, developing communications and training strategies for community-based projects. The consultant will be paid at a daily rate of PEN 100 for a duration of 68 days with a total payment of PEN 6,800.
Travel, Transportation and Per Diem
Accommodation: A budget of PEN 51,504 (PEN 444 per person per night) is allocated for the accommodation of project staff and consultants to carry out the necessary community engagement work as detailed in the project description.
Per diem: The Per diem is budgeted for the project team and consultants visiting the regions. The total budget allocated is PEN 8,120.
Transportation: A total of PEN 42,200 is budgeted for in-country travel and transportation for the project team and consultants over the 18-month period of the grant. The cost basis for the staff transportation is PEN 100 per trip, based on the distance of the Project Office and location of target stakeholders; and pickup truck rental for waste survey is PEN 600.
Other Direct Costs
Activity costs
Activity 1.1: Grantee A will carry out a two-day waste survey for 250 households. A total of PEN 6,744 is budgeted for this survey including plastic bags (PEN 20/household), weighing scale (PEN 744) and stationaries (PEN 1,000).
Activity 1.2: A budget of PEN 6,940 is allocated to purchase two voice recorders to record the project team's engagement with the 12 households selected for the in-depth research. Each household will be provided with 6 journals (PEN 252/household) to document their Living Without Plastic journey.
Activity 2.1: Grantee A will hold four interactive sessions with participating businesses to get their feedback on research carried out and alternative products that will be introduced to the households. These sessions will be held at the Grantee A office. A total of PEN 7,200 is budgeted to cover the refreshments of the participants (PEN 180/person).
Activity 3.1: Grantee A will organize two workshops to engage government officials and discuss potential opportunities in prohibiting SUP. A total of PEN 30,220 is budgeted for this workshop including refreshments (PEN 370/person) and venue rental (PEN 15,420).
Project Specific Costs
Translation services: Grantee A allocated a budget of PEN 20,000 to cover the translation services fees of the Operations Manual.
Indirect Costs
Grantee A agrees to the De minimis indirect cost rate of 10% to be used as basic support for administration and operational costs such as internet, electricity, and water.
ATTACHMENT C: STAFFING PLAN
List all project team members (staff and consultants) including their name, position, what role they will play on the project and relevant experience. Highlight Key Personnel who will manage the project. Include CVs for all staff
| First & Last | Position | Level of Effort5 | Status (Hired or need | Role on Project |
|---|---|---|---|---|
| Name | | | to hire) | |
5 The level of effort (LOE) is the amount of time the staff will be working in the project. If the position is a full time, then the LOE is 100%. The LOE for part-time staff is anything that is less than 100%.
ATTACHMENT D: REFERENCE LIST
Please list any individuals or organizations we may contact regarding previous, relevant work.
Organization:
Name of Individual:
Role:
Phone:
Email:
Organization:
Name of Individual:
Role:
Phone:
Email:
Organization:
Name of Individual:
Role:
Phone:
Email:
ATTACHMENT E: CERTIFICATIONS
Certification 1: Certification Regarding Lobbying
The undersigned certifies, to the best of his or her knowledge and belief, that:
1. No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.
2. If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard FormLLL, "Disclosure Form to Report Lobbying," in accordance with its instructions.
3. The undersigned shall require that the language of this certification be included in the award documents for all sub awards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all sub recipients shall certify and disclose accordingly.
This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, US Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.
Certification 2: Certification Regarding Terrorist Financing (ATC)
By signing and submitting this application, the prospective recipient provides the certification set out below:
1. The Recipient, to the best of its current knowledge, did not provide, within the previous 10 years, and will take all reasonable steps to ensure that it does not and will not knowingly provide, material support or resources to any individual or entity that commits, attempts to commit, advocates, facilitates, or participates in terrorist acts, or has committed, attempted to commit, facilitated, or participated in terrorist acts, as that term is defined in paragraph 3.
2. The following steps may enable the Recipient to comply with its obligations under paragraph 1:
a. Before providing any material support or resources to an individual or entity, the Recipient will verify that the individual or entity does not (i) appear on the master list of Specially Designated Nationals and Blocked Persons, which list is maintained by the US Treasury's Office of Foreign Assets Control (OFAC) and is available online at OFAC's website :
http://www.treas.gov/offices/eotffc/ofac/sdn/t11sdn.pdf
, or (ii) is not included in any supplementary information concerning prohibited individuals or entities that may be provided by
USAID to the Recipient.
b. Before providing any material support or resources to an individual or entity, the Recipient also will verify that the individual or entity has not been designated by the United Nations Security (UNSC) sanctions committee established under UNSC Resolution 1267 (1999) (the "1267
Committee") [individuals and entities linked to the Taliban, Osama bin Laden, or the Al Qaida Organization]. To determine whether there has been a published designation of an individual or entity by the 1267 Committee, the Recipient should refer to the consolidated list available online at the Committee's website: http://www.un.org/Docs/sc/committees/1267/1267ListEng.htm.
c. Before providing any material support or resources to an individual or entity, the Recipient will consider all information about that individual or entity of which it is aware and all public information that is reasonably available to it or of which it should be aware.
d. The Recipient also will implement reasonable monitoring and oversight procedures to safeguard against assistance being diverted to support terrorist activity.
3. For purposes of this Certification.
a. "Material support and resources" means currency or monetary instruments or financial securities, financial services, lodging, training, expert advice or assistance, safe houses, false documentation or identification, communications equipment, facilities, weapons, lethal substances, explosives, personnel, transportation, and other physical assets, except medicine or religious materials."
b. "Terrorist act" means-(i) an act prohibited pursuant to one of the 12 United Nations Conventions and Protocols related to terrorism (see UN terrorism conventions Internet site: http://untreaty.un.org/English/Terrorism.asp); or (ii) an act of premeditated, politically motivated violence perpetrated against noncombatant targets by sub-national groups or clandestine agents; or (iii) any other act intended to cause death or serious bodily injury to a civilian, or to any other person not taking an active part in hostilities in a situation of armed conflict, when the purpose of such act, by its nature or context, is to intimidate a population, or to compel a government or an international organization to do or to abstain from doing any act.
c. "Entity" means a partnership, association, corporation, or other organization, group or subgroup.
d. References in this Certification to the provision of material support and resources shall not be deemed to include the furnishing of USAID funds or USAID-financed commodities to the ultimate beneficiaries of USAID assistance, such as recipients of food, medical care, microenterprise loans, shelter, etc., unless the Recipient has reason to believe that one or more of these beneficiaries commits, attempts to commit, advocates, facilitates, or participates in terrorist acts, or has committed, attempted to commit, facilitated or participated in terrorist acts.
e. The Recipient's obligations under paragraph 1 are not applicable to the procurement of goods and/or services by the Recipient that are acquired in the ordinary course of business through contract or purchase, e.g., utilities, rents, office supplies, gasoline, etc., unless the Recipient has reason to believe that a vendor or supplier of such goods and services commits, attempts to commit, advocates, facilitates, or participates in terrorist acts, or has committed, attempted to commit, facilitated or participated in terrorist acts.
