Subset (69)

eng_Latn · 23M rows

Split (1)

train · 23M rows

text string	id string	dump string	url string	date string	file_path string	offset int64	token_count int64	language string	page_average_lid string	page_average_lid_score float64	full_doc_lid string	full_doc_lid_score float64	per_page_languages list	is_truncated bool	extractor string	page_ends list	fw_edu_scores list	minhash_cluster_size int64	duplicate_count int64
Tupton Hall School - Our Special Educational Needs (SEN) Information Report Senior Assistant Headteacher Inclusion: Mrs Alyson Webb SENDCO: Mrs Sarah Burton SEND Governor: Mrs Liz Lovell 1. What kinds of special educational needs does the school/setting make provision for? At Tupton Hall School, we make provision for, and aim to effectively meet the needs of children with difficulties in cognition and learning, communication and interaction, social and emotional needs and physical and/or sensory needs. We are part of the Redhill Academy Trust and adhere to their Special Educational Needs Policy. 2. How does the school/setting know if students need extra help and what should I do if I think that my child may have special educational needs? Students undertake CAT tests, reading and spelling tests on entry and these are updated annually to identify students working below national expectations. Students are also regularly assessed by subject teachers and data is closely monitored. All year 7 and 8 students will be given an additional reading assessment and follow the Accelerated Reader scheme using a reading book that is appropriate for their ability. If you think that your child may have Special Educational Needs (SEN), or are concerned about your child's progress, then you should speak to your child's tutor in the first instance. If you continue to be concerned you may contact the subject teacher and the school's SENDCO (Special Educational Needs and Disability Co-ordinator). 3. How does the school/setting evaluate the effectiveness of its provision for students with special educational needs? The progress of all students is updated and monitored throughout the year by the classroom teacher. In addition, the school's SENDCO will monitor the progress of students on the SEND profile and arrange additional support and/or advise on effective strategies where necessary. 4. How will both the school/setting and I know how my child/young person is doing and how will the school/setting help me to support their learning? Students with an Educational Health Care Plan (EHCP) will be invited to attend an annual review meeting to discuss their child's progress. All students on the SEND profile will be monitored throughout the year and parents/carers contacted if concerns are raised. Parents/carers will receive regular contact from a key worker within the SEN or pastoral team. 5) What is the school's approach to teaching students with special educational needs? At Tupton Hall School, all teachers are teachers of students with special educational needs. The needs of students with Special Educational Needs are met within the classroom where the classroom teacher is responsible for effectively differentiating tasks to meet the needs of all children. Some students will be allocated additional teaching assistant support to ensure that they make adequate progress. We also work with external agencies where needed to further enhance support. 6. How will the curriculum and learning be matched to my child/young person's needs? 1 All teachers are teachers of SEN and are responsible for adapting the curriculum to meet the needs of students within their classes. Classroom teachers are updated regularly on the needs of students by the school's SENDCO and supported as necessary. Some students who have significant learning needs in literacy and numeracy may be offered additional intervention where the key focus is developing independence, reading and confidence. A specialised foundation learning curriculum is available to some students alongside the GCSE Key Stage 4 offer. 7. How are decisions made about the type and amount of support my child/young person will receive? Decisions about support are usually made by the school's SENDCO in consultation with the views and wishes of parents. Decisions are based on information from the primary school and initial tests to determine academic ability and individual needs. Tupton Hall's SENDCO works closely with the feeder primary schools – students with complex needs should be known to the SENDCO before they arrive. 8. How will my child/young person be included in activities outside the classroom, including school trips? All out of school activities/school trips will be fully supported by the SEND team. Teaching assistants will be allocated according to need to accompany students on such activities whenever possible. 9. What support will there be for my child/young person's overall well-being? We have a dedicated team enabling the school to provide a 'safe haven' during break and lunchtimes, a clear anti-bullying and behaviour policy, an inclusion team to provide mentoring and behaviour support where necessary, a thorough pastoral care system which uses a vertical tutor structure, a robust child protection system and access to outside support as necessary, which is assessed on an individual basis. 10. Who is the school/setting's Special Educational Needs and Disability Co-ordinator (SENDCO) and what are their contact details: Special Educational Needs and Disability Co-ordinator (SENDCO) – Sarah Burton Email: [email protected] Senior Assistant Headteacher – Alyson Webb Email: [email protected] 11. What training have staff supporting special educational needs had and what is planned? We have a team of experienced and qualified teaching assistants, with includes lead TAs for foundation learning, literacy provision, ASD and physical and/or sensory Needs and the SENDCO. The SEN team in school and teachers receive ongoing training around a range of needs, from specialist services where necessary. 12. How will equipment and facilities to support students with special educational needs be secured? How accessible is the school setting? There are designated learning areas for students with SEN which are equipped with computers. Equipment for particular or complex needs are considered and catered for on an individual basis. We have designated disabled parking areas and toilet facilities, and many parts of the school are accessible for wheelchair users. 13. What are the arrangements for consulting parents of students with special educational needs? How will be I involved in the education of my child/young person? If your child is identified as not making adequate or expected progress, the school will discuss this with you in more detail through tutor review meetings and parent consultation evenings. The purpose of these meetings are to: * listen to any concerns you may have; * plan any additional support your child may need; * discuss with you any referral to outside professionals to support your child's learning. Students with an EHCP will have an annual review meeting to enable parents and students to express their views about the nature and level of support given, progress made and to set targets for future progress. 14. What are the arrangements for consulting young people with SEN and involving them in their education? All students on the SEND profile receive input from a key worker and their views are sought regularly to update their student support plan. In addition to this, we have an excellent pastoral system to support students with all aspects of their education. All students are allocated a tutor and the SENDCO will liaise with tutors for students with SEN to inform them of individual needs. 15. What do I do if I have a concern or complaint about the SEN provision made by the school/setting? The school's SENDCO, tutors and class teachers are regularly available to discuss any concerns, worries or complaints. We are committed to working together with parents/carers and students and value parental feedback and/or guidance to support students' progress and wellbeing. The procedure for raising concerns or complaints is outlined in the SEN Policy which is available on the school's website. 16. How does the school/setting seek to signpost organisations, services who can provide additional support to parents/carers/young people? At Tupton Hall School, we strive to find ways to support parents/carers in and out of school and liaise with local organisations in order to seek support and guidance where appropriate. The school are supported by a wide range of services, including an Educational Psychologist, specialist teams and CAMHS. The SEN team are available to discuss support available for your child and make the necessary referrals when appropriate to do so. 17. How will the school/setting prepare my child/young person to: transition from primary school or transfer between phases of education and prepare for adulthood and independent living? The school's transition team will visit the local feeder primary schools in advance of students joining the school. We hold an open evening in the first term of each year and parents are encouraged to attend. Students with SEND may be given extra visits to the school prior to joining and parents are welcome to visit and discuss any individual needs and concerns in detail with the school's SENDCO. All information from primary school will be passed to the school's SENDCO in good time so that arrangements are put in place and this information is shared with teaching staff at the beginning of the school year. All students will receive careers guidance and information about a range of post-16 options. 18. Where can I access further information? Our SEN policy can be found on the school's website. Any further information can be obtained by contacting the school to discuss individual circumstances/needs and to arrange a meeting or visit if required. Information on the local authority's local offer is published:	<urn:uuid:bf1e66f9-1aff-4a47-9384-756f802c31b7>	CC-MAIN-2022-21	https://www.tuptonhall.org.uk/attachments/download.asp?file=193&type=pdf	2022-05-29T09:19:34+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00328.warc.gz	1,233,255,848	1,820	eng_Latn	eng_Latn	0.998959	eng_Latn	0.998994	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3657, 6587, 9736 ]	[ 1.328125 ]	3	4
TAFT SCHOOL DISTRICT 90 1605 South Washington Street Lockport, Illinois 60441 Dear Taft School District 90 Parents/Guardians: The 2020-2021 Parent-Student Handbook and Discipline Code Section of the Student Handbook contains important information. Please review the information and talk about it with your child. Sincerely, Taft Administration and Staff ************************************************************************************** Parent Student Handbook Acknowledgement I have received a copy of the 2020-2021 Parent-Student Handbook and Discipline Code for Taft School. I have reviewed the information with my child in an effort to promote a better understanding of the rules and expectations of Taft School. I understand that this handbook may be amended during the year without notice. This handbook in the latest version is applicable to all students upon the implementation of any change. The administration will notify all parents and students in writing, where possible, of any changes to the handbook. _________________________________ ____________________________________ Parent/Guardian Signature Date _________________________________ ________________________ ___________ Student Signature Date Grade TAFT SCHOOL DISTRICT 90 2020-2021 PARENT-STUDENT HANDBOOK AND DISCIPLINE CODE TAFT SCHOOL DISTRICT 90 1605 S. WASHINGTON STREET LOCKPORT, IL 60441 (815) 838-0408 WELCOME Welcome to Taft School. We ask that you review this handbook, discuss it with your child, and then use it as a reference. This handbook is a summary of the school's rules and expectations; it is not a comprehensive statement of school procedures. Please contact us if you need additional information or wish further explanation concerning any part of the school program. We hope that this handbook will promote understanding and communication between your home and the school. We wish your child a happy and successful school year. The district policies may be inspected at site or found on the Taft website at www.Taft90.org. General School Information The School Board governs the school district and is elected by the community. Current School Board members are: Mr. Tony Peloso, President Mrs. Christine Jelinek, Vice President Mrs. Julie Chesser, Secretary Ms. Nicole Lane, Member Mrs. Sheri Skowron, Member Mr. Rocco Colella Jr., Member Mrs. Yolanda Bruce-Sartin, Member The School Board has hired the superintendent and principal to operate the school. The school is located and may be contacted at: Taft School 1605 S. Washington Street Lockport, IL 60441 Phone: (815) 838-0408 Fax: (815) 838-5046 www.taft90.org Our Vision: Students and Learning: We believe that... * Students should have equal educational opportunities * Students should be taught to best meet their individual needs. * Students should be provided with a quality education. Teachers and Teaching: We believe that... * Teachers are life-long learners and are accountable for their teaching. * Teachers should have access to current instructional material. * Teachers should assess and deliver instruction to reach all styles of learning. Responsibility of the Schools to the Community and the Community to the Schools: We believe that... * Communication between the community and schools are necessary and accomplished through involvement and equal partnership. * The community entrusts its resources to the schools to provide a financially-stable environment to empower 21 st century learners for our community. * Schools provide the community with an education for all children. TABLE OF CONTENTS 31. LOCKERS 20 TAFT SCHOOL DISTRICT 90 GENERAL PROVISIONS 1. ACCOMMODATING INDIVIDUALS WITH DISABILITIES Individuals with disabilities will be provided an opportunity to participate in all school-sponsored services, programs, or activities. Individuals with disabilities should notify the superintendent or building principal if they have a disability that will require special assistance or services and, if so, what services are required. This notification should occur as far in advance as possible of the school-sponsored function, program, or meeting. 2. ADMISSION TO TAFT SCHOOL Resident Student Any child residing within the boundaries of Taft School District 90 shall be eligible to attend Taft School, providing he or she: 1. Is living with his/her natural parents; or 2. Is living with a legal guardian (i.e., adopted, court order, foster home, bona fide social agency placement); 3. Provides proof of residency. A total of Three (3) proofs of residency are required and must include the following: One (1) document from A Real Estate Tax Bill, signed and dated Lease, Mortgage statement, closing papers/proof of closing date, or loan statement; and two (2) of the following: A gas/electric/water bills, Driver's License/State ID, Vehicle Registration, Home/Apt/ Insurance Papers, or Voter Registration. These forms must be current and indicate your name and address. An original birth certificate (for new students only), a completed physical form, and a complete immunization record must be presented upon entering Taft School. Children must be five (5) by September 1 st to enter kindergarten. Transfer students must present evidence of grade placement. The school will request that complete records be sent from the former school. If applicable, a copy of child custody court papers may be requested. School fees are to be paid on registration dates or on the day of enrollment for transfer students. Students may not participate in any activity until registration fees and/or activity fees have been paid. An Installment Agreement will be completed if fees are not paid in full. Non-Resident Student Non-resident students may be permitted to attend Taft School District 90 with School Board approval and upon payment of tuition as set by the School Board. Tuition will be paid in an amount not exceeding 110 percent of the per capita cost for the preceding school year. The first payment shall be paid at the beginning of the first semester and the remaining shall be paid at the beginning of the second semester. The first payment will, in addition, include total yearly consumable material fees and activity fees, if applicable for that grade. Non-remittance of any payment may cause immediate transfer back to the child's home district. Students whose legal address is outside Taft School District 90's boundaries may petition the School Board through the Superintendent's office for admission as a tuition student. The School Board, upon recommendation of the Superintendent, may accept or reject said petition without stating reasons therefore. No child may escape payment of tuition fees by taking up residence with another person in the District solely for the purpose of attending Taft School. 3. ANIMALS ON SCHOOL PROPERTY In order to assure student health and safety, animals are not allowed on school property, except in the case of a service animal accompanying a student or other individual with a documented disability, or unless part of a class project. 4. ARRIVING AND LEAVING SCHOOL School hours are from 8:30 a.m. to 3:15 p.m. each day. Students are not to arrive at school earlier than 8:15 a.m. or remain on the school grounds later than 3:20 p.m. School doors will not open until 8:25 a.m. Supervision will not be provided for students who arrive before 8:15 a.m. or remain later than 3:20 p.m. When students are dismissed from school at the end of the school day, they are to leave the building immediately through the assigned doors. Students who participate in after school activities are to report to their supervising teacher. Students are to use assigned doors when entering and leaving the building at the beginning of the school day, after lunch, and upon dismissal. Students are not to enter or leave the building through the main doors, unless they are tardy or leaving early with a parent. The 16 th Street pick-up area will be the total length of the street from Hamilton Street to Washington Street. Parents are asked to form a SINGLE LINE PARALLEL TO THE SIDEWALK FACING 16 TH Street allowing kindergarten through 8 th grade students to enter the cars from the sidewalk. There will be no parking or standing on the North side of 16 th Street. We believe that the pick-up pattern adds to the safety of our children. In partnership with the Lockport Police Dept., we remind all Taft Families and Guests of these expectations for safety: * Follow the directions of Taft Staff at all times. Our job is to ensure the safety of all children—including yours. If you ignore our directions you put everyone at risk. * The primary location for drop off and pick up is located on the north end of the school's campus near the playground entrance. There is enough room for 5 vehicles to fit in this area. PULL UP as directed by staff on duty. * There should be NO students crossing in the middle of the street to get into their car or leave their car for drop off or pick up. * Secondary drop off and pick up is located on the south and west sides of campus. ONLY drop off and pick up in the assigned areas. * Be considerate. DO NOT stop your vehicle in front of the driveway blocking the private property of our neighbor along 16th street. * There is NO DROP OFF / PICK UP on Washington! * DO NOT block any corner, crosswalk, or intersection. * Be courteous. There is nothing you "have to do" that is so important to justify you jeopardizing the safety of anyone at Taft, including your own child. * DO NOT double park, triple park, or use your cellular phone in any drop off or pick up area. IT IS ILLEGAL, and the Lockport Police WILL take enforcement action. 5. ATTENDANCE Illinois law requires that whoever has custody or control of any child between six (by September 1 st ) and seventeen years of age shall assure that the child attends school in the district in which he or she resides, during the entire time school is in session (unless the child has already graduated from high school). Illinois law also requires that whoever has custody or control of a child who is enrolled in the school, shall assure that the child attends school during the entire time school is in session. There are two types of absences: excused and unexcused. Excused absences include: illness, observance of a religious holiday, death in the immediate family, family emergency, situations beyond the control of the student, circumstances that cause reasonable concern to the parent/guardian for the student's safety or health, or other reason as approved by the principal. All other absences are considered unexcused. The school may require documentation explaining the reason for the student's absence. Here are examples: (1) If a period of absence exceeds 3 days, a doctor's note may be required for the absence to be excused. (2) If a child has more than 5 absences during a quarter, a doctor's note may be required for the absences to be excused. The administrator reserves the right to handle absences on a case-by-case basis. In the event of any absence, the student's parent or guardian is required to call the school before 8:00 a.m. for full day and morning absences and before noon for afternoon absences, to explain the reason for the absence. If a call has not been made to the school by 9:30 a.m. on the day of a student's absence, a staff member will call the home to inquire why the student is not at school. If the parent or guardian cannot be contacted, the student will be required to submit a signed note from the parent or guardian explaining the reason for the absence. Failure to do so shall result in an unexcused absence. Upon request of the parent or guardian, the reason for an absence will be kept confidential. Prearranged Absence: Absences (such as for the reasons stated above) may be prearranged by calling the school office and by contacting the homeroom teacher as soon as possible. Vacations (during the time in which school is in session) are discouraged. Dental/Doctor Appointments: Appointments should be made so as not to conflict with the daily school program of the child. If this cannot be done, the child is asked to report to school. He or she will be released to a parent/guardian in time for the appointment. Tardiness: Tardiness shall be defined as follows: (1) Arriving after the start of the morning or afternoon sessions; or (2) Arriving late for class during the school day. Tardiness is a violation of state and school rules. Chronic tardies may result in a referral to the truancy officer. An excused tardy may be issued in the case of extenuating circumstances. Parental note or phone contact is necessary for excused tardies. 6. ATTIRE The following section is not all inclusive. Administration is the final authority for judging the appropriateness of a student's appearance. It is expected that attire be appropriate to wear while in school. Appropriate attire includes clothing, accessories, and hairstyles which are not disruptive to the educational program. Attire must be safe and therefore not be a hazard to the health or welfare of the student(s). Clothing must cover from shoulder to mid-thigh. Clothing that is considered too revealing is not allowed. No undergarments may be exposed. Tank tops, sleeveless tops, spaghetti-strapped tops, strapless tops, and halter tops are not allowed. Clothing or accessories displaying vulgar language, obscene gestures, advertising alcohol, containing drug references, or promoting violent behavior may not be worn in school. Clothing or accessories displaying gang colors, symbols, or signs is not allowed. Clothing (including jeans and shorts) may not have holes. Clothing made of spandex or similar material (biking shorts for example) may not be worn unless other clothing is worn over it from shoulder to mid-thigh. Hats or head coverings (except those worn for religious or medical reasons) may not be worn in the school. No temporary hair coloring will be allowed. Accessories, such as wallet chains, that could cause potential harm/injury to others will be prohibited. Students who do not comply with the above guidelines will be given alternate clothing by the school (if available), asked to change into other clothing, or asked to call home to request that acceptable clothing be brought to school. Violations of the guidelines may result in disciplinary action. 7. BIRTHDAY PARTY INVITATIONS We prefer that invitations to birthday parties be distributed off of school grounds. We will allow students to hand out invitations to their classmates provided there is an invitation for all students in the class. 8. BOARD OF EDUCATION The Taft Board of Education meets once a month to consider items of business relating to the proper functioning of the school. All regular meetings begin at 6:15 p.m. in the Library, unless otherwise posted by the Board. Individuals, groups, or organizations desiring to be placed on the agenda of a regular school board meeting will make such a request to the District Superintendent ten (10) days prior to such scheduled meeting, stating who they are, whom they represent and the purpose of the request. The Board President may impose a time limit or terminate the presentation at his/her discretion. Groups or organizations will be heard through one spokesperson. This does not restrict the Board President at his/her discretion from entertaining requests to be heard from the public in attendance. The Board of Education allows the public to be heard at the beginning of its regular Board meetings with the following rules: (1) The public can only address the Board at the appropriate time as listed on the agenda and when recognized by the Board President. (2) The speaker must identify him or herself and be brief. This comment can be no longer than 5 minutes. (3) The Board President may shorten a person's opportunity to speak if the person has previously addressed the Board on the same subject within the past two months. (4) At no time can personnel matters be discussed during the "Comments from the Audience" portion of the meeting. It is suggested that these matters be discussed with the Superintendent. If needed, after discussion with the Superintendent, one may request to address the Board in closed session by submitting a request ten days prior to the Board Meeting. 9. CARE OF STUDENTS WITH DIABETES If your child has diabetes and requires assistance with managing this condition while at school and school functions, a Diabetes Care Plan must be submitted to the school principal. Parents/guardians are responsible for and must: a. Inform the school in a timely manner of any change which needs to be made to the Diabetes Care Plan on file with the school for their child. b. Inform the school in a timely manner of any changes to their emergency contact numbers or contact numbers of health care providers. c. Sign the Diabetes Care Plan. d. Grant consent for and authorize designated School District representatives to communicate directly with the health care provider whose instructions are included in the Diabetes Care Plan. For further information, please contact the Building Principal. 10. CELL PHONES Students possessing cell phones during the regular school day shall keep the cell phones off. Jr. High students shall keep their cell phones in their lockers. Elementary students shall keep their cell phones in their backpacks. Students may use their cell phones in an emergency with their teacher's permission. Students shall not use cell phones in any manner that disrupts the educational environment, including using the cell phones to signal others, to take pictures, to cheat, or otherwise violate student conduct rules. The school district and its employees are not responsible for lost or damaged cell phones. 11. CO-CURRICULAR ACTIVITIES STUDENT COUNCIL – The general principle underlying the Student Council is to provide a democratic experience for 6 th -8 th grade students through participation in the management of their school affairs. Other purposes are: a. to provide training in citizenship; b. to allow students to participate in the management of extracurricular affairs; c. to promote proper student-faculty relationships; d. to promote the general welfare and to institute service organizations; e. to provide for student expression; f. to furnish a working model of government. Two representatives and one alternate are selected from each room. Officers will be elected from eighth grade. The following qualifications are kept in mind: - SPORTSMANSHIP – One who recognizes abilities in others, does not boast when he/she wins, nor does he/she blame others when he/she loses - DEPENDABILITY AND RELIABILITY – One who does not leave his/her friends in a lurch, who does not develop the habit of making excuses and who keeps his/her word at all times - OPEN-MINDEDNESS AND TOLERANCE – One whose opinions are based on information; one who listens to others and respects their points of view and remembers that it takes all types of people to make a world - RESPONSIBILITY – One who accepts responsibility as it comes to him/her and no matter how small the task will give it the best he/she has - GOOD CITIZENSHIP AND SERVICE – One who supports the school activities, is enthusiastic about improving his school, and is a (law-abiding) citizen in and out of school These qualifications are important because each representative must be passing in all subjects, must not have a mark against his/her conduct, must regularly attend meetings and be on time. Student Council representatives bring to the council matters of concern from their homeroom groups and return to their group with the solution or plan for solving problems. The faculty, the superintendent, and various organizations bring to the council matters to be taken back to the homerooms. BAND – It is the philosophy of Taft School District 90 to offer an Instrumental Program to its students. Students in grades 4 through 8 will be eligible to participate. It is the Board of Education's intent that programs such as instrumental music be offered as a co-curricular activity consistent with our philosophy of offering a well-rounded, balanced program designed to develop educated, disciplined, and responsible citizens. Other extra curricular activities are listed below. As students show interest in other clubs additional activities may be added: Boys' Basketball, Girls' Basketball, Boys' Track, Girls' Track, Cheerleading, Chorus, Beta Club, Science Fair, and Yearbook. 12. COMMUNICABLE DISEASES AND HEAD LICE The school will observe recommendations of the Illinois Department of Public Health regarding communicable diseases. 1. Parents are required to notify the school office if they suspect their child has a communicable disease. 2. In certain cases, students with a communicable disease may be excluded from school or sent home from school following notification of the parent or guardian. 3. The school may provide written instructions to the parent and guardian regarding appropriate treatment for the communicable disease. 4. A student excluded because of a communicable disease will be permitted to return to school only when the parent or guardian brings to the school a letter from the student's doctor stating that the student is no longer contagious or at risk of spreading the communicable disease. 5. Parents are required to notify school if student has lice. 6. Student(s) will be sent home and the school will provide instruction for infestation. 7. Parent/Guardian must accompany student back to school following completed treatment and student will be allowed back only after inspection from the Nurse to confirm they are free of head lice. 13. CORPORAL PUNISHMENT Corporal punishment is illegal and will not be used. Corporal punishment is defined as slapping, paddling, or prolonged maintenance of students in physically painful positions, or intentional infliction of bodily harm. Corporal punishment does not include reasonable force as needed to maintain safety for students, staff, or other persons, or for the purpose of self-defense or defense of property. 14. DRUG USE POLICY Students shall not possess, use, transfer, conceal, sell, attempt to sell, deliver, nor be under the influence of narcotics, drugs (illicit, over-the-counter), or alcohol. Students shall not possess "look-a-likes," paraphernalia, or electronic signaling devices (beepers). The possession/inappropriate use of inhalants/aerosols/butane lighters, or other lighter fluids, is prohibited. The above materials will be confiscated and turned over to the police, if necessary. Students found to possess any quantities of alcohol/drugs will be referred to the police. This policy is in effect on school buses, in school buildings, and on school grounds at any time. This policy extends to all school sponsored and related activities, as well as field trips, athletic and music trips, whether held before or after school, evenings, or weekends. In the case of student overdose from drugs/alcohol, emergency medical procedures will be followed. Parents will be notified and local paramedics will also be called. Following the handling of the medical emergency, the policy statement for chemical abuse will be implemented. 15. EARLY AND EMERGENCY SCHOOL CLOSING PROCEDURE Parents will be contacted by school personnel that school is closing early. The children whose parents cannot be contacted will stay at school or at a designated area until regular dismissal time under the supervision of appointed teachers and/or administrators. Parents wishing to pick up their children earlier than the time specified are to report to the office for their release and sign them out. Announcements of early school closing will be made via School Reach message, posted on the School's website, and indicated on the Emergency Closings Centers website at www.EmergencyClosingCenter.com. Except for rare emergencies (i.e., extreme weather conditions), Taft School will not close during the regular school term, other than those legal holidays and teacher institutes as set forth in the official school calendar. All emergency closings will be announced via School Reach message, posted on the School's website, and indicated on the Emergency Closings Centers website. Parents may find more information regarding emergency closing on the Emergency Closings Center website (www.emergencyclosings.com), tuning in to NBC/ABC/CBS news stations, or listening to WGN radio 720 16. EQUAL OPPORTUNITY AND SEX EQUITY Equal educational and extracurricular opportunities are available to all students without regard to race, color, nationality, sexual orientation, gender identity, ancestry, age, religious beliefs, physical or mental disability, or status as homeless. No student shall, based on sex or sexual orientation, be denied equal access to programs, activities, services, or benefits or be limited in the exercise of any right, privilege, advantage, or denied equal access to educational and extracurricular programs and activities. Any student or parent/guardian with a sex equity or equal opportunity concern should contact: Mr. James Calabrese, Superintendent. 17. EXTRACURRICULAR ACTIVITIES Student Eligibility For Extracurricular Activities: For all activities, athletic as well as non-athletic, Student performance will be checked weekly to govern eligibility for the following Monday through Saturday. During the succeeding weeks of the school year, the eligibility check shall begin the week prior to the first contest in an activity. For consistency, ALL teachers will be asked to update their grade books weekly on Wednesdays. Students must be passing each subject each week to be eligible. Eligibility will be checked on Thursdays. Notice to students and parents will be made by that following Friday unless there is no school on Friday, and then the next day school is in session. For fall sports, the first eligibility check shall be made following the first full week of attendance at the beginning of the school year. For any fall sport requiring a summer tryout time which may be before the official start of the academic year, eligibility shall be based on the preceding school year's grades. If a student had a failing grade at the end of the preceding academic year, he/she will be allowed to tryout and participate in a fall sport; however, this failing grade will count against one of the three weeks of allowable ineligibility. A participant accumulating three weeks (consecutive or nonconsecutive) of ineligibility will be removed from the team/group. Eligibility is defined as having any combination of passing grades (A, B, C, and/or D). Students earning a failing grade of "F" in any subject are ineligible. Any student who is ineligible is prohibited from participating in any team activity including practices or games. Parents are encouraged to regularly check their child's academic performance using the parent portal for our student information system, TeacherEase, at www.teacherease.com. Any student serving a suspension (out-of-school) is ineligible to participate in any school activity for the duration of the suspension. Parents should also reference any team specific guidelines prescribed by the respective coach as well as the Student Activities Handbook. This implementation of guidelines is done in compliance with IESA regulations (2.040-2.045). 18. FEES, FINES, and CHARGES; WAIVER OF STUDENT FEES Consumable material and activity fees are collected in the office before the school year begins. Arrangements for installment payments for consumable material fees may be made with the Superintendent. All books and consumable materials are the property of Taft School District 90. Textbooks must be returned at the end of the school year in satisfactory condition. Satisfactory condition means that the book is returned in the same condition as when it was issued. Students who lose books, do not return books, or return books in an unsatisfactory condition, will be assessed the replacement cost of the books. Lockers or combinations are not to be shared, unless directed by administration. Lost locks will be replaced at student's expense. Students may not bring their own locks to school. In order to offset the cost of the extracurricular program, an activity fee will be charged. Students may not participate until activity fee and registration fees have been paid. Fees will be set by the Taft School Board. In order to offset the cost of diplomas, a graduation fee will be charged. The fee will be set by the Taft School Board. The school establishes fees and charges to fund certain activities. A current fee schedule is available in the office. Some students may be unable to pay these fees. Students will not be denied educational services or academic credit due to the inability of their parent or guardian to pay fees or certain charges. Students whose parent or guardian is unable to afford student fees may receive a fee waiver. A fee waiver does not exempt a student from charges for lost and damaged books, locks, materials, supplies, and/or equipment. Applications for fee waivers may be submitted by a parent or guardian of a student who has been assessed a fee. Fee waivers can be found on the website or in the district office. A student shall be eligible for a fee waiver when the student currently lives in a household that meets the same income guidelines, with the same limits based on household size, that are used for the federal free meals guidelines. The Superintendent or designee will give additional consideration where one or more of the following factors are present: * Illness in the family; * Unusual expenses such as fire, flood, storm damage, etc.; * Unemployment; * Emergency situations; * When one or more of the parents/guardians are involved in a work stoppage. The superintendent's office will notify the parent/guardian within 30 days if the fee waiver requested has been denied, along with the appropriate appeal process. Questions regarding the fee waiver application process should be addressed to the superintendent's office. Fees not paid shall result in a referral to a collection agency. Fees may also be paid via credit card using the E-Pay system. A link is available on the district's website. 19. FIELD TRIPS The Taft School Board recognizes that field trips provide an effective and worthwhile learning experience for students, are integrated within the school's curriculum, and contribute to the District's educational goals. Parent's permission to attend field trips must be obtained prior to students attending the field trip. A fee may be charged to students for field trips. If a student orders a school lunch, on the day there is a field trip, they will receive a "cold" lunch to take with them. 20. FOOD IN THE CLASSROOM All treats must be store bought and arrive in the store packaging with the label of ingredients attached. Fresh fruits and vegetables are also allowed. No homemade treats are allowed at school. Some of our students have life threatening peanut/nut allergies. Food brought into their classrooms will be limited to fresh fruits and vegetables, and pre-packaged foods, manufactured in the U.S. or Canada, from the store that have the ingredients labeled and do not contain nuts AND are not manufactured in a plant with nuts. A letter with this information will be sent home to parents of students in those classes. Peanut/Tree Nut-Free Zones: Foods with peanuts/nuts or nut products are allowed in the cafeteria for lunch because a nutfree table is provided for children with nut allergies. However, snacks provided for PTA room parties and the like must be prepackaged with an ingredient label that can be checked by the school nurse and will be checked by the school nurse 24 hours in advance. 21. GANG AND GANG ACTIVITIES See the Discipline Code section of Student Handbook. 22. GRADING PROCEDURES The following is the grading scale: GRADING SCALE Satisfactory S Work is Acceptable Unsatisfactory U Work is Unacceptable Passing P Passing School report cards are issued to students on a quarterly basis. For questions regarding grades, please contact the classroom teacher. The decision to promote a student to the next grade level is based on successful completion of the curriculum, attendance, performance on standardized tests and other testing. A student will not be promoted based upon age or any other social reason not related to academic performance. 23. HOMELESS CHILD'S RIGHT TO EDUCATION When a child loses permanent housing and becomes a homeless person as defined by law, or when a homeless child changes his or her temporary living arrangements, the parent or guardian of the homeless child has the option of either (1) continuing the child's education in the school of origin for as long as the child remains homeless or, if the child becomes permanently housed, until the end of the academic year during which the housing is secured, or (2) enrolling the child in any school that non-homeless students who live in the attendance area in which the child or youth is actually living are eligible to attend. Information about assistance and support for homeless families (e.g., educational organizations and schools, food bank and meal programs, local service organizations, family shelters, and medical support) may be obtained from the social worker, or the main office. 24. HOMEWORK POLICY The Board believes that homework can have positive effects on achievement and character development, and can also serve as a vital link between the school and family. Educators and parents share one common goal – to help all students in our school be successful. Each group plays an important role in student achievement. Students learn best when they, their parents, and their school work together. I. DEFINITION (K-8) -- Homework is a task which is initiated or prompted in the classroom and is worked on and/or completed during out-of-class time. II. BELIEFS (K-8) – Homework assignments should be related to the course objectives, appropriate to the ability and grade level of students, well explained, and the directions clearly understood by students. Additional homework as a consequence is prohibited. Homework CAN: 1. Extend the academic program and increase the amount of time that students are actively engaged in learning; 2. Be an effective means for increasing student responsibility, self-discipline and accountability; 3. Provide parents with insights into the school's curriculum and expectations for students; 4. Contribute to higher levels of student achievement. III. LATE/INCOMPLETE HOMEWORK Homework assignments are expected to be completed and handed in on time. Any credit for late assignments will be at the teacher's discretion. IV. MAKE-UP ASSIGNMENT (K-8) District students shall be given the opportunity to make up schoolwork missed due to absences that are considered unavoidable. They shall have the same number of days as their absence plus one to complete their work for credit. Parents may call the school and request homework assignments after the second day during a student illness before 9:00 a.m. In all cases, if homework has not been requested and received, students in grades 5-8 are responsible for obtaining the assignments upon their return to school. In the elementary grades, teachers will provide students with the assignments upon their return to school. Exam Days: Any student who is absent on a day an exam is given will not take their missed exam on the day they return. The student will retake the exam the day after they return. If a student is absent for multiple days, an additional extension can be given at the teacher's discretion. If a student asks to take it on the day they return, and it is possible, the teacher may allow them to do so. 25. HONOR ROLL AND ACADEMIC EXCELLENCE The following is the policy for placing a student (Grades 3 through 8) on the honor roll: HIGH HONOR ROLL: All A's in all subjects, including P.E. and Music. HONOR ROLL: A's and B's in all subjects, including P.E. and Music. 26. HUMAN GROWTH & FAMILY LIFE CURRICULUM Nothing in this section prohibits instruction in sanitation, hygiene, or traditional coursework in science. The transition from childhood to youth is complex. Children need to learn about such issues as the growth and development of the human body, interpersonal relationships, and sexual behavior. To achieve this goal, the School Board directs that included in the District's health curriculum shall be instruction on human growth and family life. The human growth and family life instruction program shall be developed in a sequential pattern and related in depth and scope to the students' physical, emotional and intellectual maturity level. Topic areas for the instruction programs shall include, but are not limited to: anatomy, biology, physiology, personal health habits, mental health and illness, sexual behavior, social responsibility aspects of family life and the dangers of illicit sexual relations. A written notice shall be given to the students' parents/guardians at least two weeks prior to the beginning of the student's participation in a sex education unit. Parents/guardians shall be provided the opportunity to preview materials used as a part of the human growth and family life curriculum. Student shall be excused from taking or participating in any sex education unit if their parents/guardians submit written objections to the school administrator. Class sessions which deal exclusively with human sexuality may be conducted separately for males and females. 27. IMMUNIZATION, HEALTH, EYE, and DENTAL EXAMINATIONS Required Health Examinations and Immunizations All students are required to present appropriate proof that the student received a health examination and the immunizations against, and screenings for, preventable communicable diseases within one year prior to: 1. Entering Kindergarten or the first grade; 2. Entering the sixth and ninth grades; and 3. Enrolling in an Illinois school for the first time, regardless of the student's grade. The required health examinations must include a diabetes screening (diabetes testing is not required) and a statement from a physician assuring "risk-assessed" or screened for lead poisoning. Failure to comply with the above requirements in accordance with the Illinois School Code may result in student exclusion from school. Eye Examination Failure to comply with the requirements in accordance with the Illinois School Code may result in student exclusion from school. All kindergarten and any student enrolling for the first time in an Illinois school must have an exam. Dental Examination Failure to comply with the requirements in accordance with the Illinois School Code may result in student exclusion from school. All kindergarten, second, and sixth grades are required to submit a dental exam form. Exemptions A student will be exempted from the above requirements for: 1. Religious or medical grounds if the student's parent/guardian presents to the building principal a signed statement explaining the objection; 2. Health examination or immunization requirements on medical grounds if a physician provides written verification; 3. Eye examination requirement if the student's parent/guardian shows an undue burden or lack of access to a physician licensed to practice medicine in all of its branches who provides eye examinations or a licensed optometrist; or 4. Dental examination requirement if the student's parent/guardian shows an undue burden or a lack of access to a dentist. Students who wish to participate in interscholastic sports must have a physical examination and statement from a physician that they are physically able to participate in sports. This statement should be on file in the school office at the beginning of the school year before sports season begins. The district will make every effort to have a doctor at school to give sports physicals. (A fee may be charged.) 28. INSURANCE Every parent is given the opportunity to purchase student accident insurance at the beginning of the school year. This insurance is optional. Parents of students who do not purchase the insurance must assume the responsibility of all medical expenses that occur as a result of accidental school injury. All students participating in sports must have some type of accident insurance – either through the school or home. 29. INTERNET/COMPUTER ACCEPTABLE USE All students will be required to sign the Acceptable use policy for the 2020-2021 school year. 30. LEAVING BUILDING Students are not allowed to leave the building or playground. If a student needs to leave the building before the end of the school day, a parent or guardian must sign him/her out in the office. 31. LOCKERS Lockers are school property and school personnel have the authority to enter lockers at any time and without notice. The school is not responsible for items missing from student lockers. Students are responsible for the content of the locker issued to him/her. 32. LOST AND FOUND Articles of clothing, purses, glasses, jewelry and equipment that are found should be brought to the office. If a loss occurs, it should be reported by the student to the office immediately. Unclaimed articles, after a reasonable amount of time, will be donated to charity. We suggest that all students (K-8) have identification on all of their possessions. Students are encouraged NOT to bring large sums of money or prized possessions to school. 33. MEDICATION AT SCHOOL Medication required by a student shall be reviewed/administered by the school nurse. This policy includes common and widely used preparations such as aspirin. Medications and over the counter drugs may not be brought to school unless the Medication Form is completed and signed by the parent and doctor, and returned to the school office. Medication must be in the original prescription bottle with the correct dosage. The school retains the discretion to reject a request for administering medication. All medication shall be stored in a locked cabinet in the nurses' office. It is the students' responsibility to report to the nurses' office at medication time. Unauthorized medication will be confiscated and reclaimed by parents. During field trips, a supervisor will make every attempt to administer medicine before or after the trip, or will be done during if not feasible. It's the Parents/Guardians responsibility to pick up all medicine at the end of the school year, if not it will be discarded. No school or district employee is allowed to administer to any student, or supervise a student's self-administration of, any prescription or non-prescription medication until a completed and signed School Medication Authorization Form is submitted by the student's parent/guardian. No student is allowed to possess or consume any prescription or nonprescription medication on school grounds or at a school-related function other than as provided for in this procedure. A student may possess an epinephrine auto-injector (EpiPen®) and/or an asthma inhaler prescribed for immediate use at the student's discretion, provided the student's parent/guardian has completed and signed an Authorization for Student Self-Medication Form. The school and district shall incur no liability, except for willful and wanton conduct, as a result of any injury arising from a student's self-administration of medication or epinephrine auto-injector or the storage of any medication by school personnel. A student's parent/guardian must agree to indemnify and hold harmless the school district and its employees and agents, against any claims, except a claim based on willful and wanton conduct, arising out of a student's self-administration of an epinephrine auto-injector and/or asthma inhaler, or the storage of any medication by school personnel. 34. PARENT TEACHER ASSOCIATION PURPO SE: To promote the welfare of children and youth in home, school, community; to bring into closer relation the home and the school, that parents and teachers may cooperate intelligently in the education of children and youth; and to develop between educators and the general public such united efforts as will secure for all children and youth the highest advantages in physical, mental, and social education. The organization is organized exclusively for the charitable, scientific, literary, or educational purposes within the meaning of Section 501(d)(3) of the Internal Revenue Code or corresponding Section of any future Federal Tax Code. 35. TAFT SPORTS ASSOCIATION PURPOSE: The Taft Sports Association Parent group is established for the purpose of planning and promoting fund raising activities in support of Taft School District 90's organized athletic programs. A current list of officers for the above groups is on file in the District Office. 36. PESTICIDE NOTIFICATION If any parent would like to request notification prior to an application of pesticides on school grounds, please contact the school at 818-838-0408. 37. PHYSICAL EDUCATION Participation in P.E. will be required everyday. The parent/guardian agrees that the student must utilize the time set aside for physical education to receive special education support and services, 1. The student's Individualized Education Program team will determine whether that the student must utilize the time set aside for physical education unless a written excuse from parents or doctor is submitted. Prolonged lack of class participation because of health reasons will require a doctor's note to return. Students who provide a doctor's note excluding them from P.E. will also be excluded from recess for the duration of their excluded P.E. dates. 2. Letter grades will be given in P.E. class for students in grades 5-8. Students will be evaluated on skills, cooperation, attitude, participation, and sportsmanship. 3. A student in grades 3-12 who is eligible for special education may be excused from physical education courses if: a) The student is to receive special education support and services. The agreement or determination must be made a part of the Individualized Education Program; or b) The student has an Individualized Education Program and is participating in an adaptive athletic program outside of the school setting, and the student's parent or guardian documents this participation. A student requiring adapted physical education will receive that service in accordance with the student's Individualized Education Program. 38. PROHIBITED ARTICLES See the Discipline Code section of the Student Handbook. 39. PUBLICATIONS/WEBSITES Students are prohibited from accessing and/or distributing at school any pictures, written material, or electronic material, including material from the Internet or from a blog, that: 1. Will cause substantial disruption of the proper and orderly operation and discipline of the school or school activities; 2. Violates the rights of others, including but not limited to material that is libelous, invades the privacy of others, or infringes on a copyright; 3. Is socially inappropriate or inappropriate due to maturity level of the students, including but not limited to material that is obscene, pornographic, or pervasively lewd and vulgar, or contains indecent and vulgar language; 4. Is primarily intended for the immediate solicitation of funds; or 5. Is distributed in kindergarten through eighth grade and is primarily prepared by non-students, unless it is being used for school purposes. Nothing herein shall be interpreted to prevent the inclusion of material from outside sources or the citation to such sources as long as the material to be distributed or accessed is primarily prepared by students. The distribution of non-school-sponsored written material must occur at a time and place and in a manner that will not cause disruption, be coercive, or result in the perception that the distribution or the material is endorsed by the school district. 40. REPORT CARDS Report cards will be sent home at the end of each nine-week grading period. The report card envelope must be signed by a parent or guardian each term and returned by the student the following school day. A mid-term progress report will be sent home to the parent of a student who is at risk of failing. Incomplete grades must be made up during the next marking period. Failure to do so will result in a grade of "F" being assigned. 41. SAFETY DRILL PROCEDURES AND CONDUCT Safety drills will occur at times established by the administration. Students are required to be silent and shall comply with the directives of school officials during emergency drills. There will be a minimum of three (3) evacuation drills, a minimum of one (1) severe weather (shelter-in-place) drill, a minimum of one (1) law enforcement drill, and a minimum of one (1) bus evacuation drill each school year. There may be other drills at the direction of the administration. Drills will not be preceded by a warning to the students. 42. SCHOOL DANCES School dances are for enrolled Taft students only in grades 5-8. Student organizations should make arrangements for dances at least two weeks before the event. This includes receiving permission from the Superintendent and arranging for at least one or two faculty members to act as sponsors. 43. SCHOOL LUNCH PROGRAM Taft School offers a hot lunch program which meets or exceeds standards set by the National Free Lunch Program. Our school lunch program provides students with a nutritious, well-balanced meal. Menus and order forms will be provided to students to take home and preorder. Parents/students will review the menu, complete the order form, and return the order form with the money on or before the scheduled date. If a student does not order from the menu, it is the parent and/or student's responsibility to bring a cold lunch and drink on the days that no lunch was preordered and paid. A lunch may be available to purchase if a student forgets his/her lunch. Milk is also available for purchase for those students who bring their own lunch. Grades 1 and 2 will have lunch first 11:39 a.m. and then go to recess at 12:00 p.m. Grades 3 and 4 will have recess first at 11:39 a.m. and then eat lunch at 12:00 a.m. Grades 5 and 7 will have lunch from 12:22-12:40 p.m. and recess from 12:40-12:58 p.m. Grades 6 and 8 will have recess from 12:22-12:40 p.m. and lunch from 12:40-12:58 p.m. Applications for the free and reduced lunch program are available in the District Office. (A new application must be completed each year or if income changes.) Lunch/recess times: Grades 1-4 11:40 a.m. – 12:15 p.m. and Grades 5-8 12:23 p.m. – 12:58 p.m. 44. SEARCH AND SEIZURE In order to maintain order, safety, and security in the schools, school authorities are authorized to conduct reasonable searches of school property and equipment, as well as of students and their personal effects. "School authorities" includes school liaison police officers. School Property and Equipment as well as Personal Effects Left There by Students School authorities may inspect and search school property and equipment owned or controlled by the school (such as lockers, desks, and parking lots), as well as personal effects left there by a student, without notice to or the consent of the student and without a search warrant. Students have no reasonable expectation of privacy in these places or areas or in their personal effects left there. The building principal may request the assistance of law enforcement officials to conduct inspections and searches of lockers, desks, parking lots, and other school property and equipment for illegal drugs, weapons, or other illegal or dangerous substances or materials, including searches conducted through the use of specially trained dogs. Students School authorities may search a student and/or the student's personal effects in the student's possession (such as purses, wallets, knapsacks, book bags, lunch boxes, etc.) when there is a reasonable ground for suspecting that the search will produce evidence the particular student has violated or is violating either the law or the school or district's student rules and policies. The search will be conducted in a manner that is reasonably related to its objective of the search and not excessively intrusive in light of the student's age and sex, and the nature of the infraction. Seizure of Property If a search produces evidence that the student has violated or is violating either the law or the school or district's policies or rules, evidence may be seized and impounded by school authorities, and disciplinary action may be taken. When appropriate, evidence may be transferred to law enforcement authorities. 45. SEX OFFENDER AND VIOLENT OFFENDER REGISTRY State law requires that all school districts provide parents/guardians with information about sex offenders and violent offenders against youth. You may find the Illinois Sex Offender Registry on the Illinois State Police's website at: http://www.isp.state.il.us/sor/. You may find the Illinois Statewide Child Murderer and Violent Offender Against Youth Registry on the Illinois State Police's website at: http://isp.state.il.us/cmvo/. 46. SEX OFFENDER NOTIFICATION LAW State law prohibits a convicted child sex offender from being present on school property when children under the age of 18 are present, except for in the following circumstances as they relate to the individual's child(ren): 1. To attend a conference at the school with school personnel to discuss the progress of their child. 2. To participate in a conference in which evaluation and placement decisions may be made with respect to their child's special education services. 3. To attend conferences to discuss issues concerning their child such as retention or promotion. In all other cases, convicted child sex offenders are prohibited from being present on school property unless they obtain written permission from the superintendent or school board. Anytime that a convicted child sex offender is present on school property – including the three reasons above - he/she is responsible for notifying the principal's office upon arrival on school property and upon departure from school property. It is the responsibility of the convicted child sex offender to remain under the direct supervision of a school official at all times he/she is in the presence or vicinity of children. A violation of this law is a Class 4 felony. 47. SPECTATORS FOR GAMES Students found conducting themselves in an unacceptable manner will be subject to disciplinary action. Spectators are not allowed to ride team buses. 48. STUDENT ATHLETE CONCUSSIONS AND HEAD INJURIES A student athlete who exhibits signs, symptoms, or behaviors consistent with a concussion in a practice or game will be removed from participation or competition at that time. A student athlete who has been removed from an interscholastic contest for a possible concussion or head injury may not return to that contest unless cleared to do so by a physician licensed to practice medicine in all its branches in Illinois or a certified athletic trainer. If not cleared to return to that contest, a student athlete may not return to play or practice until the student athlete has provided his or her school with written clearance from a physician licensed to practice medicine in all its branches in Illinois or a certified athletic trainer working in conjunction with a physician licensed to practice medicine in all its branches in Illinois. 49. STUDENT RECORDS STUDENT PERMANENT RECORD – This record is kept in the District Office and is maintained for at least sixty (60) years after the student has transferred, graduated, or withdrawn from Taft School. This record includes: 1. Basic identifying information – student and parent names, addresses, student birth date and place, student's gender, and grade level achieved; 2. Grades and graduation date; 3. Attendance record; 4. Accident reports and health records; 5. Information pertaining to the release of permanent record information. The permanent record may also include: 6. Honors and awards received; 7. Information about involvement in school-sponsored organizations or activities. STUDENT TEMPORARY RECORD – While the student is in attendance, this record is kept in the school office. Once the student has left the school, the temporary record will be retained for a period of (5) five years. The temporary record may include: 1. Family background; 2. Intelligence and aptitude scores; 3. Achievement test results and scores received on State tests; 4. Reports of psychological evaluations; 5. Honors and awards received; 6. Information about involvement in school-sponsored organizations or activities; 7. Disciplinary information; 8. Teacher anecdotal records; 9. Special education files; 10. Any verified reports or information from non-educational persons, organizations, or agencies; 11. Information pertaining to release of temporary record information; 12. Other information of clear relevance to the education of the student. The temporary record must include information regarding serious disciplinary infractions (e.g., infractions involving drugs, weapons, or bodily harm) that resulted in a suspension, expulsion, or the imposition of punishment or sanction. RELEASE OF RECORDS – A school student record is any writing or other recorded information concerning a student and by which a student may be identified individually that is maintained by a school or at its direction or by a school employee, regardless of how or where the information is stored, except for certain records kept in a staff member's sole possession; records maintained by law enforcement officers working in the school; video and other electronic recordings that are created in part for law enforcement, security, or safety reasons or purposes; and electronic recordings made on school buses. The family Educational Rights and Privacy Act (FERPA) and the Illinois Student Records Act afford parents/guardians and students over 18 years of age ("eligible students") certain rights with respect to the student's school records. They are: 1. The right to inspect and copy the student's education records within 15 school days of the day the District receives a request for access. The degree of access a student has to his or her records depends on the student's age. Students less than 18 years of age have the right to inspect and copy only their permanent record. Students 18 years of age or older have access and copy rights to both permanent and temporary records. A parent/guardian or student should submit to the building principal a written request that identifies the record(s) he or she wishes to inspect. The principal will make arrangements for access and notify the parent/guardian or student of the times and place where the records may be inspected. The District charges $.35 per page for copying but no one will be denied their right to copies of their records for inability to pay this cost. The rights are denied to any person against whom an order of protection has been entered concerning the student. 2. The right to permit disclosure of personal identifiable information contained in the student's education records, except to the extent that the FERPA or Illinois School Students Records Act authorizes disclosure without consent. Disclosure without consent is permitted to school officials with legitimate educational or administrative interests. A school official is a person employed by the District as an administrator, supervisor, instructor, or a support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the School Board; a person or company with whom the District has been contracted to perform a special task (such as an attorney, auditor, medical consultant , or therapist); or any parent/guardian or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the District discloses education records without consent to officials of another school district in which a student has enrolled or intends to enroll, as well as to any person as specifically required by State or federal law. Before information is released to these individuals, the parent/guardian or eligible student will receive prior written notice of the nature and substance of the information, and an opportunity to inspect, copy, and challenge such records. Academic grades and references to expulsions or out-of-school suspensions cannot be challenged at the time a student's records are being forwarded to another school to which the student is transferring. Disclosure is also permitted without consent to: any person for research, statistical reporting or planning, provided that no student or parent/guardian can be identified; any person named in a court order; appropriate persons if the knowledge of such information is necessary to protect the health or safety of the student or persons; and juvenile authorities when necessary for the discharge of their official duties who request information before adjudication of the student. 3. The right to a copy of any school student record proposed to be destroyed or deleted. The permanent record is maintained for at least 60 years after the student transfers, graduates, or permanently withdraws. The temporary record is maintained for at least 5 years after the student transfers, graduates, or permanently withdraws. Temporary records that may be of assistance to a student with a disability who graduates or permanently withdraws, may, after 5 years, be transferred to the parent/guardian or to the student, if the student has succeeded to the rights of the parent/guardian. Student temporary records are reviewed every 4 years or upon a student's change in attendance centers, whichever occurs first. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the District to comply with the requirements of FERPA. The name and address of the Office that administers FERPA is: Family Policy Compliance Office UH.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605 50. STUDENT SUSPENSION AND/OR EXPULSION See the Discipline Code section governing student suspension and/or expulsion. 51. STUDENTS WITH FOOD ALLERGIES State law requires our school district to inform parents annually of students with life-threatening allergies or life-threatening chronic illnesses of the applicable provisions of Section 504 of the Rehabilitation Act of 1973 and other applicable federal statutes, state statutes, federal regulations and state rules. If your student has a life-threatening allergy or life-threatening chronic illness, please notify the building principal at (815) 838-0408. Federal law protects students from discrimination due to a disability that substantially limits a major life activity. If your student has a qualifying disability, an individualized Section 504 Plan will be developed and implemented to provide the needed supports so that your student can access his or her education as effectively as students without disabilities. Not all students with life-threatening allergies and life-threatening chronic illnesses may be eligible under Section 504. Our school district also may be able to meet a student's needs through other means. 52. SUBJECT AREA AWARDS In addition to the two top academic awards of Valedictorian and Salutatorian, Taft School also recognizes graduating eighth graders who have excelled academically. Awards are presented in the following subject areas: Math, Science, Language Arts, Social Studies, and Reading. 53. SUPPORT SERVICES Taft School is fortunate to have a variety of support services. 1. Education of Children With Disabilities - It is the intent of the District to ensure that students who are disabled within the definition of Section 504 of the Rehabilitation Act of 1973 or the Individuals with Disabilities Education Act are identified, evaluated and provided with appropriate educational services. The School provides a free appropriate public education in the least restrictive environment and necessary related services to all children with disabilities enrolled in the school. The term "children with disabilities" means children between ages 3 and the day before their 22 nd birthday for whom it is determined that special education services are needed. It is the intent of the school to ensure that students with disabilities are identified, evaluated, and provided with appropriate educational services. A copy of the publication "Explanation of Procedural Safeguards Available to Parents of Students with Disabilities" may be obtained from the school district office. The special education coordinator is also the coordinator of the Section 504 Plans. The parent/guardian of a student receiving special education services, or being evaluated for eligibility, is afforded reasonable access to educational facilities, personnel, classrooms, and buildings. This same right of access is afforded to an independent educational evaluator or a qualified professional retained by or on behalf of a parent or child. For further information, please contact the school principal or special education coordinator. 2. English Language Learners – Instructional support is provided for students who are determined to be eligible to receive assistance as English Language Learners. Parents/guardians of English Language Learners will be: (1) given an opportunity to provide input to the program, and (2) provided notification regarding their child's placement in, and information about, the District's English Language Learners program. For questions related to this program or to express input into the school's English Language Learners Program, contact the principal. 3. Home and Hospital Instruction – A student who is absent or whose physician anticipates his or her absence from school for an extended period of time, or has ongoing intermittent absences because of a medical condition, may be eligible for instruction in the student's home or hospital. A written statement from the physician is required prior to home and hospital instruction. 4. Psychologist – The school psychologist works primarily with children as a diagnostician and psychological examiner. Additional services may include group and individual counseling with teachers, counseling with parents, and working with children who have learning or behavior problems. 5. Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS) – RTI is a part of a problem solving process that is used to provide instruction and interventions that are matched to students' needs. The RTI process is used to improve student learning. The RTI process is described with a three-tier model that utilizes increasingly more intensive interventions. On-going assessments are an important part of the tiers so that students' progress can be monitored. The data that are collected during the RTI process are used as part of the evaluation process for determining eligibility for special education services. Special education eligibility decisions usually occur within Tier III if students do not respond to the most intensive interventions, but may occur at any tier. Parents may request a special education evaluation at any time during the intervention process. Parents play an important role throughout the RTI process. Parents provide insight into their children's learning. They are involved in discussions about their children's progress and support their children's learning at home. More information can be found on the Illinois State Board of Education website: https://www.isbe.net/Pages/Response-to-Intervention.aspx 6. Social Worker – The school social worker provides services to students and parents in matters pertaining to social and emotional concerns using both individual and group counseling. The school social worker works closely with teachers to help them understand and meet the needs of these children. 7. Speech Pathologist – A speech pathologist works with student speech problems. Referrals may be made by the staff or parents by contacting the special education coordinator. 8. Will County Health Department – The Will County Health Department is available to assist the administration, staff, students, and parents with matters pertaining to state health requirements, student health needs and education. 54. TAFT LOYALTY SONG TAFT LOYALTY SONG DEAR TAFT GRADE SCHOOL HATS OFF TO THEE TO OUR COLORS TRUE, WE WILL EVER BE STRONG AND FIRM, UNITED ARE WE V – I – C –T –O –R -Y ! V – I – C –T –O –R -Y ! VICTORY FOR TAFT GRADE SCHOOL! 55. TELEPHONES The Taft School number is (815) 838-0408. Administrators and teachers may be reached at this number. E-mail is the preferred form and most expedient way to contact teachers. 56. TRAFFIC SAFETY Traffic conditions at the hours of arrival and dismissal necessitate observation of rules for the pedestrians and bicycle riders. Children who walk to and from school must stay on the sidewalk where possible to maintain their safety and well-being. Parents who transport children to school are asked to observe the barricades. 57. TRANSFER OR WITHDRAWAL When a student is transferring or withdrawing from Taft School District 90, the parent or guardian must come in person to the school office to sign a Release of Records form. 58. SUPERVISION OF STUDENTS No student shall be in the building at any time unless supervised by school personnel. There will be no loitering the building before school, during lunch hour, or after school. 59. VALEDICTORIAN AND SALUTATORIAN The quarterly grades earned during all of sixth, all of seventh, and the first three quarters of the eighth grade years in the following subjects: Language Arts, Reading, Math, Social Studies, Science, shall be the primary determination for the selection of Valedictorian and Salutatorian. In the case of a tie, there will be co-Valedictorians and no Salutatorian. Letter grades earned carry the following number value: A=4, B=3, C=2, D=1 and F=0. Any grade receiving a "plus" (+) add 1/10 of a point. Any grade receiving a "minus" (-) subtract 1/10 of a point. 60. VISION AND HEARING SCREENINGS Vision and hearing screenings will be provided for Taft students at the State-mandated grade levels, as determined by the Illinois Department of Public Health. Students in those mandated grade levels, special education students, and students to be tested related to teacher requests will be screened. Vision screening is not a substitute for a complete vision exam by an eye doctor. Your child is not required to undergo this vision screening if an optometrist or ophthalmologist has completed and signed a report form indicating that an examination has been administered within the previous 12 months. 61. VISITORS Parents are encouraged to have conferences with teachers and are asked to arrange conferences by contacting the teacher and scheduling a mutually beneficial time before the visit. All visitors are required to enter through the front door of the building and proceed immediately to the main office. ALL VISITORS during the school day, when students are in attendance, are required to sign in by presenting a State issued photo identification to be scanned through our "Raptor" system. Raptor instantly screens out registered sex offenders from campuses with children while managing custody issues, visitors, students, faculty and volunteers. The badge provided will identify the date and time of arrival as well as the location in the building to be visited. Visitors are required to proceed immediately to their location in a quiet manner. All visitors must return to the main office and sign out before leaving the school. Visitors are expected to abide by all school rules during their time on school property. This includes wearing hats in the building. Students are not allowed to wear hats in the building at any time. Visitors are expected to set this example. A visitor who fails to conduct himself or herself in a manner that is appropriate will be asked to leave and may be subject to criminal penalties for trespassing and/or disruptive behavior. No student visitors from other schools are allowed in the building during school hours. 62. VOLUNTEERS All volunteers must sign in at the office for permission to enter the building. A criminal background check shall be required for people who would like to volunteer. 63. QUALIFICATIONS FOR EDUCATORS This is to inform you that you have the right to request information regarding the professional qualifications of any teacher that is instructing your child. You may request information regarding the following: * Whether or not the teacher has met state certification requirements; * Whether or not the teacher is teaching under emergency or provisional status; * The bachelor's degree major of the teacher, any other certification or degrees held by the teacher and the subject areas of the certification or degrees; and * Whether your child is provided services by teacher aides/paraprofessionals and, if so, their qualifications. You will receive a response to your request for information within 10 business days from the office of the Superintendent. 64. SCHOOL VISTATION RIGHTS The School visitation rights act permits employed Parents/Guardians, who are unable to meet with educators because of work conflict, the right to time off from work under certain conditions to attend such as parent teacher conferences. Letters verifying participants in such programs are available from the school office upon request. 65. ABESTOS PLAN Asbestos plan is available for inspection at the school district office. 66. MANDATED REPORTERS Any District employee who suspects or receives knowledge that a student may be an abused or neglected child shall: (1) immediately report or cause a report to be made to the Ill. Dept. of Children and Family Services (DCFS) on its Child Abuse Hotline 1-800-25-ABUSE (1-800-252-2873) (within Illinois); 1-217-5242606(outside of Illinois); or 1-800-358-5117 (TTY), and (2) follow directions given by DCFS concerning filing a written report within 48 hours with the nearest DCFS field office. Any District employee who believes a student is in immediate danger of harm, shall first call 911. The employee shall also promptly notify the Superintendent or Building Principal that a report has been made. The Superintendent or Building Principal shall immediately coordinate any necessary notifications to the student's parent(s)/guardian(s) with DCFS, the applicable school resource officer (SRO), and/or local law enforcement. Negligent failure to report occurs when a District employee personally observes an instance of suspected child abuse or neglect and reasonably believes, in his or her professional or official capacity, that the instance constitutes an act of child abuse or neglect under the Abused and Neglected Child Reporting Act (ANCRA) and he or she, without willful intent, fails to immediately report or cause a report to be made of the suspected abuse or neglect to DCFS. Any District employee who discovers child pornography on electronic and information technology equipment shall immediately report it to local law enforcement, the National Center for Missing and Exploited Children's CyberTipline 1-800-THE-LOST (1-800-843-5678) or online at report.cybertip.org/ or www.missingkids.org. The Superintendent or Building Principal shall also be promptly notified of the discovery and that a report has been made. Any District employee who observes any act of hazing that does bodily harm to a student must report that act to the Building Principal, Superintendent, or designee who will investigate and take appropriate action. If the hazing results in death or great bodily harm, the employee must first make the report to law enforcement and then to the Superintendent or Building Principal. Hazing is defined as any intentional, knowing, or reckless act directed to or required of a student for the purpose of being initiated into, affiliating with, holding office in, or maintaining membership in any group, organization, club, or athletic team whose members are or include other students. DISCIPLINE CODE In matters of discipline, students will be afforded due process. Conduct and offenses which are unacceptable at any time during school, including any school event or activity in which Taft School is a sponsor or participant, will be subject to the following rules. Students using transportation systems provided by the school are also subject to the following discipline guidelines. The following rules apply to all students and may cause need for disciplinary action in the event that they are violated. This applies to misconduct on school grounds, on a school bus, or at a school function. This may also apply to misconduct that occurs outside the school provided there is a direct relationship between the conduct and the school's educational function. 1. PHILOSOPHY OF STUDENT DISCIPLINE The potential for student learning is enhanced in an environment that is orderly and controlled. The Board of Education, in cooperation with students, staff, administration and parents has developed a set of rules aimed at providing an atmosphere in which learning can take place. The goals of these rules are to modify inappropriate student behavior and to help students internalize school expectations. To achieve these goals, supporting principles are necessary. Some of the supporting principles of this philosophy are enumerated below. Students must be given the opportunity to become acquainted with the rules. They must, except in unusual circumstances, be given the opportunity to explain their side of an incident. Disciplinary action should be reasonably swift, fair, and consistent. Students who continually violate the rules should expect the penalties associated with such violations to become progressively more severe. Students who are actively attempting to learn should be free from unnecessary disruptions and distractions that impede learning. Teachers have the right and responsibility to do what is necessary to maintain order and to prevent injury or damage to property in the classroom including the right to use reasonable force to remove a disruptive student from the classroom. The curriculum includes character education and bullying prevention at each grade level. Taft implements Character Counts which addresses six pillars of character (trustworthiness, respect, responsibility, fairness, caring, and citizenship). Taft implements the following bullying prevention/conflict resolution programs: Second Step (grades K-2), Steps to Respect (grades 3-5), and Second Step (grades 6-8). 2. ATTENDANCE Regular attendance is required. Unexcused absenteeism or tardiness may result in disciplinary action. 3. AUDITORIUM RULES Walk in quietly. 1. Sit in assigned area and stay seated until dismissed. 2. Sit in seats correctly and keep your feet on the floor. 3. Listen and watch. 4. Use applause appropriately. 4. BUILDING RULES FOLLOW THE 3 R's: BE RESPECTFUL, BE RESPONSIBLE, BE READY TO LEARN \| Expectations \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| \| Hallways \| Cafeteria \| Classrooms \| Bathroom \| Playground \| \| Be Respectful \| Keep hands and feet to self. Keep hallways litter free, care for your locker \| Practice good table and line manners. Remain seated, raise your hand for assistance \| Listen attentively. Speak kindly to classmates and teachers. Keep hands \| Ensure the toilet is flushed and clean up after yourself. Throw trash in \| Line up when the whistle is blown. Tell an adult immediately if you see \| \| \| and personal space. \| and eat only your food. \| and feet to yourself. \| appropriate receptacle. \| inappropriate behavior. Use equipment appropriately as intended. \| \|---\|---\|---\|---\|---\|---\| \| Be Responsible \| Walk on the right side, use appropriate volume and appropriate language . \| Walk and take your own card. Eat food in a timely manner during the lunch period. Clean up after yourself. \| Actively participate. Be ontime to class. Place classroom materials in designated areas. \| Wash hands with soap and be courteous with others. Use appropriate volume and language. Respectful to others privacy. \| Use kind language, share with others and include others in activities. Keep the playground clean. Hands to self. \| \| Be Ready to Learn \| Straight to orderly, eyes forward and bring materials needed. \| Stay seated until dismissed. Use appropriate voice and language. Follow lunchroom supervisor directions. \| Come to class with required materials. Whole body listening (eyes forward, ears listening, quiet mouth & body still). Use technology for its intended purpose. \| Use time efficiently and return to class as quickly as possible. \| Hold onto equipment when whistle is blown. Be prepared and dress appropriately for the weather. Bring your belongings back to the classroom. \| Entering and leaving the building: 1. Students should not arrive on the playground before 8:15 a.m. 2. Students will be allowed to enter the building at 8:15 a.m. on bad weather days. Students shall enter assigned areas until the school day begins. 3. After school, all students should leave the building immediately unless under supervision. Chewing gum and unauthorized eating of food is not permitted. Rough and/or inappropriate behavior (including fighting, intimidation, threats, vulgarity, profanity, disrespect and defiance) is not permitted. Students shall not run, talk loudly, or yell in the hallways. They shall not push, shove, or hit others. Students shall not write on walls, desks, deface or destroy school property. Lockers 1. Student lockers must be kept clean. 2. Lockers must be locked when not in use. 3. No pictures, posters, or balloons may be posted outside of lockers. 4. Students may not exchange locks, lockers or combinations. 5. Lockers are the property of Taft School and may be accessed by school personnel at any time. 6. Defacing of school property or private property is forbidden. 5. CLASSROOM RULES 1. Be on time for class/enter and leave classroom quietly. 2. Raise hand to be recognized. 3. Bring appropriate books and materials to class. 4. Have assignments completed. 5. Keep desk neat. 6. Listen carefully and follow directions. FOR GRADES K-4: Infractions may include, but are not limited to, the infractions listed. Infractions may result in receiving one or more of the consequences listed. The consequences are intended for use during school hours, intramurals, extracurricular activities (participant or observer), and/or any school-sponsored event. Matrices begin on the next page: DISCIPLINE MATRIX – Grades K-4 LEVEL 1 MISBEHAVIOR * Chewing gum * Not prepared for class * Not following school dress code * Running in school * Throwing objects * Talking out of turn * Making excessive noise in school * Having cell phone on person during school hours Continued on Next Page CONSEQUENCES * Verbal Warning * Consequences according to classroom management plan * Loss of privilege such as attendance at after school or evening events and/or participation in incentive activities Note: Persistent or severe misconduct may result in consequences found in levels 2, 3, and/or 4. Continued on Next Page OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Conference with student * Parent notification Continued on Next Page LEVEL 2 MISBEHAVIOR * Defiance and disrespect * Pushing and shoving * Not telling the truth, cheating * Theft * Inappropriate language * Causing a disruption * Repeated dress code violations * Improper use of technology * Improper use of cell phones or other electronic devices * Drawing graffiti * Engaging in intimidation, harassment, teasing, taunting * Being tardy LEVEL 3 MISBEHAVIOR * Gross disobedience and misconduct * Fighting * Chronic misbehavior * Bullying, intimidation, and harassment LEVEL 4 MISBEHAVIOR * The possession, sales, and/or use of look-a-like drugs, drug paraphernalia, vaping devices, or alcohol * Intentional destruction of school property or property of school personnel or students * 2 nd offense of gang or gang activities * Possession of an explosive or look-a-like explosive device * Possession of a weapon * Setting a fire * Initiating a false alarm or a false report warning of a fire, bombing, or other catastrophe CONSEQUENCES * Consequences according to classroom management plan * Loss of privilege * Detention * Chronic tardiness may result in a referral to the Truancy Officer Note: Persistent or severe misconduct may result in consequences found in levels 3 and/or 4. CONSEQUENCES * Building Supervised Study * Out-of-school suspension * Recommendation for expulsion Note: Persistent or severe misconduct may result in disciplinary actions found in level 4. CONSEQUENCES * Out-of-school suspension * Recommendation for expulsion OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Conference with student * Parent notification * Behavior contract or point sheet * Referral to social worker * Conflict resolution session OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Parent notification * Referral to social worker * Referral to police * Search of property owned or controlled by school, search of personal effects left by students in those areas OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Parent notification * Referral to social worker * Referral to police * Search of property owned or controlled by school, search of personal effects left by students in those areas DISCIPLINE MATRIX – Grades 5-8 Infractions may include, but are not limited to, the infractions listed. Infractions may result in receiving one or more of the consequences listed. The following consequences are intended for use during school hours, intramurals, extracurricular activities (participant or observer), and/or any school-sponsored event. GRADES 5-8 LEVEL 1 MISBEHAVIOR GRADES 5-8 CONSEQUENCES * Being out of seat without permission GRADES 5-8 OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Chewing gum * In hall without a pass * Not prepared for class * Being tardy * Not following school dress code * Littering * Running in school * Throwing objects * Talking out of turn * Making excessive noise in school * Having cell phone on person during school hours * Consequences according to classroom management plan * Verbal warning * Demerit * Detention * Referral * Loss of privilege such as attendance at after school or evening events and/or participation in incentive activities Note: Persistent or severe misconduct may result in consequences found in levels 2, 3, and/or 4. * Conference with student * Parent notification GRADES 5-8 LEVEL 2 MISBEHAVIOR * Defiance and disrespect * Pushing and shoving * Inappropriate display of affection * Not telling the truth, cheating, or forgery * Not serving consequences * Abusive and inappropriate language * Causing a disruption * Repeated dress code violations * Improper use of technology * Improper use of cell phone or other electronic devices * Theft * Drawing graffiti * Engaging in intimidation, harassment, teasing, taunting * Being tardy for school or any class period GRADES 5-8 LEVEL 3 MISBEHAVIOR * Gross disobedience and misconduct * Fighting * Chronic misbehavior * Bullying, intimidation, teen dating violence & harassment Continued on Next Page GRADES 5-8 CONSEQUENCES * Consequences according to classroom management plan * Referral * Detention * Building Supervised Study * Loss of privilege * Chronic tardiness may result in a referral to the Truancy Officer * 3rd Demerit results in a detention Note: Persistent or severe misconduct may result in consequences found in levels 3 and/or 4. GRADES 5-8 CONSEQUENCES * Building Supervised Study * Out-of-school suspension * Recommendation for expulsion Note: Persistent or severe misconduct may result in disciplinary actions found in level 4. Continued on Next Page GRADES 5-8 OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Conference with student * Parent notification * Behavior contract or point sheet * Referral to social worker * Conflict resolution session * Referral to police GRADES 5-8 OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Parent notification * Referral to social worker * Referral to police Continued on Next Page GRADES 5-8 LEVEL 4 MISBEHAVIOR * The possession, sales, and/or use of look-a-like drugs, drug paraphernalia, vaping devices, or alcohol * Intentional destruction of school property or property of school personnel or students * 2 nd offense of gang or gang activities * Possession of an explosive or look-a-like explosive device * Possession of a weapon * Setting a fire * Initiating a false alarm or a false report warning of a fire, or an impending bombing, or other catastrophe. Due Process When a request is made to appear for a disciplinary hearing you have the right to be represented by counsel (at your own expense), present witnesses and other evidence, and cross-examine the Administration's witnesses. If you plan to be represented by an attorney at the hearing you will need to provide your attorney's name and contact information. Please let the district know 7 days in advance by contacting the Superintendent at 815-838-0408. Senate Bill 100 SB 100 requires that prior to imposing long term suspensions (4-10 days), expulsions and disciplinary removals to alternative schools, all "appropriate and available behavioral interventions" must be exhausted. By law, school authorities retain the ability to determine what behavioral interventions are appropriate and available on a case-by-case basis. Short term suspensions (1-3 days) do not require school authorities to exhaust behavioral interventions. SB 100 requires that prior to a disciplinary removal, school authorities must show that a student's "continued presence at school" would be a disruption or a safety concern. (Note that the exact definition of disruption and safety concern is slightly different for short term and long term removals.) The new law also provides that student disciplinary removals are meant for the most serious student conduct. Suspensions (Internal or External) and Expulsion Suspension is defined as a temporary removal from school for a maximum of 10 days per suspension (unless increased by the Board of Education). Expulsion is defined as removal of a student from school for gross disobedience or misconduct for a period of time ranging in excess of 10 days to a definite period of time not to exceed 2 school years. Disciplinary action--suspension and/or expulsion--may be taken against any student guilty of gross disobedience or misconduct including, but not limited to, the following: GRADES 5-8 CONSEQUENCES * Out-of-school suspension * Recommendation for expulsion * Possible restitution for damages GRADES 5-8 OTHER POSSIBLE ACTIONS AND INTERVENTIONS * Parent notification * Referral to social worker * Referral to police 1. Using, possessing, distributing, purchasing, or selling tobacco materials; including electronic cigarettes or ecigarettes. 2. Using, possessing, distributing, purchasing, or selling alcoholic beverages. 3. Using, possessing, distributing, purchasing, or selling: a. Any illegal drug, controlled substance, or cannabis (including marijuana, medical marijuana, and hashish). b. Any anabolic steroid or performance-enhancing substance not administered under a physician's care and supervision. c. Any prescription drug when not prescribed for the student by a licensed health care provider or when not used in the manner prescribed. d. Any inhalant, regardless of whether it contains an illegal drug or controlled substance: (a) that a student believes is, or represents to be capable of, causing intoxication, hallucination, excitement, or dulling of the brain or nervous system; or (b) about which the student engaged in behavior that would lead a reasonable person to believe that the student intended the inhalant to cause intoxication, hallucination, excitement, or dulling of the brain or nervous system. e. "Look-a-like" or counterfeit drugs, including a substance not containing an illegal drug or controlled substance, but one: (a) that a student believes to be, or represents to be, an illegal drug or controlled substance; or (b) about which a student engaged in behavior that would lead a reasonable person to believe that the student expressly or impliedly represented to be an illegal drug or controlled substance. f. Drug paraphernalia, including devices that are or can be used to: (a) ingest, inhale, or inject cannabis or controlled substances into the body; and (b) grow, process, store, or conceal cannabis or controlled substances. Students who are under the influence of any prohibited substance are not permitted to attend school or school functions and are treated as though they have the prohibited substance, as applicable, in their possession. 4. Using, possessing, controlling or transferring a firearm or "look-a-like," knife, brass knuckles or other knuckle weapon regardless of its composition, a billy club, or any other object if used or attempted to be used to cause bodily harm. 5. Using or possessing an electronic paging device. 6. Using a cellular telephone, video recording device, personal digital assistant (PDA), or similar electronic device in any manner that disrupts the educational environment or violates the rights of others. All cell phones and similar electronic devices must be kept powered-off and out-of-sight during the regular school day unless: (a) the supervising teacher grants permission; (b) use of the device is provided in a student's individualized education program (IEP); or (c) it is needed in an emergency that threatens the safety of students, staff, or other individuals. 7. Using or possessing a laser pointer unless under a staff member's direct supervision and in the context of instruction. 8. Disobeying rules of student conduct or directives from staff members or school officials. 9. Engaging in academic dishonesty, including cheating, intentionally plagiarizing, wrongfully giving or receiving help during an academic examination, and wrongfully obtaining test copies or scores. 10. Bullying, hazing or any kind of aggressive behavior that does physical or psychological harm to a staff person or another student or encouraging other students to engage in such behavior. Prohibited conduct specifically includes, without limitation, any use of violence, intimidation, force, noise, coercion, threats, stalking, harassment, sexual harassment, public humiliation, theft or destruction of property, retaliation, hazing, bullying, bullying through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment, or other comparable conduct. 11. Causing or attempting to cause damage to, stealing, or attempting to steal, school property or another person's personal property. 12. Being absent without a recognized excuse. 13. Being involved with any public school fraternity, sorority, or secret society. 14. Being involved in a gang or engaging in gang-like activities, including displaying gang symbols or paraphernalia. 15. Violating any criminal law, including but not limited to, assault, battery, arson, theft, gambling, eavesdropping, and hazing. 16. Engaging in any activity, on or off campus, that interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff, or school property. 17. Sending, receiving or possessing sexually explicit or otherwise inappropriate pictures or images, commonly known as "sexting". Prohibited conduct specifically includes, without limitation, creating, sending, sharing, viewing, receiving or possessing an indecent visual depiction of oneself or another person through the use of a computer, electronic communication device, tablet, smartphone, or cellular phone. 18. Making an explicit threat on an Internet website against a school employee, a student, or any school-related personnel if the Internet website through which the threat was made is a site that was accessible within the school at the time the threat was made or was available to third parties who worked or studied within the school grounds at the time the threat was made, and the threat could be reasonably interpreted as threatening to the safety and security of the threatened individual because of his or her duties or employment status or status as a student inside the school. 19. Initiating a false alarm or a false report warning of a fire, or an impending bombing or other catastrophe; 20. Possessing, using, or transferring pyrotechnic devices such as firecrackers, rockets, sparklers, and poppers which are exploded, burned, or produce a loud noise or lighting effect. 21. Possessing an explosive or look-a-like explosive device. For purposes of these rules, the term "possession" includes having control, custody, or care, currently or in the past, of an object or substance, including situations in which the item is: (a) on the student's person; (b) contained in another item belonging to, or under the control of, the student, such as in the student's clothing, backpack; (c) in a school's student locker, desk, or other school property; (d) at any location on school property or at a school-sponsored event; or (e) in the case of drugs and alcohol, substances ingested by the person. No disciplinary action shall be taken against any student that is based totally or in part on the refusal of the student's parent/guardian to administer or consent to the administration of psychotropic or psychostimulant medication that is prescribed to the student. The grounds for disciplinary action also apply whenever the student's conduct is reasonably related to school or school activities, including but not limited to: 1. On, or within sight of, school grounds before, during, or after school hours or at any time; 2. Off school grounds at a school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school; 3. Traveling to or from school or a school activity, function, or event; or 4. Anywhere, if the conduct interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff, or school property. Disciplinary Measures Disciplinary measures may include: 1. Disciplinary conference. 2. Withholding of privileges. 3. Seizure of contraband. 4. Suspension from school and all school activities for up to 10 days. A suspended student is prohibited from being on school grounds.\ 5. Suspension of bus riding privileges. 6. Expulsion from school and all school-sponsored activities and events for a definite time period not to exceed 2 calendar years. An expelled student is prohibited from being on school grounds. 7. Notifying juvenile authorities or other law enforcement whenever the conduct involves illegal drugs (controlled substances), "look-alikes," alcohol, or weapons, or commission of a crime. 8. Notifying parents/guardians. 9. Temporary removal from the classroom. 10. Building Supervised Study for a period not to exceed 5 school days. After-school Building Supervised Study provided the student's parent/guardian has been notified. Firearms, Knives, Brass Knuckles & Other Objects Used or Attempted to Be Used to Cause Harm A student who is determined to have brought one of the following objects to school, any school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school shall be expelled for a period of not less than one year: (1) A firearm. For the purposes of this Section, "firearm" means any gun, rifle, shotgun, weapon as defined by Section 921 of Title 18 of the United States Code, firearm as defined in Section 1.1 of the Firearm Owners Identification Card Act, or firearm as defined in Section 24-1 of the Criminal Code of 1961. The expulsion period may be modified by the superintendent, and the superintendent's determination may be modified by the board on a case-by-case basis. (2) A knife, brass knuckles or other knuckle weapon regardless of its composition, a billy club, or any other object if used or attempted to be used to cause bodily harm, including "look alikes" of any firearm as defined above The expulsion requirement may be modified by the superintendent, and the superintendent's determination may be modified by the board on a case-by-case basis. Preventing Bullying, Intimidation, Teen Dating Violence & Harassment Bullying, intimidation, teen dating violence and harassment diminish a student's ability to learn and a school's ability to educate. Preventing students from engaging in these disruptive behaviors is an important school goal. Bullying on the basis of actual or perceived race, color, nationality, sexual orientation, gender identity, gender-related identity or expression, ancestry, age religion, physical or mental disability, order of protection status, status of being homeless, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations: 1. During any school sponsored education program or activity. 2. While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school sponsored or school sanctioned events or activities. 3. Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment. 4. Transmission of information from a computer that is accessed at a non-school related occasion, activity, function, or program or from use of technology or electronic device that is not owned, leased, or used by the school district if the bulling causes a substantial disruption to the educational process or orderly operation of a school. For purposes of this policy, the term bullying means any repeated severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student that has or can be reasonably predicted to have the effect of one or more of the following: 1. Placing the student in reasonable fear of harm to the student's person or property. 2. Causing a substantially detrimental effect on the student's physical or mental health. 3. Substantially interfering with the student's academic performance. 4. Substantially interfering with the student's ability to participate in or benefit from the services, activities, or privileges provided by a school. Bullying, intimidation, teen dating violence and/or harassment may take various forms, including without limitation: Threats, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. For purposes of this policy, the term bullying includes harassment, intimidation, teen dating violence, retaliation, and school violence. A student who is being bullied is encouraged to immediately report it orally or in writing to the District Complaint Manager, Nondiscrimination Coordinator or any staff member with whom the student is comfortable speaking. Anyone who has information about actual or threatened bullying is encouraged to report it to the District Complaint Manager, Nondiscrimination Coordinator or any staff member. The school will not punish anyone because he or she made a complaint or report, supplied information, or otherwise participated in an investigation or proceeding, provided the individual did not make a knowingly false accusation or provide knowingly false information. The school will protect students against retaliation for reporting incidents of bullying, intimidation, teen dating violence or harassment, and will take disciplinary action against any student who participates in such conduct. STOPit is an app that has been added to all Chromebooks. Students are able to make anonymous reports of bullying and/or dangerous activity, at any point during the day, while at school or at home. It will immediately be sent to the Principal and Superintendent. Nondiscrimination Coordinator: Mr. Jim Calabrese, Superintendent Name 1605 S. Washington St. Address Lockport, IL 60441 (815) 838-0408 Telephone Complaint Managers: Mr. Jim Calabrese, Superintendent ACCESS TO STUDENT SOCIAL NETWORKING PASSWORDS & WEBSITES SCHOOL AUTHORITIES MAY REQUIRE A STUDENT OR HIS OR HER PARENT OR GUARDIAN TO PROVIDE A PASSWORD OR OTHER RELATED ACCOUNT INFORMATION IN ORDER TO GAIN ACCESS TO THE STUDENT'S ACCOUNT OR PROFILE ON A SOCIAL NETWORKING WEBSITE IF SCHOOL AUTHORITIES HAVE REASONABLE CAUSE TO BELIEVE THAT A STUDENT'S ACCOUNT ON A SOCIAL NETWORKING WEBSITE CONTAINS EVIDENCE THAT A STUDENT HAS VIOLATED A SCHOOL DISCIPLINARY RULE OR PROCEDURE. DISCIPLINE OF STUDENTS WITH DISABILITIES The school will comply with the Individuals with Disabilities Education Act (IDEA) and the Illinois State Board of Education's special education rules when disciplining students. Behavioral interventions will be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors. No special education student shall be expelled if the student's particular act of gross disobedience or misconduct is a manifestation of his or her disability as determined through a manifestation hearing. Any special education student whose gross disobedience or misconduct is not a manifestation of his or her disability may be expelled pursuant to the expulsion procedures. 7. DRUGS, TOBACCO, ALCOHOL It shall be the policy of the school to take positive action through education, counseling, parental involvement, medical referral, and police referral in the handling of incidents in the schools involving the possession, sales and/or use of behavior affecting and/or look-a-like substances. These substances shall include, but not be limited to, marijuana, LSD, glue, alcohol, and barbiturates. The possession, sales and/or use of drugs, look-a-like drugs, drug paraphernalia, tobacco or vaping equipment, or alcohol are strictly forbidden. The right of inspection of students' lockers is inherent in the authority granted school boards and administrators. First-Time Offenders: 1. The Superintendent or designated school personnel will attempt to notify the parent(s)/guardian(s) by phone to explain the incident and arrange a conference, to be held as soon as possible at a mutually agreeable date. If telephone contact cannot be made, written communication will be sent. 2. Student is suspended for 10 days. 3. The parent(s)/guardian(s) and student will be presented with an alternative-to suspension option. That option includes a chemical dependency assessment, through a school-approved facility, and follow-through with assessment recommendations. The school will provide the parent with a list of school–approved facilities, which have chemical dependency treatment licensing, from which they may choose. The assessment and other education/treatment costs will be the responsibility of the parent/guardian. 4. The suspension of the student who agrees to be evaluated and treated, if necessary, will be commuted to five days. 5. The chemical dependency facility must notify the school that the student has been evaluated, and the student/parent(s) intend to comply with the recommendations. If the school received such notification by phone within the first 5 days, the student may re-enter the school on the sixth day. It is assumed that written communication from the facility will be received within 10 days. If the parent(s)/student does not agree to pursue the recommendations of the professional assessment, or fail to do so after making such a commitment, the recommendation for full 10 day suspension will be continued. Parents will be expected to sign a refusal statement, to be kept in the student's record. Second-Time Offenders: 1. The Superintendent or designated school personnel will attempt to notify the parent(s)/guardian(s) by phone to explain the incident and arrange a conference, to be held as soon as possible at a mutually agreeable date. If telephone contact cannot be made, written communication will be sent. 2. The student will be suspended for a full 10 days. 3. The parent(s) of second-time offenders will be given a choice of expulsion or enrollment of their child in a district approved out-patient program for chemical dependency counseling. The assessment and other education/treatment costs will be the responsibility of the parent/guardian. If the parent agrees to pursue outpatient counseling, evidence of enrollment, successful participation, and final completion of such a program must be presented to the superintendent. Failure to do so will result in expulsion. Third-Time Offenders: 1. Expulsion procedures will be initiated for a third violation of this policy. 2. Students in possession of drugs with intent to deliver may be expelled for the first offense. The school will cooperate with the police department by making every effort to identify and report the source of supply, and be developing an in-service instruction program for staff members. NOTE: Special arrangements and services may be provided for students identified as "special education." Discipline will be administered consistent with the student's IEP and according to State and Federal Law. It shall be the policy of the schools to take positive action through education, counseling, parent involvement, medical referral, and police referral in the handling of incidents in the schools involving the possession, sales and/or use of tobacco. The possession, sales and/or use of tobacco are strictly forbidden. The right of inspection of students' lockers is inherent in the authority granted school boards and administrators. 8. ELIGIBILITY FOR EXTRACURRICULAR ACTIVITIES: Student Eligibility For Extracurricular Activities: For all activities, athletic as well as non-athletic, passing work shall be checked weekly to govern eligibility for the following Monday through Saturday. During the succeeding weeks of the school year, the eligibility check shall begin the week prior to the first contest in an activity. For consistency, ALL teachers will be asked to update their grade books weekly on Wednesdays. Students must be passing each subject each week to be eligible. Eligibility will be checked on Fridays. Notice to students and parents will be made on Fridays unless there is no school on Friday, and then the next day school is in session. For fall sports, the first eligibility check shall be made following the first full week of attendance at the beginning of the school year. For any fall sport requiring a summer tryout time which may be before the official start of the academic year, eligibility shall be based on the preceding school year's grades. If a student had a failing grade at the end of the preceding academic year, he/she will be allowed to tryout and participate in a fall sport; however, this failing grade will count against one of the three weeks of allowable ineligibility. A participant accumulating three weeks (consecutive or nonconsecutive) of ineligibility will be removed from the team/group. Eligibility is defined as having any combination of passing grades (A, B, C, and/or D). Students earning a failing grade of "F" in any subject are ineligible. Any student who is ineligible is prohibited from participating in any team activity including practices or games until the following week when eligibility is checked again. Parents are encouraged to regularly check their child's academic performance using the parent portal for our student information system, TeacherEase, at www.teacherease.com. Any student serving a suspension (in-school or out-of-school) is ineligible to participate in any school activity for the duration of the suspension. Parents should also reference any team specific guidelines prescribed by the respective coach as well as the Student Activities Handbook. This implementation of guidelines is done in compliance with IESA regulations (2.040-2.045). 9. GANG AND GANG ACTIVITIES The Board believes and hereby finds that the presence of gangs and gang activities can cause a substantial disruption of or material interference with school and school activities. A "gang" as defined in this policy is any group of two or more persons whose purposes include the commission of illegal acts. By this policy, the Board acts to prohibit the existence of gangs and gang activities as follows: "Gang" is defined as any group, club or organization of two or more persons whose purposes include the commission of illegal acts. No student on or about school property or at any school activity or whenever the student's conduct is reasonably related to a school activity, shall: (1) wear, possess, use, distribute, display, or sell any clothing, jewelry, paraphernalia or other items which reasonably could be regarded as gang symbols; commit any act or omission, or use either verbal or non‐verbal gestures, or handshakes showing membership or affiliation in a gang; or (2) use any speech or commit any act or omission in furtherance of the interest of any gang or gang activity, including, but not limited to, soliciting others for membership in any gangs; (3) request any person to pay protection or otherwise intimidate, harass or threaten any person; (4) commit any other illegal act or other violation of district policies, (5) or incite other students to act with physical violence upon any other person. Confirmation of a student being in a public school fraternity, sorority, gang, cult, or secret society, displaying or possessing symbols or engaging in other activities will result in the following: 1 st Offense – Minimum of five (5) days external suspension and Final Warning. 2nd Offense – External suspension pending recommendation for expulsion based upon investigation and notification of police. Confirmation of a student soliciting for membership will result in immediate suspension for ten days, and the student will be recommended to the Board for expulsion. 10. PHYSICAL EDUCATION PRACTICES Uniforms: 1. All boys are required to have blue shorts, gold T-shirt, and gym shoes. 2. All girls are required to have blue shorts, gold T-shirt, and gym shoes. 3. The above items will remain in the lockers Monday through Friday. On the LAST DAY OF THE WEEK, EVERYTHING except gym shoes is to be TAKEN HOME TO BE LAUNDERED. 4. Boys and girls must dress in the regulation gym suit for physical education in grades 5-8. Borrowing of P.E. clothing is forbidden. 5. Boys and girls should have their name in or on their gym clothes and shoes. Participation: Class participation will be required unless a written excuse from a doctor, nurse practitioner, or physician assistant is submitted. Students who are excluded from physical education with a medical note are also excluded from participating in recess. Locker Rooms/Locks: 1. Running, loud talk, or yelling is prohibited. 2. Fighting, rough play is prohibited. 3. Locker rooms shall be kept clean. All articles should be kept in the locker and the lockers locked. 4. Student must use the locks from the school. 5 th grade students will be issued a lock for use in the locker room. Students in grades 6-8 are to be purchased at the beginning of the 6 th grade year. These locks are in pairs and have matching combinations for locker room and hallway locks. If a lock is lost, a replacement cost will be charged. 11. PLAYGROUND RULES General Rules: 1. Children must stay in sight of the teacher on duty. 2. Children are not allowed on the grass areas, by the street, on steps, on fire escapes, by the bike racks, on the boiler ramp or in areas outside the fence. 3. School property should be respected at all times. 4. Eating and littering are forbidden on playground. 5. Fighting or rough play is not allowed. 6. Children should not arrive on the playground before 8:15 a.m. 7. Once a student has entered the playground, he/she may not leave without permission. 8. Students shall enter building through assigned doors. 9. No baseball bats or hard balls are allowed. 12. PROHIBITED ARTICLES Prohibited Articles: 1. Carrying or using weapons or articles and/or devices that are being carried for the suspected reason of causing injury to another; water guns, play guns, look-a-like weapons and/or real guns are not permitted. 2. Use or possession of explosive or inflammatory items (e.g., firecrackers, caps, matches, or lighters) 3. Students should not bring to school: electronics such as iPods, MP3 players, CD players, radios, tape recorders, cameras, video games; cards, dice, large sums of money, expensive jewelry, or shoes with wheels or skateboards. These items will be confiscated and returned as appropriate. 13. SCHOOL LUNCH PROGRAM Students are not allowed to share lunches. Students should finish eating before leaving the lunchroom. NO food or drink should be taken out of the lunchroom. Students are to remain in the lunchroom until they are dismissed by the lunchroom supervisor. A student who stays for lunch shall not leave the school premises during the lunch period. Students who are excluded from physical education with a medical note are also excluded from participating in recess. 14. TRAFFIC SAFETY Bicycle Safety Rules: 1. A bicycle rider must obey all traffic regulations required of motorists. 2. Ride with traffic, not against it. 3. Stop at all stop signs. 4. Always use hand signals before you turn or stop. 5. Ride straight along. Never use a zigzag course. 6. Ride in a single file close to curb. 7. Remember that a bicycle is built for one person at a time. 8. Never interfere with anyone riding another bicycle. 9. Leave parked bicycles alone. 10. Park bicycles in the bike racks provided and always lock them up. 11. It is recommended that children DO NOT ride bicycles to school until they are at least in THIRD GRADE. 15. TRUANCY Student attendance is critical to the learning process. Truancy is therefore a serious issue and will be dealt with in a serious manner by the school and district. Students who miss 5% or more of the prior 180 regular school days without valid cause (a recognized excuse) are considered chronic truants. Students who are chronic truants will be offered support services and resources aimed at correcting the truancy issue. If chronic truancy persists after support services and other resources are made available, the school and district will take further action, including: * Referral to the truancy officer * Reporting to officials under the Juvenile Court Act * Referral to the State's Attorney * Appropriate school discipline A parent or guardian who knowingly and willfully permits a child to be truant is in violation of State law. 16. ILLINOIS FREEDOM OF INFORMATION ACT Taft School District 90 School District Rules and Regulations All requests for records will be delivered the School District Administrative Office and submitted in writing to the Superintendent. Requests will be received between 8:00 a.m. and 3:30 p.m. on weekdays when the office is normally open. The address for the Administrative Office is: 1605 South Washington Street, Lockport, Illinois 60441. All requests will be processed within seven working days. 17. TITLE IX Taft School District 90 Title IX of the Education Amendments of 1962 states that: "No person in the United States shall on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance." The Title IX Coordinator for District 90 is the Superintendent of Taft School District 90, 1605 South Washington Street, Lockport, Illinois, Telephone: (815)838-0408. The following is the procedure for filing grievances under Title IX: 1. The grievance shall be in writing specifying the area(s) of concern and shall be filed with the grievance office. 2. The Superintendent will give a reply to the grievance within ten (10) days. 3. If the complaint is not satisfied with the Superintendent's reply, he/she may bring the matter before the Board of Education at its regularly scheduled board meeting by following the established board policy for being placed on the agenda. 4. The Board of Education will hear the grievance and will deliberate and study the grievance. The decision of the Board will be rendered at the next regularly scheduled Board meeting. 18. TITLE I Taft School District 90 Complaints alleging violations of rights accorded parents and eligible students shall be referred to the Superintendent of District 90 to review, investigate, and resolve. Within twenty (20) days following receipt of the complaint, the Superintendent will notify the complainant for his/her opportunity to be represented to present evidence, and to question the parties involved in the complaint. A final resolution to the complaint will be rendered within thirty (30) days of its receipt. Written notification of the final resolution will include notice of findings and the basis for such findings and the specific actions to be taken by the School district to correct any valid findings of noncompliance. The notification will also include notify of the right to appeal the district's final resolution to the Compliance Review Unit for the Illinois State Board of Education (ISBE) within thirty (30) days of receipt of the written notice of findings.	<urn:uuid:7a11b04b-6e65-4653-a64b-e8f1b9edfd81>	CC-MAIN-2022-21	https://www.taft90.org/_files/ugd/4e789e_9d6ac470146344209874d2a8ace6cddf.pdf	2022-05-29T09:02:02+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00326.warc.gz	1,194,761,988	24,994	eng_Latn	eng_Latn	0.973393	eng_Latn	0.99857	[ "eng_Latn", "pdt_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1239, 1404, 2648, 3591, 3610, 3627, 5904, 9379, 12774, 16457, 18991, 21876, 24686, 28149, 31702, 33440, 36345, 39341, 42422, 46150, 48426, 51537, 54970, 57307, 61462, 64186, 67338, 69538, 72404, 75406, 78541, 80667, 82744, 84437, 86559, 87706, 89346, 91995, 95881, 99446, 102256, 105777, 107100, 110329, 113753, 116716, 118781, 120597, 123294 ]	[ 1.0703125, 1.421875 ]	1	0