This Certification is an express term and condition of any agreement issued as a result of this application, and any violation of it shall be grounds for unilateral termination of the agreement by USAID prior to the end of its term.
Certification 3: Certification of Recipient
By signing below the recipient provides certifications and assurances for, (1) the Certification Regarding Lobbying, (2) and the Certification Regarding Terrorist Financing.
These certifications and assurances are given in consideration of and for the purpose of obtaining any and all Federal grants, loans, contracts, property, discounts, or other Federal financial assistance extended after the date hereof to the recipient by the Agency, including installment payments after such date on account of applications for Federal financial assistance which was approved before such date. The recipient recognizes and agrees that such Federal financial assistance will be extended in reliance on the representations and agreements made in these assurances, and that the United States will have the right to seek judicial enforcement of these assurances.
These assurances are binding on the recipient, its successors, transferees, and assignees, and the person or persons whose signatures appear below are authorized to sign these assurances on behalf of the recipient.
Request for Application:
Date of Application:
Name of Organization:
Representatives Name:
Representatives Title:
Representatives Signature:
SECTION 6: ADDITIONAL ATTACHMENTS
(not required for submission)
Attachment F: Media Embargo
Attachment G: CCBO Indicators
Attachment H: CCBO's Approach to Women's Economic Empowerment
Attachment I: Guide to Information, education and communication (IEC) and Social and behavior change (SBC)
Attachment J: DUNS Registration Guide
ATTACHMENT F: MEDIA EMBARGO
As a USAID implementing partner, CCBO works closely with the Agency to officially announce its grant agreements. Until grant agreements are officially signed and counter-signed and explicit permission is granted to the awarded grant organization, CCBO prohibits organizations from sharing or publishing announcements of their award. All announcements are strictly embargoed until grant agreements and signed, countersigned, and the grantee has received permission from CCBO.
By agreeing to the media embargo rules, the applicant's representative is committing to the terms of the embargo not only on their behalf but that of the organization.
As a potential CCBO grant recipient, the applicant agrees to the following conditions:
* Sharing any information or details about the grant application process to the public is not allowed
* Publishing the status of the grant application on any kind of media platforms including but not limited to newspaper, blog, social media accounts is prohibited, without express approval of CCBO
* The results of the grant application are strictly confidential and cannot be disclosed in any manner until publicly announced by USAID, CCBO, or until express permission is given to the awarded grantee.
ATTACHMENT G: CCBO INDICATORS
Below is the current list of CCBO key performance indicators in their thematic categories.
ATTACHMENT H: ADDITIONAL INFORMATION ON CCBO'S APPROACH TO WOMEN'S ECONOMIC EMPOWERMENT
In August 2019, Tetra Tech was awarded the Clean Cities, Blue Ocean (CCBO) Program, a five-year contract from the U.S. Agency for International Development's (USAID) Bureau of Economic Growth, Education, and Environment's Office of Land and Urban. CCBO is responding to the global crisis of ocean plastic pollution by targeting plastics directly at the source in cities and towns, specifically in rapidly urbanizing areas throughout low- and middle-income countries.
CCBO integrates gender inclusivity throughout its global approach and in each of its country-specific activities. As part of its focus on gender inclusivity, CCBO aims to improve women's economic empowerment (WEE). CCBO's efforts are part of the U.S. government's Women's Global Development and Prosperity (W-GDP) initiative, which is guided by three core pillars. CCBO also seeks to address other gender-related challenges, and as such—depending on local contexts—also seeks to address other gender issues that affect the ability to practice good SWM, women's ability to work in SWM jobs, and/or their broader well-being, (e.g., ability to make decisions within the household, participate equally in society, and be free from gender-based violence).
CCBO is a W-GDP funded program and its activities seek to advance the three pillars of W-GDP. CCBO's grants program will significantly contribute to these goals. An overview of W-GDP is provided below.
W-GDP aims to enhance opportunities for women to participate meaningfully in the economy and advance both prosperity and national security. W-GDP focuses on three pillars:
1. Women Prospering in the Workforce: Advancing women in the workforce by improving access to quality vocational and skills training, enabling women to secure jobs in their local economies.
2. Women Succeeding as Entrepreneurs: Increasing women's access to capital, markets, networks, and mentorship to aid women in establishing and growing their businesses.
3. Women Enabled in the Economy: Removing restrictive legal, regulatory, and cultural barriers to facilitate women's meaningful participation in the economy.
Additionally, under Pillar 3, W-GDP focuses on five foundational areas of legal reform:
1. Accessing Institutions: Lifting restrictions on women's authority to sign legal documents, such as contracts and court documents, and addressing unequal access to courts and administrative bodies for women, whether officially or through lack of proper enforcement.
3. Owning and Managing Property: Lifting restrictions on women possessing and managing property, including limitations on inheritance and the ability to transfer, purchase, or lease property.
2. Building Credit: Ensuring women's equal access to credit and capital to start and grow their businesses and prohibiting discrimination in access to credit on the basis of sex or marital status.
4. Traveling Freely: Addressing constraints on women's freedom of movement, including restrictions on obtaining passports on the basis of sex.
5. Removing Restrictions on Employment: Eliminating barriers that limit women's working hours, occupations, or tasks on the basis of sex. 6
6 WGDP: Women's Global Development and Prosperity Initiative Annual Report 2019-2020
ATTACHMENT I: GUIDE TO INFORMATION, EDUCATION AND COMMUNICATION (IEC) AND SOCIAL AND BEHAVIOR CHANGE (SBC)
What is the difference between information, education and communication (IEC) and social and behavior change (SBC)?