On the Front Lines of Climate Health Effects in North Carolina Lauren Thie, Kimberly Thigpen Tart Populations across the United States are vulnerable to— and experiencing health effects from—climate change, and North Carolina is no exception. Health professionals are vital when it comes to identifying and treating such impacts, as well as serving as trusted authorities in educating and pro tecting communities against climate health threats. As the Nation Changes, So Changes North Carolina Since 2014, the US Global Change Research Program (USGCRP) has presented evidence of climate health effects occurring across the United States through national assessments, with several consistent key findings. First, changes in climate threaten the health of all Americans. Certain populations, however, are more vulnerable to such health effects. Fortunately, public health actions to adapt to changes in climate can do much to prevent or reduce many of these effects while also improving health generally [1, 2]. For example, policies that expand access to municipal water systems, which are less vulnerable than wells to contami nation during extreme weather, can improve people's health overall, regardless of whether climate changes occur in the manner currently predicted [3]. The 4th National Climate Assessment, due for release by the USGCRP at the end of this year, is largely anticipated to affirm these same findings. The USGCRP assessments are conducted on a national scale; however, their key messages are directly applicable to North Carolina. The geographic and topographic, climatic, ecologic, sociodemographic, and economic diversity of the state make it a microcosm of the nation in terms of many of the effects of climate on health (see Figure 1). Sea levels along North Carolina's more than 300 miles of coastline are rising at some of the highest rates in the country, presenting hazards to drinking water infrastructure, tourism, and agriculture. Changes in amounts and frequency of precipitation may disrupt the production of crops and livestock, increase the need for pesticides, produce runoff from both agricultural and urban landscapes, and contami nate soil and water with chemicals and pathogens. Extreme weather events such as hurricanes, floods, wildfires, and heat waves present numerous threats to the environment and to the health of people and animals in our state. North Carolina's sociodemographic makeup contributes to the health effects of climate-related exposures experi enced by residents, as well to as their ability to adapt. The state's growing population of just over 10 million is spread across 100 counties which range from 4,000 to more than 1 million residents [3]. Rural and urban areas have access to vastly different resources. North Carolina has notable pro portions of age groups that are susceptible to climate health effects—in 2017, nearly 23% of residents were under the age of 18 and 15% were over the age of 65 [3] (in some coun ties, this latter number may reach as much as 30% by 2040 [4]). North Carolina's diverse population includes racial and ethnic groups that historically and still may experience health disparities, and has the largest American Indian pop ulation east of the Mississippi River [5], as well as signifi cant populations of African-American, Hispanic, Asian, and many other races and ethnicities. Moreover, differences in access to financial resources influence residents' ability to act to protect their health, particularly in the face of extreme weather events; more than 15% of the state's population lives in poverty, including nearly a quarter of its children [4]. Underlying disease burdens in the state make certain pop ulations more vulnerable to climate health effects and affect people's resilience during and after extreme events. In terms of health, almost 10% of the population has a disability, and more than 12% lack health care insurance [4], both of which affect the capacity to adapt. Climate-sensitive diseases such as cancer, heart disease, stroke, chronic lung disease, and accidental injury make up the top 5 causes of death in North Carolina [6, 7]. Other diseases endemic to the state, includ ing diabetes, asthma, and mental illness, also increase the vulnerability of certain populations to changes in extreme temperatures and weather, air pollution, food insecurity, and other climate effects. Sociodemographic factors act in concert and the combined effects can significantly impact a person's or community's vulnerability and resilience. Health professionals are already encountering the health effects of extreme weather events in their practices, and therefore must prepare to take actions to protect their Electronically published September 10, 2018. Address correspondence to Lauren Thie, Division of Public Health, North Carolina Department of Health and Human Services, 1912 MSC, Raleigh, NC 27699 ([email protected]). N C Med J. 2018;79(5):318-323. ©2018 by the North Carolina Institute of Medicine and The Duke Endowment. All rights reserved. 0029-2559/2018/79510 patients' health and that of their communities. Given their role in identifying, promoting, delivering, and ensuring health, professionals of varied backgrounds (eg, physicians, nurses, preparedness officials, hospital administrators, emergency responders) are clearly on the front lines of addressing cli mate health effects. These professionals are uniquely posi tioned to protect the health of North Carolina's residents because of their relevant training, accessibility, and high level of public trust. A 2017 East Carolina University public health symposium reflected this idea and maintained that the most effective place for health professionals to act to prevent climate health effects is in their own backyards [8]. Extreme Heat Exposure Health Effects in North Carolina Although North Carolina is likely to see many of the cli mate health effects expected nationwide, some climate events and their outcomes—including those related to extreme weather—present particularly pressing problems. The health costs of extreme weather events can be high; from 2000 to 2009, 6 extreme weather events caused an estimated $14 billion in health costs nationally [9]. Major adverse health outcomes associated with climate change in North Carolina include heat-related illness and exacerba tions of respiratory and cardiovascular disease from wildfire smoke. North Carolina experiences many days with dangerously hot temperatures, and this pattern is expected to intensify. Over the next 30 years, most areas of North Carolina are likely to experience an additional 10 to 30 days annually that reach 95°F [10]. A study found that emergency department visits for heat-related illness increase substantially between 98°F and 100°F, with an additional ~16 visits for each 1°F increase in temperature in this 2°F range [11]. High heat days are associated with adverse outcomes including heat exhaustion, heat stroke, cardiovascular disease, and dia betes complications. A predictive model of North Carolina heat illness anticipates additional cardiovascular mortality related to increasing temperatures [12]. Heat-related illness also increases in North Carolina at temperatures considered normal or even mild, possibly due to longer exposures experienced by outdoor workers or those living without access to adequate cooling. A study found that above 60°F, the overall rate of heat-related illness emer gency department visits increased incrementally by 1.43 for every additional temperature increase of 2°F [13]. For out door workers, the reality is that many days of the year may be dangerously hot. Two studies reveal the toll of heat on worker health and safety. One found that from 1992 to 2006, North Carolina had the highest rate in the United States of Sugg sidebar heat-related deaths (2.36 per 100,000 workers) among crop workers [14]. Another found that North Carolina heat-related fatality rates increase with summer temperature average as well as annual number of days with a high of 90°F or higher. Among occupational heat-related fatalities during 1977 to 2001, farm laborers constituted half of the deaths, and many of the deaths occurred without the decedent receiving medi cal attention or other employer attention [15]. Heat does not impact all of the state's residents equally across age groups, with those over the age of 65, those between the ages of 19 and 44, and those between the ages of 15 and 18 all showing unique vulnerabilities. Being over age 65 is a risk factor for heat-related illness emer gency department visits [11, 16]. Studies of the incidence of heat-related illness in North Carolina have revealed some differences when compared with other regions. For example, high rates of heat-related illness emergency department vis its have been found in 19- to 44-year-olds, possibly related to work outdoors or in hot environments, and among 15- to 18-year-olds, related to playing outdoor sports [11, 13, 16]. Heat-related illness varies geographically in North Carolina, with the highest incidence rates for heat-related illness emergency department visits occurring in rural coun ties and the Sandhills region [13, 17]. Risk factors for heatrelated illness in rural areas include living in mobile homes, being a non-citizen, and working in labor-intensive agricul ture. In urban areas, risk factors include having less than a high school education, living in a mobile home, and having an income below the federal poverty level [16, 17]. Energy pov erty, or difficulty affording heating and cooling, increases vul nerability to heat-related illness [18]. Increasing frequency of extreme heat in North Carolina will require both the medical and public health communities to be vigilant for symptoms and engaged in interventions to prevent such illness. Sugg sidebar continued Wildfire Exposure In addition to heat, North Carolina residents also expe rience significant health effects from wildfires. Wildfires are a frequent occurrence in North Carolina, and research suggests that higher temperatures and drier climates are contributors. In the past 10 years, there have been multiple large wildfires in the state. In 2011, a wildfire in the Alligator National Wildlife Refuge burned 5,000 acres of pocosin for est and sent smoke plumes across Eastern North Carolina [19]. In 2016, more than 2 dozen wildfires in Western North Carolina burned over 50,000 acres [20]. Overall, future climate scenarios predict that fine par ticulate matter and related mortality will decrease in the long term, however, wildfire smoke mortality is projected to increase due to increases in wildfire smoke [21]. A recent study suggests that by 2060, North Carolina may see a 74% increase in lightning-caused wildfire statewide, although the increase varies according to ecosystem type. Within the more vulnerable southeastern ecosystem of the state, an additional 22% lightning-caused and an additional 10% human-caused wildfires are expected [22] North Carolina experiences a mid-range level of vulner ability compared to the rest of the United States, in terms of average concentrations of fine particulate matter, num ber of days with high fine particulate matter, and amount of community risk factors for landfire smoke exacerbations from cardiopulmonary disease or other illnesses. Landfire includes fires from wildfires, prescribed burns, and agricul tural burns. Within North Carolina, the southeast part of the state experiences the highest levels of these exposures and presence of risk factors such as underlying respiratory and cardiovascular disease [23] (see Figure 2). Research describes specific health impacts of wild fire smoke exposure. During the 2008 Evans Road fire in Eastern North Carolina, emergency department visits in smoke-exposed counties increased significantly for car diopulmonary symptoms and heart failure, as well as for asthma, COPD, pneumonia, and acute bronchitis [24]. Fine particulate matter exposure also negatively affects the func tion of the vascular systems of diabetics [25]. In addition to effects related to smoke, wildfires also pose a risk of injury to residents and responders, and of harm to people's mental health and well-being due to loss of homes, businesses, and schools, as well as from fear and stress, including as a result of evacuation and relocation. could greatly aid adaptation efforts and contribute to practices and policies that decrease environmental health impacts and improve the sustainability of health care sys tems across the state. Poised and Ready North Carolina has a number of professional training programs that make the state well-poised to address cli mate health effects. The state's universities educate, train, and deploy some of the best medical and public health researchers and providers in the world, and regularly gener ate innovations in agriculture and food production, energy technology, transportation and planning, natural resource management, and other fields relevant to addressing cli mate effects on health. Health professionals working at every level—from the individual patient, to communities, to state and national levels—can address these effects by providing climateinformed care, education on adaptation interventions, and input to health-protective policies. For example, clinicians can counsel their patients on how to prevent heat-related illness by hydrating, limiting outdoor activity, seeking cool spaces, and discussing their medications, some of which can impede the body's ability to regulate temperature [26]. At the community level, heat health alert systems that use trigger-alert levels and health education are being imple mented with some success [27]. And many clinicians are routinely advising at-risk patients, including those with COPD, asthma, and diabetes, on how to protect themselves from wildfire smoke-related effects. At an even broader level, health professionals can participate in research to pro vide clinical understanding of the ways people are exposed to changes in climate and resulting health outcomes, which State-level organizations, such as Clean Air Carolina, offer training for health professionals on climate, air qual ity, and health topics. And North Carolina itself is one of 16 states funded by the CDC's Building Resilience Against Climate Effects grant, which seeks in part to describe the dis ease burden of health impacts and risk factors for future cli mate change, and to determine effective and suitable public health interventions for such risks [28]. Health profession als can also engage in efforts within their own organizations, such as those of the American Academy of Pediatrics, the Alliance of Nurses for A Healthy Environment, the Medical Society Consortium on Climate & Health, and the North Carolina Public Health Association. By integrating aware ness of climate impacts on health throughout their prac tices, and by using their public credibility to promote climate adaptation, health professionals can greatly improve North Carolina's resiliency against climate impacts and create a healthier future for the state. Lauren Thie, MSPH environmental program consultant, Division of Public Health, Occupational & Environmental Epidemiology Branch, North Carolina Department of Health and Human Services, Raleigh, North Carolina. Kimberly Thigpen Tart, JD, MPH health science policy analyst, National Institute of Environmental Health Sciences, National Institutes of Health, U.S. Department of Health and Human Services, Research Triangle Park, North Carolina. Acknowledgments This publication was supported, in part, by the NIH, National Institute of Environmental Health Sciences. The statements, opinions, Financial support. This publication was supported by the Grant or Cooperative Agreement Number 5 NUE1EH001316-02, funded by the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Centers for Disease Control and Prevention or the Department of Health and Human Services. or conclusions contained therein do not necessarily represent the state ments, opinions, or conclusions of the NIH, its component Institutes and Centers, or the United States government. Potential conflicts of interest. L.T. and K.T.T. have no relevant con flicts of interest. References 2. Crimmins AJ, Balbus JL, Gamble CB, et al. U.S. Global Change Research Program. The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment. http://dx.doi .org/10.7930/J0R49NQX. Accessed June 11, 2018. 1. Luber G, Knowlton K, Balbus J, et al. Human Health. In: Melillo JM, Richmond TC, Yohe GW eds. Climate Change Impacts in the United States: The Third National Climate Assessment. Washington, DC: U.S. Global Change Research Program; 2014:220-256. 3. U.S. Census Bureau. Quick Facts: North Carolina.U.S. Census Bureau website. https://www.census.gov/quickfacts/fact/dashboard/NC/ PST045217. Accessed May 28, 2018. 5. North Carolina Administration. Commission of Indian Affairs. North Carolina Administration website. https://ncadmin.nc.gov/about-doa /divisions/commission-of-indian-affairs. Accessed May 28, 2018. 4. Weldon Cooper Center for Public Service Demographics Research Group. National Population Projections. Weldon Cooper Center for Public Service website. https://demographics.coopercenter.org/ national-population-projections. Accessed May 28, 2018. 6. North Carolina Department of Health and Human Services. Chronic Disease and Injury Section. North Carolina Department of Health and Human Services website. http://publichealth.nc.gov/chronicdisease andinjury/. Accessed May 28, 2018. 8. Clabby C. Local Knowledge Key in Responding to Climate Change. northcarolinahealthnews.org. https://www.northcarolinahealthnew s.org/2017/03/23/local-knowledge-key-responding-climate-chan ge/. Published March 23, 2017. Accessed May 25, 2018. 7. Portier CJ, Thigpen Tart K, et al. Environmental Health Perspectives, National Institute of Environmental Health Sciences. Research Tri angle Park, NC: Environmental Health Perspectives, National Insti tute of Environmental Health Sciences; 2010. 9. Knowlton K, Rotkin-Ellman M, Geballe L, Max W, Solomon GM. Six climate change-related events in the United States accounted for about 14 billion in lost lives and health costs. Health Aff. 2011;30(11), 2167-2176. 11. Rhea S, Ising A, Fleischauer AT, Deyneka L, Vaughan-Batten H, Waller A. Using near real-time morbidity data to identify heat-re lated illness prevention strategies in North Carolina. J Community Health. 2012;37(2),495-500. 10. Carter LM, Jones JW, Berry L, et al. Southeast and the Caribbean. In: Melillo JM, Richmond TC, Yohe GW eds. Climate Change Impacts in the United States: The Third National Climate Assessment. Wash ington, DC: U.S. Global Change Research Program; 2014: 396-417. 12. Becker D, et al. The human health impacts of future changes in air quality and temperature in the United States: master's thesis. The University of North Carolina at Chapel Hill. UNC Libraries website. https://library.unc.edu/. Accessed May 25, 2018. 13. Lippmann, SJ, Fuhrmann CM, Waller AE, Richardson DB. Ambient temperature and emergency department visits for heat-related ill ness in North Carolina, 2007-2008. Environ Res. 2013;124:35-42. 15. Mirabelli M, Richardson DB. Heat-related fatalities in North Caro lina. Am J Public Health. 2005;95(4):635-637. 14. Centers for Disease Control and Prevention (CDC). Heat-related deaths among crop workers – United States, 1992-2006. MMWR Morb Mortal Wkly Rep. 2008;57(24):649-653. 16. Kovach MM, Konrad CE, Fuhrmann CM. Area-level risk factors for heat-related illness in rural and urban locations across North Caro lina, USA. Applied Geography. 2015;60:175-83. maximum temperature and heat-related illness across North Caro 17. Sugg MM, Konrad CE 2nd, Fuhrmann CM. Relationships between lina, USA. Int J Biometeorol. 2016;60(5):663-675. 19. U.S. Fish and Wildlife Service, Southeast Region. FY2011 Fire Divi sion Report. Atlanta, GA: U.S. Fish and Wildlife Service; 2011. 18. Harrison C, Popke J. 'Because you got to have heat': The networked assemblage of energy poverty in Eastern North Carolina. Annals of the Association of American Geographers. 2011;101(4):949-961. 20. Off G. Mountain blazes claim over 55,300 acres. CharlotteObserver. com. http://www.charlotteobserver.com/news/local/article1149111 83.html. Published November 15, 2016. Updated November 25, 2016. Accessed May 21, 2018. 22. Prestemon J, Shankar U, Xiu Aijun, et al. Projecting wildfire area burned in the south-eastern United States, 2011-60. International Journal of Wildland Fire. 2016;25:715-729. 21. Zelasky S, et al. Quantifying future health effects due to changes in US wildfire frequency. Poster presented at: North Carolina BREATHE Annual Conference; March 8, 2018; Winston-Salem, NC. 23. Rappold A, Reyes J, Pouliot G, Cascio WE, Diaz-Sanchez D. Commu nity vulnerability to health impacts of wildland fire smoke exposure. Environ Sci Technol. 2017;51(12):6674-6682. 25. Schneider A, Neas L, Herbst MC, et al. Endothelial dysfunction: as sociations with exposure to ambient fine particles in diabetic indi viduals. Environ Health Perspect. 2011;116(12):1666-1674. 24. Rappold A, Stone SL, Cascio WE, et al. Peat bog wildfire smoke ex posure in rural north carolina is associated with cardio-pulmonary emergency department visits assessed through syndromic surveil lance. Environ health Perspect. 2011;119(10):1415-1420. 26. Hajat S, O'Connor M, Kosatsky T. Health effects of hot weather: from awareness of risk factors to effective health protection. Lancet. 2010;375(9717):856-863. 28. Centers for Disease Control and Prevention. CDC's Building Resil ience Against Climate Effects (BRACE) Framework. Centers for Disease Control and Prevention website. https://www.cdc.gov/cli mateandhealth/BRACE.htm. Published January 22, 2015. Accessed May 31, 2018. 27. Anderson H, Brown C, Lorraine LC, et al. National Center for Envi ronmental Health, Division of Environmental Hazards and Health Effects, Centers for Disease Control and Prevention. Climate and health intervention assessment: Evidence on public health interven tions to prevent the negative health effects of climate change. At lanta, GA: Centers for Disease Control and Prevention; 2017. https:// www.cdc.gov/climateandhealth/docs/ClimateAndHealthInterven tionAssessment_508.pdf. Accessed June 11, 2018.	<urn:uuid:91a5ea94-70b8-45a8-8b42-2ea9b5ff97d5>	CC-MAIN-2022-21	https://www.ncmedicaljournal.com/content/ncm/79/5/318.full.pdf	2022-05-29T08:03:30+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00327.warc.gz	1,024,050,472	4,897	eng_Latn	eng_Latn	0.953465	eng_Latn	0.988504	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 5111, 7877, 9916, 12072, 16241, 22694 ]	[ 1.859375, 1.09375 ]	2	1
84 IOLOGY B , E XEMPLAR P ROBLEMS CHAPTER 15 PLANT GROWTH AND DEVELOPMENT MULTIPLE CHOICE QUESTIONS 1. Ethylene is used for a. Retarding ripening of tomatoes b. Hastening of ripening of fruits c. Slowing down ripening of apples d. Both b and c 2. Coconut water contains a. ABA b. Auxin c. Cytokinin d. Gibberellin 3. The affect of apical dominance can be overcome by which of the following hormone: a. IAA b. Ethylene c. Gibberellin d. Cytokinin 4. Match the following: A. IAA B. ABA C. Ethylene D. GA E. Cytokinins i. Herring sperm DNA ii. Bolting iii. Stomatal closure iv. Weed-free lawns v. Ripening of fruits Options: a A – iv, B – iii, C – v, D – ii, E – i b A – v, B – iii, C – iv, D – ii, E – i c A – iv, B – i, C – iv, D – iii, E – ii d A – v, B – iii, C – ii, D – i, E - iv 5. Apples are generally wrapped in waxed paper to a. Prevent sunlight for changing its colour. b. Prevent aerobic respiration by checking the entry of O 2 c. Prevent ethylene formation due to injury d. Make the apples look attractive 6. Growth can be measured in various ways. Which of these can be used as parameters to measure growth a. Increase in cell number b. Increase in cell size c. Increase in length and weight d. All the above 7. The term synergistic action of hormones refers to a. When two hormones act together but bring about opposite effects. b. When two hormones act together and contribute to the same function. c. When one hormone affects more than one function. d. When many hormones bring about any one function. 8. Plasticity in plant growth means that a. Plant roots are extensible b. Plant development is dependent on the environment c. Stems can extend d. None of the above 9. To increase sugar production in sugarcanes, they are sprayed with a. IAA b. Cytokinin c. Gibberellin d. Ethylene 10. ABA acts antagonistic to a. Ethylene b. Cytokinin c. Gibberlic acid d. IAA 11. Monocarpic plants are those which a. Bear flowers with one ovary b. Flower once and die c. Bear only one flower d. All of the above 12. The photoperiod in plants is perceived at a. Meristem b. Flower c. Floral buds d. Leaves VERY SHORT ANSWER TYPE QUESTIONS 1. Fill in the places with appropriate word/ words. a. A phase of growth which is maximum and fastest is __________. b. Apical dominance as expressed in dicotyledonous plants is due to the presence of more ________ in the apical bud than in the lateral ones. c. In addition to auxin, a ________ must be supplied to culture medium to obtain a good callus in plant tissue culture. d. ________ of a vegetative plants are the sites of photoperiodic perception. 2. Plant growth substances (PGS) have innumerable practical applications. Name the PGS you should use to a. Increase yield of sugar cane. b. Promote lateral shoot growth. c. Cause sprouting of potato tuber. d. Inhibit seed germination. 3. A primary root grows from 5 cm to 19 cm in a week. Calculate the growth rate and relative growth rate over the period. 4. Gibberellins were first discovered in Japan when rice plants were suffering from bakane (the foolish seedling disease) caused by a fungus Gibberella fujikuroi. a. Give two functions of this phytohormone. b. Which property of Gibberellin caused foolish seedling disease in rice? 5. Gibberellins promote the formation of ______ flowers on genetically _____ plants in Cannabis whereas ethylene promotes formation of _______ flowers on genetically ______ plants. 6. Classify the following plants into Long-Day Plants (LDP), Short Day Plants (SDP) and Day Neutral Plants (DNP) Xanthium, Henbane (Hyoscyamus niger), Spinach, Rice, Strawberry, Bryophyllum, Sunflower, Tomato, Maize. 7. A farmer grows cucumber plants in his field. He wants to increase the number of female flowers in them. Which plant growth regulator can be applied to achieve this? 8. Where are the following hormones synthesized in plants a. IAA b. Gibberellins c. Cytokinins 9. In botanical gardens and tea gardens, gardeners trim the plants regularly so that they remain bushy. Does this practice have any scientific explanation? 10. Light plays an important role in the life of all organisms. Name any three physiological processes in plants which are affected by light. 11. In the figure of Sigmoid growth curve given below, label segments 1, 2 and 3. 12. Growth is one of the characteristic of all living organisms? Do unicellular organisms also grow? If so, what are the parameters? 13. The rice seedlings infected with fungus Gibberlla fujikuroi is called foolish seedlings? What was the reason behind it? SHORT ANSWER TYPE QUESTIONS 1. Nicotiana tabacum, a Short Day Plant, when exposed to more than critical period of light fails to flower. Explain. 2. What are the structural characteristics of a. Meristematic cells near root tip b. The cells in the elongation zone of the root 3. Does the growth pattern in plants differ from that in animals? Do all the parts of plant grow indefinitely? If not, name the regions of plant, which can grow indefinitely. 4. Explain in 2-3 lines each of the following terms with the help of examples taken from different plant tissues a. Differentiation b. De-differentiation c. Redifferentiation 5. Auxins are growth hormones capable of promoting cell elongation. They have been used in horticulture to promote growth, flowering and rooting. Explain the meaning of the following terms related to auxins. a. auxin precursors b. anti-auxins c. synthetic auxins 6. The role of ethylene and abscissic acid is both positive and negative. Justify the statement. 7. While experimentation, why do you think it is difficult to assign any affect seen to any single hormone? 8. What is the mechanism underlying the phenomenon by which the terminal/apical bud suppresses the growth of lateral buds? Suggest measures to overcome this phenomenon. 9. In animals there are special glands secreting hormones, whereas there are no glands in plants. Where are plant hormones formed? How are the hormones translocated to the site of activity? 10. Many discoveries in science have been accidental. This is true for plant hormones also. Can you justify this statement by giving an example? Also what term is used for such accidental findings? 11. To get a carpet like grass lawns are mowed regularly. Is there any scientific explanation for this? 12. In a slide showing different types of cells can you identify which type of the cell may be meristematic and the one which is incapable of dividing and how? 13. A rubber band stretches and reverts back to its original position. Bubble gum stretches, but it would not return to its original position. Is there any difference between the two processes? Discuss it with respect to plant growth (Hint: Elasticity (reversible) Plasticity (irreversible)) 14. Label the diagram a. This is which part of a dicotyledonous plant? b. If we remove part 1 from the plant, what will happen? 15. Both animals and plants grow. Why do we say that growth and differentiation in plants is open and not so in animals? Does this statement hold true for sponges also? 16. Define parthenocarpy. Name the plant hormone used to induce parthenocarpy. 17. While eating watermelons, all of us wish it was seedless. As a plant physiologist can you suggest any method by which this can be achieved. 18. A gardener finds some broad-leaved dicot weeds growing in his lawns. What can be done to get rid of the weeds efficiently? 19. On germination a seed first produces shoot with leaves, flowers appear later, a. Why do you think this happens? b. How is this advantageous to the plant? 20. Fill in the blanks: a. Maximum growth is observed in ________ phase. b. Apical dominance is due to ____________ c. ___________ hormone initiate rooting d. Pigment involved in Photoperception in flowering plants is ______ LONG ANSWER TYPE QUESTIONS 1. Some varieties of wheat are known as spring wheat while others are called winter wheat. Former variety is sown, and planted in spring and is harvested by the end of the same season. However, winter varieties, if planted in spring, fail to flower or produce mature grains within a span of a flowering season. Explain, why? 2. It is known that some varieties of wheat are sown in autumn but are harvested around next mid summer. a. What could be the probable reason for this? b. What term is used for this promotion of flowering under low temperature? c. Which plant hormone can replace the cold treatment? 3. Name a hormone which a. is gaseous in nature b. is responsible for phototropism c. induces femaleness in flowers of cucumber d. is used for killing weeds (dicots) e. induces flowering in long day plants	<urn:uuid:b3be19dc-22d6-40b8-8885-1e45eb5a7a67>	CC-MAIN-2022-21	https://www.ncert.nic.in/pdf/publication/exemplarproblem/classXI/biology/keep415.pdf	2022-05-29T08:25:51+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00326.warc.gz	1,056,111,671	2,161	eng_Latn	eng_Latn	0.928115	eng_Latn	0.996106	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 714, 1891, 3256, 4556, 6211, 7691, 8645 ]	[ 3.53125 ]	4	4
FACTFILE: GCE CHEMISTRY A2 5.1 MASS SPECTROMETRY Learning Outcomes Students should be able to: 5.1.1 recall the meaning of, and identify base peak, molecular ion peak, M+1 peak and fragmentation ions in a mass spectrum; 5.1.2 suggest formulae for the fragment ions in a given mass spectrum; 5.1.3 distinguish between molecules of the same RMM/mass using high resolution mass spectrometry; In a mass spectrometer a molecule is bombarded by electrons and positive ions are formed. A molecular ion is formed by loss of one electron. This ion is detected in the recorder of the mass spectrometer, and a peak is printed on the spectrum. M M e – A molecular ion is an ion formed by the removal of an electron from a molecule. A molecular ion peak is the peak produced by an ion formed by the removal of one electron from a molecule. This peak has the highest value of m/e and it gives the relative molecular mass of the molecule. Sometimes there is a small peak 1 unit to the right of the molecular ion peak – this is called the M+1 peak. It has low abundance. An M+1 peak is a peak produced by a molecular ion with an increased mass due to the presence of one carbon-13 atom. Other peaks are printed on the spectrum - this is due to bonds breaking in the molecule and the molecule breaking up, forming positively charged fragment ions which have different masses and so different peaks. A fragmentation ion is a positively charged ion produced when the molecular ion breaks apart. The base peak is the peak of greatest abundance in a mass spectrum. In a mass spectrum the y axis generally gives the abundance (usually %) – the more common a particular mass of a particle, the higher the abundance, and the higher the peak The x axis gives the mass/charge ratio (m/e or m/z) – in a spectrometer the ions formed have a 1 charge, hence the m/e is the same as the mass. The mass spectrum of pentan-2-one is shown above. The molecular ion peak is at 86 and the base peak is at 43. The other peaks are for fragment ions. There are two molecular ion peaks in the mass spectra of compounds containing a single chlorine atom. This is because chlorine exists as two isotopes, 35 Cl and 37 Cl. The mass spectrum of 2-chloropropane, CH3CHClCH3, has a peak at m/z ratio 78 due to the molecular ion [CH3CH 35 ClCH3] + containing an atom of 35 Cl. The peak at m/z relative abundance ratio 80 is due to the molecular ion [CH3CH 37 ClCH3] + containing an atom of 37 Cl. The ratio of the peaks is 3:1. This ratio reflects the relative abundance of the chlorine isotopes; 35 Cl: 37 Cl 3:1. High resolution mass spectrometry Low resolution mass spectra give masses to the nearest whole number. High resolution mass spectrometry measures masses to 4 or 5 decimal places. It can be used to distinguish between molecules. For example a low resolution mass spectrum which shows a molecular ion peak at 72, could be the mass spectrum for pentane, butanone or butanal, all of which have a relative molecular mass of 72. Using a high resolution mass spectrometer the molecular ion peak is at 72.0936. A more accurate value of relative molecular mass of the molecular ions can be worked out using precise relative atomic masses, as shown below. 1H= 1.0078 16O= 15.9949 12C= 12.0000 \| pentane \| C H 5 12 \| 72.0936 \| \|---\|---\|---\| \| butanone \| CH COCH CH 3 2 3 \| 72.0573 \| \| butanal \| CH CH CH CHO 3 2 2 \| 72.0573 \| The molecular ion peak indicates that the molecule is pentane. Revision Questions (ii) Suggest the formulae of the species responsible for the peaks at 31 and 57. (i) What is the m/z value of the base peak? 31 57 [2] [1] [1] (iii) Explain why there is a peak at 89. 2 Oxygen has three isotopes, 16 O, 17 O and 18 O. A sample was oxygen was analysed in a mass spectrometer and three groups of peaks were obtained. group P corresponding to the ion O 2 group Q corresponding to the ion O 2+ group R corresponding to the ion O + Which one of the following is the order on the mass/charge axis, from left to right, of the groups? A) P Q R B) P R Q C) Q P R D) Q R P 3 The structure and mass spectrum of succinic acid are shown below. H H Relative intensity i) Explain the term base peak. [1] [1] ii) Identify the base peak. iii) Suggest formulae for the following m/z values of the fragment ions. 45 100 4 Chlorine has two isotopes, chlorine-35 and chlorine-37. Which one of the following is the number of peaks found in the mass spectrum of chlorine gas? A 2 B 3 C 4 D 5 The mass spectrum of methanol is shown below. Which one of the following is the base peak? 5 [1] © CCEA 2020 [1] [1] [1]	<urn:uuid:c8572e98-4eea-4e39-946c-becd5f21508e>	CC-MAIN-2022-21	https://ccea.org.uk/downloads/docs/Support/Fact%20Files%3A%20A2/2020/5.1%20Mass%20Spectrometry%20Factfile.pdf	2022-05-29T08:19:31+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00326.warc.gz	201,280,406	1,244	eng_Latn	eng_Latn	0.977587	eng_Latn	0.994001	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1880, 3476, 3688, 4234, 4647 ]	[ 3.5 ]	2	0
Safe Touch Policy Safe Touch Policy Aim To take into account the extensive neurobiological research and other empirical studies relating to attachment theory and child development that identify safe touch as a positive contribution to brain development, emotional regulation, mental health and the development of pro-social skills. To whom does it apply? It applies to all staff and children working within the School. As a Thrive Licensed Practitioner, these trained delegates are then trained by Thrive staff to combine their practice with the Thrive Approach so they can identify and use safe touch as a developmental intervention. The Thrive Practitioners will deliver regular training sessions on Thrive to all staff. Within the School there are named members of staff who will receive specific 'Manual Handling' and 'Team Teach' training and all staff will be trained in 'Positive Touch' to know how and when to hold children in safe ways within governmental guidelines. Why have a policy on touch? In order to protect children and school staff from allegations under Child Protection procedures many academies have adopted 'No Touch' policies. However, such policies do not address the emotional health and social wellbeing needs of children. The Inspire Education Trust is adopting an informed, evidence-based decision to allow safe touch in special cases as a developmentally appropriate intervention that will aid healthy emotional growth and learning. Research (see Appendix 2) shows clearly that healthy pro-social brain development requires access to safe touch as one of the means of calming, soothing and containing distress for a frightened, sad or angry child. It is essential for all children to learn the difference between safe and unsafe touch and to experience having their strongest emotions contained, validated, accepted and soothed by a significant adult. If children are behaving in unacceptable, threatening, dangerous, aggressive or out of control ways, they have not yet learned how their strongest emotional reactions can be contained, channelled and communicated safely. In recognition of this, under special, agreed and supervised conditions, staff who have been trained with Thrive will consider using safe touch as one of the means available to them, for example to calm a distressed child, to contain an angry or wild child and/or encourage or affirm an anxious child or to support a child with low self-esteem. Safe touch when used to calm, soothe and regulate a child's emotions is a needed developmental experience. The brain does not develop neuronal pathways to initiate calming and self-soothing unless and until this safe emotional regulation has been experienced within a positive relationship with a significant adult. Where children have had insufficient experience of safe touch and calming regulation, this may be a priority to help their brains to develop access to thinking, judging, evaluating and choosing mechanisms. These are sometimes known as 'higher executive skills' and they are an intrinsic part of cognitive regulation. Safe touch is one of the key ways of regulating children's emotions, but it is a strategy that staff will use only under supervision and in line with a whole school Policy on Touch. Ways of regulating children's emotions Other means of calming, soothing and containing children's strong emotions include: - Slowing one's pace - Lowering the voice - Breathing more deeply - Talking slowly, firmly and quietly in an unhurried, unflustered way - Providing clear predictable consistently held boundaries. The developmentally appropriate (and reparative) use of safe touch is defined by situations in which abstinence would actually be inhumane, unkind and potentially psychologically or neuro-biologically damaging. Examples include the empirically backed beneficial use of touch in the comforting of a child who is in an acute state of distress and/or out of control. Not to reach out to the child in such circumstances could be re-traumatising and neuro-biologically damaging as well as confirming or inviting anti-social behaviour patterns. Refraining from physically and safely holding a child in the face of their intense grief, stress and/or rage reactions can lead to a state of hyper-arousal, in which toxic levels of stress chemicals are released in the body and brain. The severely damaging long-term effects of this state have been intensively researched worldwide and are well documented. Moreover, gentle safe holding is appropriate if a child:- - Is hurting himself/herself or others, - (or is likely to hurt himself/herself and/or others) or - Is damaging property, and/or - Is incensed and out of control, so that all verbal attempts to engage him/her have failed. Staff trained in Thrive are able to use the safest and gentlest means of holding a child that is entirely designed to enable the child to feel safe and soothed, and to bring him or her down from uncontrollable states of hyper-arousal. Whilst limits and boundaries in such circumstances can be a vital corrective emotional experience, without such an intervention (holding) the children can be left at risk of actual physical or psychological damage. Such necessary interventions are fully in line with guidelines set out in the Government Document, 'New Guidance on the Use of Reasonable Force in School.' (DfEE 1998) and 'Use of Reasonable Force' (2013). What about other physical contact with pupils? It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary. Examples of where touching a pupil might be proper or necessary:- - Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school; - When comforting a distressed pupil; - When a pupil is being congratulated or praised; - To demonstrate how to use a musical instrument; - To demonstrate exercise or techniques during PE lessons or sports coaching; and - To give first aid. Appropriate and inappropriate touch We are highly aware of the current atmosphere where due to fears of abuse, touch as a natural and important form of human connection has been almost vetoed in some school contexts. Our policy rests on the belief that every member of staff needs to appreciate the difference between appropriate and inappropriate touch. Hence, all staff members need to demonstrate a clear understanding of the difference. They need to show themselves to be highly aware of both the damaging and unnecessary uses of touch in an educational context. Touch is not be used as an ill-thought out or impulsive act of futile reassurance/gratification or as a block to referral for psychological assessment. Equally, when a child is in deep distress, the Thrive Licensed Practitioner is trained to know when and how sufficient connection and psychological holding have been or can be provided/established without touching. Guidelines for the use of Safe Touch To ensure touch is only used appropriately the following guidelines are to be followed: - Parents/carers should be informed of the school policy on Touch. - Parents/carers should provide signed consent for their child to be part of the thrive program. - Parents/carers wherever possible should be involved in the Thrive Assessments and Action Plans and be regularly updated as to their child's progress through the program. - Teachers/support staff should be trained in the Thrive approach. - Teachers/support staff should be trained in all aspects of safe touch. - Staff members should agree the use of safe touch in discussions between the Thrive Practitioners, Executive Head Teacher and Head Teachers. - Child should be consulted, appropriate to their understanding, and involved in the development of a plan, based on a comprehensive risk assessment. - Strategies should be rehearsed and practised (as is possible) with the child in preparation. - An Individual Behaviour Management Plan or Safety Plan should be completed and its use recorded and monitored. This will supplement the Thrive Action Plan which will also include the use of safe touch as a strategy. - TWO Adult rule: No adult should use safe holding when alone with a child. Both adults should have the closest/best relationship with the child. Where touch is used, contact should be brief and gentle, on clothed or publically visible parts of the body: hands, arms, shoulders, head, hair, shoes. Unsafe touch - At no point and under no circumstances should staff members use touch to satisfy their own need for physical contact or reassurance. - All staff are trained to be fully cognisant of touch that is Invasive or which could be confusing, traumatising or experience as eroticising in any way whatsoever. THIS IS NEVER TO BE USED. - Serious Breach: If an unsafe touch is used then it would be deemed as the most serious breach of the Code of Ethics warranting the highest level of disciplinary action. Date approved by Local Governing Body: Date to be reviewed: Signed: _______________________________ 2019	<urn:uuid:bba4bfb8-d69d-4910-8af1-ce948dc01dfc>	CC-MAIN-2022-21	https://hearsallacademy.org/wp-content/uploads/2019/11/Safe-Touch-Safe-Holding-Policy.pdf	2022-05-29T09:08:38+00:00	crawl-data/CC-MAIN-2022-21/segments/1652663048462.97/warc/CC-MAIN-20220529072915-20220529102915-00326.warc.gz	338,890,134	1,780	eng_Latn	eng_Latn	0.997858	eng_Latn	0.997925	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 17, 2116, 4145, 6080, 8231, 9153 ]	[ 2.46875 ]	2	0
Cooper, Anne - Interviewed 3/25/76 I: ( ) oral history tape. This interview was conducted on Miss Anne Cooper. She lives at 220 Newfield Street, and I'm Leta Pittman. Q: Miss Cooper, when did you come to Middletown, Connecticut? A: I don't know the year, but I just talked to my son. It's been about forty-seven years. Q: Uh-huh. And where did you live before you moved to Middletown, Connecticut? Were you in another part of Connecticut? A: No, I was in South Carolina. Q: Oh, I see. A; Columbus, South Carolina. Q: And what made you move to Middletown? A: Well, I didn't really move. I come up here to work. Q: I see. A: I had a friend here. She got me a job. And you know the Pierson, the greenhouse? Q: Uh-huh. A: They sent for me to come up and work. Q: So you came. A: When I got here, I liked it and when I was goin back but when I got here then all of my friends, my family wanna come up here. Q: So your family came up also. A: I got one by one up here to be all together. Q: How many all together came up with your family? A: Well, I had two brothers and two sisters and my brother had three, two children, and my sister had three. And I had one sister, she didn't have any children, and one brother with no children. But I sent for all of them after I got here. ( ). Q: Were all of them able to get jobs also? A: Not all at once. They stayed with me until they got jobs. Q: Was, I know that a lot of people, that said when they came to Middletown, that the wages were very much better than what they could have made down South. A: Well, that's one reason I came up here. My mother died, and I was the oldest one in the family, and with three of them want to go to college, and I come up here to work to send money back to get them in college. ( ). I was making, I guess, five dollars a week in the South. I come up here, I made twenty-five. Q: Yea, that's a very big difference. And how was it for living conditions? Was it easy for you to find a good place to live in? A: Well, I stayed in. I worked right here and I stayed in about two years. And I have one son. And I boarded my son out ( ). And when I left there, I went to another place, and I stayed there. No, I didn't have no trouble getting a place. They was old houses, but there was no trouble getting them and they wasn't expensive. I lived on one floor on Union Street. Q: On Union Street? A: On Union Street. Q: So, in general, for blacks, when you came up, it was pretty good. A: Yea, cause you know, it was old houses, it wasn't expensive. I think, I stayed there in that house, with five rooms, for fourteen dollars a month. It was so good. And I lived on a place you call Water Street for fourteen dollars a month. It wasn't expensive. Q: And how long did you work for Pierson? A: Well, it must have been, I got here the first day in January and I stayed there from then until the next July and I left and went to Millane and I stayed there about five, six years ( ). I can't tell you all the places I worked. Those are the two main places, Millane and Pierson. Pierson sent for me. Q: Was it, did you think it was different as far as how whites treated blacks? Do you think it was different as far as how relations were between? Were there many blacks in Middletown? A: No, there wasn't too many. Q: Not too many at all. When do you think a lot of blacks started coming into Middletown? A: Yea, they started coming in from the South. Q: And was it was around what time? Around what time? A: What'd you say? Q: I'm sorry, around what time? A: What time? Q: Yea, around what year? A: When they started comin in? Q: Uh-huh A: Well, I don't know. I'd guess maybe two or three a year. Since I, well, they been coming, lately they've been coming very recently, families. Q: You said that your younger brothers and sisters wanted to go off to college. Were they able to do that? A: Yes. If I sent the money to them. I didn't sent the money and they wanted to come where I was. Q: How was schooling though, in Middletown? How was the educational system? A: Well, they didn't, I have one son. He finished high school. He took two years trade. Of course, one of my brothers was married, school. The rest of them don't get no ( ) the other one go in the service. Q: Did he find it difficult, your son, in school? Like, was it much discrimination? A: Well no, my sister had three children, my brother had two. They went to the same school. That was different in the South. They had colored school, teachers, college and everything, a colored movie. Q: In Middletown, everybody was able to go to the same school? A: The same, that's right. Q: So there must not have been any in housing or trying to get housing. There wasn't no discrimination. A: No, no. You live in one apartment, somebody's in another one, was all the same. In the South, they have a colored section and white one and they ride the bus or the train. Colored people got in the back and white people got in the front. People here ( ). Q: So you pretty much find it a very nice group to live in Middletown? A: Well, I tell you, we were born and raised there. We didn't know any different. My mother and father were there when we were born and we didn't know any different. We might have had a colored school and the colored teacher. Q: No, I mean, when you came to Middletown, did you, you liked it much better? A: Well, it didn't bother me, no. () It sure didn't make much difference. Q: As far as, like, your experiences in Middletown, Middletown was a good place in the North to start. A: Well, the only thing that interested me was the money. That's what I came for, the money, and to get the younger children through college and go back home and maybe buy a home down there. And then I went home once and things were different. I come back. I thought I was going to stay but I didn't. I like it here. Me, I can get along with anybody and I don't know much the difference. In the South you cook and you had to eat in the kitchen. You go to the white peoples houses and knock on the back door, you're not supposed to go to the front door, and I come up here I eat at the table with the white people. That was a little difficult for me. And I said, they offer me a plate and I said, no, we all eat together. That's the only thing ( ). I set the table and the food on the table at the side, and I'm supposed to help my plate ( ). We had barbecues, we would have it out on the platform, wasn't cooking inside. We made Kool-Aid, well, it was lemonade by the barrel, five cents a glass. We would dance on this platform, go to a dance, there wasn't no hall there. There was a lot of old empty houses, nobody didn't live in and they would have a lamp or lantern that would lit up that old house and we'd have a party and dance. I don't think we had anything to eat. We just danced and had something to drink. That was all there was to it. There was always something to do. And my mother and father didn't allow us to go out too much at night and there would be a dance and my sister and I used to sleep on the first floor. My older sister and I used to put a chair out the window. And a board that was out the window and we walk five miles and dance till almost sunrise cause my father was a farmer and it didn't make much notice of windows cause he didn't know we was gone. And Thursday it was ladies and gents. They take you to the dance and bring you back to the house. ( ). I loved dancing! You get back and you go to the field the next day on the farm and you so tired and stiff you can hardly work! My father never knowed we did, never know we got out of that room. Q: How was it in Middletown? Was there much like that? A: Well, I didn't bother since I've been here. I was a lot younger. I was about twenty, twenty-five. Q: When you came? You was about twenty when you came over? A: ( ). I've been here about half of my life now. I'm eighty-six years old, eighty-five years old. I've been here over forty years. ( ) about half and half, you know, with me. I was about twenty, I suppose, worked all the time. Matter of fact, I was in the church ( ). Q: What church was it that you belonged to? A: Well, when I was in the church we was a Methodist. Q: Oh, was that the one on Court Street? A: You mean here? You mean when I first come up here. No, Cross Street, Cross Street. I went there. I lived in Cromwell with the lady I worked for and of course I stayed there. I didn't know where no church was. The lady ( ) she was going to that Cross Street and she took me up there with her. Then I met the, a church in Portland, that's where Barbara Ann found me, and that became my church. So when I found them, and I've been going there ever since. Q: And that's the Methodist? Q: Were there many blacks in the church at that time? A: Yes, there were quite a few there. There was a nice chorus. When I came up here they had a brick yard, they call it. There was a lot of people. That's why there was so many people, working in the brick yard. ( ). Most of them people belonged to this church. ( ). Q: Since you've been in Middletown, have you seen any blacks in politics or on social committees or councils in Middletown? A: Well, yes, a few of them. You know Rev. Babbidge? He was a pastor there. He died and a friend of mine, of course I call him my nephew, his mother is the one sent for me up here, (Sneed), he took his place. Q: What position is it that he holds now? A: Well, now, I can't tell you. That's something I don't know. But I think he took Rev. Babbidge's place. ( ) Some of the colored girls work in the bank. And you couldn't hardly march in the bank in the South. And I have some friends work in the bank (). But I can't just remember now. ( ) one by one had opportunities. Q: Even in Middletown, do you notice a change? Isn't it much better now from what it was? A: Well, I guess, maybe the living is better but the peoples are worse. So I guess it's like that everywhere, the peoples are worse. I guess it's like that in the South, so everybody says, mean to one another, do mean things, kill each other, that's the only thing that I can see. And people used to be so nice and friendly! But I don't think they're friendly. ( ) They're mean to one another. They hate to see somebody have a little more than they do. Q: Were there, did you see any blacks going to school in Wesleyan? A: No, no there was not. I don't remember if ( ) Q: You mentioned before that you lived in a project. About how long did you live in this project? A: Well, I lived in the project, must have been sixteen-seventeen years. They had a place they call the Veteran's Terrace, no, they built them for the veteran, little shacks, and they tore down my house on Water Street to make the road go to Hartford, and we had to move. And there weren't enough houses over there. So over by the harbor they built houses for the veterans and they put them up real cheap. And then, before they tore them down they let us live there until we got enough room in the project. So I must have stayed up in the little Veteran's Terrace about two years. And we moved out to the Village. Q: The Village? And how's living out in the Village? Did you like it? A: Well I liked it better. In the Village you didn't pay anything, just your telephone. And where we lived up there the gas, we had to pay our light and buy our oil. ( () So we went down there we didn't have to pay, no lights, no gas. I liked it better in the house. In those shacks it was very cold. The project was warm and I lived on the second floor. Q: Do all your brothers and sisters still live in Middletown? A: Yes, well, yes, I got one brother live right up near Professor Snow, one brother live right back there. And the other one, I don't know where he is, but he went somewhere and bought a home, but I can't tell you where. He live I don't know where. But my brother, David, he live right over there up the street. They are the only two brothers I have. And my sister live in the other, you know, Sbona Towers. She lives in Sbona Towers, my other sister, Matty. There were only four of us, two girls and two boys. My brother David, he got three boys and two girls, he got five children. My brother, Arthur, don't have any children, just a little step-son, and my sister, Matty, got three children, and I can't count the grandchildren. But she lives in Sbona Towers. Her son lives in Bloomfield. She's got one son, and he bought a home in Bloomfield. Q: What type of work does your brother David do? A: My brother David work up at Wesleyan. He go up to Wesleyan. He been up there about thirty years. Q: About thirty years? A: When they first saw him he be married and got two children. Q: And your sister, what type of work did she do? A: Well, she retired from the state hospital. Q: Well before, when all of them first came up, what type of work was she doing? A: Well, she was () by doing days work. Well, I don't know how long she worked. I think she retired, I think, in '67. Q: Well, overall then, you pretty much enjoyed your life in Middletown. A: Well, I did, I work hard, I had a nice time. My biggest trouble, pleasure was going to church. I go to church Sunday and sometimes during the week and I take good care of myself. By late October I be eighty-six years old. There were twelve of us children, 6 girls and 6 boys, and I'm the oldest one. In (~~) days and I'm here. All of my jobs I had. Q: Okay, here. A: I worked in a restaurant, I worked on day's work, I worked in a jewelry shop, I worked in Russell's Factory and I worked in New Departure, and I went to the seashore with people during the summer. Q: When was it that you worked at the restaurant? A: Well, that's been quite a while ago. It was a restaurant on Court Street. Well, let's see, what was that name now? Well let's see, it had a shorthand cook. It had a cook named Harry and he did the cooking' and make the sandwiches and coffee and something like that, what you'd call the shorthand, I did that. Ranch be the restaurant, that's right. I worked there and I guess I would have stayed there because I liked to cook but I went home on vacation and while I was gone the restaurant got burnt down. The ( } Restaurant on Court Street. I started cooking when I was about six years old and I would get a pot like this and stand up there and make up biscuit dough and from then on I've been working and I done everything, and course I wouldn't tell you everything that I've done. It would take me all night, and just have a book and have my picture in there and my life. I could fill it up. And I have a friend his mother lived there, [Warmester]. Q: [Art Warmester]. I've heard his name mentioned. A: [Art Warmester]. Yea, he went to Wesleyan. He was the first colored boy I know went up there. He used to work for the Hartford Courant and he's a writer and he takes pictures. Well, I wanted Art to write my life. He'd do it now, but I wouldn't bother with it, but I often wanted my life, I could fill it up! FILL IT UP, six years old and we had a fireplace like that and you set little poles in there and you set a pot on there, and that's the way we cooked. And we had a thing you pull out there, we called a () and you put the pot over there and when the stick of wood would break and the pot turned over you made another pot full. Oh, I could write it, I could write it! Q: What was the first time you worked for the Russell Company? When was that? A: I don't know the year I went to Russell. Russell was a, I had been sick. They wouldn't let me go in the shop because there was too much dust. They let me work around in the ladies room and take care of the office and I didn't like that cause I did that already, so then I had to go on the third shift, the second shift, and I didn't like that shift. So when I got an opening in New Departure I went there. Q: And what was New Departure? A: Well, it made things for the Army. And I was an inspector for some of those things, you know, what do you call it, you know, those little round things like a wheel, and I was an inspector. That was 4 to 11 o'clock. I liked that shift. They had a bus going. And I'd go there, I'd sit up to the table on a stool and a man would bring my work and take it away. I ), it was something going to the Army. pick out the good ones from the bad and I liked it and I was so sorry that I didn't retire. I would have been getting a good pension. Some of my friends worked there and they get the pension. But people got to talking and they said the war going to soon cease, quit, and that everybody be running and looking for a job like you're all getting out of school. So then, I got an opportunity for a good job, cooking job, and I quit and went to cooking and I'm so sorry. I hate to talk about it, I didn't get that pension. [ ] father was there and he gets his pension. He retired from there. I didn't retire from there. I stayed there about five years, and then they didn't want you to stop because the war was going on and they needed you. In the meantime, when I had overtime, I never made so much money in my life. Saturday night was the time for liked that. I don't know what you call those ( But that all I had to do was sit on that stool and overtime. And they had the bus going Sunday night (~). Q: That New Departure, that was in Middletown? A: In Meriden. Q: That was in Meriden? A: Uh-huh. Q: So, a lot of people during the war from Middletown got jobs A: Oh, they had a bus, that bus ran every night, and I guess, three times a day, was three buses, one for the seven o'clock in the morning, one for the three o'clock, one for eleven o'clock at night. But the eleven o'clock one I liked because you had all day off, you get to work at eleven and get off at seven. And I'd just go there and sit on that stool and sometime I'd be sitting up there sleeping and the boss would catch me and he wouldn't even touch me, and I would thank the Lord waking me up. And that's the best job I ever had. Barbara Adam's sister just retired from there, Dorothy, her father. I don't think Barbara ever worked there.	<urn:uuid:3ac3678e-d3cd-43c1-9f2e-7f143feb490a>	CC-MAIN-2024-42	https://russelllibrary.org/wp-content/uploads/2023/02/COOPER-TRANSCRIPTION.pdf	2024-10-14T01:21:58+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz	450,100,233	4,602	eng_Latn	eng_Latn	0.999631	eng_Latn	0.999725	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1403, 3504, 5321, 8148, 10461, 12932, 15919, 18165 ]	[ 2.484375 ]	1	0
Year 5: Egyptians Musical feature: Composition notation Creating compositions related to Ancient Egypt and experimenting with notating using hieroglyphs. Vocabulary Melody The combination of pitch and rhythm which forms a tune. Improvising Notation Motif Call and response Unison Verse Making up music as it is played or performed. Written symbols used to represent music. A short musical phrase that is often repeated. A musical technique that is similar to a conversation. One phrase of music acts as the 'call' and is 'answered' by a different phrase. Playing or singing notes at the same pitch at the same time. A repeated section of a song that usually features new lyrics on each repetition. Structure Major Minor Tempo Ensemble The overall organisation of a piece of music. Traditional pop music usually follows a verse, chorus, verse structure. A tonality where the music sounds happy or bright. A tonality where the music sounds sad or tense. The speed or pace of the music. A group of people who perform instrumental or vocal music. Notation Staff notation \| One 1 \| \|---\| \| Two 2 \| \| Three 3 \| Letter notation	<urn:uuid:4e980616-d297-4105-9a88-94eeda76911e>	CC-MAIN-2024-42	https://silverstoneprimary.org.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=287&id=1373&Itemid=1000000000000	2024-10-14T01:14:08+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	469,063,143	261	eng_Latn	eng_Latn	0.99825	eng_Latn	0.99825	[ "eng_Latn" ]	false	docling	[ 1151 ]	[ 4.0625 ]	2	7
Education Series Infectious Myonecrosis Virus (IMNV) www.genics.com Copyright Genics Pty Ltd - Last updated Oct 2023 Disclaimer - Genics disclaims any liability which may be based on this document or any other written or oral information provided in connection with it and any errors and / or omissions in this document or any related educational materials. Shrimp get sick too. Infectious Myonecrosis disease, caused by the virus IMNV (Infectious Myonecrosis Virus), leads to the destruction of muscular tissue due to a viral infection. IMNV infects mainly striated muscle (skeletal and sometimes cardiac muscle), haemocytes, lymphoid organ and generalized connective tissues. Infectious Myonecrosis Virus was first reported in Penaeus vannamei from Brazil in 2002, Indonesia in 2006, then Malaysia in 2018. Recent studies revealed wild P. monodon from the Indian Ocean tested positive to IMNV. IMNV is a small virion (40 nm), and its genome consists of a single, double-stranded (ds) RNA molecule that replicates in the cytoplasm of the target cells. Anecdotal information suggests that IMNV causes health problems in densely populated aquatic animal production environments. IMNV from Indonesia has 99.6% identity to the Brazilian strain, which indicates that the disease was introduced in 2006 from Brazil to Indonesia possibly through P. vannamei stocks exported to Asia. Observation from the field suggests that IMNV 'inactivation' is more difficult using routine pond disinfection methods like sun drying or chlorination, compared to other penaeid shrimp viruses like IHHNV, YHV1, WSSV and TSV. Additionally, it is probable that IMNV virions remain infectious in the gut and faeces of seabirds that have eaten sick or dead shrimp due to infection with Infectious Myonecrosis Virus. IMNV infection is characterized by mass mortality (40 - >70%). This may be observed at the early stage of juveniles to subadults. Environmental stressors like sudden changes in water salinity and temperature may predispose susceptible populations to IMNV disease outbreaks. Sudden P. vannamei mortality due to infection with IMNV may be observed in regions where IMNV is enzootic and associated with other stressful events like sub-optimal water quality. Causative agent of Infectious Myonecrosis. The pathogenic agent Infectious Myonecrosis Virus (IMNV) belongs to the family Totiviridae. IMNV can be transmitted to susceptible shrimp populations by infected faeces of marine birds similar to that of Taura Syndrome Virus (TSV), however there is no conclusive evidence. Susceptible species for IMNV infection in which viral presence has been demonstrated and disease with clinical signs has been observed, include P. vannamei, P. esculentus and P. merguiensis. Other species with incomplete evidence of susceptibility include P. monodon and P. stylirostris with reduced survival of P. monodon infected with IMNV reported from Indonesia. In addition, P. subtilis have been reported to be PCR positive to IMNV but not having active infection. Clinical signs of IMNV. Clinical signs can occur in juvenile or subadult stages in grow-out ponds. Affected shrimp have white muscle discoloration in tails (see image below). Many severely affected shrimps continue to feed and have full guts just before stressors trigger mortality. During IMNV infection outbreaks, affected shrimp become moribund and then mortality can overcome and continue during many days. Appearance of IMNV clinical signs usually onset just after stressors are present in pond water. Macroscopic view right image. In this image subadults of farmed white shrimp, Penaeus vannamei, are severely sick due to IMNV infection. Whitish body discoloration can be observed. The main finding is red-orange muscle discoloration due to muscle fiber necrosis and tissue decomposition when shrimp are still alive. Lesions are visible at the end of the abdomen, affecting the last abdominal segments. 2 of 4 Early detection using Shrimp MultiPath TM can give farmers up to four weeks' notice before clinical signs appear and prior to mass mortalities. In commercial grow-out shrimp ponds, IMNV infection can be detected early, and farmers advised just a few days after juveniles are stocked in ponds. This information is an early warning system preparing farmers for a critical period when slowing the spread of the disease and maximizing production outputs is still possible. Importantly Shrimp MultiPath TM detects both Indo-pacific and eastern Latin American strains of IMNV (Genz et al., 2023 Aquaculture). Early detection empowers the implementation of prompt mitigation strategies. These include: * Shrimp MultiPath TM for pre-screening of broodstock before placing in production tanks. * Suspending pond stocking with PLs from infected hatcheries. * Shrimp MultiPath TM for pre-screening of PLs discarding tanks that test positive for IMNV infection. * Avoiding live and fresh feeds (especially for broodstock) from countries with historic status of IMNV infections. * Use PLs from breeding programs focused on exclusion plans and production of IMNV-free or SPR/SPFresistant or tolerant PLs. * Not feeding female broodstock 6 hours before moving to spawning tanks to reduce possible offspring contamination with faeces, and reinforcing egg and nauplii washing and disinfection before transferring to hatchery tanks to reduce possible IMNV contamination from broodstock faeces. * Pond stocking only with IMNV Shrimp MultiPath TM negative tested PLs and frequent pond surveillance for IMNV using molecular tools are procedures that will help reduce and control IMNV infections. Farming preventive strategies may reduce IMNV transmission by: * Fallowing and restocking of entire farming zones with IMNV-free stocks. * Reducing pond density (partial harvest - procedures must not represent stress that trigger mortality) * Removing sick or dead shrimp to prevent transmission through cannibalism; capture procedures must not represent stress that trigger mortality. * Proper technical assistance for periodic monitoring with appropriate diagnostic tools will allow for discrimination between IMNV and other disease or external conditions with similar clinical signs. * Biosecurity around infected ponds must be increased, for example separating nets and equipment, physical barriers put in place, inform adjacent farmers of the infection, and be the first to harvest when commercial size is reached. Disease mitigation plans should include pathogen exclusion programs. The Shrimp MultiPath TM PCR is used to confirm when broodstock or PL are infected with IMNV infective particles. This data can be used to eliminate infected broodstock and/or PL batches from production systems before stocking maturation tanks and ponds with infected organisms. Additionally, Shrimp MultiPath TM can be used for early pathogen detection during grow-out. 3 of 4 Target organs for sensitive Shrimp MultiPath TM detection are striated muscles, haemocytes, connective tissue and lymphoid organs. Post-larvae heads may also be used. Sampling and preservation of tissues for PCR tests should be done in labelled vials and/or tubes that seal. The fixative should be 70% laboratory grade ethanol. Tissue samples should include striated muscle, haemolymph, connective tissue and/or lymphoid organ. Sampling equipment must be sterilized between samples. Non-destructive testing of high value broodstock can be done by collecting haemolymph or pleopods when necessary. Sampling numbers and health management plans should be established with your health expert who will take into account factors such as climate, farm size and location, company structure and risk appetite, market channels for sale of product etc. There is also the option to pool samples for IMNV testing to maximize value for money with PCR testing. It is worth noting that according to the WOAH (World Organisation of Animal Health), infected crustacean products can be treated at 75°C for 5 minutes to inactivate the pathogen. Longer term solutions to disease caused by IMNV include: * Breeding for tolerance, resistance and biosecurity measurements implementation as a preventative strategy * Early pathogen detection and risk mitigation through using Shrimp MultiPath TM * Good sanitary management and farming practices may help to control the disease * Frequent broodstock and PL PCR-screening * Improvement of maturation and hatchery sanitary molecular controls * Adequate broodstock management (especially females prophylactic measurements), * Appropriate stocking density * Use of IMNV-negative postlarvae and good shrimp farm management like strict feeding rate control * Avoiding environmental stressors in infected ponds. Contact Genics at [email protected] if you would like to discuss these options for your operation or visit www.genics.com for further details. Learn how to dissect your shrimp for testing Visit our NEW Educational page here to learn how to: * Sterilize your equipment before sampling * Selecting the correct ethanol for tissue preservation * Identify and sample shrimp target organs for Shrimp MultiPath TM testing Questions? [email protected] www.genics.com IMNV Did you know Shrimp rarely harbour only one pathogen and farmers often don't know which ones they are. This is a significant economic risk for farmers. Genics has solved this problem with Shrimp MultiPath TM . It's the ultimate early warning system for farmers, detecting 16 pathogens in a single test that is unparalleled in today's industry for its sensitivity and accuracy. 4 of 4	<urn:uuid:dc92c179-7173-4733-a017-0abb78e3d831>	CC-MAIN-2024-42	https://www.genics.com.au/wp-content/uploads/2023/11/IMNV-Education-Guide-English.pdf?x16694	2024-10-14T01:30:42+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	699,266,514	1,967	eng_Latn	eng_Latn	0.972174	eng_Latn	0.991506	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 360, 3959, 6908, 9596 ]	[ 1.7421875 ]	3	5