Information, education and communication (IEC), behavior change (BC) and behavior change communication (BCC) and social change (SC)/social change communication (SCC) are based on somewhat different assumptions. Both IEC and BC assume that people are primarily individuals, although influenced by other people or groups. Both are mostly based on social psychology. SC has many different schools. Mostly they begin with the assumption that human beings live in societies and are bearers of culture. SC approaches are generally based on social science, i.e., anthropology, sociology, political science, economics, and perhaps history. All three approaches (IEC, BCC, and SCC) are based on formative, usually qualitative, research early in the process. The research is conducted with the people the program intends to reach and is usually brief. Programmers use the research to develop strategies for the BCC or SCC program. IEC often uses the research to develop activities, materials, and messages, with or without formal strategy development.
Information, education and communication (IEC)
Definitions of IEC vary. Some definitions overlap with SBC, but traditionally IEC differs from social and behavior change. Based on a literature review, The Manoff Group describes IEC this way: "Specifically focused on the communication aspect, Information, Education and Communication (IEC) was developed in the early 1970s, when the use of mass media proved to be a useful tool in disseminating health information. IEC can range from didactic one-way communication to entertaining methods. It can utilize a wide range of media channels and materials. Regardless of the approach, IEC is usually implemented by an … expert who gives recommendations to an audience. Fundamentally, the IEC approach assumes that people will follow … advice when they are provided with the 'right' information." Underlying this assumption is the belief that people are "empty vessels" that need to be filled with correct information and that experts have that correct knowledge.
In IEC, the first step is often to identify the primary and secondary audiences. The primary audience consists of the people whose behavior the programmer wishes to change. The secondary audience consists of people who influence members of the primary audience or control their access to the ability to implement the new behavior. IEC is message-based and understands that different audiences may require different messages or versions of the same message. For example, mayors may need to hear that their constituents are concerned about plastic waste and want the municipality to do something about it. Children may need to hear that if they want to have a healthy world when they grow up, they need to tell their parents to separate their waste and take it to a collection point. Both messages would, of course, need to be based on research.
IEC for solid waste management (SWM) is often based on awareness raising (through beach clean ups and media campaigns) and education on the 3Rs and how to separate waste.
Behavior Change
Behavior change (BC) grew out of social marketing and IEC. BC assumes that information alone is seldom sufficient to change behavior. Behavior change isolates one or more desirable behaviors, based exclusively on the scientific evidence for doing the behavior. These are called "ideal behaviors." BC specialists conduct formative research to identify what people are doing now-- which may or may not correspond to the ideal behavior—and why they are doing what they are doing, what factors influence how they behave regarding the SWM issue, whether they would want to carry out the ideal behavior and what would make the behavior easier for them to do.
The BC practitioner breaks down the ideal behavior into sub-behaviors that must be executed in order to perform the desired behavior, e.g., segregation of household waste. Some of the sub-behaviors might include: dedicating a container already in the house as the container for recyclable plastics; reading a material (electronic or paper) and/or listening to an expert explaining how to tell which plastics are recyclable; sharing that information with other members of the household; etc.
A BC expert classifies behaviors and sub-behaviors into those that must be done consistently over time or those that are rare or one-time-only behaviors. The support needed for repetitive, long-term behaviors is different than that required for single or rare behaviors. For example, waste pickers must wear PPE every day during their entire working hours in order to prevent injury and illness to themselves. Buying PPE or selecting an appropriate container in which to keep household recyclables is a rare behavior. BC recognizes that awareness alone, even with knowledge, is not effective in promoting sustained behaviors.
BC spreads its research net more widely than IEC formative research, so it will usually uncover some systemic issues that BCC cannot address but that a program must address in order to make it easier for people to do 3Rs, e.g., no convenient MRF. Based on formative research results and knowledge of SWM, BC programmers design a BC strategy. Communication with waste generators is almost always part of the strategy, but it will also include the other factors necessary to enable people to change their behavior, e.g. establishing a MRF where community members can take their waste.
Social Change
Many definitions of social change exist. Some are based on philosophy, some on participatory change, some on various schools of social science. SC assumes that behavior cannot be isolated from the people who carry out the behavior and the fact that people are members of families, and societies is of primary importance. People carry, transmit, and produce culture. In contrast, both IEC and BC tend to view culture as a "barrier" that is external to the individual and often gets in the way of what people "should" be doing for their own good. SC approaches tend to focus on structures of society, social groups, interests, power structures, history, and social relationships that help determine behaviors rather than on each individual's behaviors.
SC also begins with formative research, which may be participatory with those the program seeks to help. While SC ultimately results in changed behavior, the path to get there is different because SC strives for changes in societal relationships that ensure sustainability and greater equity. For example, if informal waste collectors are enabled to become outreach experts on recycling and their expert consulting role is promoted through various media, both waste segregation at source and the social status of waste pickers may improve. Another example is raising women's status, e.g., women are almost uniformly found at the lowest levels of the SWM value chain. Providing women with jobs that pay a living wage, offer the possibility of advancement, and are suited to their needs and desires could result in social change if these women are able to advance, not individually, but as a gendered social class.
How does SCC work with cultural, social, and historical factors? For example, one study found that people were traditionally accustomed to throwing their waste on neighbors' fields. While this was benign when waste was purely organic, with increasing levels of plastic waste, the traditional practice has become problematic. SC research would learn the current practice, but search farther, e.g., social norms for disposal of waste, what factors have led to related norms changing over time, ideas about community and community disputes, constructs of neighborliness (if they exist), local pride, connections of plastic with perceptions of effects of globalization, etc. Research results might suggest that the SCC program could successfully promote segregation of plastic waste and disposal in a MRF as a way to keep community peace and continue with traditional dumping of organic waste in fields, but after composting. SCC is the least likely approach to rely mostly on educational messages, although sharing information between communities and experts is common.
ATTACHMENT J: DUNS REGISTRATION GUIDE
OVERVIEW
Created in 1962, the Data Universal Numbering System or D-U-N-S® Number is Dun & Bradstreet's (D&B) copyrighted, proprietary means of identifying business entities on a location-specific basis. This number remains with the company location to which it has been assigned even if it closes or goes out-ofbusiness. The DUNS Number "unlocks" a wealth of value-added data associated with that entity, including the business name, physical and mailing addresses, trade styles ("doing business as"), principal names, financials, payment experiences, industry classifications (SICs and NAICS), socio-economic status, government data and more. The DUNS Number also links members of corporate family trees worldwide.
The DUNS Number is widely used by both commercial and federal entities and was adopted as the standard business identifier for federal electronic commerce in October 1994. The DUNS Number was also incorporated into the Federal Acquisition Regulation (FAR) in April 1998 as the Federal Government's contractor identification code for all procurement-related activities. Requesting a DUNS number from D&B is free.