Websites for fungi I often use several sites when trying to identity a fungus and I have found it to be very helpful to use as wide a range of pictures as possible due to the variability of fungi as they develop. Many fungi cannot be identified from pictures because they need microscopic analysis of their structure and spores to confirm their identity. https://www.first-nature.com/index.php General website on flora & fauna with a very good fungi section. The index is easy to use and you can choose between ordering the list of fungi either by common name or Latin name. There is also a very good section Fungi Identification Guide. Generally, a lot of good information given with helpful pictures. https://www.naturespot.org.uk/gallery/fungi General wildlife website for Leicestershire and Rutland so very relevant for Corby – fungi and lichen sections ok - good pictures and info on what they have on the site. http://www.messiah.edu/Oakes/fungi_on_wood/index.htm An American site that is good for fungi that grow on wood but only uses Latin names. http://www.mykoweb.com/CAF/index.html Fungi of California lots of pictures good for confirmation of identity. http://www.mushroomexpert.com/index.html American site but good if you want to confirm anything lots of detail and references. https://www.mycodb.fr/list.php A French site that has a very large number of photographs of fungi. I have found this helpful despite my having no understanding of French – Google translate helps. Facebook there are a number of Facebook groups that offer help to identify fungi from pictures you have taken. (Remember to take pictures of the top and under surface of the fungus as a minimum). I've listed three below but there are more The British Mycological Society Crust Fungi and Polypores NHM UK Biodiversity – this group covers all wildlife not just fungi There's an app for computer and phone which is quite good for fungi on trees it has been created by a firm of arboricultural consultants. http://tma-fungi.co.uk	<urn:uuid:cefa66fb-76eb-47cb-be09-a7a8316ba949>	CC-MAIN-2024-42	https://www.rockinghamforest.org.uk/_files/ugd/361542_ced9b39cfb194d23a8eb5f43c5d8f9e6.pdf	2024-10-14T01:27:53+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz	853,966,012	428	eng_Latn	eng_Latn	0.997906	eng_Latn	0.997906	[ "eng_Latn" ]	false	docling	[ 2026 ]	[ 2.171875 ]	1	0
Our Curriculum At Highweek Primary School, we deliver a curriculum underpinned by the 5Cs: Collaboration Connection Making Curiosity Creativity Challenge. We ensure that these five learning dispositions are at the heart of our curriculum. Introduction Every child is an individual. We aim to teach the National Curriculum in a way that recognises how children learn best so that they all have an opportunity to develop to their potential. The subjects of the National Curriculum are: English (including reading, writing, speaking and listening); Mathematics; Science; Art; History; Design & Technology; Music; Geography; Physical Education; Religious Education (not a national curriculum subject but required by law) The framework for the national curriculum at key stages 1 and 2 includes: * contextual information about both the overall school curriculum and the statutory national curriculum, including the statutory basis of the latter * aims for the statutory national curriculum * statements on inclusion, and on the development of pupils' competence in numeracy and mathematics, language and literacy across the school curriculum * programmes of study for key stages 1 and 2 for all the national curriculum subjects that are taught at these key stages. Parents whose religious beliefs may lead them to consider withdrawing their child from religious education lessons are invited to discuss the content and teaching of the curriculum with the Headteacher before making a final decision. Intent At Highweek Primary School we offer a broad, balanced and academically rigorous curriculum for all our learners. Our curriculum is shaped and defined to meet: * the needs of our children here at Highweek * the needs of our wider community * the values of our school * the location of our school. The curriculum is tailored to the needs of all children and is aspirational, engaging relevant, challenging, enjoyable and enriching. We are a very inclusive school and strive for all pupils' to make maximum progress from their starting points. Our curriculum provision has been developed with a clear intent to: * Provide a broad and balanced programme of study that meets the needs of all of our children. * Enable all of our children to make progress in their learning and achieve their full potential * Equip our children with the knowledge and cultural capital they need to succeed in life. * Support the acquisition of knowledge, vocabulary and language of learning. * Promote good behaviour and safety * Support children's spiritual, moral, social and cultural development We do this through the 5C's – Collaboration, Curiosity, Connection making, Creativity and Challenge Our Curriculum Aims at Highweek Primary School It is our aim that by the time the children leave Highweek Primary School to embark on the next stage of their education, they are equipped with academic attitudes, skills and knowledge, and have developed the personal attributes needed to enable them to become successful citizens of the future. Highweek children are encouraged to be active learners by being inquisitive, motivated and resilient learners. Our work around developing children into positive learners with a Growth Mindset, that embrace challenge, show great resilience and are able to reflect on their learning is at the forefront of our approach. This makes the school environment a dynamic and exciting place to be. The school puts high importance on sport and healthy lifestyles. We are committed to ensuring that pupils can access a broad range of provision and sports through our curriculum and extended school provision. We have a full time sports coach and a good range of facilities. Sporting activities are also set up at lunchtimes to encourage purposeful physical activity. Year 5 children support this in their leadership roles as playleaders, encouraging participation and collaboration. Daily Physical Activity (DPA) for all pupils supplements our PE curriculum. A Knowledge, Skills and learning Attitudes-based Curriculum Our curriculum is designed with knowledge, skills and learning attitudes at its heart to ensure that children develop a strong vocabulary base and understanding of the world. The curriculum promotes long term learning and we believe that progress means knowing more and remembering more. We have developed a curriculum inspired by current research on how memory works, to ensure that children are taught in a way in which they can remember the content in future years. Our subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to longterm memory. It is sequenced so that new knowledge and skills build on what has been taught and pupils can work towards clearly defined end points. This is achieved by our teaching of how we become the best learners that we can be, focussing around the 5Cs: Collaboration, Connection Making, Curiosity, Creativity and Challenge. Our approach to teaching and learning is clearly defined and its components are set out in Highweek's Teaching and Learning Expectation and Standard document. Our Curriculum Drivers We have, developed a set of 'drivers' for our curriculum which we believe support us in meeting the needs of our pupils. Our curriculum drivers are Aspiration, Resilience, Learning Pit, Preview and Feedback. Our school drivers are at the heart of each topic and the themes develop coherently throughout the school year. We use these drivers alongside our values programme and weekly Growth Mindset themes underpin the development work we undertake in all areas of school life and to ensure that our curriculum offer is enriched and personalised to our children and their families. Implementation Curriculum Organisation: The curriculum in each year group at Highweek is taught through six exciting half termly topics. Children in the Early Years Foundation Stage are taught using the EYFS framework with an emphasis on developing key skills, knowledge and understanding through direct teaching and purposeful play. The statutory National Curriculum is taught across Key Stages 1 and 2. We use a variety of published schemes of work, national and County Syllabus' and planning resources and tools to ensure that all programmes of study are fully covered. Our curriculum is organised around subjects and, where feasible, relevant and efficient, subjects are integrated to make meaningful connections, whilst maintaining the integrity of each subject discipline. We use a 2 year rolling programme of planning to accommodate any mixed year groups in classes and to ensure that there is clear progression and depth of learning. Some subjects or aspects of subjects, such as Music and Art, require frequent re-visiting and continuous practice and are appropriately taught discretely on a daily or weekly basis. We plan work for each class to cover all areas in a balanced way. Some of the work is taught in separate subject lessons and some aspects are built around themes or topics, because for young children it can be very artificial to separate the work into different subjects. (For example; children can develop language skills through discussing a scientific experiment, use measurements when studying an aspect of Geography, or have to read instructions in Maths.) When using a thematic approach, we use a 'WOW' event, either a visit or experience, as a hook for learning, as part of the introduction or as a culmination of the theme. The learning in knowledge-led subjects, such as History, Geography and Science, is organised into units of work called projects and each one develops the knowledge, skills and understanding of the area under study in the subject. These are of varying length, depending on the content to be taught and learned. The projects are usually taught in blocks, so that pupils can fully immerse themselves in the project and see the results of their learning as the work progresses. Over the course of study, teaching is designed to help pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas. We use a variety of teaching methods including whole class lessons, group work and independent learning. Each has its place. We place high importance on developing pupils learning dispositions in order that they have an active curiosity in the curriculum and desire to learn and make good progress. We have realised that creating a Growth Mindset in both our children and staff is the key to creating happy, successful individuals who embrace challenge, celebrate their mistakes and learn from them and finally preserve and show resilience in all they do. Our curriculum incorporates developing these learning traits through our Achievosaurs in EYFS and then in Key stages 1 and 2 the use of Growth Mindset. This is core to how we deliver the curriculum at Highweek. Subjects and lessons are sometimes introduced to the class as a whole through discussion, dialogue or factual presentation. The end of a lesson can include a plenary during which the class can consider what they have learned and the progress they have made. The class may also come together for 'dialogue time' supporting personal, social development and citizenship. Other areas which bring the whole class together include for stories, music, P.E. and games, drama and dance. Themed-days are based around our curriculum priorities, such as Science or Art week and involve the school with an opportunity to work across year groups and classes capitalising on different teachers' expertise. From time to time, a day event - whole school, class or year group- will be organised to celebrate an occasion, promote an idea or consolidate learning, for example, World Book Day or Esafety, Sports Day, charity events such as Comic relief. Learning goes beyond the classroom, taking advantage of the locality and school grounds, and is enhanced by visitors with specific expertise and wide experiences. These include day trips, extracurricular clubs and residential visits. We call this our 11 before 11 Curriculum. Impact The impact of the curriculum is measured in progress made and attainments achieved and personal qualities acquired. The impact of our curriculum is seen in: * The progress our children make in relation to their starting points * High standards and expectations for each year group as they move through the school. * Quality learning experiences which are memorable, worthwhile and challenging. * Teaching which is rigorous, personalised, innovative and learning-centred. * Children that are curious, embrace challenge, engaged, resilient, questioning, resourceful, independent and collaborative. . * Children with high levels self-efficacy and belief, with well-formed characters, who have a thirst for learning and are aspirational for their futures and see learning as a route to maximising their life's chances. * Individuals who value and respect one another and demonstrate Highweek's values. Means of Measuring Impact: The curriculum is regularly reviewed, developed, monitored and evaluated by the Headteacher, Senior Leadership Team, external advisers and Governors, leading to improvements and innovation. Subject leaders take responsibility for ensuring coverage, progression and standards through long and medium-term planning, promoting the subject and developing the teaching methodology and securing high quality resources. They regularly monitor and evaluate learning, teaching and the curriculum. Planning is detailed, regular and collaborative and prepares teachers so they provide a coherent, personalised learning experience. Assessment is both formative and summative and progress and attainment are regularly tracked and followed up in termly Pupil Progress meetings. Our assessment policy sets out how we use assessment to measure impact. The school puts high importance on sport and healthy lifestyles. We are committed to ensuring that pupils can access a broad range of provision and sports through our curriculum and extended school provision. We have a full time sports coach and a good range of facilities. Sporting activities are also set up at lunchtimes to encourage purposeful physical activity. Year 5 children support this in their leadership roles as playleaders, encouraging participation and collaboration. Daily Physical Activity (DPA) for all pupils supplements our PE curriculum. EYFS On-going formative assessment is at the heart of effective early years practice. Teachers observe children as they act and interact in their play, everyday activities and planned activities, and learn from parents about what the child does at home (observation). They observe what children can do to help identify where the child may be in their own developmental pathway (assessment). They consider ways to support the child to strengthen and deepen their current learning and development (planning and interaction). Teachers will develop many other approaches in response to the children with whom they work and use the development statements to identify possible areas in which to challenge and extend the child's current learning and development (planning and interaction). Please see EYFS Curriculum policy 2021. Work at home From the earliest days in school parents are encouraged to share books with their children and later to hear them read as they become more able to read for themselves. Parents can also help by showing an interest in paintings and other work brought home. Older children will often request to take work home to finish or might sometimes be encouraged to do so. In addition to the above, "preview learning" is given to children with the aim of developing work in class and building a partnership between parents and the school. Preview learning is to allow children and parents to research topics and areas of the curriculum that they will next access, giving the children the opportunity to have a "head start" in their knowledge and understanding of that area, allowing the learning to move on at a quicker pace. The length of the preview learning will depend on the area of the curriculum. It can be set on a weekly basis, or one area can last several weeks. Preview learning is always celebrated throughout the school on display in the class room and corridors. This could include learning spellings and mental arithmetic skills such as tables. Curriculum information At the beginning of each term, parents are sent a newsletter explaining the work that their child will be covering and how they can help. Early in the autumn term parents are invited into school to meet the teacher and discuss the year ahead. Complaints Any complaints about the curriculum should be first brought to the school (class teacher and Headteacher). If a parent is not satisfied with the answers given there is a formal procedure to be followed, a copy of which is available from the Headteacher on request. Assessment and testing Assessment forms a daily part of our work. To help the children to learn we need to know what each child can do so that we can plan for the next stage. We are making assessments when we hear a child read, when they read what they have written, when they talk about their work, when we watch them in P.E. or when they are building a model and so on. Sometimes these assessments are recorded for later use. Often they are acted upon straight away, for example by asking a question to help a child understand an idea more clearly. Our effective feedback and marking policy demonstrates how we assess work. Teachers check pupils' understanding systematically, identify misconceptions accurately and provide clear direct feedback, in doing this they are able to adapt their teaching where necessary. Our Assessment Policy explains our processes and procedures in more detail. Special needs The school has a special needs policy written in the light of the national code of practise and approved by the governors. (It is available in school should parents wish to read a copy.) Every school has a minority of children with 'Special Needs'. That is, children who are in need of particular help or supervision if they are to make good progress and benefit from the whole curriculum. At Highweek we try to make sure that all children are working to their potential and get extra help if they need it. All classes have access to assistants who are employed largely to enable extra help to be given to individuals and small groups. We also discuss and consider the needs of children who show special abilities in particular areas of the curriculum. We include in our planning, activities designed to stretch the most able. Equality Statement This policy is compliant with the Equality and Cohesion Policy. This Policy is based on best practice to ensure a consistent and effective approach. The Governing Board and the Headteacher (Chair of Governors) have a particular responsibility to ensure that the processes are managed fairly, equitably, objectively and must not discriminate either directly or indirectly on the grounds of a person's race, sex, gender reassignment, sexual orientation, marriage or civil partnership, disability, age, pregnancy and maternity or religion or belief. Signed:…………………………………………Chair of Committee Date of review and adoption by Governing Board: 23 rd March 2021 Date for next review: March	<urn:uuid:adcd7870-6862-4df5-b6f6-402c217962d7>	CC-MAIN-2024-42	https://www.highweekprimary.co.uk/_files/ugd/7cadc2_3075743d26c64d5db82e8af7c63fb313.pdf	2024-10-14T01:07:22+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	715,131,737	3,255	eng_Latn	eng_Latn	0.997704	eng_Latn	0.998158	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2059, 4781, 7494, 10443, 13294, 16095, 17444 ]	[ 3.59375 ]	1	1
Breastfeeding Following a Natural Disaster This sheet is about exposure to natural disasters in pregnancy and while breastfeeding. This information should not take the place of medical care and advice from your healthcare providers. What could I be exposed to in a natural disaster? While many substances enter breast milk, most are not likely to harm a breastfed baby. In most cases, the beneﬁts of breastfeeding far outweigh any risk from an exposure. However, if you notice anything unusual in your nursing baby, tell your healthcare providers right away. This is especially important after a natural disaster, when you or your baby could be exposed to things you wouldn't usually be around. Vaccinations Vaccinations are given to protect people from serious diseases. Vaccinations are important for both the person who is breastfeeding and the nursing baby for their individual health. Vaccines can be "live" or "inactivated". Inactivated vaccines do not contain a live virus. This means they are noninfectious and cannot give a person the disease that it is given to prevent. Vaccinations that you might be given following a natural disaster include hepatitis A, hepatitis B, and/or tetanus. In most cases, these vaccinations are compatible with breastfeeding. Other vaccinations might be needed after some disasters. Check with your healthcare provider and local health oﬃcials about which vaccines are recommended if a natural disaster has occurred in your area. Infections Some infections are common after a natural disaster. A local infection on the skin of a person who is breastfeeding is not usually dangerous to a breastfeeding baby. More serious infections such as those caused by methicillin-resistant Staphylococcus aureus (MRSA), Vibrio, West Nile virus, hepatitis A virus, hepatitis B virus and others can be more complicated. If you think you have an infection, talk to a healthcare provider right away. In general, a person who has an infection can continue to breastfeed. Be sure to drink plenty of liquids when you have an infection or other illness to help keep you hydrated. If you become severely dehydrated, you may become ill and it might reduce the amount of milk you are able to make. Medication There are many reasons why a person may need to take medication after a natural disaster, such as having an infection or other illness. Many medications are compatible with breastfeeding. Other medications might aﬀect a breastfeeding baby. If you need to take medication, for any reason, be sure to tell your healthcare provider that you are breastfeeding, so you get the medication that is right for you and your baby. Watch the baby for side eﬀects while you are taking any medication. If your baby develops a rash, hives, or if you notice anything else unusual, tell your healthcare provider right away. Insect Repellant Using insect repellant is an important way to help protect from infections spread by mosquitoes and ticks. A bite from an infected mosquito could give you a serious illness such as West Nile virus or Zika virus. Lyme disease comes from an infected tick. The most common active ingredient in insect repellant is DEET. It is not known whether the DEET you put on your skin passes into breast milk. However, only about 6-8% of the DEET put on your skin gets into your body. This means that very little DEET is expected to get into your breast milk. A person who is breastfeeding should follow the same recommendations that are given for the use of DEET in children. These include applying the insect repellant with DEET to your clothing and then only putting it on exposed skin such as your hands and face. Never apply insect repellant to the breast area. Wash your hands after applying insect repellant and before handling your baby or breastfeeding so that the baby's mouth is not exposed to DEET. Other ways to lower your chance of being bitten by a mosquito or tick include staying indoors with proper screens during peak times of mosquito activity (usually overnight from dusk through dawn) and wearing long pants, longsleeved shirts, a hat, and shoes with socks while outdoors when possible. Cleaning Agents Typical household use of cleaning agents is not expected to produce levels in breast milk that could hurt a baby. To help protect yourself, wear gloves when using cleaning agents; also keep fresh air moving into your work area (open windows/doors and/or run a ventilation fan). Wash hands well after handling cleaning supplies. Pollutants Exposure to low levels of environmental chemicals is usually not a reason to stop breastfeeding. If you think that you may have been exposed to high amounts of a harmful chemical, contact your healthcare provider as soon as possible. If you have been exposed to lead, a blood test can tell if the level is high. The level of lead in breast milk is usually lower than what is measured in the person's blood. Usually, a person does not have to stop breastfeeding unless the level of lead in their blood is very high. What if I need to give my baby formula? If you give your baby formula, it is best to use single serving containers of ready-to-feed formula whenever possible. This is especially important if the water supply is not clean or safe to drink or if the electricity is oﬀ. Ready-to-feed formula does not need added water and it does not need to be kept in a refrigerator. Local authorities will tell you if your water supply is safe to drink or to use for cooking or bathing. If ready-to-feed formula is not available, use bottled water to mix powdered or concentrated formula. If bottled water is not available, use boiled water. Bringing water to a rolling boil for 1 minute will kill most disease-causing organisms, but it will not remove chemicals. Do not use water that has been treated with iodine or chlorine tablets to prepare formula unless you do not have bottled water and cannot boil your water. Be sure to clean bottles and nipples thoroughly with bottled, boiled, or treated water before every use. Always wash your hands before preparing formula and before feeding your baby. If you do not have clean water for washing hands, use alcohol-based hand sanitizers. Where can I ﬁnd more information on speciﬁc exposures through breast milk? MotherToBaby has fact sheets about many exposures which include information about breastfeeding (https://mothertobaby.org/fact-sheets-parent/). The International Lactation Consultant Association maintains a directory of individual lactation consultants who can help with breastfeeding concerns such as reduced milk supply. (https://www.ilca.org/main/home). Please click here for references. Questions? Call 866.626.6847 \| Text 855.999.3525 \| Email or Chat at MotherToBaby.org. Disclaimer: MotherToBaby Fact Sheets are meant for general information purposes and should not replace the advice of your health care provider. MotherToBaby is a service of the non-proﬁt Organization of Teratology Information Specialists (OTIS). OTIS/MotherToBaby encourages inclusive and person-centered language. While our name still contains a reference to mothers, we are updating our resources with more inclusive terms. Use of the term mother or maternal refers to a person who is pregnant. Use of the term father or paternal refers to a person who contributes sperm. Copyright by OTIS, September 1, 2022.	<urn:uuid:19319ca8-905d-4249-9419-218320d64399>	CC-MAIN-2024-42	https://rightanswerknowledge.com/M2B/Environment%20and%20Natural%20Disasters/breastfeeding-following-a-natural-disaster_en.pdf	2024-10-14T02:59:39+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	440,076,873	1,489	eng_Latn	eng_Latn	0.998315	eng_Latn	0.99848	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 4086, 7376 ]	[ 2.515625 ]	1	0
Introducing Your New Muttville Dog to Your Resident Cat Congratulations on adopting from Muttville Senior Dog Rescue! Please follow these steps to ensure a long and happy relationship between your new mutt and your resident cat: * First, plan to keep your new dog and resident cat separated for at least a few days. Do not rush introductions otherwise the animals may become overwhelmed. * You can separate the dog and cat using a crate, a spare bedroom or section off a portion of your home using baby gates. * Start by intermingling their smells. Pet the dog with a rag and let the cat smell it and vice versa. * Feed the dog and cat where they can smell each other, like behind a closed door. * Reward the dog for positive interaction with a happy, silly voice and treats. * Keep the dog on-leash when first meeting the cat so it can't chase. * Do not let the dog become fixated on the cat. Use a high pitched voice and treats to get the dogs attention off the cat and back on you. * Whenever the cat is present the dog should receive lots of treats so it can have a positive association with the cat being present. * Be mindful of any guarding behavior over people, food or other resources. * Do not leave the dog and cat alone unsupervised. * Most dog and cats can share a home in harmony once they've gradually become	<urn:uuid:140b039d-4e9a-41a9-a3ae-77311caf786a>	CC-MAIN-2024-42	https://muttville.org/pdfs/resources/IntroducingYourNewMuttvilleDogToYourResidentCat.pdf	2024-10-14T01:29:24+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	360,673,651	286	eng_Latn	eng_Latn	0.99942	eng_Latn	0.99942	[ "eng_Latn" ]	false	docling	[ 1325 ]	[ 1.6640625 ]	1	2
Each year group will have a different focus on the criteria for their 'Winter is….' photo. EYFS – Winter photos with a focus on exploring and observing the world around them. Year 1 - Winter photos with a focus on seasonal change. For example changes in trees, flowers, sunlight – this links with the Year 1 science curriculum and aims for the children to observe first hand seasonal changes). Year 2 - Winter photos with a focus on habitats. For example show how an animal adapts their habitats during the winter season or how they are suitable to provide the basic needs for the animal (part of the Year 2 curriculum) Please ensure no faces are on the photographs, photos are taken in the local area and there must only be one entry per child. Email your entry stating your name and class to: [email protected] for children at the Infant School One entry per pupil by no later than midnight on: Thursday 25 th January 2024 There will be prizes for each year group. We can't wait to see your photos!	<urn:uuid:2a5a17a7-7483-4c5d-9187-c583257e657a>	CC-MAIN-2024-42	https://www.dobcroft-inf.sheffield.sch.uk/serve_file/23009559	2024-10-14T01:49:18+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz	650,100,760	224	eng_Latn	eng_Latn	0.995803	eng_Latn	0.995803	[ "eng_Latn" ]	false	docling	[ 1027 ]	[ 2.28125 ]	1	0
Metacognition and the Social Animal 9 Lisa K. Son, Nate Kornell, Bridgid Finn, and Jessica F. Cantlon Introduction Here we consider the link between self-knowledge and knowledge of others and distinguish between three types of metacognition: metamemory, self-awareness, and other-awareness. Using data from a range of populations, including nonhuman animals, adult humans, children, and individuals with autism, we present evidence for a distinction between fast, heuristic-based metacognition and slower, more deliberate metacognition. We claim that without fast, heuristic metamemory processes, which do not necessarily depend on language or self-awareness, our memory systems would be of little value. Moreover, we postulate that metamemory is a key step in allowing individuals to develop into social beings. Taken together, the findings suggest that metacognition is crucial for an understanding of our own uncertainties, as well as the knowledge and intentions of others. M etacognition, at its most basic level, is cognition about cognition. For instance, metamemory involves judgments and beliefs about memory. In an ideal world, metacognitive processes would provide a perfect reflection of the mind's contents, the way a mirror does. But research has shown repeatedly that metacognition is, at best, a distorted mirror: Predictions of future knowledge and judgments of current knowledge are subject to bias and are frequently inaccurate. The current chapter seeks to answer why, with all of its inaccuracies, metamemory survives as one of the most critical mental processes for any individual in a social world. The Role of Metamemory Over the past century, memory science has focused on how experiences are inscribed in memory, how these traces of the memories are stored in the mind, and how knowledge that has been committed to memory can be recalled at a later time. Over the past few decades, metamemory research has emerged as a new psychological subfield. And while the features of metamemory are linked to those of memory, the two faculties have been thought to be distinct. Consider the following illustration of the difference. Imagine that you learn that Emily Brontë wrote Jane Eyre and judge that you are confident that you will always remember this. Your metamemory may be absolutely accurate; that is, you thought you would remember the author and, when asked later, you do. Unfortunately (for you), Charlotte Brontë, not Emily, wrote Jane Eyre. Thus, your metamemory can be accurate when your memory is inaccurate. The reverse can also be true: You might know that Charlotte was the author of Jane Eyre, but be mistaken, at the metamemory level, in thinking that you will be able to remember that information later. In line with the preceding examples, empirical research on metamemory has relied on introspection and verbal self-reports. In a typical metamemory experiment, participants study information and give numerical ratings of how sure they are to remember that information later. It is well known, of course, that selfreport data can be inaccurate, unreliable, and difficult to interpret (e.g., Nisbett & Wilson, 1977). However, this inaccuracy may be the essence of metamemory. That is, metamemory is what people believe about their own memories, whether it is accurate or not. The use of metamemory is ubiquitous in everyday communication. For example, in response to a question about how well one did on a test, the answer, "I got a perfect score," is very different from "I'm not certain, but I may have gotten a perfect score" because "I'm not certain" and "may" signal uncertainty. They are, in other words, indicators of one's confidence, or lack thereof, in one's knowledge. We constantly produce such signals without much thought, and we understand them just as automatically. The simple act of saying, "I don't know," which many preschool children can do fluently and accurately, signals that people can report a lack of memory confidence from an early age. (Note, however, that the ability to say "I don't know" accurately depends on the child's age and the question the child is asked; for example, children sometimes say they can name an object, or know what it is, even when they do not; see Marazita & Merriman, 2006.) What is the role of metamemory? A memory is essentially a belief. Metamemory is one's strength or conviction in that belief. Retrieving a memory that is divorced from a feeling of confidence is like receiving a message from an unreliable source. A memory system that endorsed everything with equal confidence would be of little value unless it was free of gaps and errors. Metamemory allows us to recognize—and express—the gaps and errors in our memories. As a result, metamemory can be a check, or restraint, on memory. We learn not to trust our memories when we are not sure that they are accurate (for example, if someone looks only sort of familiar, we restrain ourselves from running toward them and giving them a big hug). In addition, we do not communicate false information to others (or, at least, we qualify the information by saying "I think" or "maybe"). And while metamemory is not perfect either, it serves the vital function of monitoring situations in which memory is not perfect so that the contents of the memory may be interpreted and conveyed to others appropriately. Metamemory requires knowledge about our own knowledge. The ability to understand our own internal states may serve as a stepping stone to a variety of other higher level cognitive functions. Consider theory of mind, which refers to an awareness of our own mental states as well as an understanding that others have similar mental states. It is thought that theory of mind allows us to make inferences about the minds and behaviors of others. The major difference between metamemory and theory of mind is that the former refers to knowledge about the self, while the latter refers to knowledge about another. The two types of metacognition seem to be intimately related. For example, feelings of uncertainty may allow us to recognize that others can have similar feelings of doubt. Perhaps the universal ability to assess one's own uncertainty is a precursor for the complexities of human society, where individuals make room for debate, persuasion, sarcasm, humor, and even deception. In the remainder of the chapter, we review some of the research on knowledge about the self, knowledge about others, and the link between the two. We begin with a discussion of the basic metamemory abilities that humans share with nonhuman animals. Metamemory Without Language Within the science of metamemory, participants have typically reported their metamemory judgments verbally. But is language necessary for metamemory? And how did metamemory evolve? Did it coevolve with language, or is the ability linked to other prelinguistic cognitive abilities? These questions have led some to explore metamemory abilities in nonhuman animals. For the remainder of this chapter, we shall use the term "animals" to refer to nonhuman animals. The most fundamental method of exerting control over one's internal representations is to decide which representations to acknowledge and which to ignore. One example of this kind of cognitive control is directed forgetting, in which an individual selectively chooses not to remember something. There is good evidence that animals engage in directed forgetting in order to reallocate memory to more important information. Roper, Kaiser, and Zentall (1995) presented pigeons with a delayed match-to-sample task in which a sample stimulus was presented, followed by a cue that indicated whether or not they would be tested on the sample color. If a "remember" cue was presented, after a delay the animal was shown the sample stimulus and a distractor stimulus. Correct responses produced a reward. If a "forget" cue was presented, the animal was not tested on the sample; instead, there was an unrelated discrimination task after the delay. Understanding metacognition in the animal mind is of theoretical interest for a number of reasons. First, if an animal can make metamemory judgments, we can conclude that metamemory does not require language. Second, examining a nonverbal species allows for a relatively pure assay of metamemory mechanisms, without concurrent contamination by an interior monologue (at least the type of monologue that can exist in humans). Finally, discovering the mental capacities in animals can help unravel the development of human behaviors and abilities. Occasionally, however, there was a "pop quiz," which tested the pigeons' memories for the "to-have-been-forgotten" sample. On these pop quiz trials, the pigeons' memories for the sample were much worse than on the standard "remember" trials, indicating that they had abandoned the memory when they were presented with the "forget" cue but not after the "remember" cue. Similar evidence of directed forgetting in animals has been reported in studies that used a variety of other task manipulations (e.g., Roper, Chaponis, & Blaisdell, 2005; Zentall, Roper, & Sherburne, 1995). These data illustrate that even animals can actively control their memory processes. More generally, these animals appear to possess an ability to manipulate their own mental states. The question then becomes: Do the animals know it? A task that involves making judgments about stimuli that are currently being presented may qualify as metacognition, but it does not involve making a judgment about one's internal memory state. Hampton's (2001) prospective task directly investigated metamemory. Monkeys were shown sample pictures; after a delay, they saw the sample picture again, along with distractor pictures. The subjects' task was to select the sample. However, after seeing the sample and prior to receiving the test, the monkeys could sometimes opt out of taking the test. On mandatory trials, they had to take the test. The monkeys were more accurate on self-selected test trials than on mandatory trials, suggesting that the monkeys opted out when they knew they did not know the answer. Crucially, they did so when no external stimuli were available as cues at the time of their decision (see also Smith & Washburn, 2005, for metamemory performance using the escape procedure). How might one test metamemory in a nonverbal species? One approach has been to ask animals to perform a task in which they choose between two stimuli (such as a square densely populated with dots compared to a sparsely populated square) and are given a third option: to skip or "escape" the trial and move on to another trial. These tasks have shown that Rhesus macaque monkeys and other animals tend to escape on particularly difficult trials (see Smith & Washburn, 2005), such as when the target stimuli are not easily distinguishable due to having similar dot densities. This suggests that animals might know that they "do not know." Another approach has been to ask animals to make retrospective judgments after they take a memory test. In one such task, monkeys performed a memory task and were then asked to "bet" on the accuracy of their memories (Kornell, Son, & Terrace, 2007). They first studied six images that were presented sequentially on a touch-sensitive computer screen. After viewing these images, one of the six images was presented along with eight distractors and the task was to touch the picture that had already been seen in the initial exposure sequence. Once a monkey had touched his choice, he placed a bet. Betting high risk meant that he would earn three tokens if his recognition response had been right, but lose three tokens if it had been wrong. Betting low risk meant that he would earn one token, regardless of accuracy. Tokens were accumulated at the bottom of the screen and could be exchanged for food pellets when a criterion was reached. The monkeys in this task acted metacognitively; that is, they tended to choose high risk after correct responses and low risk after incorrect responses. Moreover, they did so within the first few trials of transferring to this task. (The monkeys had previously been trained to respond metacognitively in other, perceptual, tasks; see Son & Kornell, 2005.) It seems, then, that they had learned a broad metacognitive skill that could generalize to new circumstances. They appear to have represented two internal responses: a recognition response and a confidence judgment. These data do not necessarily imply that the monkeys had conscious awareness of their confidence in their memories. But they do imply that the animals could monitor their confidence in their own memories (for recent reviews of animal metacognition research, see Kornell, 2009; Smith, 2009; Terrace & Son, 2009). Consciousness and Metacognition Does metacognition—and metamemory in particular—require consciousness and/or self-awareness? Historically, metacognition has often been interpreted as a conscious introspection into the mind linked to language and to self-reflection. As Aristotle said, "Remembering, as we have conceived it, essentially implies consciousness of itself" (350 BC). Clearly, some metamemory judgments are conscious—for example, one can be irritatingly aware of feeling that a lost answer is "on the tip of my tongue"—but do all metamemory states require consciousness? If so, the fact that nonverbal animals exhibit accurate metamemory has important implications. Remember however, that Kornell and colleagues' (2007) metamemory task required monkeys to bet on their responses. Recently, Persaud, McLeod, and Cowey (2007) have argued that the ability to make appropriate wagers after completing a task is an objective measure of conscious awareness. They used three tasks that generally do not involve conscious awareness: blindsight, artificial grammar learning, and the Iowa gambling task. Their participants performed the tasks well, but they could not make appropriate post-task wagers; that is, they rarely bet more after correct responses than they did after errors. Once the conditions were changed to elicit conscious decision making, participants made appropriate wagers. The authors conclude: "This double dissociation suggests that placing a wager is a special sort of decision, one that is closely related to being aware" (p. 260). The simple answer appears to be no. Even humans are not always conscious of their metacognitive judgments. In one study, participants were presented with questions and were asked to judge as quickly as possible whether they knew the answer. In another condition, participants had to retrieve the answer. The data demonstrated that people were able to make the judgments—which were accurate—prior to having retrieved the answer and thus too quickly to have made a conscious assessment of its accuracy (Reder & Schunn, 1996). We have argued that these findings, in addition to the monkey data, suggest that some metacognitive processes do not require consciousness (e.g., Son & Kornell, 2005). As described previously, Kornell et al. (2007) found evidence that monkeys could make accurate wagers about their memories. Does that mean that monkeys have conscious awareness? A monkey's experience is clearly very different from a human's, in part because it is not linguistic. Consciousness is a kind of continuum: Humans have extremely flexible, creative conscious experiences, including the ability to reexperience past events and imagine future events. However, monkeys, though they may be aware of their surroundings and the recent past, seem to be stuck in the moment. Au: pls add to ref list Proving anything about another being's experience—even another human— is not possible. In the absence of proof, what is needed is converging evidence of awareness in animals. For example, a hemianopic monkey (i.e., a monkey with blindsight) that can discriminate between stimuli presented in an area of its visual field will, nonetheless, fail to report seeing a stimulus presented in that area in a signal detection task, as though it lacks awareness of what it sees in that area (Cowey & Stoerig, 1995). At this stage, it seems clear that moneys have metacognitive abilities. Evidence is accumulating that monkeys have their own sort of awareness; it is not a sure thing, but it may be worth a wager. Heuristics Versus Analytical Processes All metamemory is not created equal (Kornell, 2009). For instance, a "tip of the tongue" experience is clearly conscious. The ability to decline to answer a question because of a lack of confidence, though, does not appear to require self-awareness. Moreover, the mechanisms underlying various metamemory processes may differ. Some judgments may be based on a very fast assessment of how familiar one is with the cue or question (Metcalfe & Schwartz, 1993). Other judgments may be based on a slower, but more direct, retrieval of the target from memory (Koriat & Levy-Sadot, 2001). Imagine, for instance, that you had practiced the problem 27 + 41 repeatedly. If you are then presented with the problem 27 × 41, you may judge (too quickly) that you know the answer and, as a result, choose not to calculate but rather to retrieve the answer from memory. Unfortunately, having based your judgment on only the rapid familiarity of the numbers and not the operation and having limited your time, the likelihood of solving the problem accurately is close to nil (Reder & Ritter, 1992). In humans, at least, there are effortful metacognitive processes that are slower, perhaps more likely to involve language, and more likely to become conscious. That is, humans have the luxury of mulling over thoughts and judgments, even after having made numerous quick (and maybe less than accurate) judgments. Furthermore, how much humans mull over their own thoughts can vary from very little interpretation to extensive interpretation (see Petty & Brinol, 2009). And it is this deeper type of metacognition that may give rise to an understanding of the self and of others. It appears that some metacognitive processes require effort. Others are based on heuristic processes (e.g., based on familiarity), and these processes allow humans and other animals to make metacognitive judgments (such as "I know" or "I don't know") quickly and automatically. One negative result of this could be that experts, in situations within their own area of expertise, display a larger degree of overconfidence (or the belief that they know more than they actually do) than do novices. After all, experts are bound to be more familiar with the context (e.g. Oskamp, 1965; Son & Kornell, 2010). Self-Awareness and Other-Awareness Like many other primates, humans are an intensely social species. We spend much of our time, effort, and resources on fostering and manipulating social relationships Y104997_C009.indd 164 5/25/11 1:58:01 PM Au: pls add to ref list with kin and others. Successfully creating alliances is crucial for our well-being and survival. Theory of mind, or an awareness of another's mind, is a key ability because it allows us to predict what others will do, how they will react to what we do, and how we can manipulate them. One way to approach this question is to examine the relationship between selfawareness and other-awareness in animals. In 1970, Gallup challenged the notion that animals lacked self-awareness by publishing his classic studies on mirror selfrecognition. In the study, when preadolescent chimpanzees encountered a mirror for the first time, they made social gestures to the image they saw. After a few days of experience with the mirror, however, such other-directed responses began to wane. At the same time, self-directed responses began to increase. After being marked with a red, odorless dye while unconscious, the chimpanzees touched the marked area on their own bodies (rather than on the mirror) a significant number of times, suggesting that they understood the reflection to be themselves. Remarkably, when Gallup followed up on his original study using chimpanzees raised in isolation, none showed signs of mirror self-recognition (Gallup, McClure, Hill, & Bundy, 1971). One interpretation is that because chimpanzees have had experience with others, they were able to view themselves as another might view them. Psychologists have long debated whether self-awareness or other-awareness comes first. In his comprehensive review, Carruthers (2008) summarizes four different possibilities for the emergence of self- and other-awareness. As a first possibility, he proposes that the two skills—dubbed metacognition and mind reading—are independent. In the second, he proposes that they come from the same fundamental faculty. In the third, he provides evidence for self-awareness being a necessity for other-awareness, and in the fourth model, vice versa. While there are mixed conclusions, we examine a fundamental question raised by Carruthers's review: Could metacognition have evolved to allow for an awareness of others? The view that other-awareness comes before self-awareness is not a recent one. In 1912, Cooley wrote that the concept of the self was dependent on social interaction. Mead (1934) also proposed that a self-concept is formed as one experiences how others view oneself. Not all social animals have been able to pass the mirror self-recognition test. While great apes (Gallup, 1970), elephants (Plotnik, de Waal, & Reiss, 2006), dolphins (Reiss & Marino, 2001), and pigs (Broom, Sena, & Moynihan, 2009) have passed, monkeys (who were able to express metamemory) have failed (see Roma et al., 2007). This supports the theory that metamemory—at least the kind that monkeys possess—does not depend on being self-aware. Rather, the ability to express certainty and uncertainty allows monkeys to be cautious and perceptive in an uncertain world. In other words, monkeys may not be self-aware, but they may still have metamemory abilities. Ultimate Metacognition: Knowledge of Others Even animals that are not considered to be self-aware can be spectacularly good at responding to the behaviors of others. The ability to know the contents of another's mind may be the most sophisticated level of metacognitive skill—and also among the most useful for a social animal. Take, for instance, the complex acts of deception, cheating, and stealing. Researchers have suggested that these malicious behaviors were the evolutionary catalyst for metacognitive processes, especially within the social domain (Cosmides & Tooby, 1994). The data from social reasoning studies of nonhuman primates seem to support this view. A related study by Flombaum and Santos (2005) further supported these findings by showing that rhesus monkeys selectively steal food from humans who cannot see them stealing. Thus, although monkeys and apes are notoriously bad at inferring mental states from eye gaze during traditional theory-of-mind tasks (cf. Povinelli & Eddy, 1996), they succeed at using eye gaze to predict another animal's behavior in a competitive task. In short, deception, cheating, and stealing are three competitive behaviors that seem to play a privileged role in metacognitive reasoning within the social domain. A study by Hare, Call, Agnetta, and Tomasello (2000) showed that subordinate chimpanzees follow the gaze of dominant chimpanzees in order to decide whether or not to raid a food cache that is equidistant between them. In the study, animals were held in enclosures on opposite sides of a large room. Caches of fruit were placed in the middle of the room either in plain view of both animals or in view of only one of the animals (due to the clever placement of a visual barrier). The important finding was that subordinate chimpanzees would not approach the food cache when the dominant chimp had seen it. But, when the dominant chimpanzee had not seen the food cache, subordinate animals readily approached the cache. Though less frequently observed than competitive behaviors in animals, the three altruistic behaviors of helping, informing, and sharing have recently been studied in chimpanzees and in human children (Warneken & Tomasello, 2009). These studies have revealed important similarities in the cooperative acts of these groups. For example, when children and chimpanzees observe a human companion drop a pen or a sponge, they will rush to retrieve it for the companion, even in the absence of any reinforcement or feedback (Warneken & Tomasello, 2006). Thus, both children and chimpanzees understand the immediate intention of their human companion to maintain possession of an object, and both groups are motivated to participate in that goal. Au: pls add Liszkowski ref to list But there are important differences in the altruistic behaviors of children and chimpanzees. Sharing and informing are two behaviors in which human children engage much more frequently than other primates. From 12 months of age, when they know the location of an object lost by an adult, children will actively lead the adult to that object (Liszkowski, Carpenter, & Tomasello, 2006). Brownell, Svetlova, and Nichols (2009) showed that 25-month-olds who are given a choice between delivering food only to themselves or to themselves and a companion will choose to share. In contrast, chimpanzees tested in a comparable paradigm do not exhibit the same sharing instinct and instead choose randomly between the selfish and sharing options (which give them the same payoff). These findings indicate that chimpanzees have a deep lack of familiarity with or faith in a system of cooperation. In fact, some have argued that even the cooperative and altruistic behaviors in which chimpanzees do engage, such as proximal helping, have selfish origins (see Warnecken & Tomasello, 2009). Studies that permit chimpanzees to behave cooperatively or altruistically toward kin or other conspecifics have yielded slightly more evidence for altruism in chimpanzees (see de Waal, 2008, for a review). These studies suggest that the natural behaviors of chimpanzees might include more unselfish acts and emotions, such as empathy, than can be observed in artificial experiments with human agents. However, regardless of the testing modality, the extent to which apes engage in spontaneous altruistic and cooperative acts differs from that observed in human behavior. And, importantly, nonhuman primates interact competitively more than they interact cooperatively (Muller & Mitani, 2005). However, some of the differences between humans and nonhuman primates might be linked to the uniquely human ability to communicate large amounts of information efficiently (Warnecken & Tomasello, 2009). One possibility is that metacognition emerged earliest within the competitive social domain because the information within that domain had more "meaningful" content and better organization (and was more easily afforded metacognitive assessments). Social relations, kin relations, mating, and dominance are considered the central focus of a primate's existence. Overall, many more competitive exchanges have been reported in observations of ape and monkey social interactions than cooperative exchanges. Thus, based on sheer frequency, nonhuman primates would be expected to have more detailed (and therefore more "meaningful") representations of competition than of altruism or cooperation. The explanation of why nonhuman primates do not engage in a level of cooperative and altruistic behavior that is comparable to their competitive abilities is an open pursuit. Different social interactions could rely on qualitatively different metacognitive mechanisms (Warnecken & Tomasello, 2009). Alternatively, quantitative differences in the amount or kind of information that serves as the input to metacognitive reasoning could be a crucial factor. Informing, for example, requires the representation of the goal states of others, whereas stealing only requires that another's gaze be tracked. Thus, there may be broad differences in "difficulty" between the metacognitive inferences required by competitive and cooperative acts. Such differences could contribute to asymmetries in the forms of nonhuman primate metacognition. Whether competitive social behaviors were the catalyst for the evolution of metacognition is a matter of speculation because it is impossible to reconstruct our evolutionary history. Social information may have played a role in the emergence of metacognition because it emerged earliest as a sufficiently rich knowledge system, or metacognitive processes might have emerged independently within social and nonsocial domains (rather than emerging from a single core process). In that regard, evidence from studies of the development of social and nonsocial forms of metacognition in human children might better reveal the relations among varieties of metacognitive reasoning. Self-Awareness and Other-Awareness in Children What can we learn from the development of a self-awareness and theory of mind in young children? An early and ongoing line of inquiry has been directed toward the development of children's metamemory abilities, or the understanding of one's own memory processes and its contents (e.g., Brown, 1987; Finn & Metcalfe, 2010; Metcalfe & Kornell, 2003). Data have shown that, compared to adults, children make relatively poor use of their judgments (e.g., Bisanz, Vesonder, & Voss, 1978), particularly because young children often have an unrealistic self-concept about the capacity of their memories. For example, a study by Kreutzer, Leonard, and Flavell (1975) found that kindergarteners were convinced that they always remembered well, with 30% of the children convinced that they never forgot anything. (In normal conversation, however, many children in kindergarten or younger can accurately report that they forgot something.) Much research has shown that children are overconfident in their memories (e.g., Flavell, Friedrichs, & Hoyt, 1970) and remain overly optimistic even after experience and feedback on a similar task (Finn & Metcalfe, 2010). Beyond age 4, children do seem to have a better grasp of the distinction between mental verbs (e.g., remembering versus forgetting; Johnson & Wellman, 1980; Kreutzer et al., 1975; Wellman, 1985), but research suggests that they are still developing a clear understanding of their mental worlds. For example, Flavell, Green, and Flavell (2000) tested 5-year-olds, 8-year-olds, and adults on tasks designed to investigate their ability to introspect. The 5-year-old children showed some ability to report their introspections, but in comparison to the older children and the adults, their reports reflected that they were less aware of their thoughts. Indeed, the 5-year-olds often denied having had thoughts at all. In parallel, research on metacognition has focused on how and when children begin to understand the mental world. This area of research dates back to the work of Piaget and Vygotsky and targets the development of theory of mind. Children's understanding of mental concepts, like thinking, understanding, and belief, has been a focus of theory-of-mind research (Wellman & Estes, 1986). By around 2.5–3 years of age, children begin to use the words "think" and "remember" (Limber, 1973; Shatz, Wellman, & Silber, 1983), suggesting a nascent awareness of their mental world. However, theory of mind continues to coalesce throughout childhood. For example, Wellman and Johnson (1979) showed that 3-year-olds were not able to distinguish between remembering and forgetting, but that children were usually able to make this distinction by the age of 4. It would be hard to overstate the importance of understanding one's own mental states. But the ability to understand and respond to the mental states of others is equally important (Jost, Kruglanski, & Nelson, 1998). It is crucial in allowing people to create the rich social and interpersonal relationships that help to define the Homo sapiens, or Homo psychologicus as characterized by Humphrey (1984). Some have postulated that how we think about thinking itself should also be considered within the context of our assessments about the mental states of others (Nelson, Kruglanski, & Jost, 1998; Perner, 1991). Thus, as noted in the context of animal research, self-awareness and other-awareness seem to be strongly connected. The relationship between self-awareness and other-awareness is complicated by a rapid development in language and complex behaviors in children between the ages of 3 and 5. Some behaviors, while seemingly correlated with theory of mind, may simply be conditioned responses. Thus, it is important to distinguish between theory of mind and "theory of behavior." If I am able to predict that you will give me a candy bar if I give you a dollar, does that imply theory of mind? Or does it just mean that I've learned from experience that my behavior leads to yours? Clearly, if you are a vending machine, I do not need (nor should I use) theory of mind to predict your behavior. Yet it can be difficult to distinguish between theory of mind and theory of behavior in another actor. This difficulty has led many researchers to employ false-belief tasks in which a theory of behavior would lead to one prediction, but a theory of mind would lead to the opposite. False-belief tasks assess a person's understanding that others can have beliefs that are different from one's own or distinct from reality. In one of the classic tasks testing false belief—often called the Sally–Anne task (Wimmer & Perner, 1983)—a child is shown a doll named Sally and a doll named Anne. Sally puts her marble in a basket and then leaves the room. After Sally leaves, Anne moves the marble from Sally's basket into her own box. Then Sally returns to the room. The children are asked where they think Sally will look for her marble. The question can only be answered correctly if the children understand that Sally believes something different from what the child knows to be true. The literature on false-belief tasks suggests that children younger than 3.5 years are not able to represent others' beliefs appropriately (Wellman, Cross, & Watson, 2001). The ability to make the correct assessment about what the other person will believe is thought to be in place around 4 years of age (Wellman, 1993). In a sense, such tasks put selfawareness and other-awareness in conflict with each other. By adulthood, most people interpret others' behavior in mentalistic terms effortlessly (Baron-Cohen, 1995). Indeed, our inclination to think in terms of others' minds is so strong that we attribute beliefs and intentions to inanimate objects (Adolphs, 1999; Heider & Simmel, 1944). Our ability to "read minds" helps us make predictions about others' behaviors and helps us to understand why they do what they do. It also helps us to avoid being deceived and to deceive others (Byrne & Whiten, 1988). In essence, theory of mind allows us to be more certain about our unfolding social world. What if an adult did not have the ability to read other mental states? This is the case for the subset of individuals with autism, who are not able to ascribe minds to others in a usual manner. Researchers like Gopnik (1993) discussed how frightening they imagine such "mindblindness" to be. Gopnik writes: This is what it's like to sit round the dinner table.