A. PURPOSE
The project for which you have applied for grant funding will require that your organization submit proof of a DUNS number. The purpose of this guide is to provide step-by-step instruction on how grantees working with Tetra Tech ARD must register in the DUNS.
B. REGISTERING FOR A DUNS NUMBER
Step 1: Access website http://fedgov.dnb.com/webform/displayHomePage.do
Step 2: Select the link Click here to request your D-U-N-S Number via the web
Step 3: Select the country your organization is located from the pulldown menu and then select Continue
Step 4: A box will appear below that you will need to fill out with your Business name, street, city and phone number. You will need to enter the verification code and then click Submit
Step 5: Follow and enter the additional screen information
Under normal circumstances the DUNS is issued within 2-3 business days when using the DUNS online process. D&B should confirm your nine-digit DUNS number via email. For questions, please email [email protected].
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Curcuma caesia Roxb.
Zingiberaceae
Ayurvedic nameNarkachur
Unani name
Siyah haldi, Kali haldi
Hindi nameKali haldi, Narkachur
Trade name
Black zedoary, Kali haldi
Part usedRhizome
Therapeutic uses
The rhizome of kali haldi has a bitter, sharp, hot taste, and a pleasant odour. It has anti-bacterial and anti-fungal properties, and is laxative. It is used as a tonic for the brain and the heart. Rhizomes are useful in treating leucoderma, piles, bronchitis, asthma, tumors, tuberculous glands of the neck, enlargement of the spleen, epileptic seizures, inflammations, and allergic eruptions.
Morphological characteristics
Black zedoary is an erect, rhizomatous herb, about 1.0–1.5 m high. The rhizomes are ovoid in shape, acute at tip, but not so thick as in other species of Curcuma. Leaves are about 30–60 cm long and up to 15 cm broad, broadly lanceolate or oblong, glabrous, with a deep ferruginous purple cloud down the middle, which penetrates to the lower surface. Leaves arise from the underground rhizome.
CURCUMA CAESIA ROXB.
Floral characteristics
Inflorescence is a spike, about 15 cm long or altogether about 30 cm high on basal peduncle. Flowers are pale yellow, reddish at the outer border and shorter than their bracts. Petiole and sheath are about as long as the blade. Spikes appear before the leaves. Flowers appear in June and July, while fruits mature in September and October.
Distribution
The species occurs in moist deciduous forests, mostly in Bengal, NorthEast, and Central India, within the altitudinal range of 200–1000 m. It
grows as ground cover of forest area in subtropical to temperate region. It is a rare species and is mostly under cultivation.
Climate and soil
Curcuma caesia grows well in sandy loam, acidic soils of pH 4.5–6.5. It is a partial shade-loving species; however, it grows well in open sun under cultivated conditions.
Varieties
There is no recommended variety. However, among the collected materials, accession no. IC-319760 (NBPGR) was found to give better rhizome yield.
Propagation material
Rhizome is the propagation material. Mature rhizomes are collected in December or just before plantation and longitudinally sliced with one apical bud in each slice.
Agro-technique 1
Nursery Technique
P Raising propagules Rhizome pieces are directly planted in the field and no nursery stock is generally raised.
1 Agro-technique study carried out by
P NBPGR Regional Station, Umiam, Shillong – 793 103, Meghalaya.
P Department of Forest, Bilaspur, Achanakmar, Chhattisgarh.
.
P Propagule rate and pretreatment Approximately, 2.2 tonnes of rhizomes shall be required per hectare for planting at a spacing of 30 cm × 30 cm. No particular treatment is given to the propagules before planting.
Planting in the field
P Land preparation and fertilizer application The land is ploughed, harrowed, and planked, mixed with FYM (farmyard manure) @ 5 tonnes per hectare together with NPK (nitrogen, phosphorus, potassium) @ 33:80:60 kg per hectare as basal dose during land preparation. If required, lime @ 2 tonnes per hectare may be applied to reduce excessive acidity in soils, at least one month before planting.
P Transplanting and optimum spacing Middle of April is the best time for raising the crop in North-East India, while in other regions, it is the pre-monsoon period. The crop is propagated vegetatively through rhizomes. The whole or parts of rhizome, weighing approximately 20 g, should be planted in rows directly in the field during April. Planting at a spacing of 30 cm × 30 cm is found optimum, for which 0.11 million propagules (rhizome segments) are required per hectare. The rhizomes sprout in about 15–20 days.
P Intercropping system Kali haldi is grown as a single crop. But, it may be intercropped beneath widely interrupted canopy trees.
P Interculture and maintenance practices A complete dose of NPK is to be applied @ 100:80:60 kg per hectare as urea, single super phosphate, and potash, respectively. One-third of urea, that is, 33 kg, and full recommended quantity of single super phosphate and potash are applied at the time of final land preparation. The rest two-thirds of nitrogen as urea is top dressed in two split doses, first at the time of first earthingup and the rest at the time of second earthing-up. Earthing-up is carried out at 45 days and 60 days after planting. To reduce the crop–weed competition during the early stages of growth, manual weeding at 60, 90, and 120 days after planting is recommended.
P Irrigation practices The crop is usually grown under rain-fed conditions in high rainfall tracts of Assam and Kerala states. Constant humidity is to be maintained in other areas through regular irrigation. Sprinkler irrigation is the most suitable method.
P Disease and pest control Leaf spot (Tephrina sp., Coletotrichum sp.) and leaf blotch (Corticium sp.) are sometimes observed on the crop. They can be controlled by spraying of 1% Bordeaux mixture at monthly intervals.
Harvest management
P Crop maturity and harvesting The crop takes about nine months to mature. Harvesting is done in mid-January. Before digging the rhizomes, soil is moistened through irrigation, so that the rhizomes are not injured. Injury to the rhizomes may cause decay of the harvest.
P Post-harvest management Peeled, half cut or sliced rhizomes should be kept in oven at 55 °C or under well-ventilated shade for drying. These dried rhizomes should be stored in suitable damp-proof containers.
P Chemical constituents Dried rhizomes of Curcuma caesia are reported to contain 1.6% essential oil containing 76.6% d-camphor; 8.2% camphene and bornylene; and 10.5% sesquiterpenes, curcumine, ionone, and turmerone.