…Around me bags of skin are draped over chairs, and stuffed into pieces of cloth, they shift and protrude in unexpected ways…Imagine that the noisy skin bags suddenly moved toward you and their noises grew loud and you had no idea why, no way of explaining them or predicting what they would do next. (quoted in BaronCohen, 1995, p. 5) Children with autism are much less likely to pass false-belief tasks than typically developing children or even children with Down syndrome (e.g., BaronCohen, Leslie, & Frith, 1985; Leslie & Frith, 1988). They are also less likely to engage in spontaneous pretend play (Lewis & Boucher, 1988) and to predict what kinds of emotions someone might have given their beliefs (Baron-Cohen, 1995). Thus, lacking an awareness of others can often reduce an individual's ability to participate in society. There are two main competing theories regarding the development of theory of mind. The modular class of theories proposes that there is a special, innate structure implicated in theory of mind (see, for example, Baron-Cohen, 1995; Leslie, 1991, 1994). Developmental differences in theory-of-mind tasks arise because the brain structures involved in theory-of-mind judgments are still maturing. The second class of theory proposes a general mechanism that supports, but is not specifically designed for, theory of mind. Perner and colleagues (e.g., Perner & Lang, 1999) have argued that theory-of-mind abilities are tied to the development of executive control, including the inhibition of irrelevant thoughts. Research in support of this theory has shown that there is a positive correlation between executive control— which is implicated in much metacognitive function—and performance on a theory-of-mind task (for a review, see Moses, Carlson, & Sabbagh, 2005). Underlying both theories is a deep connection between self-awareness and other-awareness. The Role of Language and Society Metamemory is often inaccurate (Dunlosky & Bjork, 2008). Overconfidence, or not knowing that you do not know, is among the most common human biases (Son & Kornell, 2010). We began the chapter by likening metacognition to a distorted mirror that provides a somewhat distorted picture of one's mind. One way to support metacognition is to improve how accurately it reflects actual memory. Do language abilities support metacognition? Studies have shown that when people are trained to use verbalization strategies (e.g., Beurhing & Kee, 1987) or to be more aware of their own thinking (Moreno & Saldana, 2005), overall metamemory accuracy and performance improve. Thus, perhaps human metamemory is more sophisticated when it is entwined with language and self-awareness. We have suggested that no single mechanism underlies all types of metamemory. For humans, the metamemory process is often entwined with language. Animal metamemory clearly develops independently of language. It is important to keep in mind that, at the end of the day, decision making is the reason metacognition is important. Animals, as well as humans, make decisions all the time, and most decisions are made without language. While humans can take advantage of the benefits that language offers, we should not diminish the need for a fundamental metamemory ability to assess what we do and do not know. Indeed, data have shown that monkeys, like humans, are more likely to seek information particularly when they lack information (Kornell et al., 2007). Thus, even the most primitive type of metamemory plays a role in affecting subsequent decisions. Conclusion Human metacognition develops gradually. The data, ranging from nonhuman animals to children to individuals with autism, have shown that an awareness of our own thoughts can stem from the awareness of others in the world and their actions. Au: not cited in text; OK to delete? Similarly, by knowing what we know and what we do not know, we can learn to understand the uncertainties of others. To thrive in an intensely social world requires humans (and perhaps other animals) to know themselves and to find ways to know the secret thoughts of others. Metamemory, in the form of certainty monitoring, helps us to distinguish accurate memories from false ones, which allows us to be truthful. Theory of mind helps us to deceive, cheat, and manipulate, as well as to communicate, cooperate, share, and empathize. Animals appear to make decisions based on a rudimentary type of metamemory. Humans seem to share this level of metamemory, but human metacognition has evolved beyond the simple metamemory abilities of animals. On the whole, humans seem to possess at least three levels of metacognition: automatic metamemory, self-awareness, and other-awareness. Each of these levels may have different, if overlapping, underlying mechanisms. And perhaps timing could be used as a proxy for various levels: A fast/familiar response could indicate an automatic metacognition that does not require conscious thought; a slower and deliberate response would indicate that consciousness—either of oneself or another—was present. While the levels may differ mechanistically, they are equal in importance for the individual. References Adolphs, R. (1999). Social cognition and the human brain. Trends in Cognitive Sciences, 3, 469–479. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research. New York, NY: Longman. Aristotle. (350 B.C.). On memory and reminiscence. Translation by J. I. Beare. Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Boston, MA: MIT Press/Bradford Books. Beal, C. R., & Flavell, J. H. (1982). Effect of increasing the salience of message ambiguities on kindergartners evaluations of communicative success and message adequacy. Developmental Psychology, 18, 43–48. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a "theory of mind"? Cognition, 21, 37–46. Beurhing T., & Kee, D. W. (1987). Developmental relationships among metamemory, elaborative strategy use and associative memory. Journal of Experimental Child Psychology, 44, 377–400. Broom, D. M., Sena, H., & Moynihan, K. L. (2009). Pigs learn what a mirror image represents and use it to obtain information. Animal Behavior, 78, 1037–1041. Bisanz, G. L., Vesonder, G. T., & Voss, J. F. (1978). Knowledge of one's own responding and the relation of such knowledge to learning. Journal of Experimental Child Psychology, 25, 116–128. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding. Mahwah, NJ: Lawrence Erlbaum Associates. Au: not cited in text; OK to delete? Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering and understanding. In J. Flavell & E. Markman (Eds.), Handbook of child psychology: Cognitive development (Vol. 3). New York, NY: John Wiley & Sons. Y104997_C009.indd 171 5/25/11 1:58:03 PM Au: not cited in text; OK to delete? Au: not cited in text; OK to delete? Au: Finn & Metcalfe 2007, 2008 not cited in text; OK to delete? Brownell, C. A., Svetlova, M., & Nichols, S. (2009). To share or not to share: When do toddlers respond to another's needs? Infancy, 14, 117–130. Carruthers, P. (2008). Metacognition in animals: A skeptical look. Mind & Language, 23, 58–89. Byrne, R. W., and Whiten, A. (Eds.). (1988). Machiavellian intelligence: Social expertise and the evolution of intellect in monkeys, apes, and humans. New York, NY: Oxford University Press. Chi, M. T. H. (1978 Cooley, C. H. (1912). Valuation as a social process. Psychological Bulletin, 9, 441–450. ). Knowledge structures and memory development. In R. Sigler (Ed.), Children's thinking: What develops? Mahwah, NJ: Lawrence Erlbaum Associates. Cosmides, L., & Tooby, J. (1994). Beyond intuition and instinct blindness—Toward an evolutionarily rigorous cognitive science. Cognition, 50, 41–77. de Waal, F. B. M. (2008). Putting the altruism back into altruism: The evolution of empathy. Annual Review of Psychology, 59, 279–300. Cowey, A., & Stoerig, P. (1995). Blindsight in monkeys. Nature, 373, 247–249. Dunlosky, J., & Bjork, R. A. (Eds.). (2008). A handbook of metamemory and memory. Hillsdale, NJ: Psychology Press. Finn, B., & Metcalfe, J. (2007). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning Memory and Cognition, 33, 238–244. Dunlosky, J., & Metcalfe, J. (2009). Metacognition. Beverly Hills, CA: Sage. Finn, B., & Metcalfe, J. (2008). Judgments of learning are influenced by memory for past test. Journal of Memory and Language, 58, 19–34. Flavell, J. H. (2000). Development of children's knowledge about the mental world. International Journal of Behavioral Development, 24, 15–23. Finn, B., & Metcalfe, J. (2010). Incurable optimism: Children's multi-trial judgments of learning. Manuscript in preparation. Flavell, J. H., Flavell, E. R., & Green, F. L. (1983). Development of the appearance–reality distinction. Cognitive Psychology, 15, 95–120. Flavell, J. H., Green, F. L., & Flavell, E. R. (2000). Development of children's awareness of their own thoughts. Journal of Cognition and Development 1, 97–112. Flavell, J. H., Friedrichs, A. G., & Hoyt, J. D. (1970). Developmental changes in memorization processes. Cognitive Psychology, 1, 324–340. Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice Hall. Flavell, J. H., & Wellman, H. M. (1977). Metamemory. In R. V. Kail & J. W. Hagen (Eds.), Perspectives on the development of memory and cognition. Mahwah, NJ: Lawrence Erlbaum Associates. Flavell, J. H., Speer, J. R., Green, F. L., & August, D. L. (1981). The development of comprehension monitoring and knowledge about communication. Monographs of the Society for Research in Child Development, 46, 1–65. Flombaum, J. I., & Santos, L. R. (2005). Rhesus monkeys attribute perceptions to others. Current Biology, 15, 447–452. Gallup, G. G., Mcclure, M. K., Hill, S. D., & Bundy, R. A. (1971). Capacity for self-recognition in differentially reared chimpanzees. Psychological Record, 21, 69–74. Gallup, G. G. (1970). Chimpanzees: Self-recognition. Science, 167(3914), 86–87. Gardiner, J. M., & Klee, H. (1976). Memory for remembered events: An assessment of output monitoring in free recall. Journal of Verbal Learning and Verbal Behavior, 15, 227–234. Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex Publishing. Gopnik, A. (1993). How we know our minds: The illusion of first-person knowledge of intentionality. Behavioral and Brain Sciences, 16, 1–15, 90–101. Y104997_C009.indd 172 5/25/11 1:58:03 PM Au: not cited in text; OK to delete? Au: not cited in text: Flavell 2000; Flavell et al. 1983, 1993, 1981; Flavell & Wellman 1977—OK to delete? Au: not cited in text; OK to delete? Au: not cited in text; OK to delete? Hampton, R. R. (2001). Rhesus monkeys know when they remember. Proceedings of the National Academy of Sciences of the United States of America, 98, 5359–5362. Heider, F., & Simmel, M. (1944). An experimental study of apparent behavior. American Journal of Psychology, 57, 243–259. Hare, B., Call, J., Agnetta, B., & Tomasello, M. (2000). Chimpanzees know what conspecifics do and do not see. Animal Behavior, 59, 771–785. Humphrey, N. (1984). Consciousness regained. 12. The color currency of nature (pp. 146– 152). Oxford, England: Oxford University Press. Jost, J. T., Kruglanski, A. W., & Nelson, T. O. (1998). Social metacognition: An expansionist review. Personality and Social Psychology Review, 2, 137–154. Johnson, C. N., & Wellman, H. (1980). Children's developing understanding of mental verbs: Remember, know, and guess. Child Development, 51, 1095–1102. Koriat, A., & Levy-Sadot, R. (2001). The combined contributions of the cue-familiarity and accessibility heuristics to feelings of knowing. Journal of Experimental Psychology: Learning, Memory, & Cognition, 27, 34–53. Kornell, N., Son, L. K., & Terrace, H. S. (2007). Transfer of metacognitive skills and hint seeking in monkeys. Psychological Science, 18, 64–71. Kornell, N. (2009). Metacognition in humans and animals. Current Directions in Psychological Science, 18, 11–15. Kreutzer, M. A., Leonard, C., & Flavell, J. H. (1975). An interview study of children's knowledge about memory. Monographs of the Society for Research in Child Development, 40(1, serial no. 159). Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9, 178–181. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28, 16–25. LaPorte, R., & Voss, J. F. (1974). Paired-associate acquisition as a function of number of initial nontest trials. Journal of Experimental Psychology, 103, 117–123. Leslie, A. M. (1994). Pretending and believing: Issues in the theory of mind TOMM. Cognition, 50, 211–238. Leslie, A. M. (1991). Theory of mind impairment in autism. In A. Whiten (Ed.), Natural theories of mind: Evolution, development and simulation of everyday mind reading (pp. 63–77). Oxford, England: Basil Blackwell. Leslie, A. M., & Frith, U. (1988). Autistic children's understanding of seeing, knowing and believing. British Journal of Developmental Psychology, 6, 315–324. Limber, J. (1973). The genesis of complex sentences. In T. Moore (Ed.), Cognitive development and the acquisition of language. New York, NY: Academic Press. Lewis, V., & Boucher, J. (1988). Spontaneous, instructed and elicited play in relatively able autistic children. British Journal of Developmental Psychology, 6, 325–339. Lindberg, M. (1980). The role of knowledge structures in the ontogeny of learning. Journal of Experimental Child Psychology 30, 401–410. Mead, G. (1934). Mind, self, and society from the standpoint of a social behaviorist. Chicago, IL: University of Chicago Press. Marazita, J. M., & Merriman, W. E. (2004). Young children's judgment of whether they know names for objects: The metalinguistic ability it reflects and the processes it involves. Journal of Memory and Language, 51, 458–472. Metcalfe, J., & Kornell, N. (2003). The dynamics of learning and allocation of study time to a region of proximal learning. Journal of Experimental Psychology: General, 132, 530–542. Moreno, F. J., & Saldana, D. (2005). Use of a computer-assisted program to improve metacognition in persons with severe intellectual disabilities. Research in Developmental Disabilities, 26, 341–357. Y104997_C009.indd 173 5/25/11 1:58:04 PM 173 Au: neither Kuhn ref cited in text; OK to delete? Au: not cited in text; OK to delete? Au: not cited in text; OK to delete? Moses, L. J., Carlson, S. M., & Sabbagh, M. A. (2005). On the specificity of the relation between executive function and children's theories of mind. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children's cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 131–145). Mahwah, NJ: Lawrence Erlbaum Associates. Muller, M., & Mitani, J. C. (2005). Conflict and cooperation in wild chimpanzees. In P. J. B. Slater, J. Rosenblatt, C. Snowdon, T. Roper, & M. Naguib (Eds.), Advances in the study of behavior (pp. 275–331). New York, NY: Elsevier. Moynahan, E. D. (1973). The development of knowledge concerning the effect of categorization upon free recall. Child Development, 44, 238–246. Nelson, T. O., Kruglanski, A. W., & Jost, J. T. (1998). Knowing thyself and others: Progress in metacognitive social psychology. In V. Y. Yzerbyt, G. Lories, & B. Dardenne (Eds.), Metacognition: Cognitive and social dimensions (pp. 69–89). Thousand Oaks, CA: Sage. Oskamp, S. (1965). Overconfidence in case-study judgments. Journal of Consulting Psychology, 29, 261–265. Nisbett, R. E., & Wilson, T. D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231–259. Perner, J. (1991). Understanding the representational mind. Cambridge, MA: MIT Press. Persaud, N., LcLeod, P., & Cowey, A. (2007). Post-decision wagering objectively measures awareness. Nature Neuroscience, 10, 257–261. Perner, J., & Lang, B. (1999). Theory of mind and executive function: Is there a developmental relationship? In S. Baron-Cohen, H. Tager-Flusberg, & D. Cohen (Eds.), Understanding other minds: Perspectives from autism and developmental cognitive neuroscience (2nd ed., pp. 150–181). Oxford, England: Oxford University Press. Plotnik, J. M., de Waal, F. B. M., & Reiss, D. (2006). Self-recognition in an Asian elephant. Proceedings of the National Academy of Sciences of the United States of America, 103(45), 17053–17057. Reder, L., & Schunn, C. (1996). Metacognition does not imply awareness: Strategy choice is governed by implicit learning and memory. In L. Reder (Ed.), Implicit memory and metacognition. Mahwah, NJ: Lawrence Erlbaum Associates. Povinelli, D. J., & Eddy, T. J. (1996). Factors influencing young chimpanzees' (Pan troglodytes) recognition of attention. Journal of Comparative Psychology, 110, 336–345. Reder, L. M., & Ritter, F. E. (1992). What determines initial feeling of knowing? Familiarity with question terms, not with the answer. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 435–451. Reyna, V. F. (1996). Conceptions of memory development with implications for reasoning and decision making. Annals of Child Development, 12, 87–118. Reiss, D., & Marino, L. (2001). Mirror self-recognition in the bottlenose dolphin: A case of cognitive convergence. Proceedings of the National Academy of Sciences of the United States of America, 98, 5937–5942. Roma, P. G., Silberberg, A., Huntsberry, M. E., Christensen, C. J., Ruggiero, A. M., & Suomi, S. J. (2007). Mark tests for mirror self-recognition in Capuchin monkeys (Cebus apella) trained to touch marks. American Journal of Primatology, 69, 989–1000. Roper, K. L., Kaiser, D. H., & Zentall, T. R. (1995). True directed forgetting in pigeons may occur only when alternative working-memory is required on forget–cue trials. Animal Learning & Behavior, 23, 280–285. Roper, K. L., Chaponis, D. M., & Blaisdell, A. R. (2005). Transfer of directed-forgetting cues across discrimination tasks with pigeons. Psychonomic Bulletin & Review, 12, 1005–1010. Schneider, W., & Pressley, M. (1997). Memory development between two and twenty. Mahwah, NJ: Lawrence Erlbaum Associates. Au: neither Schneider ref cited in text; OK to delete? Y104997_C009.indd 174 5/25/11 1:58:04 PM Au: not cited in text; OK to delete? Schneider, W., Vise, M., Lockl, K., & Nelson, T. O. (2000). Developmental trends in children's memory monitoring: Evidence from a judgment-of-learning (JOL) task. Cognitive Development, 15, 115–134. Smith, J. D. (2009). The study of animal metacognition. Trends in Cognitive Sciences, 13, 389–396. Shatz, M., Wellman, H. M., & Silber, S. (1983). The acquisition of mental verbs: A systematic investigation of the first reference to mental state. Cognition, 14, 301–321. Smith, J. D., & Washburn, D. A. (2005). Uncertainty monitoring and metacognition by animals. Current Directions in Psychological Science, 14, 19–24. Son, L. K., & Kornell, N. (2010). The virtues of ignorance. Behavioral Processes, 83, 207–212. Son, L. K., & Kornell, N. (2005). Metaconfidence judgments in rhesus macaques: Explicit versus implicit mechanisms. In H. S. Terrace & J. Metcalfe (Eds.), The missing link in cognition: Origins of self-knowing consciousness. Oxford, England: Oxford University Press. Terrace, H. S., & Son, L. K. (2009). Comparative metacognition. Current Opinion in Neurobiology, 19, 67–74. Warneken, F., & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Science, 13, 397–402. Warneken, F., & Tomasello, M. (2006). Altruistic helping in human infants and young chimpanzees. Science, 311, 1301–1303. Wellman, H. M. (1985). The child's theory of mind: The development of conceptions of cognition. In S. Yussen (Ed.), The growth of reflection in children. San Diego, CA: Academic Press. Wellman, H. M., & Estes, D. (1986). Early understanding of mental entities: A reexamination of childhood realism. Child Development, 57, 910–923. Wellman, H. M., Cross, D., & Watson, J. (2001). Meta-analysis of theory-of-mind development: The truth about false belief. Child Development, 62, 655–684. Wellman, H. M., & Johnson, C. N. (1979). Understanding of mental processes: A developmental study of remember and forget. Child Development, 50, 79–88. Yussen, S. R., & Bird, E. J. (1979). The development of metacognitive awareness in memory, communication, and attention. Journal of Experimental Child Psychology, 28, 300–313. Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception. Cognition, 13, 41–68. Zentall, T. R., Roper, K. L., & Sherburne, L. M. (1995). Most directed forgetting in pigeons can be attributed to the absence of reinforcement on forget trials during training or to other procedural artifacts. Journal of the Experimental Analysis of Behavior, 63, 127–137. Y104997_C009.indd 175 5/25/11 1:58:04 PM Au: not cited in text; OK to delete?	<urn:uuid:f60b3da0-863c-46eb-bda2-a2df2419c0aa>	CC-MAIN-2024-42	http://lisason.synthasite.com/resources/Y104997_C009.pdf	2024-10-14T01:40:20+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	21,461,972	13,289	eng_Latn	eng_Latn	0.941799	eng_Latn	0.998131	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1802, 5368, 8736, 12347, 15647, 18957, 22296, 25852, 29159, 32768, 36121, 39272, 42569, 46488, 50250, 54215, 56914 ]	[ 2.09375, 0.94921875 ]	4	4
Thibault MAJCHRZAK, Première S/Euro Poland was a great experience ! It's different from France but it's a great country. When we were there, in late September, the weather was warmer than in the north of France. However, it was already dark at 7 pm. The food is different too, there are specialities, such as pierogi, pierniki, kluski na parze, they were all very good ! The people are friendly, my host family was very nice, we talked about France, Poland, our families and relatives. We got on very well with the Greek, Spanish, Italian and Polish students from the Comenius project. We talked a lot ! The visits were interesting. Yet the guided tours in English were sometimes a challenge. We discovered a country with a different architecture and admired the colourful blocks of flats. There were lots of green spaces with flowers. Lubin is a pleasant city, with little pollution thanks to the green spaces, I was impressed by the large brand-new shopping mall, and the stadium. The city of Lubin has a very good football team. When were in Lubin, there was an important Lubin v. Warsaw match. It was a draw: 2/2. The School is very large. In the morning they start later than we, and in the afternoon they knock off earlier. With this trip to Poland, and thanks to the European Comenius project, I was able to know a little more about the country of my ancestors. And to speak with teenagers of other European countries. We were able to share our tastes, favourite music, opinions on Poland and the other countries. I'll miss Poland, that's why we plan to see if it is possible for me to go to Poland again, and for my Polish host-family to come and visit us in France again. Pierre-Marie APPOURCHAUX, Première ES/Euro 26 September : Around noon, we took a minibus from Lillers to Charleroi Airport Belgium). After checking in, the seven of us flew to Wroclaw. The flight was quite short : one hour and a half ! When we arrived in Poland, one of the Polish students was there to welcome us at the airport and we took a minibus again to Lubin. Everyone of us met their host-families. So I met Kamil who had visited our Lycée Anatole France in Lillers last February for the previous Comenius meeting. 27 September. Kamil took me to his school, and met all the other Comenius partners, students and teachers, in a large assembly hall. All the participants introduced themselves, and showed to the others the activities they had prepared. After the working session, we visited the school. Kamill took me to a kantor to change my euros into zlotys and we went home. 28 September. In the morning, we visited a Christmas bauble factory. They said it was the largest in the world. They make beautiful things ! Then we visited a former Nazi concentration camp , we saw a film and walked around the site. In the afternoon Kamil suggested we played a football match with his friends. 29 September; A daytrip to the Regional Capital – Wroclaw ! The Polish teachers took us to a Museum where we could see a huge historical panoramic painting on an important battle in the history of the country. Then we went for a guided tour of the city centre. We saw plenty of beautiful buildings and monuments. 30 September. After waking, I had to say goodbye family, then went to the school to say goodbye to the Polish students and started for Wroclaw Airport. We had a safe journey back to France. That was a really good stay in Poland, THANKS A LOT ! Thomas BAYART My trip to Poland was terrific, not only because I discovered a new country, and a new way of life, but because I met a lot of nice people coming from other Eruopean countries. We enjoyed very great moment thanks to our Polish hosts. I can only say that Polish culture is really interesting and should be known by everybody. Marine SIX I went to Poland from September 26 th to September 30 th . We flew from Charleroi Airport in Belgium. I was the only girl student in the group but it was not a problem because the three boys were good friends of mine. I felt a bit nervous when arriving in Poland at 7 pm, but also excited at the prospect of seeing our Polish friends again, so I felt very happy when I saw them. I was put up at Lukasz's home, his family was very nice, though I didn't see a lot of them. During the stay, I met a lot of fabulous people, Greek, Spanish, Italian and Polish people with whom I spent a lot of time, especially every night when we met in a pizzeria bar. We had a lot of fun there, ate very big pizzas – a Polish pizza is the equivalent of four French ones ! We could dance because there was some music, and spoke together in English. I enjoyed the numerous visits during our trip, the largest Christmas factory in Europe, it was very interesting, we also visited a concentration camp – a very impressive and moving visit. During our stay, we also visited various churches, in different towns, two commercial centres, could see a huge painting (a panorama) representing a great event in Poland's history. During the Comenius sessions, we could discover new very interesting songs, we also discovered Polish pastry, excellent ! and ate Polish traditional food. We flew back on Sunday. I was happy to return home, but also I felt sad at leaving my Polish friends, whom I will perhaps never see again. For me this trip was a wonderful experience and I am very happy I went to Poland and met other European youngsters. The experience enabled me to discover a lot of things about another country and other European people. I also found out that French students speak bad English compared to the students of the other European countries and it's too bad !	<urn:uuid:ce62cc28-606e-4525-88ea-d26c2e6b7430>	CC-MAIN-2024-42	http://3lyk-evosm.thess.sch.gr/wp-content/uploads/polognecommentaireseleves.pdf	2024-10-14T03:17:43+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	344,885	1,273	eng_Latn	eng_Latn	0.99946	eng_Latn	0.999467	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1694, 3472, 5038, 5686 ]	[ 2.109375 ]	1	2
Making Waiheke Island the world's first predator-free urban island Imagine Waiheke Island being a haven for unique and ancient species of birds, lizards, insects and plants, a place of exceptional beauty for both current and future generations! Te Korowai o Waiheke is a charitable trust established by the local community to eradicate predators from our beautiful island. The first stage of the Te Korowai o Waiheke project is a stoat eradication islandwide. The second is a series of rat pilot operational trials to understand how to remove rats from the whole of Waiheke. https://tekorowaiowaiheke.org/ Problem Statement * Te Korowai o Waiheke embraces Te Ao Maori and the values of Kaitiakitanga and Matauranga. * As the Te Korowai o Waiheke project (and other Predator Free 2050 Projects) progress, the numbers of invasive predators drops - but it becomes harder to catch the last evasive ones. * Maramataka (the Māori lunar calendar) has been identified as a potential aid for Te Korowai o Waiheke and other predator-free groups to increase the effectiveness of trapping efforts. * Currently there is no digital method of correlating historical animal catch and/or sighting data from across New Zealand to traditional, localised Maramataka knowledge. https://www.tepapa.govt.nz/discover-collections/read-watchplay/maori/matariki-maori-new-year/how-use-maramataka-maori-lunar Desired Outcomes * Ability to digitally compare Predator Free 2050 project datasets (utilising the gregorian calendar) to localised Maramataka phases. * Subsequent analysis / overlays to identify and other environmental factors that ay correlate (temperature, rainfall etc) * Ongoing investigation of the combined information to provide insights into supporting population growth of native species (particularly birds) through the enhancement of trapping techniques – or other methods. Source Data * Maramataka Calendar (varies by region) - 30 specifics days and 10 distinct phases per month. * Stoat sighting and catch data (from Waiheke), catch/sighting data from other predator free groups (could be stoats + other mustelids)	<urn:uuid:fc281265-9de7-40e0-85c7-a75c792199ac>	CC-MAIN-2024-42	https://aihackathon.nz/wp-content/uploads/2019/03/Maramataka-Te-Korowai.pdf	2024-10-14T02:10:19+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz	72,329,202	474	eng_Latn	eng_Latn	0.936977	eng_Latn	0.957831	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 608, 1386, 2119 ]	[ 2.171875 ]	1	0
359 MAY - JUNE 2011 A Comparative Study of the Commentaries on the Brahma-Sutras Swami Vireshwarananda Reminiscenses of Swamis Brahmananda and Shivananda Sri Kalidasadaya Paschima MASTER: "Radha had attained mahabhava. There was no desire behind the ecstatic love of the gopis. A true lover does not seek anything from God. He prays only for pure love. He doesn't want any powers or miracles. "It is very troublesome to possess occult powers. Nangta taught me this by a story. A man who had acquired occult powers was sitting on the seashore when a storm arose. It caused him great discomfort; so he said, 'Let the storm stop.' His words could not remain unfulfilled. At that moment a ship was going full sail before the wind. When the storm ceased abruptly the ship capsized and sank. The passengers perished and the sin of causing their death fell to the man. And because of that sin he lost his occult powers and went to hell. "Once upon a time a sadhu acquired great occult powers. He was vain about them. But he was a good man and had some austerities to his credit. One day the Lord, disguised as a holy man, came to him and said, 'Revered sir, I have heard that you have great occult powers.' The sadhu received the Lord cordially and offered him a seat. Just then an elephant passed by. The Lord, in the disguise of the holy man, said to the sadhu, 'Revered sir, can you kill this elephant if you like?' The sadhu said, 'Yes, it is possible.' So saying, he took a pinch of dust, muttered some mantras over it, and threw it at the elephant. The beast struggled awhile in pain and then dropped dead. The Lord said: 'What power you have! You have killed the elephant!' The sadhu laughed. Again the Lord spoke: 'Now can you revive the elephant?' 'That too is possible', replied the sadhu. He threw another pinch of charmed dust at the beast. The elephant writhed about a little and came back to life. Then the Lord said: 'Wonderful is your power. But may I ask you Is Buddha Relevant for Us ? (cont.) Right Speech We discussed earlier that Right View leads to Right Determination, and this should translate into a righteous way of life. Right determination must help us transform our body and mind into perfect instruments capable of experiencing Nirvana. Thought, speech and deed must become pure, truthful and harmonious. Until we achieve this no headway can be made in spiritual life. Sila is the second stage in the scheme of Buddha's spiritual disciplines. Sila is ethical, moral and harmonious conduct in life. There are many people in this world who do not care for spiritual life. However, even they seek only happiness. Buddha's teachings are meant to help both the worldly and spiritual people. Even those who aspire for worldly happiness cannot bypass Sila or the moral path. For Sila is harmony, without harmony there is no security and without dharma (ethics) there is no happiness. Dharma is happiness. We think we can cheat life and still obtain happiness by hook or by crook. The law of Karma is inexorable and extracts its toll. For those who wish to follow the spiritual path Sila is a must and it manifests through thought, word and deed. The practice of Sila helps us develop a spiritual attitude towards life. According to Lord Buddha every spiritual aspirant must develop a spiritual attitude or a way of looking and interacting with the world. Without this special attitude one can hardly make any spiritual progress. Such an attitude involves developing Loving kindness, Compassion, Joy at the happiness of others, Is Buddha Relevant for Us ? and Equanimity. The practice of Sila helps in developing this special attitude. Sila primarily consists of three aspects: Right Speech , Right Livelihood, and Right Action. In this editorial we will discuss about Right Speech. What is Right Speech? It is communicating information truthfully; It is a way of communicating to further our understanding of ourselves and others, and as a way to develop deeper insight into truth. The Basics of Right Speech As recorded in the Pali Canon Buddha taught: a. Abstain from false speech; do not tell lies or deceive. b. Do not slander others or speak in a way that causes disharmony or enmity. c. Abstain from rude, impolite or abusive language. d. Do not indulge in idle talk or gossip. In practice these four aspects of Right Speech work out in a positive way. It means speaking truthfully and honestly; speaking in a way to promote harmony and good will; using language to reduce anger and ease tensions; using language in a way that is profitable to all in every way. Speaking rightly is a form of austerity. Sri Krishna teaches us: "Speaking only words that are inoffensive, true, pleasant and beneficial, as also regular recitation of scriptures, constitute austerity pertaining to speech." (Bhagavad Gita, 17:15) Thanks to the tremendous progress in telecommunications, ours has become an age of incessant talk and chattering. How much we talk and disturb both ourselves and others is indescribable. The harm we do thus to ourselves and others is immense. Truly we create noise pollution through TV, radio, phone, internet etc. One of the characteristics of a great man is the measure of his words. The great ones can communicate effectively more through silence than talking. We are living in an age where pleasure and profit (or lust and gold as Sri Ramakrishna puts it!) are often the only goals of life. Lying and cheating have become consummate arts, practised by politicians, business men, and all of us, often, in the name of etiquette and culture. He who can lie smoothly can achieve power and position. Speech is very often employed to cloak ulterior motives. We lie to ourselves and cheat others, often without being aware of it!! If we look around we see plenty of this lying and cheating right at this very moment. The recent events illustrate this amply. Speeches are made to inflame passions and violence, to separate people into sectarian and ideological groups and to justify wars. How often do we hear a speech that leads to peace, communal welfare and harmony? Can a harsh speech justify a worthy cause? Can a lie ever bring peace? Even more damaging than these hypocritical speeches is the art of turning them into highly enjoyable sensationalism. (Our leaders routinely employ highly skilled writers to write their speeches!) As a general rule we tend to think of violent, hateful words as being less harmful than violent actions. Violent thoughts, words and actions are harmful to our own peace of mind quite apart from danger to others. One of the requisites of Right Speech is the art of listening with love and attention. In one of his books, the Vietnamese Zen teacher Thich Nhat Hanh says, "Deep listening is the foundation of Right Speech If we cannot listen mindfully, we cannot practice Right Speech No matter what we say, it will not be mindful, because we'll be speaking only our own ideas and not in response to the other person." Is Buddha Relevant for Us ? Practice of Right Speech The Buddha lays down five conditions of Right Speech. He says: "These five conditions must be investigated in oneself. And what five conditions must be established in oneself?" 1) Do I speak at the right time or not? 2) Do I speak of facts or not? 3) Do I speak gently or harshly? 4) Do I speak profitable words or not? 5) Do I speak with a kindly heart, or am I inwardly malicious? "O bhikkhus, these five conditions are to be investigated in oneself and the following five must be established in oneself by a bhikkhu who desires to admonish another." How to admonish another skilfully "O bhikkhus, a bhikkhu who desires to admonish another should do so after investigating five conditions in himself. What are the five conditions which he should investigate in himself?" 1) Am I one who practises purity in bodily action, flawless and untainted...? 2) Am I one who practises purity in speech, flawless and untainted...? 3) Is my heart of goodwill, free from malice, established in me towards fellow-farers in the holy life...? 4) Am I or am I not one who has heard much those teachings which are good alike in their beginning, middle, and ending, proclaiming perfectly the spirit of the purified holy life? 5) Are the Patimokkhas, (rules of conduct for monks and nuns) fully learned by heart, well-analyzed with thorough knowledge of their meanings, and known in minute detail by me? Mindfulness is one of the requisites of Right Speech. We should be mindful of what's going on inside ourselves. If we aren't paying attention to our own emotions and taking care of ourselves, tension and suffering can build up. If we are incapable of Right Speech it is better to remain silent. Silence is golden. True silence is much more than keeping quiet. It is creative, pure and harmonious. From pure, insightful, compassionate and deep thoughts come words of truth, wisdom and comfort. Control of speech also helps us control the mind. A great Buddhist teacher, once said, "If you can't control your mouth, there is no way you can hope to control your mind. Those who talk too much will become restless. That is why right speech is so important in spiritual life." In positive terms, right speech means speaking in ways that are trustworthy, harmonious, comforting, and worth taking to heart. When we make a practice of these positive forms of right speech, our words become a gift to others. In response, other people will start listening more to what we say, and are more likely to respond in kind. According to Shankara restraint of speech is the first step to Yoga, to Self-knowledge. Through Right Speech we grow in sattva which leads us to God. (to be continued) Swami Dayatmananda Monastic Spirituality: Christian And Hindu (cont.) ASister: How can work outside the convent be compatible with a contemplative life? How does India's monastic system solve this problem? Swami: India's monastic life was entirely contemplative from the very beginning. Either the monks and nuns stayed in the monastery or convent, or wandered from place to place depending on alms from the householders. They lived in forests or caves, singly or in groups, and were served by individual householders nearby, or by religious charitable institutions set up by the householders for the purpose; some more daring monastics lived only on fruits or roots or what chance might bring. All these took no interest in the secular concerns of life. But in the modern age, a change has come over the organization and programme of monastic life for many. First of all it is centred in monasteries, secondly, individual monks or nuns do not generally go out to beg; they are cared for by the monastic institutions maintained by voluntary contributions of householder devotees. This type of life coexists with the wandering monastics and cave or forest dwellers. Many of these modern monasteries also concern themselves with man's secular problems, like poverty, illiteracy, disease, etc., and conduct institutions to serve people in these fields. This is particularly the case with the Ramakrishna Order, to which I belong. And this combination of the active life and the contemplative life is effected by the Ramakrishna Order in the light of a unifying philosophy, the Vedanta, as interpreted by the Gita in the past, and by Sri Ramakrishna and Swami Vivekananda in the present age. India is now passing through an industrial revolution; it is making for vast and rapid social changes. This has necessitated changes in the organization and programme of Indian monasticism as well; certainly, it is posing a challenge to Indian wisdom; and that wisdom has responded to that challenge through teachers like Swami Vivekananda, in whom our age-old monasticism has acquired a new vitality and national relevance, and a new enlightened relationship with lay society. Because of this, the general public, even in its modern progressive section, have the same high regard for the monk as before, and take delight in serving him, who on his part also takes spiritual delight in serving the lay public. Another Sister: We nuns now live in the convent, but work in the world outside and run the convent with our own earnings. Western society has undergone revolutionary changes, especially since the end of the Second World War. People are not any more interested or inclined to give any help to monks or nuns. They have, therefore, to work and earn to run their convents and monasteries, increasingly. They have to beg no more. They have to become aligned with modern life; and yet we have, as monks and nuns, to draw our nourishment from our inner lives. This is posing a difficult problem for us; what suggestions have you to give to us on this? Swami: The West is passing through a difficult period of adjustment; it is not that the western people today are atheistic and unspiritual: they are in earnest search of true religion. But they are dissatisfied with its outmoded dogmatic and institutional forms, its anti-scientific attitudes, and its colonialist and similar worldly expressions. When they will come across a rational and spiritual presentation and exemplification of religion, they will respond wholeheartedly and a new religious revolution will sweep over the West. And India's contribution to this is going to Swami Ranganathananda be vital: it will help in the emergence of a pure, rational, spiritual Christianity. In the meantime and with a view to bringing about such a desirable revolution, the monks and nuns of today have to uphold the spiritual ideals in their lives and work and remain beacons of strength and inspiration to western society. They must continue to bear witness to the truth of God by their holy and pure lives. They should treat their convents and monasteries as laboratories of the science of God. And yet, they may have to work outside and earn their living and mix with the world, and treat all that as a continuation of their spiritual strivings within the convent or monastery, thus demonstrating that contemplation and action are complementary and not contradictory. You are not away from God at the time of work. Contemplation as an exclusive form of spiritual life may cease to have such importance as in the past; but it will become more and more attractive, and more widespread and sought-after by many monastics as well as laymen, for short periods and for once or twice a year. These short intense spiritual experiences will help them to retain a Godawareness during the rest of the year. Another Sister: Is it necessary to have a certain attitude towards outside work? Swami: Yes; the spiritual attitude during meditation, worship, and prayer has to be continued, in varying intensity, during work also. The effort should be to live a God-centred life. If you consider that the work you do is worldly work, it will not help spiritually. Spiritual life is universal in scope; when we change our centre from our limited ego to God, we change also our attitude to work, but not necessarily the work itself. This is how the laymen's life and work also can become spiritualized. This is the direction of the future religion of humanity, as our sages pointed out long ago. More and more people will live in the world without being worldly; spirituality will be a universal Monastic Spirituality: Christian And Hindu quality, not the privilege of the monastics - but there may be varying grades of it. Some may have grown more, spiritually, some less, but everyone will be on the spiritual path. As beautifully expressed by Sri Ramakrishna: Live in the world; there is no harm in that. But don't allow the world, worldliness, to live in you. That will make for stagnation. A boat will be on the water; that is the correct place for the boat; but water should not be allowed in the boat. That is the wrong place for the water, and it will also make the boat unfit for the purpose for which it is meant. This teaching should be given to one and all by nuns and monks who dare to live and work in the world establishing God in their hearts. This lesson cannot be imparted either by a worldly person - because it will not have authenticity - or by a monastic who lives exclusively a contemplative life. Another Sister: To preserve this God-centred attitude, we have to isolate ourselves in contemplation? Swami: Yes; in the early stages, and for short periods regularly each day, till we become spiritually strong. In the initial stages, one certainly gets spiritually diluted by constantly mixing with worldly people and activities. Hence we need to retreat inwardly, periodically, and gain fresh strength and inspiration. But if and when we become like Brother Lawrence, we shall find, like him, no distinction between work and worship. There will be a flood of God-awareness all the time. Spiritual effort and struggle is compared by St. Teresa to watering our farms: In the beginning, we have to dig a well and laboriously lift its water to irrigate the fields; then we secure a Persian wheel which makes the irrigation less laborious and more efficient; and finally comes the downpour of God's rain when hard labour ends and irrigation becomes spontaneous and natural. This last represents the descent of the grace of God on the struggling aspirant. But till that happens it is all struggle, but a struggle which is not dismal but Swami Ranganathananda pleasant, because God is involved in it both as its means and as its end. Swami Vivekananda has therefore instituted a spiritual programme of work combined with meditation - with more stress on meditation, in the West, and on work in India - and occasional or annual spiritual retreats for a more intense spiritual experience. While putting greater stress on meditation for westerners, he imparts one teaching which the West today needs badly to understand and implement; namely, to treat work as a spiritual discipline and not as a drudgery. The concept of work as drudgery, and consequently of joy as obtainable only outside work, in leisure, has unfortunately developed greatly in the modern West. When the spirit of service is taken away from work, it becomes dismal drudgery; then pleasure is to be sought in one's leisure hours. Even the care of one's baby becomes drudgery: becomes mechanical, bereft of love, soul-killing as much to the mother as to the baby. This attitude is getting to be widespread in the West, specially in the U.S.A., and it has incapacitated man for his spiritual growth from individuality to personality, from stagnation of the ego at the organic level to the warmth and expanse of his true self, from evolution at his organic level to evolution at his psycho-social level. This stagnation at what Bertrand Russell termed the billiard-ball individuality level is the source of most contemporary personal and interpersonal tensions and unfulfilments. Hence the need for this teaching of Swami Vivekananda, this teaching of the Gita, about doing work as service, in a spirit of love and dedication. This is also the teaching of Christianity. Monastic life in the West must become capable of conveying this great message to the people, so that they may be led on the road of their spiritual growth from stagnant individuals into warm personalities, led on the road of fulfilment, individual and collective. Such teaching becomes effective only if backed by personal example. If you can work hard, face your problems, serve the people with love and dedication, and be all this and do all this in a calm and cheerful spirit, your life and work will show an inner richness which will stand in contrast to the inner poverty of even the most successful worldly people. And if they ask you whence you got all that inner richness, and learn that its source is God, what better demonstration of the truth of God and its value for human life and fulfilment could there be? This is the force of the utterance of Jesus: "By their fruits shall ye know them." Another Sister: I do not know whether we are strong enough to succeed in it. Swami: Even a little success in this line will be a source of much strength to human society today. Society derives strength and inspiration from the people, maybe a small group, whose lives, in the language of Christian mysticism, stand as witnesses to God. Otherwise, this monastic life has no meaning: the light shining in a monk or a nun is a strange new light, the light of the spirit, the light of God. And it must be bright enough to illumine others as much as itself. This is the meaning of what Jesus referred to as the difference between putting a light under a bushel and putting it on a candlestick: the latter spreads its light around, destroying the prevailing darkness. "And, let the light in thee so shine before men," exhorts Jesus. Another Sister: Can you explain what you mean by meditation? Swami: Meditation, of course, is intense thought of God with the senses withdrawn from the outer world and the mind calm and concentrated. In meditation, the self of man approaches, in awareness, God, who is the infinite Self of all. Nothing else is present at that time except you and God: you in communion with God. Swami Ranganathananda Sister: If I have correctly understood it, in meditation there is no activity of even speech or thought? Swami: There can be thought and speech, but all within the mind, and within the context of communion with God; and when meditation deepens, such speech and thought also will disappear in perfect communion of the soul with God. Sister: To cut off all thoughts is a very difficult thing to do for us. Swami: One need not cut off all thoughts, but only worldly thoughts. Sister: But worldly thoughts pursue us even when we are in meditation. Swami: They pursue us there, because we have been pursuing them all the time before. Another Sister: If we can place these thoughts in the context of a correct spiritual attitude, they come to rest and cease to disturb us any more. That is different from putting them out of our minds by will power, which will not prevent their coming back into our minds again. Swami: Indeed; a proper spiritual attitude is most helpful in this. (To be concluded) Reprinted from Prabuddha Bharata February 1974 A Comparative Study of the Commentaries on the Brahma-sutras All philosophical ideas in India can be traced to their source in the Vedas. These ideas were there even in the Samhitas, and were later on developed in the Aranyakas and the Upanishads. Yet the Upanishadic thought did not constitute any consistent system but was merely a record of the spiritual experiences of the Aryan race, which developed later on into various systems of philosophy. These different systems grew side by side in the various centres of learning in the country, till they became very unwieldy and required regular systematization. Thus systematic treatises were written which were in the form of short aphorisms called Sutra s or clues to long discussions on particular topics. The maximum of thought was compressed into as few words as possible, and this desire for brevity was carried to such extremes that the Sutra literature now is unintelligible, and the VedantaSutras too are no exception to this. Badarayana, to whom the authorship of the Brahma-Sutras is ascribed, was not the only one who had tried to systematize the philosophy of the Upanishads. In the Brahma-Sutras itself we find the names of Audulomi, Kasha-krishna, Badari, and others, whose views have been either accepted or rejected by the author. This shows that there were other schools of Vedanta besides Badarayana's, though probably his was the latest and best, and so has survived time. All the Vedantic sects in India today hold his work to be the great authority and the various geligious teachers who have founded a sect have commented on these Sutras. The oldest extant commentary on it is by Shankara, the exponent of Monism. Shankara was followed by a host of commentators, all of whom have raised their voice against the monistic explanation of Shankara and his doctrine of Maya, and have given a theistic interpretation of these Sutras, but there are various shades of difference amongst themselves. Madhva refers to twenty-one commentaries on these Sutras extant in his day. Each of these commentators tries to maintain that his system is the one that Badaranya propounded through the Sutras. It has already been stated that the Sutra literature, owing to its extreme brevity of thought, is unintelligible. This difficulty becomes greatly enhanced in the absence of an unbroken tradition. While there is an accepted tradition as regards the division into Chapters and Sections, there is no such tradition as regards the division into topics, nor as regards the texts of the Scriptures that are discussed therein. Again, the same Sutra sometimes yields just the opposite meaning by a mere shifting of the stops, e.g., Shankara's and Ramanuja's commentaries on III. ii. n. The total number of Sutras, too, differs in the various commentaries, and sometimes a single Sutra is split into two, or two Sutras are combined into one, or a Sutra is dropped, or a new one added. The readings of the Sutras also differ in the various commentaries and the addition of a single (sanskrit) letter like 'but', or 'and', makes the meaning completely different. Some of the words, used in the Sutras are very ambiguous too, for in the Upanishads themselves they convey different meanings in different places. All this gives the commentators freedom to interpret the Sutras according to their predilections. It is not possible to do justice to a vast subject like this, viz. a comparative study of the various comentaries in so short an article as this. So we shall consider only a few of the comentaries, viz. those of Shankara, Bhaskara, Ramanuja, Nimbarka, Madhva, Swami Vireshwarananda and Vallabha, and that too on a few salient topics, taking some significant Sutras only into consideration. 1 Preliminaries to an Inquiry into Brahman Sutra I. i. 1 says: "Now, therefore, an inquiry into Brahman." The words 'now' and 'therefore' in this Sutra are interpreted differently by different commentators, which from the very beginning indicates to a great extent the lines on which their metaphysical thought would evolve. Sankara takes 'now' in the sense of 'immediate consecution,' the antecedent fact referred to being the four Sadhanas or spiritual requisites. The root cause of bondage is the superimposition of the Self and not-Self on each other owing to ignorance. Release is attained by the destruction of ignorance through the intuitive knowledge of the unity of the Self taught by texts like 'That Thou art.' Only such intuitive knowledge destroys ignorance, and Brahman which is an eternally existing self-luminous entity, reveals Itself, even as when the illusion of the snake is destroyed, the rope reveals itself and is not in any way created. As knowledge alone effects release without any further act to be performed, it has no connection with any action nor Upasana. Hence a knowledge of the Purva-Mimamsa or the performance of work is useless to an aspirant after Brahman, and therefore cannot be taken as antecedent to an inquiry into Brahman (I.i.i). Nevertheless all works prescribed by the Scriptures (Brh. Up., IV. iv. 22) may serve as an indirect means to knowledge by way of the purification of the mind, but they have no part in producing the result of knowledge, viz. release (III. iv. 26). The word 'therefore' according to Shankara expresses a reason and is interpreted by him to mean, 'As the results obtained 1 The numbering of the Sutras in the different commentaries varies. But in this study the references are according to Shankara as hat woulfacilitatecomparison. by sacrifices etc. are ephemeral, whereas the result of the knowledge of Brahman is eternal,' the inquiry into Brahman should be taken up. Bhaskara, Ramanuja, and Nimbarka also take the word 'now' in the sense of 'immediate sequence,' but the antecedent referred to is the knowledge of the Purva-Mimamsa. Bhaskara prescribes the combination of works with knowledge. The works prescribed for all the Ashramas are to be performed throughout life for the Scripture (Brh. Up., IV. iv. 22) enjoins them as auxiliary to knowledge for attaining release (III.iv.26), Mere knowledge cannot effect release. So works are not to be given up even by an aspirant after knowledge. Combined with knowledge, they yield eternal results, viz. final release. Therefore a knowledge of the Purva-Mimamsa is a necessary pre-requisite for an inquiry into Brahman (I.i.i and IV. i. 16). Ramanuja also prescribes a combination of works and knowledge, for Scriptures prescribe it (Isa. Up., 11). Though he holds that the knowledge of Brahman alone leads to release he understands by knowledge Upasana or devout meditation. Meditation, again, is constant remembrance of the object of meditation for which another name is Bhakti or devotion. Scriptures in texts like, 'Whomsoever the Self chooses, unto him It reveals Itself' (Mund. Up., III.ii.3; Katha Up., II.23) show that mere hearing etc. lead nowhere, but it is only devotion alone to the Lord that leads to release, since he who is devoted to the Self is dear to the Self and is therefore chosen. For the practice of this devotion all works as are prescribed by Scriptures (Brh. Up., IV. iv. 22) are necessary, for the Lord pleased with the performance of such works vouchsafes such devout meditation to the devotee out of grace (III.iv.26). They are thus helpful to the origination of knowledge and since knowledge is to be practised all through life to attain release (IV.i.12), works also have to be performed all Swami Vireshwarananda through life. Works performed without desires, as worship of the Lord, and combined with knowledge yield eternal result, viz. final release. Hence a knowledge of the Purva-Mimamsa is necessary (I.i.i and IV.i.16). Nimbarka also holds that all works prescribed by the Scriptures (Brh. Up., IV.iv.22) are not to be renounced by an aspirant after knowledge, but should be performed all through life, for these are not antagonistic to knowledge but helpful in its origination (III. iv.26). Hence a knowledge of the Purva-Mimamsa is essential. Madhva connects the word 'now' with the qualification of the aspirant whom he classifies as ordinary, middling, and the best. One who is devoted to and has taken refuge in the Lord, has studied the Vedas, is dispassionate, and has renounced all work, is the best aspirant and fit for the knowledge of Brahman (I.i.i). Knowledge does not stand in need of works for securing release, but prescribed works are helpful in the origination of knowledge. After knowledge, however, works are to be given up (III iv.26). Vallabha takes the word 'now' as introducing a new subject, and does not think a knowledge of the Purva-Mimamsa or the spiritual requisites of Shankara as necessary prerequisites for an inquiry into Brahman. Yet he also prescribes a combination of works and knowledge. Sutra III.iv.26 he does not interpret as, 'All works are necessary' or as, 'In all Ashramas works are necessary' but as 'All, viz. work, knowledge, and devotion, are necessary' for the origination of knowledge, and cites Brh. Up., IV.iv.5 as authority. This text refers to a person who performs work with desire and says that he transmigrates. But one who performs work without desire, and who thus being free from all desires, attains the Lord and has all his desires fulfilled in Him, does not transmigrate (Brh. Up., IV.iv.6). So works are necessary. This, however, applies to one who wants release and not to the extremely devoted viz.. the followers of Pushtimarga (the path of divine grace), for whom there is no need of anything. The word 'therefore' is interpreted by all the above commentators more or less like Shankara, though some of them, as Ramanuja and Bhaskara, would add the word 'mere' and say, 'As the result of mere works, i.e. works not combined with knowledge, is transitory,' etc. According to Madhva, the word 'therefore' expresses a reason for the enquiry into Brahman. Without the knowledge of Brahman there is no grace of the Lord, and without it there is no release. Therefore an enquiry into Brahman should be made for attaining this knowledge. (To be continued) Reprinted from Prabuddha Bharata, January 1953 That man who can throw himself at the feet of the Lord and say, "All this is Thine; this body, mind and soul all belong to Thee; of myself I am utterly helpless; do Thou take me." - the Lord takes up that man and makes his hands, his feet, his eyes and ears His instruments. He speaks through his mouth. He works through his hands. He walks with his feet, and the man becomes a living representative of God. This is Salvation. Swami Ramakrishnananda Discipleship (continued) The next qualification is that the disciple must have faith in the Guru (teacher). In the West the teacher simply gives intellectual knowledge; that is all. The relationship with the teacher is the greatest in life. My dearest and nearest relative in life is my Guru; next, my mother; then my father. My first reverence is to the Guru. If my father says, "Do this", and my Guru says, "Do not do this", I do not do it. The Guru frees my soul. The father and mother give me this body; but the Guru gives me rebirth in the soul. We have certain peculiar beliefs. One of these is that there are some souls, a few exceptional ones, who are already free and who will be born here for the good of the world, to help the world. They are free already; they do not care for their own salvation, they want to help others. They do not require to be taught anything. From their childhood they know everything; they may speak the highest truth even when they are babies six months old. Upon these free souls depends the spiritual growth of mankind. They are like the first lamps from which other lamps are lighted. True, the light is in everyone, but in most men it is hidden. The great souls are shining lights from the beginning. Those who come in contact with them have as it were their own lamps lighted. By this the first lamp does not lose anything; yet it communicates its light to other lamps. A million lamps are lighted; but the first lamp goes on shining with undiminished light. The first lamp is the Guru, and the lamp that is lighted from it is the disciple. The second in turn becomes the Guru, and so on. These great ones whom you call Incarnations of God are mighty spiritual giants. They come and set in motion a tremendous spiritual current by transmitting their power to their immediate disciples and through them to generation after generation of disciples. A bishop in the Christian Church, by the laying on of hands, claims to transmit the power which he is supposed to have received from the preceding bishops. The bishop says that Jesus Christ transmitted his power to his immediate disciples and they to others, and that that is how the Christ's power has come to him. We hold that every one of us, not bishops only, ought to have such power. There is no reason why each of you cannot be a vehicle of the mighty current of spirituality. But first you must find a teacher, a true teacher, and you must remember that he is not just a man. You may get a teacher in the body; but the real teacher is not in the body; he is not the physical man, he is not as he appears to your eyes. It may be the teacher will come to you as a human being, and you will receive the power from him. Sometimes he will come in a dream and transmit things to the world. The power of the teacher may come to us in many ways. But for us ordinary mortals the teacher must come, and our preparation must go on till he comes. We attend lectures and read books, argue and reason about God and soul, religion and salvation. These are not spirituality, because spirituality does not exist in books or theories or in philosophies. It is not in learning or reasoning, but in actual inner growth. Even parrots can learn things by heart and repeat them. If you become learned, what of it? Asses can carry whole libraries. So when real light will come, there will be no more of this learning from books - no book-learning. The man who cannot write even his own name can be perfectly religious, and the man with all the libraries of the world in his head may fail to be. Learning is not a condition of spiritual growth; scholarship is not a condition. The touch of the Guru, the transmittal of spiritual Swami Vivekananda energy, will quicken your heart. Then will begin the growth. That is the real baptism by fire. No more stopping. You go on and go on. Some years ago one of your Christian teachers, a friend of mine, said, "You believe in Christ?" "Yes," I answered, "but perhaps with a little more reverence." "Then why don't you be baptised?" How could I be baptised? By whom? Where is the man who can give true baptism? What is baptism? Is it sprinkling some water over you, or dipping you in water, while muttering formulas? Baptism is the direct introduction into the life of the spirit. If you receive the real baptism, you know you are not the body but the spirit. Give me that baptism if you can. If not, you are not Christians. Even after the so-called baptism which you received, you have remained the same. What is the sense of merely saying you have been baptised in the name of the Christ? Mere talk, talk; ever disturbing the world with your foolishness! "Ever steeped in the darkness of ignorance, yet considering themselves wise and learned, the fools go round and round, staggering to and fro like the blind led by the blind." Therefore do not say you are Christians, do not brag about baptism and things of that sort. Of course there is true baptism; there was baptism in the beginning when the Christ came to the earth and taught. The illumined souls, the great ones that come to the earth from time to time, have the power to reveal the Supernal Vision to us. This is true baptism. You see, before the formulas and ceremonies of every religion, there exists the germ of universal truth. In course of time this truth becomes forgotten; it becomes as it were strangled by forms and ceremonies. The forms remain; we find there the casket with the spirit all gone. You have the form of baptism, but few can evoke the living spirit of baptism. The form will not suffice. If we want to gain the living knowledge of the living truth, we have to be truly initiated into it. That is the ideal. The Guru must teach me and lead me into light, make me a link in that chain of which he himself is a link. The man in the street cannot claim to be a Guru. The Guru must be a man who has known, has actually realized the Divine truth, has perceived himself as the spirit. A mere talker cannot be the Guru. A talkative fool like me can talk much, but cannot be the Guru. A true Guru will tell the disciple, "Go and sin no more;" and no more can he sin, no more has the person the power to sin. I have seen such men in this life. I have read the Bible and all such books; they are wonderful. But the living power you cannot find in the books. The power that can transform life in a moment can be found only in the living illumined souls, those shining lights who appear among us from time to time. They alone are fit to be Gurus. You and I are only hollow talk-talk, not teachers. We are disturbing the world more by talking, making bad vibrations. We hope and pray and struggle on, and the day will come when we shall arrive at the truth, and we shall not have to speak. "The teacher was a boy of sixteen; he taught a man of eighty. Silence was the method of the teacher; and the doubts of the disciple vanished for ever." That is the Guru. Just think, if you find such a man, what faith and love you ought to have for that person! Why, he is God Himself, nothing less than that! That is why Christ's disciples worshipped him as God. The disciple must worship the Guru as God Himself. All a man can know is the living God, God as embodied in man, until he himself has realized God. How else would he know God? Here is a man in America, born nineteen hundred years after Christ, who does not even belong to the same race as Christ, the Jewish race. He has not seen Jesus or his family. He says, "Jesus was God. If you do not believe it, you will go to hell." We can understand how the disciples believed it - that Christ was God; he was their Guru, and they must have believed he was God. But what has this American got to do with the man born nineteen hundred years ago? This young man tells me that I do not believe in Jesus and therefore I shall have to go to hell. What does he know of Jesus? He is fit for a lunatic asylum. This kind of belief will not do. He will have to find his Guru. Jesus may be born again, may come to you. Then, if you worship him as God, you are all right. We must all wait till the Guru comes, and the Guru must be worshipped as God. He is God, he is nothing less than that. As you look at him, the Guru gradually melts away and what is left? The Guru picture gives place to God Himself. The Guru is the bright mask which God wears in order to come to us. As we look steadily on, gradually the mask falls off and God is revealed. "I bow to the Guru who is the embodiment of the Bliss Divine, the personification of the highest knowledge and the giver of the greatest beatitude, who is pure, perfect, one without a second, eternal, beyond pleasure and pain, beyond all thought and all qualification, transcendental." Such is in reality the Guru. No wonder the disciple looks upon him as God Himself and trusts him, reveres him, obeys him, follows him unquestioningly. This is the relation between the Guru and the disciple. The next condition the disciple must fulfil is to conceive an extreme desire to be free. We are like moths plunging into the flaming fire, knowing that it will burn us, knowing that the senses only burn us, that they only enhance desire. "Desire is never satiated by enjoyment; enjoyment only increases desire as butter fed into fire increases the fire." Desire is increased by desire. Knowing all this, people still plunge into it all the time. Life after life they have been going after the objects of desire, suffering extremely in consequence, yet they cannot give up desire. Even religion, which should rescue them from this terrible bondage of Discipleship desire, they have made a means of satisfying desire. Rarely do they ask God to free them from bondage to the body and senses, from slavery to desires. Instead, they pray to Him for health and prosperity, for long life: "O God, cure my headache, give me some money or something!" The circle of vision has become so narrow, so degraded, so beastly, so animal! None is desiring anything beyond this body. Oh, the terrible degradation, the terrible misery of it! What little flesh, the five senses, the stomach! What is the world but a combination of stomach and sex? Look at millions of men and women - that is what they are living for. Take these away from them and they will find their life empty, meaningless, and intolerable. Such are we. And such is our mind; it is continually hankering for ways and means to satisfy the hunger of the stomach and sex. All the time this is going on. There is also endless suffering; these desires of the body bring only momentary satisfaction and endless suffering. It is like drinking a cup of which the surface layer is nectar, while underneath all is poison. But we still hanker for all these things. What can be done? Renunciation of the senses and desires is the only way out of this misery. If you want to be spiritual, you must renounce. This is the real test. Give up the world; this nonsense of the senses. There is only one real desire: to know what is true, to be spiritual. No more materialism, no more this egoism, I must become spiritual. Strong, intense must be the desire. If a man's hands and feet were so tied that he could not move and then if a burning piece of charcoal were placed on his body, he would struggle with all his power to throw it off. When I shall have that sort of extreme desire, that restless struggle, to throw off this burning world, then the time will have come for me to glimpse the Divine Truth. Look at me. If I lose my little pocketbook with two or three dollars in it, I go twenty times into the house to find that Swami Vivekananda pocketbook. The anxiety, the worry, and the struggle! If one of you crosses me, I remember it twenty years, I cannot forgive and forget it. For the little things of the senses I can struggle like that. Who is there that struggles for God that way? "Children forget everything in their play. The young are mad after the enjoyment of the senses; they do not care for anything else. The old are brooding over their past misdeeds" (Shankara). They are thinking of their past enjoyments; old men that cannot have any enjoyment. Chewing the cud, that is the best they can do. None crave for the Lord in the same intense spirit with which they crave for the things of the senses. They all say that God is the Truth, the only thing that really exists; that spirit alone is, not matter. Yet the things they seek of God are rarely spirit. They ask always for material things. In their prayers spirit is not separated from matter. Degradation: that is what religion has turned out to be. The whole thing is becoming sham. And the years are rolling on and nothing spiritual is being attained. But man should hunger for one thing alone, the spirit, because spirit alone exists. That is the ideal. If you cannot attain it now, say, "I cannot do it; that is the ideal, I know, but I cannot follow it yet." But that is not what you do. You degrade religion to your low level and seek matter in the name of spirit. You are all atheists. You do not believe in anything except the senses. "So- and-so said such-and-such; there may be something in it. Let us try and have the fun. Possibly some benefit will come; possibly my broken leg will get straight." Miserable are the diseased people; they are great worshippers of the Lord, for they hope that if they pray to Him He will heal them. Not that that is altogether bad - if such prayers are honest and if they remember that that is not religion. Sri Krishna says in the Gita (VII.16), "Four classes of people worship Me: the distressed, the seeker of material things, the inquirer, and the knower of truth." People who are in distress approach God for relief. If they are ill, they worship Him to be healed; if they lose their wealth, they pray to Him to get it back. There are other people who ask Him for all kinds of things, because they are full of desires: name, fame, wealth, position and so on. They will say, "O Virgin Mary, I will make an offering to you if I get what I want. If you are successful in granting my prayer, I will worship God and give you a part of everything." Men not so material as that, but still with no faith in God, feel inclined to know about Him. They study philosophies, read scriptures, listen to lectures, and so on. They are the inquirers. The last class are those who worship God and know Him. All these four classes of people are good, not bad. All of them worship Him. But we are trying to be disciples. Our sole concern is to know the highest truth. Our goal is the loftiest. We have said big words to ourselves: absolute realization and all that. Let us measure up to the words. Let us worship the spirit in spirit, standing on spirit. Let the foundation be spirit, the middle spirit, the culmination spirit. There will be no world anywhere. Let it go and whirl into space - who cares? Stand thou in the spirit! That is the goal. We know we cannot reach it yet. Never mind. Do not despair, and do not drag the ideal down. The important thing is: how much less you think of the body, of yourself as matter - as dead, dull, insentient matter; how much more you think of yourself as shining immortal being. The more you think of yourself as shining immortal spirit, the more eager you will be to be absolutely free of matter, body, and senses. This is the intense desire to be free. The fourth and last condition of discipleship is the discrimination of the real from the unreal. There is only one thing that is real: God. All the time the mind must be drawn to Him, dedicated to Him. God exists, nothing else exists, everything else Swami Vivekananda comes and goes. Any desire for the world is illusion, because the world is unreal. More and more the mind must become conscious of God alone, until everything else appears as it really is: unreal. These are the four conditions which one who wants to be a disciple must fulfil; without fulfilling them he will not be able to come in contact with the true Guru. And even if he is fortunate enough to find him, he will not be quickened by the power that the Guru may transmit. There cannot be any compromising of these conditions. With the fulfilment of these conditions, with all these preparations, the lotus of the disciple's heart will open, and the bee shall come. Then the disciple knows that the Guru was within the body, within himself. He opens out. He realizes. He crosses the ocean of life, goes beyond. He crosses this terrible ocean: and in mercy, without a thought of gain or praise, he in his turn helps others to cross. Reprinted from Complete Works of Swami Vivekananda, Vol. VIII Even amongst the spiritual aspirants who are more advanced, distractions arise during the hour of meditation. It is not merely true of you alone. You must therefore pray to God and keep watch over the vagaries of your mind. Also whenever the mind may wander about, whatever distracting thoughts may arise in the mind, learn to feel in all those distractions the all-pervading presence of your Chosen Ideal. Swami Premananda God is also Mother (cont.) Mary and the East As we said at the beginning: the biographical and historical material we possess regarding Mary is extremely sparse – and yet how it has blossomed forth! From the "lowly maid" there has come the Queen of Heaven, "clothed with the sun," with the moon at her feet and God on her lap. Her background and her origin are just as anonymous as the ground from which the whole of creation has come forth. Like the Atman, she is smaller than the smallest, and perhaps for this reason she has grown beyond all measure. She helps us out of our afflictions – at least if one lives in Mexico, Poland or Bavaria - while "God" often quite disappears into the background and is not mentioned on any votive tablet. One can dismiss the cult of Mary as the "Kindergarten" of religion – suitable for those who first have to feel their way to the true God, the formless, pure spirit, who is of course male. Yet those who force their way out of this father image into the pure nameless ground of divinity, still often have a secret weakness for the cult of Mary; the simple humble people's faith and the highest mysticism seem at many points to touch each other. Is it by chance that so many strict Protestants have at one and the same time been critical of both the cult of Mary and mysticism? They have believed that all pictures and "idols" have to be destroyed in order to remain true to the pure word of the divine revelation. Yet in so doing they have all too often made the word, the scripture, into idols. Yes, their strict Father God became the greatest idol that the world has ever seen, more moody and tyrannical than all the heathen "idols" put together. One can disguise the divine Ground not only with pictures and statues, but also by fastening on to the word and occupying the centre of the divine teaching with the projection of a strict super-ego, which handicaps us from letting go, relaxing and finding ourselves again in the Ground of divinity: as one with this Ground. Anyone however who succeeds in letting go completely, finds the Divine Ground expressed everywhere, in the smallest blade of grass, but also in the pictures of divine beings and saints. Everything has become permeable and transparent, so that we no longer see a person in Mary, who disguises the ultimate Ground, but on the one hand the tiny seed that expands into divine mercy and therefore also symbolises the spiritualisation of every person, on the other hand also and especially the divine Ground itself, which expresses itself graciously through a picture of Mary, which smiles at us through her and approaches us through her. God is not only the Lawgiver, he also has "charm" and Mary is one of the channels through which this charm and this grace shines through to us. I therefore do not hesitate to call her an embodiment of God, an incarnation of the divine through which God's love and mercy can be grasped. "The milk of God's love flows to us through God's incarnations," said Ramakrishna, and Jesus proclaims: "If any man thirst, let him come unto me and drink" (John 7, 37). This applies not only to the male incarnations, but also to the Shaktis, who in particular embody the grace of God. In a church in the Tirol there is an altarpiece, in which a saint approaches the Mother of God. She shows him her grace, in that she quenches his thirst by a gush of milk from her breast. A Puritan would certainly be upset with regard to such an unconventional way of God showing His mercy. But is not the way Jesus speaks of the living water that streams out of his inside (literally his abdomen, his "lap") also somewhat strange – at least for a completely muddled and impoverished religious way of thinking, which has turned its back on all sensory symbolic language, without however finding the least spiritual ground – so that most wander around in a barren no man's land , where one can smell no fresh grass and find no milk and no water to drink, where however even the transcendental Ground is not realized? Anyone who has attained the Ground, however, will again find joy in such pictures. He will be gladly captivated by the charm of a picture of Mary, in which something Eastern is often wafted towards us, something very mature and superior, a resting in oneself, being anchored right in the centre. A smile blossoms out in an otherwise so strict religion, in which one can hardly offer flowers to the Father God. The altars of Mary are always decorated with flowers, especially in May, in Mary's month, when the scent of lilacs is almost overpowering. One can speak of the remains of a primitive nature religion – but is it not nature that has slipped away from us? When we today speak of a new age and are convinced that the return of the Mother will play a big part in it, this also especially concerns our relationship with nature. There may be experience of a certain, spiritually tinged, "materialism" in this connection, for which the mystical ground is a biological compost heap, but we cannot afford today to critically point out possible one-sided developments here and there. We must transform ourselves. And that means in particular first of all to die: to enter into the divine Ground, but also into nature, until we can again feel her as our real mother, who bears us. Between the transcendental Ground and the "natural" ground there exist, in spite of all the differences, a correspondence, and the curse of modern man consists in not being at home in either of them. But to return to Mary: anonymity and improbability have not prevented her rise, but on the contrary promoted it, as due to this "formlessness" she could so much more easily take on form: as the archetype of the Divine Mother, as Virgin and God-bearer, in short: as the female aspect of the divine. Her rise would of course not have been possible, if there had not always been a niche for her in the human psyche – a niche, which had previously been occupied in the Mediterranean area by the Magna Mater, the Great Mother in all her various aspects. Early Christianity first swept this niche clean, but when the Lord's appearance, which had been expected soon, did not occur, when the Kingdom of God did not suddenly take shape in the old world, when the rhythm of the seasons continued to turn in a circle, when one began to plant flowers again and think of coming generations, the picture of the Mother again arose, now in the form of Mary, the Lord's Mother. Was she a "step forward" compared with the earlier goddesses of antiquity? It is often said that she took up all the positive aspects of the old mother gods, so that the latter could blossom forth into new life in an ennobled – namely "Christian" – form. Many churches of Mary were indeed deliberately founded on the ruins of former temples, which were dedicated to a goddess. And one must indeed say: much appears to be ennobled in her. She radiates purity and kindness, which we hardly find in the earlier goddesses in the Mediterranean area. This judgement – perhaps also a prejudice – is certainly also connected with the fact that we are today largely missing the living relationship with these goddesses: with Isis, Astarte, Demeter, etc. We know many songs in their honour, we have descriptions of their services and mystery cults, which even today have something moving for us, and yet they are regarded as an established part of our education, archaeological findings. One can collect these remnants and thus upholster a kind of antiChristian attitude, but an intellectual and emotional protest against a certain Christian one-sidedness is not a positive cult. Anything that is not continuously worshipped and surrounded by a still living cult atmosphere appears to be slowly dying out – just as though the prana, the life energy, were flowing out, This does not however apply to India: there the Mother is still living in all her different manifestations, as a heavenly archetype, as an all-embracing World Mother, as small restricted tree goddesses or again as a human "embodiment." An almost endlessly long golden thread of mother worship binds the oldest mother goddess of the pre-Arian era to the "Mother" of the Aurobindo Ashram. From a geographical point of view the Indian Mother seems to us to be further away than Isis and Demeter, but in reality she is nearer to us – not least because the Divine Mother there in the last hundred years through great saints and yogis like Ramakrishna, Vivekananda and Aurobindo was "awakened" to intensive life – not to mention the Shaktis, who often accompanied these great enlightened ones. Without India we would hardly encounter the reality of the Mother so strongly. We see her through the eyes of the great masses of people, who seek her protection and whose fervour is only comparable with the intensive Mary worship of the Poles or Mexicans; but we also see her through the eyes of the great mystics and enlightened ones, who bear witness to her presence. Ramakrishna's lifelong dialogue with "his" Divine Mother is for me much more important than a hundred learned discourses about the archetype of the Great Mother, because it encourages me to turn to the Mother myself, to open up fully to Her. The cult of Mary also receives a new impulse through this Indian blood transfusion, it grows still further into the cosmic, into the great wide beyond, and thus loses its provincial character, which still sometimes clings to it. God is also Mother (cont.) Of course, through this encounter with the Mother, whether in her Indian manifestations, whether in the form of Mary, or also the goddess of Babylon, Egypt and ancient Greece and Rome, she becomes somewhat more living than before, as one recognises this or that feature in them. Nevertheless concern with them remains strongly on the intellectual and artistic level, at which I "think about" the mother and everything female at all, in which the mother divinity seems "interesting" to me, as an object of research or a subject for discussion. The light does not come from inside, but is shone on to her from outside – as from museum spotlights. The psychologist and sociologist, and of course the person interested in art, enjoy themselves, but do not enter the innermost centre of mother worship. However fascinating Isis may seem to me – I cannot pray to her. I cannot make prostrations before Demeter, I do not feel moved in my innermost being. Of course many Indian Shakti forms have their exotic sides, which will remain strange to me, which one can only understand as a Bengali or a South Indian. Yet here at least her great devotees, through whose eyes we see her, removed the largest blocks of misunderstanding - just as Jesus also took some features of the Jahve cult and made it possible for us to see Abba in God. By this I do not mean simply a "taming" of God. The volcano and desert god Jahve and the often quite aggressive Kali were not domesticated by Jesus and Ramakrishna into good harmless house gods, who lack any teeth. Their vitality remained, but they lost their provincial features, so that for instance in the case of Kali it is also possible for me as a Westerner to envisage God as Mother – without thereby necessarily thinking of a protruding tongue or other metaphorical attributes. Anyone who sometimes approaches somewhat gruesome Indian images of the Mother, often then seeks refuge in the familiar and trusted image of Mary. In Christianity it is now admitted, although hesitatingly, that the divine nature could very well have a female aspect, but it is then always at once added: To find this out, we do not need the East, Mary is quite sufficient; if she was capable of absorbing all the ancient goddesses of the Mediterranean area, this also applies to the Indian mother divinities. Really? We should not at once hand ourselves entirely over to the East, before we have sounded the depths of what our own Western tradition has to offer. Yet just as the male needs the complement of the female in order to be complete, so does the West need the East, and it would be completely senseless to want always to be confined to what is allegedly "one's own." It is not a betrayal of Mary, if we supplement her by her Asian sisters: by female figures such as Sita, Radha or Sarada Devi, by the lovely forms of Sarasvatis, Lakshmis or the Chinese Kuan-yin (Kwannon in Japanese), but also by the "wilder" mother divinities, such as Durga, Kali and Tara. In other words: the cult of Mary seems to me not to fully cover what we have called the female and motherly dimension of God. Firstly, it will always be difficult in Christianity – not only among Protestants, but also in the teachings of the Catholic Church, for Mary to be recognised as an aspect of God. Those who worship her may unconsciously worship the divine in and through her, but in their conscience they always insist that Mary is of course not God. Thousand-year-old modes of thought cannot be reversed from one day to the next. Those who dare to advance furthest in this regard are indeed the best proof of how difficult it is for a Christian to ignore his past. When the American Catholic Andrew Greeley begins his study on Mary with the words: "This is not a book about Mary in the traditional sense. It is more about God, who manifests Himself in Mary," it sounds extremely promising. Greeley would like to go to Mary with the reader, "in order to learn something about God." We begin to suspect that this Christian writer does not see God as a limited person, but as the divine with various aspects and "dimensions" – a divine being, who reveals himself through persons, through the completely male Jahve, but also through Mary. Finally Greeley continually draws our attention to the fact that our understanding of God has so far been one-sided and male. But when it then becomes serious, this brave Catholic seems to fear his own courage. He admits that "there are no philosophical, theological or religious grounds at all, why we cannot address God as a woman." Yet: "I would not wish to assert that we should address God as a woman. I should only like to say that it is quite possible and legitimate to do this." Yes, if only the rift between theory and practice were not so great, and courage to jump over it were a little greater! Yet it is not only a question of a firmly established practice. Behind it there are also hidden theoretical roots. Greeley gives himself away when he writes: "Even if there have been wrong developments in the cult of Mary, the worship of the new Queen of Heaven has never reached divine transcendence or been questioned." In plain language: the female has – in spite of all the deep bows before it – nothing to do with divine transcendence, because this is exclusively reserved for the male God, who jealously watches over his sole lordship. For anyone therefore who calls himself a Christian the call for a female divinity is completely unnecessary, as Mary already fulfils all these requirements; he thus just says that God cannot be a mother, as the mother whom he worships cannot be God according to his faith. One could of course give a purely external reason: Mary is and remains a "creature," a being created by God. It is not so much a female dimension of God that is denied, but that God could become a creature. It is not the maternal female that is denied transcendence, but the creature named Mary. If the two are so often mixed up, this is a regrettable chance occurrence. But is it really a question of a chance occurrence, are we not encountering a deep connection? It is not a chance occurrence that at the head of all strictly monotheistic religions there is a Father God, who alone represents the divine. Anything that even only remotely looks like pantheism, like a blurring of the frontiers between the Creator God and his creation, is persecuted. His transcendence is sharply distinguished from everything that is not Him, what He has created out of nothing: the material world, the creatures, nature – and thus also the female. The worship of the female – for instance in the fertility cults – is just as strongly fought against as the efforts of the creatures to emancipate themselves. One can almost make a comparison out of this: the female becomes a "sign" for everything created, for everything that is dependent, derived and "trivial." It is the "other" for the male God, his opposite, his object, his inferior, by which his superiority and divine transcendence is so rightly known. He is the absolute being, who needs nothing outside Himself, while the creature-female has nothing outside herself, just exists, because she is kept by Him and is for Him. In this regard God is endlessly merciful. He lets what He has created in no way fall back into non-existence, for which He has the authority and the right to do, but holds it in His strong arms. Yes, He even falls in love with this nonentity, as a man with a woman. The whole of creation and in particular His chosen people become His "bride," His "daughter Zion," whom He passionately courts. And this love adventure becomes acute when he chooses Mary from this chosen people, in order with her help to have a son, who then again falls in love with his chosen people, the Church, which he regards as his "bride," and has not seldom grown with the figure of Mary, God is also Mother (cont.) as the Bride of God, whom God takes home into his eternal nuptial chamber. (To be continued) The Master would teach us how to pray. Sitting on his cot with legs outstretched like a child he would cry "O Mother, come to me, do come. I cannot bear the separation. How can You be at peace, away from Your little son? How can You, forgetful of me, busy Yourself with other things? Come, O Mother, come and take me up in Your arms!" At such times he would cry like an utterly forlorn child just to show us how a child in distress pines for its mother. The idea awakened his feelings to such a degree that he would actually cry like a child restless to see its mother. After some time Sri Ramakrishna would become still and begin saying with tears, in a trembling voice, "O Mother, I am without any Sadhana, without Bhajan (devotional singing and worship). O Mother, give me knowledge, give me devotion. O Mother, may I have the mind fixed at Your feet!" Swami Akhandananda Leaves of an Ashrama 37: The Gift of Being Available Vedanta teaches us that until we have become illumined we cannot help anybody else religiously. What we may believe to be spiritual assistance will be egotistic interference - the vain clamor of a busybody - capable possibly of harming the one we would aid, and ourselves as well. "If while still ignorant a man tries to help another, it is like the blind leading the blind. Both will fall into a ditch." I quite agree. We have had enough helpers who themselves need help. And yet, it seems so self-centered to concentrate on one's own growth, to the exclusion of the growth of others. Is there nothing at all that one can do for other people during the time one is still ignorant? Perhaps there is. The activity I have in mind does not afford spiritual help, but it can perhaps give psychological support. What I am thinking of is this, that one should consciously, continually, make it one's habit to be available. The whole world is hungry for sympathy, for a listener, for someone who is interested. Am I so busy, are my concerns so important, that I cannot spare the time just to be nice? How often we sense that someone would like to tell us something. Yet, impatiently, we feel that it cannot be very important. Or we may know that a person wants to be assured that he has done well or is appreciated; yet we will not be human-hearted enough to even smile assent. To be available means to inquire into something we know someone is eager to tell us, in order that he will; or it may only mean being quiet, while he talks. We merely need to be generous of our time, willing to let ourselves be 'bored' if necessary, to do others a good turn. Probably all I am saying is that anyone trying to be spiritual ought first to be kind. This is only practicing proper dharma, that is to say, moral discipline preliminary to all religious progress. Consideration must come to be the habitual attitude of anyone aspiring to become spiritual. What actually happens is that as we practice the discipline of being available, other people stop actually being boring. They turn lovable in our eyes. This is because we grow interested, and anything that interests us becomes a pleasure to us. Self-concern lessens and we become happier, we become contented. Thus emphasized again is the truth that the world is a mirror, giving back faithfully that given to it. So we are back to where we started. Only God, through the illumined teacher, can help others. Even the slight gesture of being available - which we may initiate with the idea that it will help others - mainly helps ourselves. It attenuates the ego, smoothes our own path, and makes the passage toward God a little more rapid. Make the mind one-pointed - like the mariner's compass. In whatever direction the ship may sail, the compass always points to the north and keeps the ship on its course. Keep your mind pointed toward God, and your boat will sail smoothly. A man who does this never loses his faith and devotion, even if he is thrown into an evil environment. Swami Brahmananda Reminiscences of Swamis Brahmananda and Shivananda It was at the beginning of the year 1922 that under a strong urge for initiation into spiritual life, I entered into correspondence with His Holiness Swami Brahmananda (Maharaj), the then President of the Ramakrishna Math at Belur. I was staying, as I still continue to do, at a small town of East Bengal on the Assam border. On February 4, 1922, Swami Brahmananda was pleased to write to me from Balaram Mandir, Baghbazar, that he had no objection to my seeing him personally, if I was bent upon it. There was neither any positive direction that I should go, nor any indication that my prayer would be granted if I went to him. It was left entirely to me to decide whether to go or not to go. It was about noon when I arrived at the Math premises. Seeing that I was a stranger, and apparently unaware of the Math regulations, one kind-hearted sadhu directed me to seek the permission of Swami Shivananda (Mahapurush Maharaj) who was seated in his room. Swami Shivananda was busy with his correspondence. Feeling rather disturbed by a stranger suddenly entering the room, he asked me, "What do you want?" "Sir", I replied humbly, "I have come here on receipt of a letter from Maharaj." "Then you should go to Maharaj, and not come to me." "Forgive me, Sir", said quietly I, "I now see that I should have gone to Balaram Mandir first, but, Sir, it is nearly noontide, and much too late to go to Baghbazar." "Oh! I see. You want to have prasad. Very well. Go to the Manager." The sadhu, who was waiting outside beckoned to me to come away, as the necessary permission had been obtained. Though I had permission for the midday meal only, I stayed on for the night too, though not without some pricks of conscience. What would Mahapurushji Maharaj think of me, if he noticed that I was taking undue advantage of his permission? Next morning, I got ready for going to Balaram Mandir. The journey between Belur Math and Baghbazar was usually made in those days by country boat or by steam launches. My friends called a boatman to the ghat in order to pick me up. But lo! as soon as the boat touched the ghat, Mahapurush Maharaj followed by an attendant just shot from within the building, went straight to the boat, and seated himself majestically in the pit intended for passengers. I was taken entirely by surprise and did not know what to do. With some hesitation I got into the same boat, and sat on the deck under the open sky. Mahapurushji's keen eye soon fell upon me and he asked, "Look here, are you not from Sylhet? Did you stay at the Math last night?" "Yes,' Maharaj." "Are you going to Baghbazar with a view to see Raja Maharaj? He is laid up with fever. You cannot see him. Do you understand?" Mahapurushji went on repeating this several times. I could not help thinking that I must banish from my mind the hope of receiving initiation. But even so, I did not feel depressed. "Here you are" said I to myself, "an insignificant person from a remote, almost unknown place, sitting in the august presence of Godintoxicated Mahapurushji on a boat on the holy Ganga, with the Belur Math visible yonder. This should be enough for you." Sri Kalidasadaya Paschima When the boat reached the other bank we all got on to the shore. Mahapurushji's attendant, seeing that I was also going to Balaram Mandir, made over to me the hand-bag of Mahapurush Maharaj asking me to carry it and to follow Maharaj. The attendant had to make a detour in connection with some other business. Mahapurushji walked briskly on, but not without looking backwards every now and then, and telling me that there was absolutely no chance of my seeing Raja Maharaj. On the way he stopped once to make obeisance to Mother Kali in a roadside temple, and next at a devotee's house to enquire about his health. Though Mahapurushji spoke to me nothing but words of discouragement, I did not actually feel depressed. Was it not that the All-Merciful in his graciousness had found me such an illustrious guide? On reaching Balaram Mandir, Mahapurushji took over his handbag from me, and entering Raja Maharaj's room shut the door behind him without saying even a word to me! I was determined not to give up the object of my visit. I looked into the big hall on the northern wing of the building and was agreeably surprised to find small knots of people waiting eagerly, apparently in expectation of the arrival of Swami Brahmananda. I too entered the Hall. Soon I noticed the bright figure of Swami Brahmananda walking slowly towards the Hall in an ecstatic mood, his dreamy eyes alternately closing and half-opening as if contemplating all the while on the sole object of his meditation. As soon as he approached sufficiently near I prostrated before him. Without asking me a word, he said in a voice full of compassion, "My dear child, you go to Mahapurush. I am very ill." I was taken aback with surprise, and could not help thinking that the two of them must have discussed between themselves about me. My joy knew no bounds. I went to Maharaj's room and found Mahapurushji relaxing himself on a reclining chair. I made obeisance and squatted on the floor. Looking surprised, he asked, "What is it you want?" I replied humbly, "Maharaj has passed me on to you. That is why I am at your feet. I am a supplicant for Diksa." "Diksa! What is it? I know not your name, nor where you come from. How can I give you Diksa?" At this I told him all about myself; how I earn my livelihood and how I devote all my spare time to the work of the local Sevashram. Having heard me with close attention, he ejaculated: "Well, my Diksa would be nothing else than what you have been doing. Give food to the hungry, water to the thirsty in the name of the Lord, in the name of Thakur (Sri Ramakrishna) and of Swamiji (Swami Vivekananda). This is the only Diksa I know of. If you want to be initiated into mysterious words, like Kring, go to the priests, don't come to us." Previously, I had read very carefully the chapters relating to Diksa in the Sastras, about the forms and ceremonies to be observed by the would-be disciple. I could clearly perceive that Mahapurushji was deliberately pounding the ideas I had gathered and cherished within myself. Being somewhat perplexed, I sat in silence. . . . After a little while Swami Brahmananda came back and took his seat on the bed. Mahapurushji told him in a complaining tone, "Maharaj, this boy (pointing towards me) wants Diksa." These words seemed to disturb the calmness of the attitude of Swami Brahmananda. He burst out, "Yes, yes, I know, he wants to earn the distinction of having received Diksa. from the President of the Ramakrishna Mission. "Addressing me, Swami Brahmananda continued: "Well, boy, I know only too well the nature of the people of East Bengal. They show so much eagerness and enthusiasm for Diksa, but after having received it, do not care to practise the mantram. You simply want to add to the number of such disciples. Is it not?" Sri Kalidasadaya Paschima "Sir, why should you think so?" I protested gently. "There must be some who do follow the right path, and I shall add to the number of this group." This reply seemed to calm him a little and he said, "When one has acquired the fitness for Diksa, one does not have to apply. We ourselves invite such a person to come to us." "Shall I ever acquire such fitness, Maharaj?" enquired I. He seemed a little agitated and replied in an emphatic tone, "Yes, yes - you shall be. I say, you shall be." At this moment, Mahapurushji intervened. Casting one look at me, and then turning to Swami Brahmananda he said, "Maharaj, this boy has been doing good work at his own place to obtain the grace of Thakur and Swamiji. Please take pity on him and bless him." At this, Swami Brahmananda resumed his usual attitude of calmness and compassion. With a soft voice expressive of kindness, he replied, "My blessings are already upon him." Mahapurushji turning to me said, "At this moment you have received grace. This is the real thing. The rest is nothing but mere formality to strengthen conviction, and that too will come soon." We all sat still for a while. Then breaking the silence in a voice full of sweetness and affection Swami Brahmanandaji said to me:' "Is it such an easy thing, my child, to withdraw the mind completely from all the distractions around us, and concentrate it on the Kutastham, the Absolute which stands behind the world of phenomena?" With these words, he appeared to switch off all his sense contacts with the outer world, and became entirely merged in himself... It was past 9 o'clock in the morning, and Maharaj asked me to arrange somewhere for my midday meal. Seeing that I was unused to the ways of city life, Mahapurushji advised me to go back to Belur Math and gave me permission to stay there. I returned to the Math at about 11 a.m. Brahmachari Jnan Maharaj took me to the Sri Ramakrishna Students' Home at Baghbazar and arranged for my stay there. The Home was quite near to Balaram Mandir which I could, therefore, visit at any time of the day and have a darsan of Maharaj. His behaviour was exactly like that of a playful child. At one moment he would be cutting jokes with the people around him. The next moment he would perhaps become lost in meditation, his face aglow with divine light. Or he would perhaps become so grave that nobody would dare stay near him. One day he had just come into his room after taking the daily bath, when I entered it. On seeing me, he posed the fingers of his right hand in a jocose manner, and with a posture of dance, asked, "Well, how do you do? How do you do?" His posture and the manner of his utterance were exactly like those of a child teasing, or playing with, his companion. But in a moment he found out that my mind was pitiably torn by a great struggle going on within myself. At once he changed his attitude and, addressing me, recited these words in a grave yet reassuring tone. "Desire is the cause of extreme unhappiness, desirelessness is the cause of supreme happiness." Sometimes he would put questions on the most homely subjects. For example, he would ask me what time I had taken my meal, how many courses there were, and whether I relished them. On hearing my reply he would express pleasant surprise at the excellence of the dishes served. One day he thrice sent word to me saying that now that I had met him so many times, I should better go back to my place. But I persisted in my daily visits adding by way of explanation that I simply stood in one corner of the corridor fully satisfied with mere darsan, and there seemed to be no reason why I should give it up. Thereafter he did not press for my withdrawal. On one occasion, when I showed great eagerness for the early fulfilment Sri Kalidasadaya Paschima of my heart's desire, he silenced me by saying, "What is that to me? And why are you in such a hurry?" On the eve of my departure, I again repeated my earnest request and got the reply, "My child, nothing can be done in this matter until Mahapurush has come back from Dacca." Though my association with Maharaj was but brief and never very intimate, it taught me many things and was highly inspiring. True, the main purpose of my visit was not fulfilled; yet I went back to the field of my work with a new delight and a new spirit. On my reporting to him my safe arrival at my home town, he immediately wrote back conveying his blessings. Alas! this was to be his last communication to me. Within a few days he shuffled off his mortal frame. Reprinted from Prabuddha Bharata, October 1958 All our power comes from renunciation. Only when we have given up our life do we begin to live. At present we are like prisoners. We may get a glimpse of freedom now and then but the world falls upon us when we are off our guard and drags us once more into our prison cells. As soon as a man finds out, however, that these little pleasures of the flesh are nothing compared with the infinite pleasures of the spirit, he wants to renounce, not for the sake of renunciation but because he has found something better. He realizes the hollowness of the worldly enjoyments and can be satisfied with the higher enjoyments only. Renunciation means giving up a lesser thing for a greater one. Those who give up the world for a spiritual life, are giving up the uncertain for the certain, the passing for the permanent. Swami Ramakrishnananda Programme for May - June 2011 Sunday discourses begin after a brief period of meditation. At the Ramakrishna Vedanta Centre, Bourne End at 4:30 pm Tel: 01628 526464 - www.vedantauk.com Day Retreat With Swami Dayatmananda and Swami Shivarupananda at the Vedanta Centre, Bourne End, on 26 June from 10.00 am until 7.00 pm Note: Children are not allowed at the Retreat. Please bring (vegetarian) lunch to share. Vedanta Study Circle in Cheshire Area May 15 at 11.00 am The Right Way of Studying the Bhagavad Gita Swami Dayatmananda June 19 at 11.00 am The Bhagavad Gita as a Guidebook for Daily Life Swami Dayatmananda For information contact Mr Aswani (tel: 01625 527075) between 9.30 pm - 10.30 pm one thing? You have killed the elephant and you have revived it. But what has that done for you? Do you feel uplifted by it? Has it enabled you to realize God?' Saying this the Lord vanished. "Subtle are the ways of dharma. One cannot realize God if one has even the least trace of desire. A thread cannot pass through the eye of a needle if it has the smallest fibre sticking out. "Krishna said to Arjuna, 'Friend, if you want to realize Me, you will not succeed if you have even one of the eight occult powers.' This is the truth. Occult power is sure to beget pride, and pride makes one forget God. "Once a cross-eyed rich man came here. He said to me: 'You are a paramahamsa. That is good. You must perform a swastyayana ceremony for me.' What a smallminded person he was! He called me a paramahamsa and yet wanted me to perform that ceremony. To secure welfare by means of the swastyayana is to exercise occult power." The Gospel of Sri Ramakrishna, September 21, 1884 Vedanta is a bi-monthly magazine published, since 1951, by the Ramakrishna Vedanta Centre, Bourne End, Buckinghamshire SL8 5LF, U.K. Phone: (01628) 526464 - www.vedantauk.com Subscription rate for 6 issues: £9 or $17.50 post free. Editor: Swami Dayatmananda Assistant Editors: Swami Shivarupananda, Swami Chidakarananda Editorial Advisers: Swami Swahananda, Hollywood; John Phillips Teach yourselves, teach everyone his/her real nature, call upon the sleeping soul and see how it awakes. Power will come, glory will come, goodness will come, purity will come, and everything that is excellent will come, when this sleeping soul is roused to self-conscious activity. Swami Vivekananda	<urn:uuid:42783fb2-ebce-4783-a7bc-66ad86c34f96>	CC-MAIN-2024-42	https://vedantauk.org/Magazines/2011/May-Jun2011.pdf	2024-10-14T02:45:58+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	536,099,463	19,204	eng_Latn	eng_Latn	0.980935	eng_Latn	0.998932	[ "kiu_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 183, 1975, 3556, 6599, 7006, 8391, 9757, 11430, 13368, 15367, 17429, 20031, 21241, 22314, 24475, 25934, 27877, 29825, 31909, 32966, 34681, 36673, 38562, 41935, 42586, 44600, 46822, 48631, 50074, 52093, 54115, 56557, 57604, 59549, 61562, 64414, 65603, 67465, 68467, 70037, 71568, 73032, 74769, 76760, 78598, 80483, 82402, 84057, 84771, 86142, 86445 ]	[ 1.359375, 0.98828125 ]	3	2
NALC Years 3/4 BEE Netball Competition Competitive Competition On Tuesday 23 rd November Newton Abbot College hosted a years 3/4 BEE Netball competition. In total there were 6 teams taking part in a 'round robin' format. The schools which took part in the competition were as follows: * St Josephs x 2 teams * Wolborough x 2 teams * Highweek x 2 teams At the start of the competition many of the teams were still learning the rules and getting to grips with basic tactics for BEE netball. Pleasantly, as the competition progressed all of the students really progressed; many of the teams were very competent at passing and moving the ball as a team for successful outcomes when attacking. Due to the number of teams attending we were able to provide a round robin format which meant that all of the teams played five games in total. PE teacher Mr Patchett said "this was the first time that we have hosted a flier competition due to the new format that has been introduced by England netball. Encouragingly, the new format ensures that the games can be played in a manner that sees teams transition from attack to defence in a very quick manner. All of the year 3/4 students really developed and improved as the competition went on. A huge well done to the teaching staff who brought these students to the competition also despite all of the challenges they would have faced to do so" After all of the games that took place, the top two teams were both of the St Joseph's sides.	<urn:uuid:ec0e1827-d75c-47ec-a585-81d8d99df652>	CC-MAIN-2024-42	https://www.highweekprimary.co.uk/_files/ugd/7cadc2_bc03ead5bf84464fafada4e1aa9f77be.pdf	2024-10-14T01:35:55+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00165.warc.gz	707,932,310	324	eng_Latn	eng_Latn	0.999841	eng_Latn	0.999841	[ "eng_Latn" ]	false	docling	[ 1486 ]	[ 1.5546875 ]	1	0
Focused Compliance and Educational Quality Inspection Report St Mary's School, Henley January 2023 Contents School's Details 1. Background Information About the school 1.1 St Mary's School is an independent co-educational day school. The school was founded in 1926 in a residential area of Henley-on-Thames. In 2006, the school became part of the Cognita Schools group. Governance and oversight are provided by a team appointed by the proprietor, which is led by a general manager of the group, who acts as chair of governors. The current chair of governors has been in post since September 2022. What the school seeks to do 1.2 The school aims to encourage a lifelong love of learning within a broad and balanced curriculum alongside extra-curricular opportunities. It seeks to nurture pupils' self-respect and consideration for others and enable them to become well-balanced and healthy individuals, preparing them for the next stage in their education. About the pupils 1.3 Pupils come from a range of professional and business families, predominantly living in and around Henley-on-Thames. Standardised test data provided by the school indicate that the ability of the pupils is above the national average compared with pupils taking the same tests nationally. The school has identified 32 pupils as having special education needs and/or disabilities (SEND), including dyslexia and other conditions, 26 of whom receive additional specialist help. One pupil has an education, health and care (EHC) plan. English is an additional language (EAL) for 3 pupils, who receive additional support for their English. The school has identified 46 pupils as being the most able in the school's population; the curriculum is modified for them and they receive specialist subject teaching as well as extracurricular activities. 2. Regulatory Compliance Inspection Preface The Independent Schools Inspectorate (ISI) is approved by the Secretary of State to inspect schools which are, or whose heads are, in membership of the associations which form the Independent Schools Council (ISC) and report on the extent to which they meet the Independent School Standards ('the standards') in the Schedule to the Education (Independent School Standards) Regulations 2014. Inspections of schools with early years settings not requiring registration also report whether the school complies with key provisions of the Early Years Foundation Stage (EYFS) statutory framework, and for registered settings the full range of the Early Years Foundation Stage provisions is considered. Additionally, inspections report on the school's accessibility plan under Schedule 10 of the Equality Act 2010 and the ban on corporal punishment under section 548 of the Education Act 1996. Inspections also comment on the progress made to meet any compliance action points set out in the school's most recent statutory inspection. ISI inspections are also carried out under the arrangements of the ISC Associations for the maintenance and improvement of the quality of their membership. This is a FOCUSED COMPLIANCE INSPECTION which was combined with an inspection of EDUCATIONAL QUALITY. The FOCUSED COMPLIANCE inspection reports only on the school's compliance with the standards. The standards represent minimum requirements and judgements are given either as met or as not met. All schools are required to meet all the standards applicable to them. Where the minimum requirements are not met, this is clearly indicated in the relevant section of the report and the school is required to take the actions specified. In this focused compliance inspection, key standards have been inspected in detail. These are the standards on safeguarding; measures to guard against bullying; arrangements for pupils' health and safety; arrangements to check the suitability of staff; the provision of information; the handling of parents' complaints; and other related aspects of leadership and management. The remaining standards and requirements are deemed to continue to be met unless evidence to the contrary has been found. Inspections do not include matters that are outside of the regulatory framework described above, such as: an exhaustive health and safety audit; compliance with data protection requirements; an in-depth examination of the structural condition of the school, its services or other physical features; contractual arrangements with parents; an investigation of the financial viability of the school or its accounting procedures. Inspectors may be aware of individual safeguarding concerns, allegations and complaints as part of the inspection process. Such matters will not usually be referred to specifically in published reports in this document but will have been considered by the team in reaching its judgements. Links to the standards and requirements can be found here: The Education (Independent School Standards) Regulations 2014, Early Years Foundation Stage Statutory Framework. Key findings 2.1 The school meets the standards in the schedule to the Education (Independent School Standards) Regulations 2014, and relevant requirements of the statutory framework for the Early Years Foundation Stage, and associated requirements, and no further action is required as a result of this inspection. PART 1 – Quality of education provided 2.2 The school's own framework for assessment confirms that teaching enables pupils to make good progress in the context of Part 1 paragraph 3(a). 2.3 The curriculum is documented, supported by appropriate plans and schemes of work for the pupils and covers the required breadth of material. The teaching enables pupils to make good progress, encompasses effective behaviour management and is supported by suitable resources. A suitable framework for the assessment of pupils' performance is in place. 2.4 Pupils receive relationships education. The school has consulted parents and published a written statement of its policy which has regard to the relevant statutory guidance. 2.5 The standards relating to the quality of education [paragraphs 1–4] are met. PART 2 – Spiritual, moral, social and cultural development of pupils 2.6 Principles and values are actively promoted which facilitate the personal development of pupils as responsible, tolerant, law-abiding citizens. 2.7 The standard relating to spiritual, moral, social and cultural development [paragraph 5] is met. PART 3 – Welfare, health and safety of pupils 2.8 Arrangements are made to safeguard and promote the welfare of pupils by means that pay due regard to current statutory guidance; good behaviour is promoted; bullying is prevented so far as reasonably practicable; health and safety requirements are met, including those relating to fire safety; provision is made for first aid. Pupils are properly supervised; admission and attendance registers are maintained, as required, and there is a strategic approach to risk assessment. A disability access plan is in place. 2.9 The standards relating to welfare, health and safety [paragraphs 6–16], the requirement of Schedule 10 of the Equality Act 2010, and the ban on corporal punishment under section 548 of the Education Act 1996 are met. PART 4 – Suitability of staff, supply staff, and proprietors 2.10 The school makes appropriate checks to ensure the suitability of staff, supply staff and proprietors, and a register is kept as required. 2.11 The standards relating to the suitability of those in contact with pupils at the school [paragraphs 17–21] are met. PART 5 – Premises of and accommodation at schools 2.12 Suitable toilet and changing facilities, and appropriate accommodation for pupils' medical and therapy needs are provided. The premises are maintained to a standard commensurate with health and safety; acoustics and lighting are appropriate; water provision is adequate. Suitable outdoor space is provided for physical education and outdoor play. 2.13 The standards relating to the premises and accommodation [paragraphs 22–31] are met. PART 6 – Provision of information 2.14 A range of information is published, provided or made available to parents, inspectors and the Department for Education. This includes details about the proprietor, the ethos of the school and the curriculum, and of the school's arrangements for admission, behaviour and exclusions, bullying, health and safety, first aid, details of the complaints procedure, and the number of complaints registered under the formal procedure during the preceding school year, and the provision for any with education, health and care plans or English as an additional language. It also includes particulars of the school's academic performance during the preceding school year, inspection reports and (for parents only) a report at least annually of their own child's progress. The safeguarding policy is posted on the school's website. 2.15 The standard relating to the provision of information [paragraph 32] is met. PART 7 – Manner in which complaints are handled 2.16 Parental complaints, if any, are handled effectively through a three-stage process, (informal, formal and a hearing before a panel of three, one of whom is independent of the school). Each stage has clear time scales, and at the third stage the panel can make findings and recommendations which are communicated to the complainant. Records are kept appropriately, including of any action taken, whether or not a complaint is successful. 2.17 The standard relating to the handling of complaints [paragraph 33] is met. PART 8 – Quality of leadership in and management of schools 2.18 The proprietor ensures that the leadership and management demonstrate good skills and knowledge, and fulfil their responsibilities effectively, so that the other standards are consistently met, and they actively promote the well-being of the pupils. 2.19 The standard relating to leadership and management of the school [paragraph 34] is met. 3. Educational Quality Inspection Preface The EDUCATIONAL QUALITY inspection reports on the quality of the school's work. It focuses on the two key outcomes: - The achievement of the pupils, including their academic development, and - The personal development of the pupils. The headline judgements apply one of the ISI descriptors 'excellent', 'good', 'sound' or 'unsatisfactory'. Where necessary, National Curriculum nomenclature is used to refer to year groups in the school. Key findings 3.1 The quality of the pupils' academic and other achievements is excellent. - Pupils develop excellent levels of competence in information and communication technology (ICT), using this to great effect across the curriculum to enhance their learning. - Pupils are outstanding communicators. They are attentive listeners and highly articulate. Their reading and writing skills are of a high standard. - Pupils' numeracy skills are a great strength; their enjoyment for this subject is wholly apparent. - Pupils' gains in attainment over time are excellent. 3.2 The quality of the pupils' personal development is excellent. - Pupils respect for diversity is well-developed; they embrace others' individuality and are proud of what makes each of them unique. - Pupils across the school are extremely socially aware. - Pupils are well-balanced, confident individuals. - Pupils are proactive in contributing to the lives of others within their school and the wider community. Recommendation 3.3 The school is advised to make the following improvement. - Enhance pupils' decision-making skills by enabling them to exercise more choice in how they record their learning. The quality of the pupils' academic and other achievements 3.4 The quality of the pupils' academic and other achievements is excellent. 3.5 Pupils develop excellent levels of competence in ICT. From the Early Years Foundation Stage (EYFS) onwards, they demonstrate a growing confidence when using ICT to enhance learning across the curriculum as well as in discrete computer lessons. This was evident in their workbooks which recorded Reception children's proficient use of digital devices and applications (apps) to scan a quick response (QR) code as well as their clever programming of floor robots to follow commands. Younger pupils skilfully composed tunes digitally and demonstrated their ICT expertise when using apps to support their learning, for instance when independently extending their knowledge of number bonds. Older pupils create high-quality computer-generated presentations on topics such as endangered species. The school's leaders have ensured pupils can develop digital skills so well because they have invested purposefully in computer technology. This includes the provision of tablets for all pupils in the EYFS and Years 1 and 2, and a laptop for every pupil in Years 3 to 6. They have also ensured teaching supports pupils' digital skill development. 3.6 Pupils are outstanding communicators. They are attentive listeners and highly articulate. From the earliest age they are typically eager to share their thoughts and ideas. Children in the EYFS concisely explained what tornadoes are. Year 3 pupils made thoughtful contributions during a discussion where they planned what would happen next in their science fiction stories. Pupils in Year 5 succinctly outlined their opinions in a letter writing activity to either oppose or support the building of a new stadium. Pupils' reading skills are well developed. In the EYFS children read menus in the role play restaurant. Year 4 pupils quickly immersed themselves in their books during independent reading time. Pupils who require additional support with their communication skills make considerable progress. They benefit hugely from the support they receive from specialists, including valuable sessions before school, where pupils work on laptops to help improve their skills in reading and spelling. Pupils display great pride and enjoyment in their written work. Year 6 pupils were delighted to show inspectors their highly creative poetry and stories. 3.7 Pupils' numeracy skills are extremely well developed. Pupils demonstrate an excellent understanding of numerical concepts and apply them confidently across the different areas of learning. Reception children counted ball throws with ease in a physical education lesson. Year 3 pupils ably calculated the mass of permeable rocks in grams. In mathematics lessons, pupils in Year 2 competently applied times tables skills to add in 2s, 5s or 10s to make different amounts. Pupils in Years 6 relished the challenge of solving algebraic equations and explained how their mathematical skills help them solve problems when using educationally based computer games. Pupils' confidence and interest in mathematics is extended in Years 5 and 6 when they enter national competitions designed for senior school pupils, with great success. Pupils' mathematical skills across the age range are a real strength, helped by the challenging activities that enthuse and stretch their learning. 3.8 Pupils' gains in attainment over time are excellent. Evidence from external and nationally standardised tests, as well as the schools' own assessment data, show how attainment is above national age-related expectations in all subjects. The individual attention paid to all pupils helps ensure they achieve their very best. Most children in the EYFS meet the expected levels of development. Pupils with SEND and pupils with EAL make good progress because they are well supported by their class teachers as well as specialists. More able pupils are challenged by being provided with more complex work in class and encouragement to develop their skills in areas that interest them. Pupils consistently receive offers from their first-choice schools, with several gaining scholarships and awards, academically and for sport and arts. 3.9 Pupils exhibit excellent knowledge, understanding and skills across all areas of learning, facilitated by teachers who endeavour to bring the curriculum to life, making learning fun and relevant. Children in the EYFS demonstrate an advanced awareness of facts as observed during their discussions with staff during their play. Those in Nursery explained what X-rays are for and knew the names of different construction vehicles. Pupils in Year 3 demonstrated excellent recall of facts linked to their topic on the Egyptians during a drama session where they acted out stories. They quickly got into character, embracing their roles fully. Year 4 pupils showed great ability when exploring textures in art, using the appropriate terms to describe their ideas. Pupils write assuredly whether that be in English or French, as seen in their workbooks. Pupils say they learn a lot in their lessons. In the questionnaire, all pupils responding agreed that teachers know their subjects well. 3.10 Pupils' highly enthusiastic approach to learning enables them to make excellent progress across the curriculum. As pupils grow older, they demonstrate increasing levels of independence and initiative. For example, older pupils started a coding group that has evolved into a highly popular club for those who are younger. Pupils exhibit an outstanding attitude to their studies and were enthusiastically animated when explaining their learning. Nursery children freely shared and took turns. Pupils in Year 2 persevered unreservedly when trying to solve money problems in mathematics. Across the school, pupils work collaboratively, with commitment, and accept challenges undaunted. Older pupils reflected on how they felt the school has helped them develop confidence, work together and try new things. 3.11 Pupils demonstrate excellent study skills. They can analyse effectively, such as in science, when Year 6 pupils compared diets and calorie intake expertly, succinctly explaining their respective effects and outcomes. Pupils confidently draw their own conclusions and hypothesise from a young age. In the EYFS, children were able to recognise each other's emotions very well, while pupils in Year 1 used excellent deduction skills when trying to identify mystery objects from the past. Pupils draw on a range of sources, building on these skilfully. Year 2 pupils explained concisely how they use their reasoning skills to solve problems and persevere to reach conclusions. All parents who responded to the questionnaire agreed that the school equips their child with the team working, collaborative and research skills they need in later life. 3.12 Pupils enjoy great success in sport and in the performing and other arts. Teams frequently win matches in netball, football, rugby, hockey and cross country. Pupils have been finalists in national arts competitions, participate regularly in the national Young Voices Choir in London and compete successfully in a national mathematics challenge. Examination results in instrumental music are strong. Pupils succeed in these extra-curricular activities, developing their interests so well, because the school works diligently to fulfil its aim to nurture and celebrate their individual talents. The quality of the pupils' personal development 3.13 The quality of the pupils' personal development is excellent. 3.14 Pupils are highly respectful of the diverse world in which they live, in line with the school's aims. This is a great strength of the school. Pupils enjoy learning about their own and others' cultures and understand the importance of appreciating backgrounds and traditions different to their own. Pupils were absolutely clear that everyone should be treated equally and that it is perfectly acceptable to be different; these sentiments were reiterated by pupils in a school display related to the pride movement. Pupils learn about and express the embedded school value of respect through a broad and rich personal, social and health education (PSHE) curriculum, assemblies, visiting speakers, as well as posters around the school celebrating neurodiversity. Pupils demonstrate a mature understanding of equality, reinforced through school leaders' decision to adopt a gender-neutral uniform, as well as encouraging mixed gender teams for sport where appropriate. 3.15 Pupils of all ages are strongly socially aware, engendered by the family ethos that permeates the school. Pupils help each other and work collaboratively in class and extra-curricular activities, such as when Nursery children worked together to build a giant marble run. In a Year 2 English lesson, pupils acted out a story as animal characters, demonstrating strong teamwork. Pupils are kind and generous in attitude, as seen when Year 3 and 4 pupils attending the after-school art club praised others' designs. Pupils from different year groups play happily together during break times. 3.16 Pupils are proactive in contributing to the lives of others within their school and the wider community. They play an active role in making their school a better place by working together to solve problems and presenting ideas through the school council which includes representatives from Year 1 to Year 6. Pupils explained how playground equipment was increased and lunches improved as a result of their suggestions. Pupils fund-raise and support many charities, both nationally and locally. They take the lead in charity fundraising, such as by organising a sunflower sale for Ukraine. Pupils embrace community initiatives for example by litter picking. Year 1 pupils visited a local care home to sing at Christmastime. EYFS children hugely benefit from having Year 6 buddies who have developed excellent relationships with them, acting as positive role models. Buddies were observed encouraging children to complete an obstacle course which meant they completed the activity successfully and enjoyed it all the more. All pupils in Year 6 take on at least one role of responsibility, which cultivates their leadership skills at the same time as enhancing younger children's experiences. These include playground monitors, librarians and ambassadors. 3.17 In line with the school's aims, pupils display high levels of self-respect and are well-balanced, confident individuals. Children in the EYFS enter their classroom eagerly and take great delight in relating with their Year 6 buddies as they play. Pupils show resilience and a clear desire to keep trying when faced with challenges. In a Year 5 English lesson pupils demonstrated robust perseverance when formulating phrases and sentences using modal verbs, augmenting their initial ideas. Pupils know how to improve on their own learning, through their understanding and engagement with the school marking system. They are consistently self-disciplined, knowing and living the school values. They appreciate it is alright to make mistakes and explained that these help them learn. Pupils in Year 6 confirmed they feel well prepared for the next stage in their education. They value their meetings with the school's leaders which help them choose their senior school, as well as the opportunity to attend an exam club. All parents who responded to the questionnaire agreed that the school helps their child to be confident and independent. 3.18 Pupils are strongly aware of how to stay safe and the importance of adopting a healthy lifestyle. In the EYFS, children understand how to stay safe, such as by learning how firefighters help us in an emergency as a result of their trip to the local fire station. Pupils are highly aware of how to stay safe online and to whom they can turn for support, if necessary, as this is reinforced regularly within the PSHE and ICT curriculum. They fully understand that regular exercise keeps them fit and that eating a balanced diet is important for their physical and mental well-being. Year 3 and 4 pupils explained that in the back of their planners there is a food guide about what you should eat. Pupils make sensible choices at mealtimes, understanding it is important to include different food groups. They know the importance of telling a trusted adult should they have any concerns and said this is made easy for them because there are worry boxes and online messaging arrangements in place. The everyday presence of Year 6 peer supporters means that younger pupils can also speak to a trusted school friend with a role of responsibility. The peer supporters were observed taking their roles seriously, helping others where required. Pupils agree that the school listens to them caringly and helps them if they are sad. The school's care for pupils is enhanced by its provision of regular opportunities to share their views via questionnaires and online surveys. Pupils understanding of well-being is further strengthened through initiatives such as the annual 'Global Be Well Day'; this is an event created by the proprietor which provides opportunities for pupils in different schools to engage with one another through a range of well-being activities. 3.19 Pupils demonstrate an excellent sense of right from wrong, instilled by school's values that are embraced by all. Throughout the school, behaviour is of a high standard. Older pupils and staff act as excellent role models to those who are younger, and a family atmosphere pervades throughout the school. Pupils recognise how taking responsibility positively impacts on their learning. They organise themselves efficiently so that they are well-prepared for lessons. EYFS children understand the concept of sharing toys, and willingly do so. Pupils value the rewards they receive in recognition of their good behaviour, especially those given in the celebration assemblies. Whilst sanctions are used rarely, pupils understand why they are required and how any inappropriate behaviour may affect others adversely. In the questionnaire, all pupils agreed that the school expected them to behave well. Year 6 pupil leaders are excellent role models for the younger pupils and take on a variety of monitor roles with eagerness and dedication. 3.20 Pupils show a strong awareness of the non-material aspects of life. Pupils readily explain how they learn about different world religions and the positive impact this has on their ability to show respect and reflect. Pupils respond thoughtfully to music, reflecting on how it makes them feel, as was seen in Year 2 work linked to Gustav Holst's The Planets. Children in the EYFS shared how they respond to different emotions and the consequent effects on their bodies. Pupils in Year 6 were amazed by the beauty of a sheep's retina, which led to reflective poetry and excellent mixed media artwork. Pupils demonstrate high levels of enjoyment in drama lessons linked to topic work. They talked enthusiastically about the preparations that are underway for their end of year performance. Younger pupils singing in assembly were clearly uplifted by the happy tunes and lyrics. This appreciation for the performing arts is due to the importance the school's leaders have placed on drama within the curriculum. 3.21 From an early age, pupils exhibit a very secure understanding of how the decisions they make have an impact on their own success and well-being, as well as on others. Older pupils greatly appreciate opportunities to make decisions in their learning, such as whether they would like to take part in a dissection during a science experiment. Pupils demonstrate proficiency in choosing alternative ways of recording their learning when provided with a suitable range of options. However, in some lessons the predominant method of recording what they have learned is on worksheets and this restricts their ability to make choices in this aspect of their schoolwork. Children in the EYFS capably choose the activities that interest them, such as painting outdoors on a large role of cling film or experimenting with binoculars in the role play bird hide. Pupils are clear regarding the importance of making the right choices, for example by opening doors for others. Pupils understand the positive impact that right decisions make. Their thoughtful responses to questions raised during the regular 'Big Question' assemblies, demonstrate how they are highly competent in discussing and reflecting on decisions and outcomes. 4. Inspection Evidence 4.1 The inspectors observed lessons, had discussions with pupils and examined samples of pupils' work. They held discussions with members of staff and with a group of governors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended assemblies. Inspectors visited the facilities for the youngest pupils, together with the learning support and educational resource areas. Inspectors considered the responses of parents, staff and pupils to preinspection questionnaires. The inspectors examined curriculum and other documentation made available by the school. Inspectors Miss Jacqueline Scotney Reporting inspector Mrs Susan Bonell Compliance team inspector (Former bursar, SofH school) Mr Chris Wardle Team inspector (Head of pre-prep, IAPS school)	<urn:uuid:094c6b62-fd5e-4278-a669-1e25662acee3>	CC-MAIN-2024-42	https://www.stmarys-henley.co.uk/wp-content/uploads/sites/115/2023/10/St-Marys-Henley-EQI-Report-v5-2023-03-09.pdf	2024-10-14T01:36:24+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz	867,616,140	5,602	eng_Latn	eng_Latn	0.983562	eng_Latn	0.998162	[ "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 100, 110, 128, 1828, 4981, 7795, 9958, 12455, 17277, 21807, 26626, 28252, 29087 ]	[ 1.2578125, 2.546875 ]	1	0