P Yield and cost of cultivation Estimated yield of fresh rhizomes is 48 tonnes per hectare while dry rhizome yield is about 10 tonnes per hectare. Estimated cost of cultivation is Rs 95 000 per hectare.
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FAMILY PHONICS WORKSHOP
AIMS FOR THE SESSION
Progression of phonics from Reception to Year 1
Phonics screening assessment end of Year 1
Resources for you to use at home
WHAT IS PHONICS?
Children are taught to read by breaking down words into separate sounds or 'phonemes'. They are then taught how to blend these sounds together to read and write the whole word.
Children have a 20 minute phonics lesson each day and they are encouraged to use these strategies to read and write in other lessons.
[x]We use a synthetic scheme called 'Letters and Sounds' as our teaching resource.
Reading and Writing
Phonics from the very beginning
What is?
CVC
Segmenting and blending
Decoding and encoding
Digraph
Trigraph
Split digraph
Phoneme
Grapheme
Tricky bit words
Terminology
Letters and sounds Phonic Phases- EYFS + Year 1
Phase 1 – environmental, instrumental, body percussion and rhyme
Phase 2 – phonemes plus words
Phase 3 – phonemes, digraphs and words
Phase 4 – recap phase 2 and 3 with additional words
Phase 5 - split digraphs and alternative sounds and graphemes
Remember moving forward children need
Reading and Writing
Pure sound
High Frequency Words
Tricky bit words
Alternative digraphs/trigraphs
Reading and spelling of two syllable words
Punctuation and letter joining
ELG and ELG+
Writing ELG
Writing ELG+
How is phonics taught in EYFS?
Phoneme Spots
Phoneme Frame
Supporting Materials
Year 1 Phonics- Phase 4 and Phase 5
Recapping Phase 4 and moving into Phase 5:
During Phase 5:
Learn new graphemes
Introduced to split diagraphs
Alternative pronunciations
Phase 5: New Graphemes
The children are introduced to 1 new grapheme everyday during Autumn term.
Phase 5
What is a split digraph?
tie Joe
Phase 5
Alternative spellings of graphemes.
Phase 5
Word Families- alternative spellings.
KS1 Phonics Check
WHY DO THE CHILDREN COMPLETE THE SCREENING?
The aim of the check is to ensure that all children are able to read by the end of year two.
This 'midpoint check' will ensure that we have a clear understanding of what the children need to learn in year 2 to ensure they do not fall behind.
WHAT IS IN THE PHONICS SCREENING CHECK?
[x] There will be two sections in this 40-word check and it will assess their phonics skills and knowledge.
[x] There will be 8 practice words at the start.
[x] Your child will read up to four words per page to their teacher. There will be 20 real words and 20 'alien words'
WHO WILL COMPLETE THE CHECK?
The children will complete the check one at a time in a quiet area of school.
Miss Palmer will conduct all of the screening tests with the children.
We will make it as low-key as possible – the children will not be informed it's a "test" – it only takes 5/10 minutes.
WHEN WILL THE SCREENING TAKE PLACE?
The phonics screening will take place during the week commencing 15 th June.
If your child does not pass the phonics screening, they will be given extra Phonics support in school and re-checked in Year 2.
Here is a video showing what children can expect to experience.
HOW TO SAY THE SOUNDS
[x]This is a helpful video showing all 44 phonemes https://www.youtube.com/watch?v=BqhXUW_v-1s
WHAT CAN I DO TO HELP MY CHILD?
Useful Websites to use at home:
[x] http://www.phonicsplay.co.uk go to Free Phonicsplay Parents page and access games and information to help you and your child. Phonics Apps
[x] https://www.bbc.co.uk/bitesize/topics/zcqqtfr
[x] Dinosaurs Eggs-
*Hairy letters (additional cost)
https://www.ictgames.com/dinosaurEggs_phonics/mobile/
*Read with phonic games
*AGO Phonics
Sound pad
[x] Spooky Spellings-https://www.ictgames.com/mobilePage/spookySpellings/index.html
Phonics Play Example
RESOURCES TO USE AT HOME
Phonic Family Games
Reading Suitcase
Reading for 5 minutes a day
Family Phonics Sessions
We will be holding two Family Phonics Sessions in school next week to give you the opportunity to experience a phonics lesson with your child.
Thursday 5 th March
Wednesday 4 th March
Please sign up to the one session you would like to attend to secure your place (one adult per child).
QUESTIONS?
Please feel free to take any extra resources from the tables, sign out a phonics game, sign up to a phonics session or ask us any questions.
Remember our door is always open!
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March, 2009
Volume 25, No. 5
Next Meeting – March 9 Room 150, Becker Hall Social – 6:30 p.m. Program – 7:00 p.m.
Backyard Wildlife Habitat Presented by Pete Dalby
ete Dalby is providing a National Wildlife Federation program entitled "Backyard Wildlife Habitat" at the March meeting. To complete his presentation, Pete is requesting you to find one to several of your favorite habitat (NOT bird) photos. If you don't have any yet, then take a photo or two before the meeting. If you have a digital camera, send your photos to Gary Edwards at [email protected] as an attachment to your email and Gary will prepare them for the meeting in a power point mode. Please don't wait until the last minute to send the photos to Gary. P
If you have actual photos, Deb Freed has offered to scan any photos sent to her after which she will email them on to Gary. Deb's phone number is 814226-4719.
Mark your Calendar Marcia Bonta in April
e are eagerly looking forward to our April 13 program, to be presented by well-known naturalist and author Marcia Bonta. She is the author of nine books and the popular "Naturalist's Eye" column in Pennsylvania Game News. Marcia is an old friend of Seneca Rocks – she presented a wellreceived program here several years ago. Also, in April 2005, Marcia invited our chapter to an outing at her property, Plummer Hollow, near Tyrone. We enjoyed a beautiful spring day while observing and learning about many species of native plants. Marcia also gave us some insight into how they are managing the property. W
Conneaut Marsh Field Trip
Saturday, April 4, 2009 Trip Leader ?
~ Jim Wilson, Field Trip Chair
We begin this outing at the spillway bridge at Custards, off Route 285 at 9:00 a.m. Follow Route322 west from Clarion, through Franklin, to Route 173 near Cochranton. Turn left and follow Route 173 south about 1 mile, through Cochranton and across French Creek, to Route 285. Follow Route 285 about 6 miles to Custards and turn right on Mercer Pike Road. Follow Mercer Pike Road
about a half mile to the bridge. The drive from the Clarion area is as long as to Meadville.