* Aniline, benzoic acid and benzamide are all insoluble in water, but soluble in ether. Explain how, by using simple laboratory reagents and equipment, each compound could be separated and recovered from a mixture of all three. 2 Marks 5	<urn:uuid:a0f68367-7d50-4486-8fef-4a7cd80cc651>	CC-MAIN-2024-42	https://scilearn.sydney.edu.au/firstyear/exams/chem1108/2008questions/2008-J-10.pdf	2024-10-14T03:18:15+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	455,740,018	54	eng_Latn	eng_Latn	0.99438	eng_Latn	0.99438	[ "eng_Latn" ]	false	docling	[ 239 ]	[ 2.34375 ]	1	1
PARENT/STUDENT HANDBOOK Table of Contents Principal's Message Family Contact Information Celebrations Birthday Recognition Field Trips Special Incentives Parent Teacher Association Recess Lost and Found Before and After School Early Learning Program Telephone Messages Cell Phones/Cameras Bullying/Harassment/Intimidation Policy Resolving Problems Auxiliary Aide/Service School Calendar Staff Contacts/Email Board of Education Policy 0125 states: The Prince George's County Board of Education does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to designated youth groups. Montpelier Elementary School Telephone: 301-497-3670 Fax Number: 301-497-5431 School Web Site: https://schools.pgcps.org/montpelier/ Proud Principal: Jennifer Gerwig ([email protected]) Awesome Assistant Principal: Denise Bush ([email protected]) Follow us Twitter @MontpelierES 9200 Muirkirk Road, Laurel, Maryland 20708 Principal's Message Welcome to another productive, positive and peaceful school year at Montpelier Elementary School. This handbook provides you with valuable information regarding the school's policies and procedures. Please read it and retain it for future reference. If you have any questions, feel free to contact me directly. I know that by working together we can ensure a successful school year. School Mission Statement The mission of Montpelier Elementary School is to ensure that all knowledge and develop the skills and work habits to enable them to become society. This mission is accomplished by a school staff which maintains high students, creates a positive and inviting school climate, ensures a safe and environment, monitors the progress of students on a frequent and continuous effective home-school communications. School Motto Productive, Positive, Peaceful School Hours Student Hours: 9:30 A.M. - 3:40 P.M. Instructional Staff: 8:30 A.M. - 4:00 P.M. School Office: 8:00 A.M. - 4:00 P.M. Walking students and students driven to school should not arrive before 9:15 A.M. and must vacate the school grounds immediately upon dismissal. Students may not remain on the school premises unless registered in the Before and After School Early Learning Program or accompanied by a parent. The school is legally bound to contact the Department of Social Services if a child is dropped off prior to 9:15 A.M. or not picked-up at dismissal. School Rules * Students will arrive at school on time and prepared for learning. * Students will follow directions at all times. * Students will treat others with respect. * Students will respect school and personal property. * Students will bring only school-related items to school. The discipline plan at Montpelier is modeled after the Assertive Discipline Program. This program is founded on the belief that students make decisions about their behavior, and that those decisions can produce rewards or students acquire the productive members of expectations for all orderly school basis, and promotes consequences. With clear expectations, students make better decisions about their school behavior. Consequences for inappropriate behavior are imposed in a progressive manner. Each teacher will send home the grade level discipline plan during the first week of school. During the first month of school, all students will review the "Student Rights and Responsibilities Handbook" under the direction of an official of Prince George's County Public Schools. Families may view this document here: "Student Rights and Responsibilities Handbook" School Uniforms Montpelier is a mandatory uniform school. According to Board of Education policy, a complete uniform is required every day unless you receive a written communication home stating otherwise (i.e. picture day). When ordering uniforms online, please allow ample time for shipping, as uniforms are required to be worn on the first day of school. Most items can be found at major retailers (i.e. Old Navy, Kohl's, Wal-Mart, Burlington Coat Factory, J.C. Penny's, Target, etc.). Just be sure to ask for their school uniform selection to prevent purchase of non-uniform garments that may be the same color but may not meet Montpelier's uniform code. When purchasing uniforms at the beginning of the year, please consider buying a dark blue cardigan sweater for your child. You may have trouble finding them later on in the year. Parents: Be sure to label your child's clothing with first and last names (especially sweaters) to avoid confusion. Uniform Requirements for Grades Pre-K - 5 * Powder blue Long/Short Sleeve Peter Pan Blouse * Powder blue polo-type shirt (Long/Short Sleeve) * Montpelier School Spirit T shirt (May be worn on Fridays, only) * Navy or Khaki Jumper (Pleated or Straight) * Navy or Khaki Pleated Skirt * Navy or Khaki Pleated Pants * Navy or Khaki Pleated Shorts * Navy Crewneck Cardigan Sweater * Navy Peter Pan Bow Tie (Optional) * White or Navy Socks or Tights-No patterns * Closed toe shoes The following are non-negotiable specifics of our uniform code. SHIRTS and SWEATERS * There are no pockets permitted on polo shirts. * Uniform Navy cardigan sweaters or uniform crewneck sweatshirts are the only permissible outerwear over school uniforms while indoors. HOODIES are NOT acceptable * Our school policy states that all students must have their shirts tucked in at all times. Some students have shirts that are too long or short and this makes tucking them in difficult. Please check to make sure this is not a problem for your child. * If your child is cold during the winter months they may layer their clothing provided the under- layers are the same solid, light blue color as their uniform shirts. Solid colored, light blue long sleeve shirts may be worn under short-sleeved shirts and light blue turtlenecks are permitted. Long underwear may NOT be visible under any circumstances. PANTS, SHORTS, SKIRTS AND BELTS * No cargo pants or cargo shorts (no outside pockets on the legs) * If a belt is worn it must be black. Blue, colored or decorative plastic belts are not permitted. * Jumpers and skirts must be long enough to come to your child's fingertips when their arms are at their sides. UNIFORM CHECKS: Uniform checks are performed daily. If your child is out of uniform, it will be necessary for you to come to school with the proper uniform items. To avoid this inconvenience, we strongly suggest parents assist students in the evenings by laying out a complete uniform. Pupil Attendance and Absences All pupils are required by the Public School Laws of the State of Maryland to attend school on a regular and daily basis. Lawful excuses for absences from school are as follows: * Death in the immediate family. Immediate family means a parent or guardian, brother, sister, grandparent, or anyone who has lived regularly in the household of the student. * Illness of the child. The principal shall require a physician's certificate from the parent or guardian of a child reported continuously absent for illness. A continuous absence is an absence of three or more continuous days. * Court summons. * Hazardous weather conditions. Hazardous weather conditions shall be interpreted to mean weather conditions that would endanger the health or safety of the student when in transit to and from school. * Work approved or sponsored by the school, the Prince George's County school system, or the State Department of Education, accepted by the Superintendent of Schools or the school principal, any persons duly authorized by the superintendent or principal, as reasons for excusing the student. * Observance of religious holidays. * State emergency. * Suspension. * Lack of authorized transportation. This shall not include students denied authorized transportation for disciplinary reasons. * Other emergency or set of circumstances which, in the judgment of the superintendent or designee, constitutes a good and sufficient cause for absence from school. Parents are encouraged to telephone the Health Room (301-497-3670) each morning between 9:00 and 9:15 to inform the school of a student's absence. Be aware that, regardless of whether or not you call, an automated phone system may call you if your student missed any portion of a school day (including late arrivals and early departures). This procedure helps to protect students and verify legal absences. Upon returning from an absence, a student must bring a written excuse from his/her parent(s) or guardian(s). For absences of three or more days, a physician's note needs to be presented upon the student's return. We are required to enter an absence as "unexcused" if a note is not received within 3 days. Board of Education policy only allows students with "excused" absences to make up missed work for credit. Upon returning to school, students or their parents should request the assignments that were missed. For every one day that the student was absent, one day is allowed for the completion of make-up work. Make-up work will not be provided until student returns with proper documentation. For extended illnesses/hospitalizations, you must conference with our school nurse prior to your child's return. Our nurse will review your discharge paperwork and discuss possible accommodations. A student will be charged a half day's absence if the student arrives after 12:00 (noon) or leaves school prior to 12:00 (noon) on a regular schedule school day. Student attendance is a factor used by the Maryland State Department of Education in assessing each school's adequate yearly progress; this year's goal is an attendance rate of 96%. TARDIES: It is very disruptive to the entire school community when a child arrives late. All students must be in their classrooms no later than 9:30. If your child is late, you must accompany him/her to the office to receive a tardy slip and provide a reason for the tardiness. We encourage you to schedule appointments for after school hours or during vacation. If it is necessary to schedule an appointment during the school day, please provide a doctor's note upon return. Tardies and early departures count against perfect attendance. Any unexcused "tardy" will result in a zero on missed assignments. An automated phone system may call you if your student is tardy or has an early departure. Tardy students are not eligible for breakfast. Late Opening or Early Closing Of School If it is necessary to delay the opening of school because of inclement weather, dangerous road conditions, or any other emergency that might arise, announcements on local radio and television stations will refer to a two-hour delay. If schools open two hours late, then all buses will run two hours later than normal, and Montpelier will open at 11:30 A.M. Additionally, if schools are delayed two hours, there will be no breakfast program and no field trips. A delayed opening will have no effect on the regular closing time for the school. If schools close early due to inclement weather, dismissal times will be modified as shown below. All buses will operate on an advanced schedule and students will arrive home as many hours early as school was dismissed. Delayed opening and early closing information may be accessed on the school system's web page at www.pgcps.org or you may sign-up for the PGCPS E-Alert Notification System and receive updates vial email or text message. Or, after 7 A.M., access the school system's Voice Mail Bulletin Board by calling 301-952-6000. Wait for the opening message and then press number 1. A recorded message will indicate any delayed openings or school closings. In addition, the school system's cable station 96 will broadcast a "crawl" message as soon as the decision is made. Please do not call the school office, as we are not equipped to handle large numbers of phone calls. Emergency Relocation If Montpelier closes because of loss of heat, electricity, or any situation that causes the building to become uninhabitable, students will be transported by school buses to Laurel High School, which is located at 8000 Cherry Lane in Laurel. The telephone number at Laurel High is 301-497-2050. The students will remain at Laurel High for the duration of the day and/or the emergency situation and will return to Montpelier for dismissal at the normal dismissal time. Montpelier will activate the automated telephone call-out system which will contact the primary telephone number you have provided. Breakfast and Lunch NOTE: No sodas or glass bottles permitted in the lunchroom. NO FAST FOOD/COMMERCIALLY PREPARED FOOD IS PERMITTED. Students should only pack food containers they are capable of opening independently. Breakfast in the classroom is free for all students. Lunch is free this year.. Parents are encouraged to apply for the free lunch program at www.myschoolapps.com. Free lunch is only available once our cafeteria staff has received notice of your acceptance. Until that point students must have lunch money or money on their account. You can create an account at www.myschoolbucks.com. If your child does not have money for lunch they can borrow from the Principal's lunch loan account, however, it must be paid back the next day. If a student has borrowed 3 times without reimbursing the Principal's account, they will not be allowed to borrow until it's paid. Medication If a student needs to take either prescription or over-the-counter medications during the school day, a "Physician's Medication Authorization for Prescription and Non Prescription Medication" form is required. No other forms, letters from doctors or notes from parents will be accepted. Students who require the use of an Epi-pen need to complete a Parent's/Guardian's and Physician's Medication – EPI-PEN – for Management of Acute Allergic Reaction. Students who require the use of an Inhaler/Mechanical Device must complete a Physician's Authorization for Medication by Inhaler/Mechanical Device. These forms are available on-line at http://www.pgcps.org/health-forms/ and in the school nurse's office. They are valid for the current school year expiring in June. All medications must be presented by the parent to the school nurse in their original packaging with the directions for administration (along with the appropriate form). All medications are kept under lock & key in the health room. All medications must be picked-up by the parent at the end of each school year. If not picked-up, the medications will be discarded. If your child has health concerns, we strongly recommend that you introduce yourself to our school nurse at the beginning of the school year so that your child's condition(s) may be addressed to your satisfaction. Illness A child becoming ill at school does happen and, as parents, we must develop a plan for a timely response. The school cannot allow an ill child to remain in an environment where other children may become infected. This includes the classroom and public school bus. If the nurse contacts you because your child is ill, please make arrangements to pick up your child as soon as possible but no longer than one hour. The sick student should not return to school until he/she has been symptom-free (without fever, nausea, diarrhea, excessive coughing, etc.) for 24-hours or provides a readmit notice from the pediatrician. In addition, please update your contact information as it becomes necessary. The school should never be without a way to contact a parent. Friday Folders In an effort to improve home-school communication, each child should bring a folder on the first day of school which will be used as a Friday Folder. Please review and complete all documents and return the appropriate forms to school in the folder on the following school day. After the first week of school, graded papers and all school communications will be sent home via the folder on Fridays. If school is closed on Friday, folders will go home on Thursday or the last school day of the week. If your child does not bring home his/her folder each week, contact the classroom teacher immediately! In the event that your child loses the folder, you will be required to purchase another folder from the school. Grading Policy Effective September 1, 2018, PGCPS Board of Education adopted a new Grading Procedure including prescribed grading factors. A copy of these grading factors will be sent home the first week of school and reviewed in detail during Back to School Night. Please familiarize yourself with these important policies. Classroom teachers schedule their own conferences based on availability. Please contact them directly if you desire a conference. Progress Reports: Interim progress reports will be released online through the Parent Portal for all students in grades K through 5 at the middle of each quarter Honor Roll Policy We believe in celebrating both the academic and social achievements of Montpelier's students. At the end of each marking period, we will recognize our students' achievements as follows: Kindergarten Most Improved -Selected by each classroom teacher starting 2nd marking period First Grade Most Improved -Selected by each classroom teacher starting 2nd marking period Citizenship – Teacher recommendation All Pre-K, Kindergarten and First Grade awards are presented in the individual classrooms. Grades 2 – 5 Principal's Honor Roll - 4.0 GPA with no grade on the report card below an "A" Honor Roll – 3.0 GPA or higher with no grade on the report card below a "C" Citizenship – A or B in social skills and work habits Most Improved - Selected by each classroom teacher starting 2 nd marking period All second through fifth grade honor roll winners will receive invitations to the quarterly recognition assembly. (Quarters 1-3) Citizenship and Perfect attendance will be presented in the classrooms. Monitoring Student Progress Parents are encouraged to visit our website https://schools.pgcps.org/montpelier/ weekly to keep abreast of school news and activities. Every teacher has an email account which is posted on our school's website. While this does not replace face-to -face communication, it is a very effective way to keep the lines of communication open and strongly encouraged. The Parent View is a feature of Synergy that allows designated family members to view information such as attendance records, grade books, and discipline incidents for their children (https:// ). We suggest you check the Parent View weekly. Transcript Requests Please allow 72 hours for any transcript request. Teacher Recommendations If you require a teacher recommendation, please allow five (5) business days to complete. Homework Homework assignments can be an important component of the learning process. During the first week of school, each teacher will send home a letter outlining the homework policy for the students in his or her class. Please review this information carefully. Take an interest in homework assignments if assigned, help your child with them when necessary, and encourage your child to return completed work to the teacher in a timely manner. In addition to regular homework, all students have quarterly reading and/or math projects as assigned. It is most important that you are aware of project deadlines and help your child stay on track. Care of School Materials Students are responsible for the reasonable care of all instructional textbooks, musical instruments, sports equipment and media materials issued to them during the school year. All hardback textbooks are to be properly covered to protect them. Fees will be assessed for damaged or lost materials and must be paid in order to avoid penalties. Students with outstanding debts are excluded from field trips per Prince George's County Public Schools Board of Education policy. Crossing Guards A crossing guard, trained and employed by the Prince George's County Police Department, is assigned during the morning and afternoon hours to assist students crossing Muirkirk Road. From 9:20 – 9:30 in the morning and in the afternoon from 3:20 – 3:40, the crossing guard is on duty at the Muirkirk Road crosswalk. Students should not cross this busy without assistance. Students should be reminded to use the sidewalks and painted crosswalk walking to and from school each day. street when School Buses and Car Riders The Transportation Office has assigned each student who receives bus transportation to a particular bus and bus stop. Occasional exceptions may be requested by sending a signed note to the office in the morning stating the reason for the exception and the parent's/guardian's telephone number so that we may verify the request. Approval will be given by signature of the principal or assistant principal. The original of the approved request will be retained in the main office and copies given to the classroom teacher and our bus coordinator. (Teachers are not authorized to approve transportation changes.) We cannot honor any request (including a voice mail message) other than a written one to ensure the safety of all students. Emailed requests to the teachers are not reliable because they may or may not be viewed prior to dismissal. If an emergency arises please contact the main office for assistance. We cannot honor last minute requests for the safety of students. All Pre K and Kindergarten bus riding students are required to wear a safety vest to and from school EVERY DAY. Vests will be distributed, at no charge, on the 1st day of school. A responsible adult MUST be at the bus stop to receive Pre K and Kindergarten students. If there is no adult present the bus driver will transport the student back to school and the parent will be notified to come pick up their child. Should your child lose their vest, the replacement cost is $5. If you should require a permanent bus change, contact the main office for the appropriate form. Please note that the request can take up to 10 days to be processed by the transportation department. Bus riders are expected to conduct themselves in an orderly, courteous and responsible manner both at the bus stops and on the buses. Inappropriate behavior may result in a student losing the privilege to ride the bus. Bus stop locations, late bus information, and bus lot phone numbers may be found on the Prince George's County Public Schools website at www.pgcps.org on the School Bus Information link. At times, a bus may arrive early, late, or not at all. We suggest that students be at their assigned bus stop fifteen minutes prior to the scheduled arrival and remain at the assigned bus stop fifteen minutes after the scheduled time. Parents should have a plan in place if the bus does not come. The main number for transportation is 301-952-6572. If you know the route number, please contact the Laurel bus lot by calling 301-497-3665. Arrival Parents are encouraged to allow students to come to school on the bus rather than transporting them themselves. Because of the design of the school driveway and the need for school bus access to the front of the school, we are unable to accommodate large numbers of vehicles dropping off students in the morning. Citizens of neighborhoods adjacent to Montpelier have expressed concerns about safety issues. We fully support the Prince George's County Police and their efforts to enforce traffic regulations by issuing traffic tickets. Please be aware of the posted speed limits, parking regulations and laws established to protect each and every one of us...especially our children. Parents who feel they must transport their students are asked to drop them off at the "Kiss and Ride" and allow them to walk from there. You may not park and leave your car in the "Kiss and Ride". It is for drop off only. All permanent car riders will be assigned a car rider number to display in their dash. Help your students memorize their number for a smooth pick up. Cars will be guided to pick up their students in the lower driveway. Please review the Car Rider Policy. Dismissal Dismissal begins at 3:40. Car Rider Tag Holders will be guided down to the lower driveway when we start dismissal. No other cars will be permitted in the driveway at that time. Parking on Muirkirk Road is prohibited. A new sidewalk has been placed along the school and Muirkirk Road which further prevents parking on the road. Parking in the nearby neighborhood is discouraged. If you plan to pick up your student in a car you must use our Car Rider Tag system or risk being ticketed by the police. Car riders will be brought to the cafeteria to wait for their car rider number to be called as they arrive. Walkers will be dismissed to start walking home. Students who are waiting for an adult will be at the flagpole in front of the school building. Buses will use the kiss and ride (upper driveway) for boarding students. Buses will be called in the order of arrival. Aftercare vans will pick up their students in the lower driveway and students will be called as they arrive. Private Before & After Care Providers If your child attends one of the many before and after care businesses that transport students to and from Montpelier Elementary, please notify the provider that students must arrive at school between 9:15 A.M. and 9:30 A.M. Students must depart the school between 3:40 P.M. and 3:55 P.M. Be aware of your provider's policies when there are delayed school openings and early school closings. In addition, notify your daycare provider if your child is not attending their program on a given day. This helps the provider stay on schedule rather than delay locating an allegedly missing child. If your provider displays a pattern of late pick-ups, permission to pick-up will be revoked! The Main Office maintains a listing of our students who attend private before and after care programs. Complete a BEFORE & AFTER CARE informational form to help us identify these students and notify the Main Office in writing of any changes. Early Departure Parents are strongly encouraged to schedule medical and other appointments after school hours to maximize teaching and learning. The Maryland State Department of Education requires that a student be charged a half day's absence if that student arrives at school 61 minutes (or more) late or leaves school 61 minutes (or more) prior to dismissal. If the occasion arises for an early dismissal, please come to the main office and sign your child out in the Early Dismissal Log. Children will only be released to an adult listed on the emergency form signed by the parent and a picture ID will be required. Once your child is properly signed out, the secretary will call the classroom and have the student released. A student will not be released from the classroom until the parent or authorized adult arrives at the school; therefore, please allow extra time. Early departures may generate a telephone call from the automated phone system. In order to have a safe and orderly dismissal, we will not be able to honor early dismissals after 2:30 each day. Please be reminded that dismissal is a part of your child's regular school day and that information is missed when children leave early. Forgotten Items Encourage your child to be responsible for his/her possessions by routinely organizing school materials and packing-up the night before school. This will help reduce the delivery of forgotten items to the front office, which, in turn, creates a classroom disruption when the items are delivered to the classes. Once the teachers leave (3:45), students are not permitted to re-enter the classrooms to retrieve forgotten items. This applies to Before and After Care students as well. Security/Visitors/Observations All visitors must make an appointment and present a valid driver's license. All staff, students and parents are to enter and exit the school using the front door. All other outside doors are to remain locked from the outside during the school day. No door may be propped open. Parents who wish to conference with a particular teacher or staff member, including the principal, must contact that individual in advance so that a mutually convenient conference time may be scheduled. In addition, staff members are assigned duty posts as students enter and leave the building each day and are not usually available for conferences at these times. Conferences of any type cannot be held during instructional time. Parent Observations Guidelines for Observing a Student During Instruction * Do not speak with the classroom teacher during the observation time * Position yourself (with the help of the teacher) so that you are able to clearly observe your child but do not sit next to, or in close proximity to your child. * Observe silently. Do not engage with your child or others (including the teacher) in conversation * Refrain from correcting or interacting with any other student especially in matters concerning behavior or management. While visiting, if a question or concern arises concerning your child's organization, attentiveness, self control, respect, following directions, completing assignments, class participation, having appropriate materials, etc. classroom visitors are expected to jot them down and discuss them with the teacher at a later time (via email, on the phone, etc.). Please allow a 48 hour turn-around time. Visitors who are, or become hostile, belligerent, loud, lewd, use foul or inappropriate language (profanity), or who behave threateningly or in any way inappropriately will not be allowed to remain in the building and will be asked to leave. Children learn from what we do more than what we say. All visitors, while welcomed, are asked to conduct themselves appropriately at all times as though children are watching and modeling their behavior. Healthy School Alliance Montpelier is a member of the Healthy School Alliance initiative which promotes a healthy lifestyle. We begin each day with a morning exercise program under the direction of our P.E. staff. In addition to exercise, the Alliance promotes healthy eating. Therefore, we do not permit any soda, fast-food or commercial food in our cafeteria. Family Contact Information Parents will receive an Emergency Student Information form at the beginning of the year to complete and return to the school. Your child's teacher, our school nurse and the Main Office each maintain a file of emergency contact information. It is imperative that we have accurate phone numbers so that we can reach you along with two (2) emergency contacts. If your telephone number or address changes during the school year, it is your responsibility to provide written notification to the school. Prince George's County Public Schools relies upon an automated phone system to notify families of system-wide emergencies, as well as emergencies at your local school. Your primary telephone number must be up-to-date to receive these most important calls. The school should never be without a way to contact a parent. Celebrations To maximize teaching and learning, classroom parties may be scheduled by the classroom teachers on these 3 occasions: Fall Festival, Winter Holiday, and Valentine's Day. If you prefer that your child not participate due to either personal or religious reasons, simply inform the classroom teacher so that an alternative activity may be provided. Birthday Recognition Students will receive a birthday pencil on their respective birthday and receive recognition on the morning television program, Wake-up Montpelier. Due to excessive allergies and our participation in the Healthy Schools Alliance, birthday celebrations will not be permitted at any grade level. Field Trips Field trips are designed to enrich, supplement, and extend the classroom-based instructional program. Parents will receive information on the destination, the departure and return times, the cost of the trip, how the students will be transported, and a request for parent chaperones. Written permission is required for students to participate Field trip refunds are issued in the event of an administrative cancellation, only. Due to a recent change in policy (Administrative Procedure 4215), commercial background checks can no longer be utilized for field trips. Volunteers VOLUNTEERS MUST: Step 1: Apply Online - Annual Requirement Volunteers must complete an online volunteer application. All school volunteers must renew their volunteer application every school year. Once approved, your eligibility as an approved volunteer will expire on June 30th of each academic year. Step 2: Complete Background Screening Process (One-Time Requirement) To ensure safe schools for our students, PGCPS requires a fingerprint background check and Child Protective Services (CPS) clearance for each person who will provide volunteer services more than once each school year. These fingerprint background checks and CPS clearances help identify individuals with criminal offenses which may disqualify them from serving as a volunteer. The total fee for these clearances is $61.00 per applicant. If you are the parent/guardian of a student who qualifies for free or reduced meals, this fee is waived. Applicants must bring a copy of their eligibility letter to request a fee waiver. Please note that this is a one-time requirement for all volunteers. If you are a returning volunteer who has completed both the fingerprint background check and CPS clearance, you are not required to complete this step again. All new volunteer applicants must complete and print this CPS Background Clearance form. The form is a fillable PDF and should be typed. Handwritten forms are not acceptable. Do not sign this form in advance. Please bring the completed form with you to initiate your fingerprint background check and CPS clearance. There are multiple locations at which you can complete your fingerprint background check and CPS clearance. Step 3 - Complete Mandatory Safety Training Modules (Annual Requirement) Once you have completed your online volunteer application, you will receive an email with your unique Volunteer Identification Number (VIN). You will receive an email with a link to log in and complete the required training modules via the SafeSchools platform. Your VIN will now be used to track and monitor your completion of all volunteer requirements. Special Incentives Special incentives (For example: behavior incentives & classroom picnics) are rewards for students who have consistently followed school and classroom rules and/or other criteria as determined by the classroom teacher. If it is determined that your child will not be invited to participate, you will be informed by the classroom teacher. Recess Recess is held outdoors for students in Pre K - 5 whenever the weather permits. If it is raining or the temperature with the wind-chill factor is 32 degrees Fahrenheit or lower, recess is held indoors. During the winter months, students should dress warmly and bring hats, coats, and gloves to school. Our philosophy is, if a child is healthy enough to attend school, then the child should be well enough to go outside for recess. For a student to be excused from recess participation and be allowed to stay indoors for more than one school day, he/she must have a doctor's note that clearly indicates the illness and the duration of the recovery period. Parents may request, in writing, a temporary exclusion from recess participation for a one-day period. Lost and Found The "Lost and Found" collection bin is located in the school's multi-purpose room. Any found articles (coats, hats, gloves, backpacks, lunch boxes, etc.) are placed in the bin. Found small items (keys, glasses, jewelry) are stored in the Main Office. Students may check the "Lost and Found" for lost items before or after school, or during lunch. All items left unclaimed at the end of each academic quarter are donated to charities or are discarded. Parents are strongly encouraged to label all belongings with first and last names. Telephone Messages The office telephones are for the purpose of conducting official school business. We cannot permit students to use them except in emergency situations. Emergency telephone messages from parents will be given to students when deemed necessary by the administration. Also, if you need to speak with your child's teacher, contact your child's teacher by voice mail, emails, in writing, or call the main office and a message will be taken. In order to maximize teaching and learning, telephone calls will not interrupt instruction. Once the teacher receives your message, he/she will return your call during non-teaching time. Please allow 24-48 hours for a return call. Thank you for your cooperation. Cell Phones/Cameras Students may carry cell-phones on public school property. However, all cell phones must be turned off (not vibrate) while the student is riding the school bus and throughout the entire school day, whether the student is in class or not. First Offense – The phone will be confiscated for the day Second Offense – The phone will be confiscated and the parent must pick-up the phone Third Offense – Student will be forbidden to bring a phone to school for the remainder of the school year A student who sends or receives a page, call, text message, picture or other communication during the school day will be treated as any other student who disrupts class. Please note that Montpelier Elementary is NOT responsible for lost, damaged or stolen cell phones. Use of cameras of any kind is strictly prohibited. Photos and videos taken on school property, whether with a cell phone or a camera, may not be shared electronically on the Web. Bullying/Harassment/Intimidation Policy The Student Code of Conduct prohibits bullying, harassment or intimidation in Prince George's County Public Schools. Any student who feels bullied, harassed or intimidated should contact the Professional School Counselor. Resolving Problems If you have a concern or a problem that needs to be addressed during the school year, the following steps are recommended: 1. Contact your child's teacher or the staff people in charge at the time the problem occurred and allow them an opportunity to resolve the matter (within 24 - 48 hours). 2. If you are unable to resolve the matter to your satisfaction, call or make an appointment with an administrator. Auxiliary Aide/Service Anyone who requires an auxiliary aide/service for effective communication, or the modification of a procedure/policy in order to participate in a school system-sponsored program/service/activity should contact the school principal, individual or organization hosting the event, or the PGCPS ADA Compliance Officer. Requests should be made as soon as possible, but no later than 48 hours before the scheduled event 2024 - 2025 Montpelier Elementary Staff Contacts First Name Jennifer Denise Kathy Tracy Evalyne Victor Aurelia Mayra Melinda Andrea Allison Lin Tracy Brichelle Khalid Linda Eryn Rhonda Jennifer Talia Alicia Niaja Xavier Erica Damaris Fylis Shannon Irene Julia Noravia Reena Gretchen Jasmine Elizabeth Holly \| Last Name \| Position \| Grade/Subject Area \| \|---\|---\|---\| \| Gerwig \| Principal \| Administration \| \| Bush \| Assistant Principal \| Administration \| \| D'Aria \| Principal's Secretary, Sec II \| Main Office \| \| Robinson \| Registrar, Sec I \| Main Office \| \| Muhoho \| School Nurse \| Main Office/Health Room \| \| Arotimi \| Pupil Personnel Worker \| Main Office \| \| Badia-Bantou \| Pre K Paraprofessional \| Specialist/Support Staff \| \| Butiu \| ESOL Teacher \| Specialist/Support Staff \| \| Brown \| Special Education Teacher \| Specialist/Support Staff \| \| Cole-Smith \| Paraprofessional \| Specialist/Support Staff \| \| Collington \| Testing Coordinator/ILT \| Specialist/Support Staff \| \| Hammond \| Paraprofessional \| Specialis/Support Staff \| \| Davis \| Paraprofessional \| Specialist/Suppport Staff \| \| Jackson \| Prof. School Counselor \| Specialist/Support Staff \| \| Gray \| Vocal Music Teacher/PT \| Specialist/Support Staff \| \| Henderson \| Math Specialist \| Specialist/Support Staff \| \| Jameson \| ISEA - Special Ed \| Specialist/Support Staff \| \| Jones \| ISEA - Special Ed \| Specialist/Support Staff \| \| Kobuskie \| Vocal Music Teacher \| Specialist/Support Staff \| \| Kowitt \| ESOL Teacher \| Specialist/Support Staff \| \| Lazaris \| Physical Education \| Specialist/Support Staff \| \| McCoy \| Paraprofessional \| Specialist/Support Staff \| \| McFadden \| Physical Education \| Specialist/Support Staff \| \| Moultrie \| Speech Pathologist \| Specialist/Support Staff \| \| Palacios \| Paraprofessional \| Specialist/Support Staff \| \| Peckham \| Art Teacher \| Specialist/Support Staff \| \| Reimers \| Reading Specialist \| Specialist/Support Staff \| \| Ribot Serrano \| Spanish Teacher \| Specialist/Support Staff \| \| Ruli \| ILT \| Specialist/Support Staff \| \| Washington \| Community School’s \| Specialist/Support Staff \| \| Young \| Instrumental Music \| Specialist/Support Staff \| \| Huntley \| Pre Kindergarten \| Classroom Teacher \| \| Stubbs \| Pre Kindergarten \| Classroom Teacher \| \| Cookson \| Kindergarten \| Classroom Teacher \| \| Davis \| Kindergarten \| Classroom Teacher \| Jacqueline Yvette Shania Becky Avenn Jennifer Jordan Candice Trinez Stacy Christina Renee Vincent Amanda Julie Tia Linisa Katherine Chris Colleen Kara Penny Anne Adelina Quinton William Donetta \| Mizelle \| Kindergarten \| Classroom Teacher \| \|---\|---\|---\| \| Murphy \| Kindergarten \| Classroom Teacher \| \| Creekmore \| 1st Grade \| Classroom Teacher \| \| Cusanelli \| 1st Grade \| Classroom Teacher \| \| Scrivner \| 1st Grade \| Classroom Teacher \| \| Tyler \| 1st Grade \| Classroom Teacher \| \| Blue \| 2nd Grade \| Classroom Teacher \| \| Chicas \| 2nd Grade \| Classroom Teacher \| \| Moore \| 2nd Grade \| Classroom Teacher \| \| Schwink \| 2nd Grade \| Classroom Teacher \| \| Allen \| 3rd Grade \| Classroom Teacher \| \| Davis \| 3rd Grade \| Classroom Teacher \| \| Douglas \| 3rd Grade \| Classroom Teacher \| \| Franco \| 3rd Grade \| Classroom Teacher \| \| Davis \| 4th Grade \| Classroom Teacher \| \| Holmes \| 4th Grade \| Classroom Teacher \| \| McFadden \| 4th Grade \| Classroom Teacher \| \| St. Martin \| 4th Grade \| Classroom Teacher \| \| Brown \| 5th Grade \| Classroom Teacher \| \| Kolb-Cimerman \| 5th Grade \| Classroom Teacher \| \| Lapkoff \| 5th Grade \| Classroom Teacher \| \| Smith \| 5th Grade \| Classroom Teacher \| \| Ndiku \| Building Supervisor \| Custodial Staff \| \| Aguilar \| Night Custodian \| Custodial Staff \| \| James \| Night Custodian \| Custodial Staff \| \| Mitchell \| Night Lead Custodian \| Custodial Staff \| \| Williams \| Cafeteria Manager \| Cafeteria Staff \|	<urn:uuid:01200df0-a78d-47dc-b0df-75356dd5258b>	CC-MAIN-2024-42	https://www.pgcps.org/globalassets/schools/elementary/montpelier/docs---montpelier/parent_student-handbook-2024-25.pdf	2024-10-14T01:41:57+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00163.warc.gz	827,899,545	8,780	eng_Latn	eng_Latn	0.861412	eng_Latn	0.998502	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "kiu_Latn", "ita_Latn" ]	false	docling	[ 64, 690, 3105, 6586, 10469, 13444, 16925, 19195, 22863, 25858, 29085, 32400, 35620, 38139, 38989, 41361, 42814 ]	[ 1.3515625, 1.25 ]	1	0
An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, page 329 ELMER E. FERGUSON, M.D., one of Oregon's leading physicians, is handling a large practice in The Dalles in connection with Dr. Reuter, who is also mentioned in this work. He was born in Missouri, on December 3, 1869, the son of James M. and Mary M. (Marquis) Ferguson, natives of Missouri and Indiana, respectively. The father's ancestors came of strong Scotch blood and were among the earliest settlers in Jamestown, Virginia. They have been a prominent and leading family in America since the days of colonial times. The parents now dwell in Pendleton, Oregon. The mother's father was a preacher of the United Brethren denomination and died in Indiana. Our subject studied in the graded schools in Missouri until 1878, when he came west with the family and completed the high school course in Pendleton. After that he graduated from the commercial college and the same year matriculated in the Willamette University. After completing his course there he entered the Rush Medical College in Chicago and graduated with distinction in 1897. Then he returned home and after a visit spent considerable time in traveling to different portions of the globe. He was as far north as the Arctic circle and finally went to New York and took an extended post graduate course in the Polyclinic of New York city. He returned to Oregon and established himself in practice in The Dalles. Here, in 1900, Dr. Ferguson married Dr. Belle Rinehart and together they continued in practice. Their wedding occurred on February 24, 1900, and the following fall they began the erection of a hospital, which was completed in the spring. They operated it together one year and then Dr. Reuter was taken into partnership. He was an old room and classmate of Dr. Ferguson and they had studied together for years. Since his coming here he has been actively engaged in practice with our subject and they are considered physicians of great ability and skill. The hospital mentioned is one of the best equipped institutions in the west. It is built according to the latest approved plans and having been recently erected has had the advantage of every point known to medical science in the entire world. The appliances are the best and most perfect made and The Dalles is to be congratulated in securing a modern institution like this. Dr. Ferguson has one brother, William S., and three sisters, Ida Peringer, Laura Lieuallen, and Mrs. May Adams. One child has been born to Dr. and Mrs. Ferguson, Ruth, on November 12, 1901. Dr. Ferguson is a member of the I.O.O.F., of the Elks, of the W.W., of the M.W.A., and of the K.O.T.M. [HOME] © Jeffrey L. Elmer RootsWeb is funded and supported byAncestry.comand our loyal RootsWeb community. Learn more. About Us\|Contact Us\|Copyright\|Report Inappropriate Material Corporate Information\|Privacy\|Terms and Conditions\|CCPA Notice at Collection	<urn:uuid:27b65a9b-f144-4f5b-b193-93d265b4200d>	CC-MAIN-2024-42	https://orgenweb.atwebpages.com/wasco/cent-or-bios/beefergu.pdf	2024-10-14T03:07:19+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz	390,419,137	652	eng_Latn	eng_Latn	0.998179	eng_Latn	0.998179	[ "eng_Latn" ]	false	docling	[ 2968 ]	[ 1.375 ]	1	0
chaptER 3 Establish a spEnding plan and sEt asidE REsERvEs Before approving a mortgage loan, lenders will review factors like the amount of money you have available for a down payment and your ability to repay the loan. But once your loan is approved, it's up to you to make sure that you'll have enough money set aside to cover closing costs and the expense of home maintenance. The information in this chapter will show you how to track and review your actual spending, figure out reasonable spending/savings amounts and decide on how to best set up an emergency fund. "More people should learn to tell their dollars where to go instead of asking them where they went." -Roger W. Babson Section 1: Reviewing Your Spending Habits A great time to get your spending and savings habits in order is before you apply for a mortgage loan. Why is it important to review my spending habits? Have you ever been sure you lost a $20 bill…only to stop, add up all your purchases, and find that you spent every penny of it? Knowing how and where you spend can help you take control of and successfully manage your money. It can also help you develop the habit of planning and saving for the purchases you'll need to make as a homeowner. As a homeowner, your spending and saving needs will vary from those of a renter. The process of closing, moving and settling into your new home will generate immediate costs, so you'll need to begin planning and saving far in advance of your actual home purchase. By learning to track your spending and making adjustments to increase your savings, you'll be in a better position to buy a home and to maintain a comfortable, financially sound lifestyle. Creating a budget and fine-tuning it will help you: * See where you may be wasting money. * Increase monthly contributions to savings. * Build a solid emergency fund. How can I track my spending? No tricks here, just write down everything you spend. To get a real picture of your spending, everyone in your family should track their expenses at the same time. You can keep track of your spending any way you like. For example: * Start with an expense chart and fill in an explanation and amount each time you spend money. * Record all purchases, and then transfer everything to a chart every few days. * Use a computer program to help track expenses. Whether you use cash, checks or credit cards, be sure to record all of your spending. To see where your money is going, you'll probably want to monitor your spending for a full month. Don't worry if you miss a day, as long as you don't get off track for too long. Try to avoid picking a month with a big holiday, planned vacation, or another large expense because it can affect your spending records. What are the basic spending categories? Everyone spends money differently. By identifying your spending categories, you'll be able to see how you can cut expenses. Here's a list of common expenses: Housing and utilities Food (groceries and restaurants) Cars and transportation Insurance Clothing Savings Health and medical Personal Gifts Education and personal development Charitable contributions Recreation and entertainment Penalties and fees Loans and debt payment Taxes Cigarettes and alcohol Professional dues Children's expenses (i.e. day care) Cable/satellite/Internet Phone and/or cell phone What can I learn from tracking my spending? * Chances are you'll be surprised. You may find you're spending more than you think on eating out, entertainment, clothes or other things. * You'll discover how well you're funding your priorities. For example, if your goal is to purchase a house within the next year, you may be spending in other areas instead of applying the money toward saving a down payment. * There's a difference between tracking and reviewing your spending. Detailed, short-term tracking of your expenses can give you the information you need to do a broad review of how you're spending your money. How often should I review my spending habits? You should review your spending on a monthly basis. Make sure you stay within targeted amounts for each category. Don't wait until the end of the month to add money to savings. Pay yourself first. By thinking of savings as a regular, fixed "expense," you will build a healthy emergency fund. Maintaining a written budget becomes especially important under the following circumstances: * You decide to transition from renting to buying a home. * You need to make a major purchase. * Your financial priorities change. * You're looking for new ways to save. * You set financial goals and you want to monitor your progress toward them. By keeping organized records of your spending, you'll be able to review and compare past expenditures. Summary Tracking household spending can uncover areas where you can make budget cuts that can be transformed into savings. * Reviewing your spending habits helps you control your money. * Some of the basic spending categories for tracking expenses are housing, transportation, personal items, and debt payments. Section 2: Preparing Your Spending Plan The best way to plan and manage your finances is to establish a budget. It can put you in control of your money, help you meet your goals, and help you achieve financial wellness. The first step to creating a budget is to compare your monthly spending habits with your monthly income. "To acquire wealth is difficult, to preserve it more difficult, but to spend it wisely most difficult of all." -Edward Day Why is a budget important? A budget can shed light on and improve your finances in the following ways: * Reveal your current financial condition by comparing your earnings to your expenses. * Help you prepare for the new expenses of owning a home. * Help to avoid overspending by identifying items that are costing too much. * Break down your expenses into helpful categories. * Help establish financial control and direction by showing where you can save. * Help budget for emergencies or large anticipated needs. * Help you achieve your goals. A good budget can help you avoid the following potentially dangerous financial situations: * Too much debt - more than you can pay off in one year. * Lack of cash - a habit of using credit for small daily purchases. * Emergencies - no available cash or credit to cover emergencies. * Making minimum payments - little or no cash to pay down principal balances. * Cash advances - a habit of using credit cards to pay other debts. * Skipping payments - juggling bills and paying late * Borrowing from friends and relatives - depending on loans to pay bills. Steps in creating a budget: Your first step is to list your net income (your take-home pay, or the money you have after taxes). This may include: * Full/part-time job income. * Pension or other retirement income. * Child support or alimony income. * Dividends or interest. * Bonuses, commissions, or tips. * Tax refunds. * Welfare or other government entitlement programs. It's easy to calculate your disposable income. Take a look at the following example. Table 3-1: Calculating Disposable Income Note: Disposable income is defined as the money you have available for spending, saving, and investing. The next step is listing your monthly expenses. There are two types of expenses: fixed and variable. Fixed expenses - Don't change each month. Examples of fixed expenses are your mortgage or rent payments, auto loans and insurance premiums. * Variable expenses - Can change each month. What you spend for groceries, entertainment, transportation, credit card bills and utilities, can vary every month. If you put some money in savings each month, be sure to include that amount as an expense in your budget. Also, be sure to include in your spending plan monthly amounts for events that may occur infrequently. For example, if you spend $600 a year on holiday gifts, divide that amount by 12 to get a monthly figure of $50. The next step is to compute the difference between your income and expenses. Add up your income from all sources. Add up your expenses. Then subtract your expense total from your income total. You'll discover one of the following situations: * A surplus ("In the black") - Congratulations! If your net income exceeds your expenses, your biggest worry will be how to handle your savings. * A deficit ("In the red") - You'll get a negative dollar figure if your expenses exceed your net income. To fix this, first review both your income and expenses making certain nothing has been left out. If you've recorded everything and you still show a deficit, you'll need to balance your budget. You can do this by increasing your income, decreasing your expenses, or doing both. Now, take a look at the following example of a spending plan. MONTHLY EXPENSES MONTHLY INCOME Savings Net take-home pay (self) \| Savings \| Net take-home pay (spouse) \| \|---\|---\| \| 401K/Retirement \| Part-time pay (self) \| \| Other \| Part-time pay (spouse) \| \| Subtotal: \| Retirement Pay \| \| Housing \| Child support/Alimony \| \| Rent/Mortgage \| Social Security \| \| Fees/Maintenance \| AFDC \| \| Subtotal: \| Food Stamps \| \| Transportation \| Investment income \| \| Car payment 1 \| Total Monthly Income: \| \| Car payment 2 \| \| \| Auto Insurance \| \| \| Gas \| \| \| Tolls/Parking \| \| \| Maintenance \| \| \| Subtotal: \| \| \| Utilities \| \| \| Telephone \| \| \| Cell Phone \| \| \| Water \| \| \| Electricity \| \| \| Gas \| \| \| Trash Service \| \| \| Subtotal: \| \| \| Monthly Debt Payments \| \| \| Credit Cards \| \| \| Student Loans \| \| \| Personal Debt \| \| \| Subtotal: \| \| \| Food & Clothing \| \| \| Grocery \| \| \| Dining Out \| \| \| Clothing \| \| \| Laundry/Dry Cleaning \| \| \| Subtotal: \| \| \| Health Care \| \| \| Insurance \| \| \| Medical/Dental \| \| \| Medication(s) \| \| \| Subtotal: \| \| \| Other Expenses \| \| \| Tobacco/Alcohol \| \| \| Recreation \| \| \| Childcare/Eldercare \| \| \| Education \| \| \| Alimony/Child Support \| \| \| Life Insurance \| \| \| Gifts \| \| \| Other \| \| \| Subtotal: \| \| Page\| Total Income – Total Expenses = Surplus/Deficit Look at each expense and figure out how to reduce it. For ideas on reducing your expenses, visit www.incharge.org. Besides scrutinizing your spending for ways to cut costs, or you can consider ways to supplement your earnings. Granted, you may not be able to reduce the costs of your fixed expenses, but you might have some leeway with what's known as your discretionary income - the money you have left after paying all your bills and fixed expenses. You may find some immediate savings results by cutting costs in discretionary-income areas such as restaurant meals, clothing, and recreation. How do I know if my expense allocations are realistic? As a helpful step, compare your personal expense allocations with the following Expense Allocation Chart. Look to cut back in areas where you're spending more than what's suggested on the chart. Note: The chart offers recommended guidelines for expense allocations but may not be appropriate for your financial situation. Use it as a starting point to get a good idea for tracking your own expenses. How do I keep my spending plan up-to-date? It's smart to review it every month. You should also make adjustments to your budget if you come into some additional income, make large purchases or incur emergency expenses. For example, your refrigerator conks out and you're forced to spend $800 to replace it. You'll know to make adjustments in your discretionary spending and make any other modifications you're able to on your spending plan to stay "in the black." Each time you make a change in your spending plan, consider how that will affect the achievement of your goals. Summary Preparation and review of your budget will help you as you steer a course toward financial stability. Developing and sticking to your budget can help you achieve your financial goals. Your spending plan lets you compare your income to your expenses. * Include all sources of income when you develop your spending plan. * Include all expenses - fixed and discretionary - when putting together your spending plan. * Be sure that your spending allocations are reasonable, accurate, and within your means. (Refer to the Expense Allocation Chart.) Section 3: Setting Up Reserves With a reserve account, you'll be able to take care of major expenses or emergencies as they occur, without delay and without having to use credit. Homeownership involves three types of costs: * One-time costs associated with the down payment, closing cost and moving expenses. * Scheduled monthly costs such as mortgage, insurance payments, utility bills, and taxes. * Unscheduled or occasional costs, such as maintenance, repair or replacement of systems and appliances. By reviewing your household's spending habits and developing a budget, you'll be in shape to cover two of these spending categories one-time costs and scheduled monthly payments. However, the third category, unscheduled costs, will require more planning and saving. What is an emergency fund? An emergency fund is your rainy-day fund. It is money you save to protect yourself against financial distress in the event of job loss, unexpected medical expenses, major appliance breakdowns or the need for emergency renovations. Your emergency fund should be kept in a no-fee, interest bearing savings account. You should aim to have six months of expenses saved in your emergency fund. Why do I need to keep money in reserve? With an emergency fund, you'll have immediate access to money for some or all unforeseen or occasional outlays. You'll be able to take care of problems as they arise, instead of waiting to get a loan approved. You'll earn money from interest payments and you'll also avoid the expense of borrowing because the funds in your reserve account will be available to you interest free. How do I decide how much money to keep in reserve? By simply calculating how much you'll need for normal upkeep, replacement and repair you can develop a plan for saving that amount.Another factor to consider is the length of time you plan to live in the home. For example, if you purchase a newly-built home, but plan to live in it for less than five years, you can safely forego the need to build up financial reserves to pay for storm window replacements fifteen years from now. Moreover, with careful use and proper maintenance, many items will last far beyond their projected useful lives. Chapter 10, Responsibilities of a New Homeowner, will discuss in detail the type of action you'll need to take to keep your home and all its components running safely, efficiently, and economically. What kind of account should I use for my reserve? The purpose of a reserve account is to save money for emergencies and large occasional expenses. Therefore, you will need an account that pays you interest while your money is on deposit, yet allows you to withdraw funds on demand - without penalties. You can begin with a regular savings account, money market account or mutual fund. As the size of your reserve fund grows, you may consider investing part of it in a time deposit account that bears higher interest, such as a certificate of deposit or bonds. Summary Keeping a reserve fund separate from your other savings can help to provide peace of mind and financial security for homeowners. * A reserve fund is a savings account you establish to pay for household repairs, replacements or renovations. * A reserve fund will protect you from the financial consequences of having to pay for major household emergencies.	<urn:uuid:dc60b181-19c2-4eef-a037-3803a741cfe3>	CC-MAIN-2024-42	https://www.incharge.org/wp-content/uploads/2015/07/3_inchargehomeownership.pdf	2024-10-14T02:13:02+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz	709,149,978	3,275	eng_Latn	eng_Latn	0.920252	eng_Latn	0.999204	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "slk_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2342, 4775, 6648, 7664, 8823, 10035, 11721, 14689, 15619 ]	[ 3 ]	2	2