Oil Creek State Park Warbler Walk
Saturday, April 25, 2009 at 8:30 A.M. Leader – Gary Edwards
~ Jim Wilson, Field Trip Chair
We meet inside Oil Creek Park. Go north on Route 8 out of Oil City, through Rouseville. The park entrance is on the right about a mile north of Rouseville, immediately after you cross Oil Creek. The park entrance sign is about thirty-two miles or fifty minutes from the Court House in Clarion. We meet in the Blood Farm day use area parking lot, on the right less than a mile into the park.
Restrooms are available in the day use area and at the park office approximately three miles away. Food is available in Oil City and near the Cranberry Mall.
Coming up - Presque Isle – Joint outing, SRAS & Todd Bird Club – May 2.
Other Events in May
* May 1-3, Birding Festival -Third Annual Oil Region Bird & Nature Festival.
*
May 8 – PAMC Pennsylvania Migration Count
* On May 16, Fran Williams will be leading "Birding at Riverstone Farm" in Foxburg. There is a fee for this event, which includes lunch.
The Drummer is the monthly newsletter of Seneca Rocks Audubon Society (SRAS), PO Box 148, Clarion, PA 16214. SRAS is a chapter of the National Audubon Society. The Drummer is published 8 times per year – September through December, and February through May.
The Drummer is available on our website in color in Adobe pdf and may be read or downloaded from the site – www.senecarocksaudubon.org.
Members are encouraged to contribute announcements, articles, photos, etc. to Editor Flo McGuire, 609 Ponderosa Lane, Tionesta, PA 16353 (814 755-3672) or email at [email protected].
CHRISTMAS BIRD COUNT 2008 REPORT
~ Fran Williams n the morning of January 3, 2009 fortyfour members and friends of SRAS took to their perches, feet, or cars and began our annual Christmas Bird Count. It started out as a very cold, overcast day for most participants. However, by early afternoon, some participants reported that they had perfectly clear blue skies. Reported temperatures for the day were between a low of 12 degrees and high of 34. O
In the field we had 14 teams with 31 participants, and 10 feeder watches with 13 participants.
Field team participants:
* Carl & Joan Rowe, and Wayne Meier
* Gary Edwards & Jim Wilson
* Pokey and Kathy Pokrifka
* Walt Fye, Shirley Monrean, & Evelyn Meyers
* Ruth Schurr; John, Gretchen, Emily & Peter Lugthart
* Ron Montgomery, Pat Conway, Ann Hunt
* Carole & Alan Winslow
* Flo & Jim McGuire
* Mike Leahy, Paulette Colantonio, Janice Horn & Erik Dowlan
* Jack & Fran Williams
* Gil Twiest
* Deb Freed
* Peter Dalby
* Erik Dowlan (Erik was part of Mike's team, and also birded on his own, as a separate team.)
Feeder watchers:
* Bonnie & Ron Black
*
Hendrika Bohlen
* Margaret Buckwalter
* Mary Emerick
* Harry & Jeanne Hakenson
* Bob & Edith Hays
* Sally Hockman
* Dixie Humphrey
* Rheba Klinger
* Charles Marlin
Total count of birds for the day was 9915 individuals and 63 species. Last year we had 10,936 individuals and 55 species. Some of us who were "out in the sticks" noticed that many previous bird feeding stations were not in operation this year and we feared that the total count would be lower than last year. However, as our total shows, it appears that better weather conditions helped us prevail.
Those who kept track of mileage logged a total of 766 miles by car, and 6.5 miles by foot. Driving time totaled 88 hours and walking was 7.5 hours.
Most abundant: (500 or more individuals)
* European starlings
* Dark-eyed juncos
*
Canada geese
* American crow
* American goldfinches
* Pine siskins
* Black-capped chickadees
* Mourning doves
Least abundant: (species in which only one
individual was reported)
* Ring-necked pheasant – Carl's team
* Great blue heron – Jack & Fran
* Bald eagle – Pete
* Eastern screech owl – Ron's team
* Great horned owl – Carl's team
* Yellow-bellied sapsucker – Carl's team
* Common raven – Flo & Jim
* Hermit thrush – Erik
* Northern mockingbird – Carole & Alan
* Lincoln's sparrow – Carole &Alan (Rare indeed!)
* White-crowned sparrow – Ron's team
* Common grackle – Carl's team
* Common redpoll – Margaret Buckwalter
* Evening grosbeak – Carl's team
Other species with ten or less individuals:
* Common merganser – 2 – Carole & Alan only
* Ruffed grouse – 10 – Ron & Erik teams
* Sharp-shinned hawk – 5 – Pokey, Carole, Walt teams, & Feeder watch
* Cooper's hawk – 5 – Carl & Walt teams
* Red-shouldered hawk – 3 – Gary, Walt & Schurr teams
* Rough-legged hawk – 3 – Ruth & Ron teams
* American kestrel – 9 – Gary, Walt, Ron, Carole, Williams teams
* Barred owl – 5 – Carl, Erik, Mike teams
* Short-eared owl – 5 – Ron & Carole teams
* Northern flicker – 5 – Carl & Ron teams
* Northern shrike – 2 – Carole & Alan only
* Red-breasted nuthatch – 2 – Ron & Mike teams
* Brown creeper – 5 – Walt & Erik teams & Feeder watch
* Carolina wren – 4 – Flo & Twiest teams & Feeder watch
* Golden-crowned kinglet – 6 – Carole & Alan only
* Eastern towhee – 2 – Carole & Mike teams
* Song sparrow – 4 – Carole & Erik teams
* White-winged crossbill – 6 – Deb only
Species found by only one team or individual:
Snow buntings – 12 – Ron's team White-winged crossbills – 6 – Deb Freed
Other Noteworthy Sightings:
* Walt's team – 425 Canada geese – 55 Mallards – 94 Red-winged blackbirds
* Carl's team – 139 Rock pigeons – 469 European starlings
* Ron's team – 26 Wild turkeys – 102 American tree sparrows
* Erik – 120 American robins – 325 Cedar waxwings – 21 Purple finches
Pileated woodpeckers were in short supply. It required 9 teams and one feeder watch to find 13 birds. Similarly, with White-throated sparrows; only 19 were found by 5 teams and several feeder watches.
Many thanks to Ruth Schurr and Fran Williams for all of their work in assembling and compiling our CBC data.
Clarion CBC History
~ Flo McGuire
The young Seneca Rocks Audubon Chapter held its first Christmas Bird Count on January 2, 1988, and the young-at-heart chapter held its 22 nd CBC on January 3, 2009. Using a data chart compiled by Ron Montgomery, the CBC website, and Ruth and Fran's help, some
comparisons could be made of our CBCs through the years.
This year's total number of species, 63, is our second highest ever! The highest was in 2001, when we tallied 72 species; our average was 52. The total number of birds, 9906, was our fourth highest total, and also exceeded our average of 7986.
This CBC saw the first occurrence of Lincoln's Sparrow; it was only the third time that Whitewinged Crossbills were found; the third time for a Bald Eagle; only the fourth time that Common Mergansers or Snow Buntings were reported. This was also a High Count for Snow Buntings, at 12. This year's CBC was the sixth time Yellow-bellied Sapsucker (1), Common Raven (1), or Eastern Towhee (2) were found.
Although we did not have much variety of waterfowl, the total of Canada Geese at 853 was considerably higher than the average of 436, and Mallards at 70 far exceeded the average of 13. Only 34 Wild Turkeys were spotted, while our average for previous years was 102. The Northern Harrier count at 19 was tied with 1999 for a High Count; our average was 6.7. It was interesting that 3 Redshouldered Hawks were found; these were reported in 8 prior CBCs, but only 1 or 2 each time. Red-tailed Hawks are apparently doing well; 63 were reported, while our average was 38. Five Barred Owls was a High Count; our previous high was 3, and average only 1. Red-breasted Nuthatch numbers were disappointing, with only 2 reported, compared to our average of 10, and only 6 Golden-crowned Kinglets were found this year, compared to our average of 27.
Eastern Bluebirds had a good showing of 71, the third highest in our CBC history, while their average number was 37. Song Sparrow numbers were our third lowest, at 4; their average was 14. Only 19 White-throated Sparrows were found, while their average over the previous 21 years was 32. The Red-winged Blackbird total of 94 was a High Count, well over our average of 14. The chart shows that House Finch numbers peaked in the early 1990's, and this year's count of 146 was not even half of the average, 389. Pine Siskins are enjoying a banner year; 613 were counted, vs. our average of 19. American Goldfinch numbers have varied a lot over the years, but last year we had a High Count of 1205, and this year was the second highest at 687. The single Evening Grosbeak was the only one reported since our 1999 CBC.
Many thanks to Ruth Schurr and Fran Williams for handling the project of compiling our CBC data. Thanks to Ron Montgomery for sharing his data chart, which included most of the CBC history.
Averages were calculated on the first 21 years. Any errors in calculations or comparisons are mine.
RECYCLING IN CLARION COUNTY
~ Pete Dalby
As most Clarion folks know, the county arranges a recycling day in the spring and fall at the Clarion County Park. At Leeper, the local Boy Scout group maintains a recycling facility. But there is a relatively new but largely unknown recycling center in the county, the Veolia Environmental Services Transfer Station, located on Rte. 66 between Rt. 322 and I-80.
Veolia's transfer facility is set back and hidden from Rt. 66, but there is a large sign at its service road. I checked Veolia out recently and found their recycling area rather disappointing. First, the Rt. 66 sign has a half dozen lines of information on it, and the fact that the company has a recycling center open to the public is not readily visible to someone
driving by. A stand-alone sign or a different color for the recycling information would make for better visibility. Second, the recycling center has limited hours: Mon-Fri 7am-4pm. Third, I visited during a period of deep snow and it was obvious that Veolia had not removed any from the collection container area for quite some time.
Before visiting Veolia, I had hopes that it might be comparable to the recycling centers at Leeper, Brookville or Center County (off Rt. 144), three recycling facilities which I have visited; however, I was disappointed. Accepted are HDPE and PET plastic, corrugated cardboard (flattened), glass containers (clear, green, brown), aluminum and bimetal cans, and newspapers (no glossy inserts). Magazines, glossy inserts in newspapers, and office paper are not accepted.
Veolia's local telephone number is 814-226-4602.
Bird Books to be Placed in Elementary Schools
~ Janice Horn
For many years the Clarion County Garden Club has donated generously to SRAS for placing Audubon Adventures in the elementary schools. As demands on classroom time have increased the requests for the Audubon program have declined. Also, last year Deb
Freed applied for a grant from Audubon for a different approach of using the program and placed Audubon Adventures in the libraries of several schools. We still had the Garden Club donations and are obligated to use them for education.
Paulette Colantonio, SRAS member and librarian in the Keystone elementary school compiled a list of 6 titles on birds that are appropriate for elementary schools. The schools in Clarion and Forest counties as well as Cranberry and Brookville, 13 in all, have chosen some or all of the books for their libraries. The books are being ordered and will be given to the schools this spring -- a gift from the Clarion County Garden Club and SRAS.
Campbells Receive Forestry Award
Audubon members Dr. John Campbell and his wife, Beverly, were recognized recently for their strong commitment to sustaining their 81 acres of forest lands for the long-term benefit of future generations. The Campbells reside in southeastern Forest County. They were presented the Maurice K. Goddard Forest Sustainability Award at the PA Forestry Association Annual Meeting and Awards Banquet this past September in St. Marys, PA. This award is sponsored by the PA Sustainable Forestry Initiative Program and recognizes a PA forest landowner who, through exemplary management practices has demonstrated their intent on maintaining their property as a working forest. Additionally, the landowner must make the property available for tours and educational purposes.
John and Beverly have owned their property since 1994 and initiated a formal management plan for the property through the Forest Stewardship program in 1996. The land is enrolled in the American Tree Farm System as well. The Campbells have undertaken several research activities on the property, including an American Chestnut orchard and a demonstration orchard of trees and shrubs for wildlife. Their property is heavily utilized for seminars, workshops and tours.
This July, the Campbells will be hosting the statewide meeting of the PA Forest Stewards at their home.
Nature abhors a vacuum, and if I can only walk with sufficient carelessness I am sure to be filled. ~ Henry David Thoreau
Bluebird/Purple Martin Programs at McKeever
Saturday, March 7, 2009
Harry Schmeider, the Ambassador for the Bluebirds will speak on bluebirds. Harry's presentation will cover history, biology, courtship, nest site, egg laying, brooding and fledgling. Nest box construction and tips for attracting bluebirds will be highlighted. Harry's presentation will be 9 AM - 10:30 AM.
Joe Arnett has been attracting purple martins for 8 years and is forming a Purple Martin Club in the Conneaut Lake area. Joe's presentation will cover proper housing locations, predator guards, nest check, sparrow and starling control and parasites. Joe's talk will go from 10:45 AM to NOON.
These programs are free and open to the public. See www.mckeever.org or call (724) 3761000 for more information. McKeever Center is near Sandy Lake, PA, about an hour's drive from Clarion
Nature As A Guide for Dooryard Gardens
A program at McKeever Center - May 8 & 9, 2009 Act 48 – 12 hours
Gardening is currently undergoing a new emphasis; a return to nature. This field workshop, intended for homeowners, master gardeners, teachers and others who are open to new approaches and challenges in gardening, stresses the ecological value of bringing nature into your home, school or business garden. Learn what, how, when, where and why nature is such an appropriate guide for our home, school or business garden. Learn how to identify neotropical birds on your property and choose the native plants that attract these special species to your garden. Learn to make our gardens more bird and butterfly friendly.
Dr. Gene Wilhelm, retired Professor of Environmental Sciences at Slippery Rock University and Vice President of Education, National Audubon Society, will be our presenter for this event. Gene has taught numerous workshops on natural history topics on five continents. He is currently Volunteer Station Master for the international hawk watch program at Santa Ana NWR, Alamo, Texas, for the U.S. Fish & Wildlife Service.
The cost is $95.00 per participant and includes Friday night lodging, meals (supper on Friday, breakfast and lunch on Saturday), instruction and materials. Registration is required for this workshop. See www.mckeever.org or call (724) 376-1000 for more information.
Monumental Land Acquisition for America's Everglades
Florida approved a contract in December to purchase at least 180,000 acres in the Everglades Agricultural Area from U.S. Sugar for an estimated $1.34 billion. U.S. Sugar will continue its operations for 7 years through a lease from the State. This tract of land, nearly 300 square miles, is slated to be converted from sugar cane fields to reservoirs and water-filtering areas, to finally help restore the original flow of water from Lake Okeechobee to the Everglades. The deal must be finalized before September. This is a long term endeavor that will go a long way toward revitalizing the stalled restoration of the Everglades.
Help Requested: Heritage Program
Our chapter members enjoyed Dr. Andrew Keth's program at the February meeting, when he discussed the Clarion County Pennsylvania Natural Heritage Program and his role in leading this project.
Dr. Keth has a request of our chapter members; he is looking for one or two volunteers willing to serve in an advisory role for the inventory project. It would amount to sitting down with him once in a while so that he can provide updates and the volunteer(s) can let him know what areas or information are missing. Anyone interested can email Dr. Keth at [email protected].
Global Warming and the Top Ten Things You Can Do
from the National Audubon Society
Individual choices can have a significant impact on global climate change. Reducing your family's heat-trapping emissions does not mean forgoing modern conveniences; it means making smart choices and using energy-efficient products.
Americans' per capita emissions of heattrapping gases is 5.6 tons—more than double the amount of western Europeans. We can all make choices that will greatly reduce our families' global warming impact.
1. Reduce, Reuse, Recyle! Do your part to reduce waste by choosing reusable products instead of disposables. Buy products with minimal packaging. Recycle paper, plastic, newspaper, glass and aluminum cans. Aim to recycle half of your household waste. CO2 reduction = 2400 lbs/year
2. Conserve Water
Try to use less hot water.
* Wash clothes in cold or warm water, never hot. CO2 reduction = 500 lbs/year. When it's time to replace your washing machine, choose a new highefficiency front-loader.
* Buy low-flow showerheads to save hot water. CO2 reduction = 350 lbs/year
3. Tame the Fridge Monster
New refrigerators use about 50% less energy than those made just 10-15 years ago. Refrigerators account for 10-15% of total home energy consumption. Cleaning the condenser coil regularly can improve the efficiency of your refrigerator by a third.
4. Conserve Home Heating and Cooling
Reduce excessive use of home heating and cooling. You'd be amazed at how effective ceiling fans alone can be in making you feel cooler.
* Wrap your hot water heater in an insulating blanket. CO2 reduction = up to 1000 lbs/year
* Set your thermostat just 2 degrees lower in winter and higher in summer. CO2 reduction = 2000 lbs/year
5. Change Your Light Bulbs
Switch from conventional incandescent bulbs to energy-efficient compact fluorescents. If every U.S. family replaced one regular light bulb with a CFL, it would eliminate 90 billion pounds of greenhouse gases, the same as taking 7.5 million cars off the road.
6. Think Before You Drive
Consider taking public transportation, walking, bicycling, or carpooling. Drive a more energyefficient vehicle. Every gallon of gas you save keeps 20 pounds of CO2 out of the atmosphere.
7. Plant a Tree
Plant leafy trees around your house. Each year, the average yard tree cleans 330 pounds of carbon dioxide from the atmosphere. An average tree absorbs ten pounds of pollutants from the air each year, including four pounds of ground level ozone and three pounds of particulates.
8. Buy Locally
As much as possible, buy local produce and other goods. The fewer miles your fruits and vegetables have traveled, the less energy has been used for refrigeration and transportation. Whenever possible, select organic produce. The pesticides used to kill pests also kill the organisms that help keep carbon dioxide in the soil.
9. Stand Tall
Yes, your individual actions do add up! You can do a lot to press local and state government, and Congress to curb global warming. Stay informed, write letters to your leaders, raise the issue at Town Hall or district meetings, and support candidates who promise to take the aggressive and farsighted actions necessary to curb global warming.
10. Cut Emissions in Your Yard
Gasoline mowers are big polluters and greenhouse gas emitters. Try a manual or cordless electric mower, or be sure to tune up and maintain your gas mower so it runs with fewer emissions. Reduce the amount of lawn you need to mow by planting native species of ground covers, plants and wildflowers, or vegetables.
Hosting upcoming meetings… Mar 9 – Deb Freed April 13 - Ruth Schurr and Barb Songer
Things to do as we wait for Spring…
* Make sure you are caught up on Feederwatch and GBBC data-entry
* Clean and maintain birdhouses
* Conserve water – shower once a week
* Complete any "Special Species Report Forms" for the PBBA
* Get ready for the migrants - listen to Birding by Ear CD's
* Start now and walk to the next meeting
Consider the environment and sign up for eDrummer today! Call or email Deb Freed at [email protected]
SRAS Board Members
Spring Bird Seed Sale
Official pick-up dates are March 10 to March 14 but you may pick up your seed at any time. Remember that Agway has offered us a 10% discount on bird-related items in the store when you pick up your seed!
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