419 MAY - JUNE 2021 The Mystery of Human Vibrations - 2 Swami Ashokananda Sri Ramakrishna—the Modern Spiritual Educator of Mankind Swami Muktidananda Divine Wisdom Illustrated Tales and Parables of Sri Ramakrishna - 16 FOR MAN PROPOSES AND GOD DISPOSES THE Master (to Pratab Chandra Mazumdar): "You are an educated and intelligent man, and you are a deep thinker too. Keshab and yourself were like the two brothers, Gour and Nitai. You have had enough of this world—enough of lectures, controversies, schisms, and the rest. Do you still care for them? Now it is high time for you to collect your scattered mind and turn it towards God. Plunge into the ocean of Divinity." Mazumdar: "Yes, revered sir, that I ought to do; there is no doubt about it. But all this I do simply to preserve Keshab's name and reputation." Sri Ramakrishna (smiling): "Let me tell you a story. A man built a house on a hill. It was only a mud hut, but he had built it with great labour. A few days after, there came a violent storm and the hut began 419 MAY - JUNE 2021 Contents \| 98 \| Editorial Mantra Japa or Repitition of the Holy Name - 5 \| \|---\|---\| \| 100 \| The Mystery of Human Vibrations - 2 Swami Ashokananda \| \| 114 \| Sri Ramakrishna—the Modern Spiritual Educator of Mankind Swami Muktidananda \| \| 122 \| The Journey to Universalism - 1 Srinivas Venkatram \| \| 128 \| Shankaracharya and the Main Principles of His Religious Philosophy: Advaita Vedanta Dr. Vayu Naidu \| \| 135 \| Humanistic Approach of Swami Vivekananda Dr. Shikha Sarkar \| ISSN 1355 - 6436 Mantra Japa or Repetition of the Holy Name - 5 I n our previous editorial, we saw that Dhvani (sound or voice) is the external manifestation of Shabda that had risen in the heart prior to its manifestation as speech. The Causal Vibration, 'The Will' to manifest as the universe, the Nada (imperceptible pulsation), is in the spaceless timeless Existence. It is the wave/vibration that is continuing as universe-music and appearing as objects. Each object, gross or subtle, though looking motionless to our naked eyes, is in an intense state of vibration and activity, and is singing its own individual song of existence. That is the Anahata Dhvani (the inaudible sound). The sound produced by striking or blowing is called Ahata Dhvani, and it is audible to all beings. The sound that is going on in every object by the virtue of its very existence is unheard and inaudible to normal humans, and is called Anahata Dhvani. It is the basis of Relative Existence. At the atomic level, electrons are moving at a great speed around a proton; the movement causes sound and is the music of that atom; it is absolute perfection of movement and its music has been going on for millions of years! This primal vibration that decides the state, quality and property of that particular object and its self-expression, so that it is perceivable by living beings, is called the seed-sound or Bijakshara, or Bija in Mantra Shastra (the Science of Mantras). The Absolute Itself, as well as the Nada that appears in It, is represented by the primal sound Om. That is why Om is also known as Nada Brahman. The Absolute is Parabrahman and the Nada is the first manifestation of Its Shakti (Power) that is not different from It. It may also be denoted as Shiva and Shakti. There is both the Shiva-principle (The Consciousness) and the Shakti-principle (The Power of Consciousness) in it. The Shiva principle is also called the Apara-bindu and the Shakti-principle is called the Bīja. The Shiva-principle, that is, the Consciousness-aspect, dissolves and becomes one with the Shakti-principle, the Bija. Bija literally means seed; here it means Power that has taken a seed form with Consciousness embodied. The Bija is now power packed with Consciousness and takes a variety of forms and acquires numerous qualities and properties to form the evolutes and the multifarious objects in multiple dimensions. Being backed and packed with Consciousness, the whole Creation moves according to a perfect Law called the Rtam, which works through various power heads (like fire that gives heat and light or water or air that sustains life) called the Devatas (Deities). Devatas are but Consciousness that is packed within a Power that works in Nature. It is a power of Nature functioning with absolute strictness according to the laws of Nature or the Cosmic Laws. Nothing can exist within Nature without being backed by and packed with Consciousness; this Consciousness packed in a power-head is called the Devata. During Srishti (creation), the Consciousness (Apara Bindu or the Shiva principle) merges in the Power of Consciousness (the Shakti principle, the Bija) to form the universe; and during Pralaya (dissolution) the universe retracts to Bija and merges in Apara Bindu or the Shiva principle to become the Absolute, Pure Consciousness again. Thus, each Devata has a Bija—the Shakti-principle which has manifested in that particular Devata form, and a Consciousness as its inseparable counterpart. The individual Devata Bija is a part of the cosmic primordial Bija associated with the Shabda-brahman (the Causal Material Sound Energy that grossifies itself to form matter) and is therefore represented by certain sound syllables or words or letters, which are called Bija Mantras. (To be concluded) The Mystery of Human Vibrations - 2 Swami Ashokananda H ere I would draw your attention to a strange phenomenon: the more ignorant a man is, the more he thinks he knows and the greater is his egotism. Conversely, the more a man really knows, the less he thinks he knows and the less is his selfsatisfaction. The wise man is always willing to listen, but if you try to tell an ignorant person anything, he smiles indulgently and to all practical purposes ignores you. Such behaviour is characteristic of the state of tamas. It will be remembered that Christ said: "Unto everyone that hath shall be given, and from him that hath not shall be taken away even that which he hath." These words have much significance in regard to the stubborn resistance of tamasika persons in contrast to the attitude of persons in higher states. It is universally recognized that if one has spiritual inclinations, he grows more spiritual very easily, and other people heap his spiritual measure to overflowing. But if one has a predominance of tamas, he blocks every upward tendency in himself and resists all who would help him: he actually becomes belligerent in his resistance. He wants a dark hole into which to crawl, and if he cannot obtain it actually, he creates it mentally. By interpreting everything in his own way, he builds a little cell around himself, wherein to hide. Whatever good he may have had in the beginning, he very soon loses. Thus, he sinks deeper and deeper into tamas. What is the remedy for tamas? Since the usual tamasika individual will neither exert himself nor accept help, his cure is largely in the hands of nature. Yes, nature thrashes him severely and mercilessly—the suffering becomes so unbearable that in spite of himself his mind eventually starts to wake up. He feels increasing desire to improve his lot and to allow others to assist him. Learning that tamas can be conquered by certain specific means, he commences to employ them. These means consist in a definite way of eating, sleeping, dressing, thinking, feeling, enjoying, acting; and that definite way is the way in which the healthy normal worldly desires are fulfilled most ostentatiously and most satisfactorily, in a word, in the rajasika way. In considering the rajasika state, we must keep in mind its intermediate position in the vibrational range. Though in relation to the highest state of sattva it is to be viewed critically, in relation to the lower state of tamas it should be commended. To those who are under the sway of tamas, it represents the immediate ideal to be attained. If rajas is predominant in an individual, he is restless and ambitious. His energy is always trying to express itself outwardly. This does not prove profitable to him in the long run, for more often than not the rajasika man expends his energy unintelligently. What he wants is to flex his muscles, inflate his chest, take a deep breath, look the world in the face and if possible, give it a blow. He likes to bore deep holes into the bowels of the earth, climb the loftiest mountain, fly in the stratosphere, and dive to the bottom of the sea. There is no rest for him: he goes on and on ceaselessly. It is certainly better to be restless, constantly moving, than to be dull and lazy. Even violent activity is better than torpor. Hence it is considered desirable for those with tamasika tendencies to become ambitious, to strive to make the right business connections and the right marriage, to climb socially and economically. Inertia must somehow be overcome. When an extremely tamasika man once approached Swami Vivekananda, the Swami said, "Can you steal? Go and steal something." He may not have meant that this advice should be taken literally, but he did mean that the man was so full of tamas that getting into difficulties would help him by forcing him to activity. Though tamas is equivalent to death, and activity must be initiated, the state of rajas is neither truly desirable nor dependable. True achievement, true gain, true rest, are not in rajas: we cannot begin to find them until we reach the sattvika state. Sometimes people ask, "Is it possible to go directly from tamas to sattva?" To do so is usually held to be impossible: all men must pass through rajas to attain sattva. Man's present state is in general characterized by the ascendancy of rajas. This means a great deal of restlessness, ambition, and vigorous activity. It means wide accomplishment, implying acquisition of worldly wealth and power. Many people, noting the civilization that has resulted from man's tremendous, ceaseless activity, consider this civilization superlative. They do not realize that they think so only because they are unconsciously comparing the civilized state (which is rajasika) with the state of darkness and stagnation. They fail to recognize that no accomplishment on the plane of rajas is lasting. Civilizations appear and disappear. It is only the expressions of sattva that are rarely destroyed, that are relatively permanent; the expressions of tamas and rajas always perish. Rajas, for its own sake, then, is unprofitable; but it can be made a means to lasting gain. If a person dominated by rajas reaches a state in which sattva is beginning to manifest itself, even his rajas yields results. That is to say, activity pursued under the guidance of moral or spiritual principles bears enduring fruits. But if activity is not dominated by sattva, it often grows self-destructive. Have not numerous civilizations become over-ambitious and thereby destroyed themselves? Studying the history of nations and of individuals, we frequently wonder at their stupid mistakes. It seems that they could easily have avoided those errors and thus have forestalled the ruin that overtook them. Our present times offer signal examples of such errors. If the nations that went down in this last war had been only a bit careful in their judgements and decisions, they could probably have averted their terrible fate. The fact is that rajasika people tend to make unbelievably stupid mistakes. Many conquerors, kings, statesmen and other notable people who work in the rajasika field lack true judgment. Also, common people in both private and public life lack it, for rajas by its very nature is undependable. With conquerors and the like it is easy to see the disastrous effect of rajas uncontrolled by sattva. In other cases, the evil effects may not be so evident, but they are there, nevertheless. A rajasika man, unless his rajas is governed by sattva, is harmful in any field of life. Wherever he goes, he creates restlessness in others. If he enters a religious group, he soon begins to advertise and organize all kinds of activity for external ostentation. That is, he becomes a promoter. To sattvika interests he is a dangerous man. Once a certain king retired from active rule, entered a forest retreat and dwelt with the recluses. He was spiritually minded, but there was a good deal of rajas left in him. After a time, he announced that he would return to his kingdom. The monks, who had learned to like him, urged that he remain with them. But the king replied, "Do not ask me to stay. If I do, a city will gradually grow up around me." He knew that the rajasika tendencies left in him would begin to seek and find expression. Being a king, he would build a palace, then a park, and very soon a small city would arise. Many religions have been ruined because they accepted rajasika men as patrons. Religions are at first contemptuous of wealth, but after a time they begin to consider the benefits of converting the worldly great. So they flatter the rulers and the rich, who very soon have a voice in their affairs. If these patrons do good works, they also become dictatorial. In the beginning, religions yield to them in small details, but before long the rajasika men are at the head of everything, laying down the law—and out go the principles. Many fine religions, becoming too highly organized, grow worldly and cease to be spiritually effective. If a man is predominantly rajasika, what should he do? It is evident that he should try to subordinate the energies of his body and mind to a higher principle. As the tamasika man must seek to become rajasika, so the rajasika man must seek to become sattvika. In accordance with this necessity, the rajasika man should eat, sleep, dress, act and live in such a manner that he is not selfindulgent but self-sacrificing for the well-being of others. It is natural for a rajasika man to seek to enjoy things, but enjoyment is various. A rich man may enjoy his wealth by spending thousands of dollars in a night club, but might he not choose to use it in a different way—to benefit his fellow man? His desire to possess wealth would thus be satisfied according to the principles of sattva, not of rajas, and he would derive pure joy from the unselfish use of wealth. Slowly his mind would acquire more taste for this pure joy, pure peace, and rest. By becoming increasingly sattvika he would overcome rajas. The energies of the body and mind can be gradually channelled into the realm of sattva by many means. But the basic formula for overcoming rajas is enjoyment tempered by detachment and renunciation. I have given the case of the rich man applying this formula to the enjoyment of his wealth, and his case can be considered representative. Any rajasika individual, whatever his particular circumstances and preferences, can apply this method for injecting sattvika tendencies into his present life. Since the majority of people are in the middle state of rajas, this formula is the best general means of approaching the sattvika state. If even a worldly person is made to do good works, to live for others rather than for himself, he gradually goes beyond rajas. If he can change to the less selfish, better way of life consciously and deliberately, he is able to advance more quickly. And he is more apt to try consciously and deliberately to change himself if he understands why, in each individual, some one guna tends to be ascendant. A guna is predominant for this reason: that to which we are accustomed clings to us; it constitutes a habit. Let us suppose you are lazy. Because this habit has a hold on you, you have no morale, no sense of propriety and duty. So, you are tamasika, and it is habit which binds you to tamas. It is also habit which binds you to rajas. The whole process of overcoming tamas and rajas, and of passing from sattva to the transcendental state, can thus be interpreted as one of continually breaking lower habits to form increasingly superior habits. Accordingly, if one finds that one is lazy, one must, as I said, become active. Even though it means some repetition, let me stress this point. In spiritual training, the principle of activity—and I do not mean merely physical activity—is generally given much emphasis. In such training you are not allowed a single moment's laziness. From one action to another you continually go: you work, you study, you meditate: until the time comes for sleep you are kept intelligently and usefully engaged. Some may say that you should be allowed an occasional breathing spell. No, you are not allowed a breathing spell, for you should not have it. You must be always active. Why? Because there is no other means of overcoming tamas. The only way in which tamas can be brought under control is by never-ceasing external activity, and the only way in which rajas can be brought under control is for it to be put under rigid discipline. When rightly disciplined, the nature of rajas is transformed into sattva. Those who are unable to endure rigid disciplines are not yet ready to enter the state of sattva. But those who can stand it gradually rise to the higher state. Remember this: if anyone shows sattvika quality, it is because he has conquered tamas and disciplined rajas until the loftier ideal has become manifest in him. III When a person has become sufficiently established in sattva, which, as we observed, means that he has already overcome tamas and rajas to a great extent, there begin to appear in him many beneficent qualities such as charity, modesty, gentleness, devotion, non-injuriousness, compassion, forgiveness, self-sacrifice, fearlessness, fortitude, steadfastness, endurance, austerity, renunciation, self-control, dispassion, tranquillity, truthfulness, and purity. It is these and similar qualities that have distinguished saints in all ages. A whole community may become sattvika, if a large number of sattvika people live in it. In that case there is a general repudiation of worldly pursuits, and men aspire to moral living; the life of the community becomes refulgent with many blessed qualities. Intent on finding the truth that will solve the problems of inner life, the people make every effort to realize God. In the wonderful calmness and purity of such a community, everyone thrives. There is so much joy, peace, and harmony that the mental conflicts of those who become a part of it are often resolved without any conscious effort. "The sattva-abiding go upward." Thus speaks the Lord in the Gita. That is to say, they make rapid progress toward selfknowledge. It is true that everyone, not merely the sattvika man, is going upward. But until you have reached the condition of sattva you may often retrogress, after making some progress you may again be overcome by tamas or rajas, and then your upward climb is temporarily arrested. Though a river eventually reaches the sea, it does so by a winding course. Our life is like a river, but we should strive to reach the goal directly, without retrogressions, and avoiding obstacles to our progress. One in whom sattva is dominant is secure. He is not likely to make grievous mistakes; and thus, he goes steadily forward. Having gained a predominance of sattva, he has entered the world of light; and his effort is then to gain more and more light. Such a person wants only that which he will never lose, that which will never change, since it will be eternally true and valid. Some of you may say, "Why want something eternal if perhaps it is worthless or of little value?" Those who speak so have not felt the subtle, luminous, blissful presence of the eternal. Though it is indescribable and beyond our present perception, the soul feels it instinctively and knows without the slightest doubt that having found the eternal it will have found everything. It should not be thought that the sattvika man, in aspiring to that which is beyond all activity, necessarily ceases to be active. He may sometimes be very active, but it will be found that amid intense activity he maintains extraordinary calm and detachment and that his motive is always pure and selfless, unlike the motives of the tamasika and the rajasika. And because he is calm and detached, even while active he is inactive. It is the inner condition of the doer of an action that determines the nature of his action. If, as I mentioned, the actions of the tamasika or the rajasika are performed in accordance with moral and spiritual principles, even those actions have a sattvika effect. As sattva becomes predominant in a man's nature, he gains a truer knowledge of everything he perceives. Being rid of tamas and rajas, which dull and agitate the mind and cause faulty perception, such a man begins to perceive correctly. This true perception, of course, is always the perception of everything as spirit, because spirit is the real nature of everything, living or non-living. Such knowledge is of the character of wisdom. When with the ascendancy of sattva, a person gains correct knowledge and awareness of his real nature, he knows that he is separate and distinct from the gunas. How does he feel at that time? He feels that he is not an agent, because there is nothing to do: there is just pure being. Action proceeds from the impulsion of the gunas. It does not proceed from the Self, for the Self is perfect and infinite; it contains everything; there is nothing outside it to be gained. Our present feeling that the Self is the agent is due to our ignorance of our spiritual nature and our identification of ourselves with the gunas. When much sattva is developed this ignorance and false identification disperse and the actionless, unchanging Self shines forth in all its splendour. There is a legend that if milk mixed with water is placed before a swan, the swan can drink the milk, leaving the pure water. It is in this way that, in the highest sattvika state, discrimination grows so keen that one perceives the spirit as separate from the attributes—the mind, body, senses, which are all relative things. Only the Self, God, is perceived to be real. Tremendous power flows from a man who has reached this state; the range of his influence becomes more and more expanded. He is no longer limited as he once was. He finds that he is dwelling in eternity more than in time. Years may go by, but to him it seems that little time has passed. Though various things happen, no event appears to touch him. Even as time ceases to limit him, so does space. To an ordinary mortal the space surrounding him seems infinite, compared to his own trivial, insignificant existence. His consciousness seems limited to his physical being. But when sattva gains ascendancy in him he becomes comparatively free; his body no longer influences him because the body cannot exert influence unless there is a predominance of tamas and rajas. Neither can the mind limit him because only in rajas and tamas is the action of the mind restricted. In sattva, consciousness becomes unlimited, infinitely expanded. No one knows the range of influence of the sattvika person, the person who lives in the consciousness of God. Though he may remain all his life in one locality, the whole universe benefits from him, and his influence will continue through the centuries. The followers of Buddha gave great emphasis to the immeasurable influence of the Enlightened One. Buddhist books often declare that he benefited not only mankind but all the gods in the heavens and the unimaginable beings who live in the worlds of darkness below the range of our comprehension. Even when the sattvika man has left the body, he is still a source of infinite good to others. He comes very close to the illimitable Divine nature. If he wishes, he can break the vibratory moulds in which common people are held prisoner. He understands intuitively what is wrong with them and what to do to correct it, for sattva is like a mirror or a crystal that reflects the truth about everything. How does he help? By infusing sattva into minds dominated by rajas and tamas. This has been called "the grace of the Great Ones" or "the grace of God". We are all recipients of such grace. We do not know many beneficial thoughts we are every moment receiving from sattvika minds. But whether we know it or not, we do receive such thoughts. Of course, the mind and thoughts of the sattvika man have power; but so does his body, which is not ordinary. It does not function like the bodies of people in general. Even the movements of a holy man's body are said to have spiritual significance. The body of a holy man has become so transformed that by touching it others derive great benefit. No doubt you recall the Biblical incident in which a woman was cured of a disease of long standing by touching the hem of Christ's garment. So great was the power of the Master of Galilee that even his robe had become saturated with it. In the realm of sattva, a man lives in such freedom, becomes capable of doing such infinite good to others, that we call him a moving "tirtha", a moving holy place, where there is a special manifestation of God. Old countries have innumerable tirthas where devotees have had Divine visions or realizations of God, where men have gone through the centuries to adore God. Such places have become charged with spiritual vibrations that are powerful to lift the minds and hearts of those who visit them. A sattvika man can indeed be spoken of as a tirtha. Wherever he goes, he carries his inspiring spiritual influence into countless lives. And the light of sattva shines through every part of his being. Sattva is virtually immortality, eternal life; in it is assuredly enshrined all goodness and holiness. To gain a state of such beneficent wisdom and power should be the immediate objective of men in general. No matter what religion a man follows, he should aspire to become sattvika. He should gain the state in which tamas and rajas, if they vibrate in him on rare occasions, somehow become blended into sattva. Even if he does not know the philosophy concerning sattva, rajas and tamas, he should try so to live that every inch of him from head to foot becomes filled with the consciousness of Divinity. He should seek to become all light—physically, mentally, and spiritually. He should strive to become an embodiment of illumination. That is the only real way of living; to fall short of that is a matter of regret. We know it is not easy to live such a life, but let us refuse to compromise. That we are not living truly that kind of life is less regrettable than that we say, "Oh, it is not for me", or, because of a belief in reincarnation, "Someday, but not now." What is most to be regretted is that we start with a denial, declaring we shall not be able to live the sattvika life. If we say that, how can we expect to gain anything better than what we have already? If we discourage the mind to begin with, will it struggle for any higher attainment? Yes, we may be tamasika or rajasika, but we should remember that from God's viewpoint tamas and rajas are not binding and harmful: to Him they are only certain aspects of manifestation. Let us be like Him. I told you in the beginning that so long as we feel related to the dynamic aspect of God, that is to say, so long as we consider ourselves to be parts of His creation, we are bound to the three gunas. But we do not have to feel that we are parts of the creation, even as God does not feel it. There is nothing, except our own thought, to prevent us from considering ourselves, not parts of God's creation, but parts of God Himself. It is our present thought that maintains our present state of existence: it is our thought that supports our tamasika and rajasika conditions. We have the idea of gross existence. Let us refuse to harbour this idea any longer. In whatever state we may be, let us affirm the truth of our Divine nature; let us never forget that Divinity is unaffected by any conditions of manifestation. I have said that the lower states can be remedied by changing our way of eating, dressing, living and so on. But it is most important of all that we change our thought—about ourselves and about truth. In the Gita the Lord says, "There is nothing in this world so holy as jnana (knowledge, truth)." The Christ said, "Ye shall know the truth, and the truth shall make you free." When we know the truth about ourselves, we shall be free. What is the truth about us? Whether the body and mind are free or bound, the Self is glorious, pure, free, infinite, and Divine. That indeed is the truth. As is apparent from what I said previously, the higher state of sattva must likewise give way to that truth. Sattva also is a chain, though a golden one. Some people, dazzled by the excellences of sattva, cannot understand why it, at least, should not be coveted as the highest ideal by everyone; and hearing that it must be discarded, they protest. But it must be remembered that all the wonderful sattvika qualities originate in something beyond sattva, the transcendental, by gaining which nothing is lost—and perfect fulfilment is attained. Moreover, sattva never exists alone: with it some rajas and tamas are always mixed, however small in quantity they may be. Therefore, to transcend tamas and rajas completely one must also transcend sattva. When a high degree of sattva is gained, we do not identify ourselves with sattva, and have no hesitancy in repudiating it. At that time, we are entirely ready to dispense with even the best of relative existence and to claim our Divine heritage. In sattva one is close to the Divine, but having gone beyond sattva one is identified with It. Our objective therefore is to turn wholly from the vast cosmic dance-drama of the gunas. In order to reach our goal directly, let us at all times affirm the truth about the glorious, pure, free, infinite Divine Self, and try under all circumstances to live up to it. Let us affirm that God is not far off. Because He is the very Soul of our soul, it is natural that we should perceive Him. How can we consider that that which is the very texture of our being is not immediately available? No. God is not far off. Everything is God. Try therefore with all your might to perceive everything as Divine. Especially, start looking upon people as Divine, and gradually your way of thinking will change. There is verily nothing like knowledge, nothing like right thought. Knowledge has been compared to lire. The Gita says that jnana-agni, the fire of knowledge, can burn every bondage to ashes. Do not say, "I must first untie all the knots in my nature: then I shall light the fire and destroy them." The fire will burn the knots even if they be tied fast. However innumerable the bondages in the mind, they will be consumed by the fire of knowledge. Let us therefore at once light jnana-agni, the fire of knowledge, in our hearts. We have the strength and the willpower to light jnana-agni, but unfortunately we have never been encouraged to exercise this strength and willpower. From the moment of birth, we have been conditioned to think that God is in a distant heaven: that we are miserable sinners who must grovel and plead for help. Let us forget this and train ourselves differently. In the Gita the Lord says, "O Arjuna, transcend the three gunas." This should be our highest ideal. If the sattvika person, the rajasika person, or even the tamasika person, ever becomes truly, entirely convinced that the body and mind have nothing whatever to do with him, he can cast off tamas, rajas and sattva instantly. This moment, therefore, let us say, "I am beyond the three gunas: I am free." This moment let us affirm our true nature and obtain liberation. Then we shall vibrate even as God vibrates—and of that vibration no one in a state of bondage can have any true conception. (Reprinted from Vedanta for East and West, May-June 1965) Sri Ramakrishna—the Modern Spiritual Educator of Mankind Swami Muktidananda (Edited version of the talk delivered on 15th March 2021 at Belur Math during Sri Ramakrishna Jayanthi celebrations) We have assembled today here at the Belur Math premises, at this sacred site on the banks of Ganga. This beautiful place, overlooking Holy Ganga and the samadhi mandirs of Raja Maharaj, Mother and Swamiji, and this serene atmosphere are indeed spiritually invigorating. We are all just sitting beside Sri Ramakrishna Temple. I am aware that a large number of devotees are watching this program online. Our hearty Ramakrishna Jayanthi greetings to you all. Due to corona restrictions, large gatherings are not permitted, so today's celebration has assumed this simple form. Usually every year, Ramakrishna Jayanthi is celebrated at Belur Math with much grandeur, and lakhs of people gather here. But today's Jayanthi celebration, without any crowd, has its own uniqueness and tranquil, peaceful atmosphere. From the early morning onwards, we have been taking part in the mangalarati and pooja, offering pranams to sadhus and pranams to various temples. We have all had a spiritually elevating time today remembering Sri Ramakrishna and endeavouring to adore him in our heart and mind. Sri Ramakrishna's life and teachings are unique in many ways. The Supreme Lord descended to the earth as Sri Ramakrishna to bring about the spiritual transformation of humankind and restore the Sanatana Dharma, the Rishi Dharma, and to strengthen the faith of the people in God. Sri Ramakrishna was unique in his practise of various important sadhanas. He also chalked out an easier path based on the essentials of religion for present-day times that we just need to understand and practise ourselves. He has simplified the complexities of religion by separating the grain from the chaff, and he conspicuously upheld the central crux of religion—namely, spirituality. His life was like a spiritual research laboratory. He wanted to find out and see for himself whether the various practices of religion are true and real, and whether they lead us to the experience of God. Religion, like science, is based on observation, experiment, analysis and inference. Sri Ramakrishna did not leave any path untested and wanted to know whether every religious path leads to God, so he went on practising the popular paths in quick succession one after the another—which is unheard of in the annals of religious history. Initially, he simply took the path of traditional worship as a priest in the Kali temple, practising purity, austerity, concentration and intense prayers, and had the vision of Divine Mother. Then he practised Nava Vidha bhakti—nine-fold path of Bhakti—and Tantric sadhana, and finally attained Nirvikalpa Samadhi, the pinnacle of spiritual experience. However, his spiritually curious mind, which had an insatiable urge to practise and know the truth of the other major religions outside Hinduism, made him continue to seek God through other religious paths. He practised the Sufi teachings of Islam and attained spiritual realization; and, finally, he captured the spirit of Buddhism and Christianity and had the vision of these prophets. So, Sri Ramakrishna, compelled by his insatiable and intense spiritual aspiration, practised various religious paths and had the direct experience of God in various forms. He thus validated other religious paths too and demonstrated to the people of the world the essential spiritual gist of all religions. He thereby dispelled religious confusion and made the people of the world understand that if they practise any particular path with sincerity, concentration, purity and intense aspiration, they will be able to transform their consciousness and realize God. As Sri Aurobindo says, "In a recent unique example, in the life of Ramakrishna Paramhansa, we see a colossal spiritual capacity first driving straight to the divine realisation, taking, as it were, the kingdom of heaven by violence, and then seizing upon one Yogic method after another and extracting the substance out of it with an incredible rapidity, always to return to the heart of the whole matter, the realisation and possession of God by the power of love, by the extension of inborn spirituality into various experience and by the spontaneous play of an intuitive knowledge. Such an example cannot be generalised." That is why, perhaps, Swami Vivekananda calls Sri Ramakrishna the Avatara Varishta. But unlike Lord Rama and Sri Krishna, he did not have a powerful bow and arrow or Chakra, respectively. He was without weapons, had no external physical grandeur or any visible rajasic features. He was as simple as a common villager yet he manifested very powerful divine dispositions. He was always suffused with God consciousness, a state called 'samadhi', and carried with him the inner core of the vitally important experiential part of religion. Consequently, Sri Ramakrishna's spiritual greatness and glory are slowly unfurling and spreading far and wide. It has been just over a century since he descended, yet spiritually sensitive people all over the world have gradually begun to recognize, understand, and adore him as a spiritual educator of all peoples. If anybody has a real question on religion, God, or spiritual experience, they have to come to Sri Ramakrishna to get an authentic answer. Another special feature of Sri Ramakrishna is the historicity of his advent. He is purana purusha, a historical divine incarnation. About 140 years ago he lived on the other bank of Ganga, at Dakshineswar, doing his sadhana and achieving samadhi— Dakshineswar is a structure that lies on the Cossipore bank of Ganga and can be seen from Belur Math. The role of Master Mahashaya in recording the exact Divine words of the latest Avatar, with all the circumstantial evidence of date and time, and in publishing a huge book of perennial importance—The Gospel of Sri Ramakrishna—was his divinely ordained mission in life and has made the advent of Sri Ramakrishna an historical fact and his life thus very authentic. So, the Gospel of Sri Ramakrishna is in fact a new modern scripture, a recent shastra and a Divine gift to mankind. It is relevant for all time and is a great source of inspiration and guidance to seekers of God all over the world. It is an authentic word of God like the Bhagavad Gita and also reveals the Avatar hood of Sri Ramakrishna in his own words. These divine words were able to be recorded by Master Mahashaya accurately and in a systematic way given the availability of more modern resources, unlike in the days of the Bhagavad Gita. The words of Sri Ramakrishna recorded in the Gospel are a clear proof that God exists and that He can be seen. Sri Ramakrishna's God experience also laterally and indirectly authenticates and protects all the religions of the world from the doubting disbelievers in God. Moreover, it establishes that the spiritual aspect of religion is neither poetry nor a figment of imagination, nor a fancy of the few faithful, but something vibrant beyond the purview of sense experience. It enables true seekers to experience God if they only follow the true path of any religion with all sincerity. The Gospel of Sri Ramakrishna is therefore revealed to be a significant religious phenomenon and an invaluable spiritual aid. The reading of the Gospel enables us to practise sadhana and elevate our mind Godward. If you have visited Dakshineswar and entered Sri Ramakrishna's room (which is more or less preserved as it was) and now think of Sri Ramakrishna of Dakshineswar sitting in your own home while reading the narratives given in the Gospel, then you will be able to feel and imagine vividly the divine presence of Sri Ramakrishna squatting on his cot in that room at Dakshineswar, or moving in the Panchavati, or going to Kolkata to visit a devotee's house, and so on. Actually, we can go back in time and recapitulate those divine events, thereby practising the presence of Sri Ramakrishna, and we can receive direct guidance from Him in our spiritual practise on a day-to-day basis. This kind of mental replay enables seekers to practise more easily Sri Ramakrishna's sannidhya sadhana. We can see in the Gospel how householders, youngsters, women and seekers from different backgrounds received Sri Ramakrishna's guidance to lead a God-centred life. His emphasis is on leading a God-centred life rather than an ego-centred or world-centred life. Sri Ramakrishna used to say repeatedly that God alone is real. Further, he used to say that God alone is vastu (real divine substance) and everything else is avastu, impermanent and unsubstantial. Thus, a Reality-tuned life is the true spiritual life and is not an artificial one or mere imagination. Thus, even to householders Sri Ramakrishna gives hope. Grihastas can also spiritualize their lives. They can do sadhana following the path of Bhakti. They can also attain God provided they train their mind to lead a God-centred life, doing the duties of the household and their respective professions with a spirit of detachment and attachment to God, knowing fully well that God alone is the ultimate and He alone is permanent and real. Likewise, Sri Ramakrishna says that God is as real to householders as He is to sannyasins. God is the same to all. God is our Antaryamin, the indwelling divine spirit in all of us. It is the birth right of everyone to experience God. Sri Ramakrishna especially sanctified family life by willingly marrying Sarada Devi, his divine consort, so that householders can have greater identity with Sri Ramakrishna and Sarada Devi and their divine life, and derive inspiration to spiritualize their own family life. This is very necessary because householders constitute 99% of the population and spirituality must be allowed to reach them so that their lives too should be transformed. A good number of householders did visit Sri Ramakrishna during his lifetime and derived inspiration from him. Many among his householder disciples struggled and ascended to a higher spiritual state and experienced God. Sri Ramakrishna understands the spiritual needs of one and all and transforms them. Sri Ramakrishna's life and teachings effectively answer religious doubts and fulfil the spiritual aspiration of all sections of society, all types of religious groups as well as seekers in different stages of development. He has the answer to the questioning mind of modern-day youth; he has the spiritual solution to a householder reeling under family problems and yet wanting to perform spiritual sadhana. Therefore, Sri Ramakrishna, together with Holy Mother Sarada Devi and Swami Vivekananda, are our authentic perennial guides, friends and philosophers of global dimension catering to different shades of people of different disposition and faith structures. Our Holy Trio is the source of inspiration for the true understanding of the practical spiritual ideal hidden in different religions to bring about self-transformation. They awaken our mind and enable us to be real seekers of the God of our faith. Such is the broad-based spiritual scope and power of Sri Ramakrishna that it spread across the world in such a short span of time. That is why Swami Vivekananda regards Sri Ramakrishna as Avatara Varishta. In his main aratrika composition, he describes Sri Ramakrishna as one who is the breaker of the bondage to the world (Khandana Bhava Bhandhana) and also adores Sri Ramakrishna as Yoga-Sahay, helper in the path of yoga. He is a great spiritual facilitator and the help and lift that he provides us on the path of Yoga is very tangible and positive if we can really understand his great life and teachings. Swamiji also says that if we truly believe in Sri Ramakrishna and take him up as our spiritual ideal, he will take us across this world of samsara like one crossing over easily the small puddle of water formed by the stamping of the cow's hoof on soft mud: "Sampada, tava Shripada, bhava goshpada wari yatay". Hence, Sri Ramakrishna makes religion and spirituality easier so that even a villager can understand the essentials and practise them. He has explained spiritual life in his own simple native language and style. Sri Ramakrishna is a unique modern spiritual educator of mankind. He is not an academician having scholarship (panditya) in the scriptures, nor did he go to school beyond the primary level, but he is rich in direct spiritual experience. He is in fact a divinely ordained modern spiritual awakener of mankind. His words have a powerful impact on the human mind and heart because they are backed by the light of his spiritual experience. Our scriptures say that verbal expression actually emerges from our inner divine consciousness called परा (para), which is the source of all verbal expression. It later modifies itself as inner subtler intermediate forms like पश्यन्ती and मध्यमा, and finally as verbal expression called वैखरी. But Sri Ramakrishna's words carry the power of the परा (divine source) which is fully transmitted to वैखरी, the verbal expression undiminished in the intermediate stages because of the absolute purity of mind and the radiating power of his frequent experience of divine consciousness called samadhi. When we read the Gospel of Sri Ramakrishna, we are able to feel the power of the great Master's spiritual experiences flowing through his words. When we receive, understand, and tune our mind to his words through our conscious mind, the streaming of divine power into our subconscious takes place. It further descends down to our heart and consequently activates our spiritual samskaras and attenuates the worldly samskaras, thus lifting our mind and filling it with higher spiritual fervour. The spiritual experiences that Sri Ramakrishna narrates in the Gospel in his own words make us feel that God is very much real and that we, too, can experience God. As a result, even now all those who come to Sri Ramakrishna and read about his life and teachings sincerely emulate them in their own life and instantly derive spiritual benefit from the direct source of God. We see today that thousands of seekers all over the world are inspired by Sri Ramakrishna. Practising the presence of Sri Ramakrishna—"Sri Ramakrishna Sannidhya Sadhana"—by reading His Gospel is a new spiritual sadhana for all seekers. All those who are confined to their homes now during this corona pandemic can benefit by utilizing this valuable time to read the Gospel and practise Sri Ramakrishna's sannidhya sadhana. The word 'corona' therefore can be interpreted in the Bengali language as "Koro Ghare boshe-boshe Ramakrishna nam" (sitting at your home repeat Ramakrishna's name) and reading the Gospel is the easiest way to tune our mind to God. Thus, Sri Ramakrishna symbolizes the triple ideal: as God (Sadhya), as the path (Sadhana), and as the ideal seeker (Sadhaka). According to Sri Ramakrishna, whatever be the spiritual path that we follow, what is more important is sincere longing for God (Vyakulatha), and concentration of mind and purity (Ekagratha). If we are able to achieve these and develop detachment to the world and attachment to God, we will be fulfilling the necessary conditions for the descent of His grace, and that alone can give us spiritual experience. Accordingly, people from remote places, from all strata of society from different countries belonging to different cultural and religious backgrounds at different points of time have been moving towards this modern divine dispensation, an authentic spiritual phenomenon called Sri Ramakrishna. On this auspicious day of his 186th birthday celebrations, sitting on the bank of the sacred "Ganga", in this holy atmosphere of Belur Math, let us all pray to Sri Ramakrishna. May His grace descend on all of us, may we all be spiritually awakened, and may we attain true devotion to His lotus feet. May He guide us and lead us to that spiritual realm. The Journey to Universalism - 1 Srinivas Venkatram Part I: The need for shared universal ideals What does the term 'universalism'mean? Universalism may be understood as seeking commonality with all human beings everywhere, irrespective of class, color, religion, gender, nation, or any other classification that we may use to divide and separate human beings. Thus, terms such as freedom, equality, self-respect, and evolution, when applied to all human beings everywhere, can be seen as universal, while the terms Hindu, Christian, Muslim, Black, White, Woman and Man, American, British, Indian, are not applicable to all human beings everywhere, and therefore are not universal, whatever their claim to the contrary may be. The challenge that we face is that the first set of terms are often inspiring but do not always move people and shape human society as do the second set of terms. It is the second set of terms— classifications that divide us—that shape our identities, our thinking process, our emotional reactions, our social bonds, our prejudices, and so on. Thus, society seems to suffer from a profound division between what most of us espouse as essentially valuable, which is our essential humanity, and what we actually practice as individuals and as collectives, which is the application of different 'labels'such as colour, creed, caste, and nationality. Why is it so important that we learn to go beyond our narrow divisive identities and embrace wider, more universal identities? There seem to be four reasons why it is critical for the future of humanity as a whole that we, as individual humans, are able to find a shared basis of cooperation and collaboration with other human beings beyond the boundaries set by our own self-created identifications with various groups and labels. Firstly, it seems like the "right"thing to do. It seems to be a moral certitude that those who are more inclusive are in a fundamental way "better human beings"than those who are trapped in more divisive modes of thought. This moral certitude stems from the recognition that inclusiveness leads to positive character and moral qualities like unselfishness, compassion, and the willingness to keep our interests subordinate to the larger interests of society. Secondly, it is in society's larger interests that this happens. Around us we see that problems involving individual action are solved through incentives and punishments. But problems involving collective action, that require people to cut across organizational or national boundaries, like climate change, remain largely unsolved because the self-interest of individual groups almost always undoes any progress made by the collective in the direction of shared solutions to common challenges facing humankind. Thirdly, all forms of tribalism lead to institutionalized conflict. These include conflict sponsored by and supported in the name of religion, conflict in the form of organized racism or bloodshed of whole groups of human beings by aggressors who believed, not as individuals alone, but as a nation that they were significantly superior to other human beings—the Holocaust being a recent example of the horrifying impact of institutionalized conflict. Fourth, and most important, tribalism has led society to focus on dominance by small groups of people over others, through systems of thought, control over resources, and numerous forms of disempowerment in the name of race, gender, beliefs, and so forth. This has taken away human thought and energy from improving the human condition and directed it instead at stripping other human beings of their progress and prosperity. In a larger sense, universalism really means a journey of individuals and society in three dimensions: (i) from narrow, exclusive identities, to wider, inclusive identities (ii) from economic and social models built around narrow self-interest, competition and win-lose thinking, to new models that are built on the axioms of enlightened self-interest, collaboration, and win-win thinking. (iii) from models of human fulfillment which are based on acquisition of wealth, power, and opportunity, to new models of human fulfillment which are based on making one's life valuable not just to oneself but to the larger human collective. Seen this way, universalism represents a journey from a narrow, conflicted way of human life, to a wider, collaborative and cooperative, enlightened way of human life. In the long run, universalism will lead to profound changes in the way human beings think of themselves and interact with each other. They will include: (i) the steady expansion of the individual's identity and identification from the narrow tribal identity to a more universal citizenship identity (ii) the development of human interaction from a transaction and quid-pro-quo centric vision of human society, to a vision of human society built around enlightened self-interest and win-win thinking. (iii) the creation of new models of decision making and solution development that involve multiple stakeholders and multiple voices in our search for equitable answers. This implies a gradual increase in our zone of identification from self (individualism), family/community, state and society, and the world at large. This expansion of identification does not mean 'token members' but a deep and abiding identification with the larger, more inclusive collective. (iv) developing a new basis of self-development and self-actualization. If society must be universal, then it needs to provide people with means of meaning and fulfillment that go beyond individual acquisition of wealth and power, and the development of one's family or narrow group of beneficiaries. People need to be able to find meaning and fulfillment in something which leads to universal welfare. A good example of this is aid and philanthropy—where individuals can find fulfillment in service and giving, and not just in acquisition of wealth and power. Where do we begin? How do we enable individuals and communities to begin on a journey of self-expansion that enables them to let go of narrow, parochial concerns and learn to connect with other communities and countries on the grounds of universalism? The journey seems at first to be extremely difficult, if not near impossible. However, the journey to universalism can take place on three planes: At the physical plane, the drivers of universalism have in the past been trade and conquest. In the twentieth and twenty-first centuries, this movement has been accelerated, not just through ease of travel, but also through the development of multinational organizations, global outsourcing of manufacturing and services, and the creation of global supply chains wherein different components are produced in different countries, assembled in other countries, and sold elsewhere. All three drivers have led to greater interaction and intermingling of cultures, norms, and values. This in turn has led to a largely common language of trade, business, and finance emerging across the globe. At the knowledge online communication plane, the biggest driver of universalism has been the growth of the internet leading to a free sharing of knowledge, ideas, and experiences across the globe. Individuals in most countries can, if they so choose, access cultures, traditions, and ideas from anywhere in the world. However, this trend towards universalism in this plane has been counteracted by another trend, particularly seen after the growth of social media—the growth of echo chambers. Echo chamber effects are seen when individuals and groups flock to global/social media sources, which strengthen a narrow parochial point of view, rather than widen and open their minds to alternative perspectives. Echo chamber effects have led in a strange way to greater fanaticism, greater tribalism, and increasingly narrow ways of thinking through their reinforcement effects. This leads us to the most important challenge in the journey towards universalism: it is individuals who finally have to make the choice to access media that widen the mind, consider alternative perspectives, and forgo personal goals in favor of collective or community welfare. If individuals are committed to narrow ideals that consciously block out any opportunity to become more inclusive, then mere availability or access to new or evolved modes of thought, and exposure to alternative cultures will not have the desired impact in universalizing the individual consciousness. To take it further, even business, and global cultural products like movies etc. have not overcome the limited impact of narrow value systems and ideals in people. Therefore, the answer to the challenge of universalism necessarily lies in going one step deeper beyond the physical and knowledge planes, and work towards universalism on the plane of shared ideals and values. There is a need for universal ideals and values to be articulated and shared, which will enable people everywhere to become universal. This is not just externally (in their travels, interactions, consumption of movies, etc.), but internally (in their beliefs, value systems, respect for other human beings, a sense of equality with other races and colors, and so on). Unless the ideals we live by are universal ideals, we will tend to fall back upon our narrow sectarian and parochial ideals as the basis of human thought, emotion, and action. Even our religious beliefs—when approached superficially at the level of external forms and rituals—can tend to generate a sense of difference rather than awaken the universal, spiritual impulse present in us as individuals. It is here that Swami Vivekananda's broad-based and compassionate vision of universalism proposed at the turn of the 20th century, and the application of this version in the form of articulated and shared ideals in the 21st century, can make a profound difference to the destiny of the human race. Shankaracharya and the Main Principles of His Religious Philosophy: Advaita Vedanta Dr. Vayu Naidu T he architecture of London's Shard (2012) is derived from a fusion of images for the architect Renzo Piano—the painting of Canaletto's Venice, the steeple of a church against a river amidst the trading hub hosting shops, restaurants, a hotel, and offices— and yet it is about the expansiveness of 'incompletion'. He speaks of this concept design of 'incompletion' in an interview about the Shard. This is a salient feature of London's mythic skyline between cloud, hail, sun and rain as a tale of incompletion—to be extended and completed to a point of infinity. This concept of 'incompleteness to a point of infinity' about the Shard is not too distant an analogy reflecting the main principles of religious philosophy of Advaita Vedanta expounded by Shankaracharya (c.700CE). Shankaracharya's time-tested principles could be brought into the arena of the profound and sacred, the contemporary and seemingly secular analogy of modern architecture. This essay is an endeavour to encompass Shankaracharya's exegesis of the Mahavakya 'Aham Brahmasmi' from the Upanishadic texts as the outlining thread of his architecture of Advaita and establishing a concrete base for aspirants and ongoing debates. The Advaitin is reliant on Brahman; Infinity that is all pervading and self-manifesting. This is the foundational principle by which Shankaracharya makes his religious teaching of Advaita Vedanta a school of philosophy. His pranama methodology stands the test of the contemporary and is endorsed by the classical idea of revelation of Shruti or Vedas. The architectural blueprint of his teachings was built from earlier acharyas, particularly from Gaudapada. Shankaracharya is rigorous as an exegete in his adherence to the Upanishads—in text and confirmed by sadhana. Within the complex of the history of ideas and teachings, his critics rate his work as incomplete, only clarified by later teachers such as Vijnana Mishra, Sriharsha and Chitsukh. This essay argues that the main principles of Shankaracharya's Advaita with its 'incompleteness' is an invitation for future thinkers and practitioners to test the principles and complete the architecture sustainably across time through sadhana and direct experience of moksha in attaining Brahman. The essay will draw on diverse illustrations, modern and from the Upanishads, to demonstrate the stages of enhanced spiritual development undertaken by the Advaitan sadhaka even today, based on Shankaracharya's teachings of religious philosophy. * * * Before a discussion of the main principles of Shankaracharya's Advaita Vedanta, establishing the date of his birth at 700CE gives us a compass to the philosophies circulating within Hindu thought and practice. In doing so, it also establishes the distinctiveness of his teachings, enhancing ideas from the past pushing through to the next frontier of religious thinking during his own time. In saying this, Sengaku Mayeda's observation of Shankaracharya's role as a person is more fitting—"he was really not so much a philosopher as pre-eminent religious leader and a most successful religious teacher". (Nick Sutton, Teachings, p.33) In establishing the methodology of Knowledge to ascertain what is Truth as a 'constant', Shankaracharya's epistemology begins with the traditional pramana which has the three tools of investigation. Pratyaksha or perception as the foundation of his premise; the structure is developed through anumana or inference, and just as an architect and engineer have to confer on the resilience and sustainability of a building to suit various sadaka or aspirants, the sole verifying pramana is revelation or Shruti. Here the building materials, as it were, are the Upanishads. The Upanishads signify both—revelation as 'experience', and endorsement as scripture. The premise asserts that Brahman is the absolute Truth, constant or unchanging reality. In spite of being part of this infinity Brahman that inhabits us and we inhabit, the spiritual aspirants are ignorant of this consciousness. Our ignorance can be unveiled by a combination of self-effort and a Guru, who through Jyana awakens us in realising the Upanishadic Mahavakya 'Tat Tvam Asi'; or to put it in another way, the extra-daily in the daily. It can also be attained as 'Aham Brahmasmi'. 'That thou Art' as the Guru reveals to the sadhaka, or the sadhakha arriving at a state of consciousness discovering Brahman is neither a place nor a possession but more a revelation of a consciousness within peeling away the ignorance of not being able to see the unity in all things; it is of an Isness. Shankaracharya distinguishes his religious teaching of Advaita Vedanta as derived from but different to Parinamavada of the Samkhya philosophy that advocates the world is identical in a latent form to its cause. He also denies the Arambhavada teaching that advocates the world is atomised without a pre-existing cause, which is the inclination of Vaiseshika or Nyaya schools. Shankaracharya's trope is Vivartavada, which is the theory that the sadhaka seeker voyages from the state of seeing the same world which seems real to being not-real, and understands or experiences the underlying power that is Brahman. The world as seeming real is the power of Maya, not an attribute, but tangible power of Brahman. The mythology of the anthropomorphised Shiva with the sound of the drum evoking creation, and the ring of fire He dances in as the dissolution of the veil of creation; the dance is the endless cycle of it. To go into detail may detract from the discussion. Here Shankara borrows from Gaudapada in arguing that even if the idea of the world being not-real is not stated explicitly in the Upanishad, it is arrived at through reasoning that 'something is real until shown to be unreal'. The states of waking, dreaming, and deep sleep show the thread of consciousness that is Brahman throughout, although we are not aware of this as That. What the Shankaracharya advocates is that these states are linked by the Atman within all sentient beings and are identified with supreme Brahman on realization; the flash of illumination. According to Shankaracharya, as he urges in Bhaja Govindam, the spiritual evolution of rebirth, and goal of human life, aided by the discriminative capability of the human buddhi, is Moksha or liberation. This is no place to arrive at physically, but by the removal of avidya, ignorance of the Absolute Truth or Brahman, the aspirant is able to discern how mesmerising Maya is through a process of 'not this, not this'. The sadhaka may well ask why Moksha from our material existence is an aspiration? It is for the seeker who has heard of or tasted the bliss and identified it as Brahman and wants to learn how to. While the world seems a pleasant enough place (with Maya), why would some seek Moksha? Liberation from what? Suffering is one reason—to overcome it by understanding its features with the possibility of controlling it, rather than the nature of Suffering controlling or overcoming the individual. Suffering seems to be an effect or consequence of the cause of desire, which comes in myriad form seeking worldly gain. Shankaracharya seems to place Jnana as the efficient weapon that dissolves the ignorance that causes the diversity of existence resulting in a feeling of disconnectedness causing suffering. It is here that Shankaracharya emphasises the accurate understanding of the Upanishad. If Brahman is One, meditation or nididhyasana, coming as the subsequent stage from hearing the truth, reflecting on it in relation to the small self and then meditating on the great self, is the practice of Yoga that is endorsed by Shankaracharya, even if he otherwise condemns yoga teachings. But in the nididhyasana phase, Shankaracharya traces the yoga of meditation in Chapter Six of the Bhagavad Gita. In the deepest form of meditation the individual self or Atman is merged into Brahman. While this is a discourse on Hindu thinking, the arati at Chidambaram has a moment when the curtain of the inner sanctum is unveiled for a fraction of a moment to reveal nothing but a mirror, as a reflection of the self. This motif comes through in the description of how knowledge dawns in the Shankaracharya Dakshinamurthy stotram, verse 1, where the world is as if revealed in a mirror. This is an interesting analogy in Sylvia Plath's poem: Mirror I am silver and exact. I have no preconceptions. Whatever I see I swallow immediately Just as it is, unmisted by love or dislike. I am not cruel, only truthful, The eye of a little god, four-cornered. Most of the time I meditate on the opposite wall. It is pink, with speckles. I have looked at it so long I think it is part of my heart. But it flickers. Faces and darkness separate us over and over. While these illustrations may not have a direct connection and were born out of very different contexts, it is interesting to see that expansiveness of a metaphor across cultures while revealing at least an ache that comes for that which is eternal. Even in meditation nididhyasana, it is the light of jnana that dispels the darkness of ignorance which is the illusion that everything is diverse and atomised as mentioned in Shankaracharya's Upadesa Sahasri – a Thousand Teachings, (verse 16): The innate assumption of common people is that the Atman is not distinct from the body, mind and senses. This view arises from Adviya, ignorance. Through a process of neti, neti—not this, not this—that action and notions of duality, as separating action from the performer, the spiritual seeker's inner space is transcended and illumination or samadhi occurs. It is this illumination that is a revelation that all existence and life is lit by the savitur, the light of consciousness that is Brahman which is alight through everything. It seems like a moment when JMW Turner was studying light and how he perceived it to recreate it. In the painting of Moses, he enables the dark arc of light around the canvas, and then like a meditation takes the viewer's eye to the centre of the canvas and moves through a circularity of strokes of yellow which blend to a vertical line of white at the centre. It sets the canvas alight. Light cast on objects reveals its identity. It is a Vedantic illustration of the light of Brahman as it flows through the senses and projects through the organs of sight and sense. Through the individual perception the body mind is lit and the ego utters "I see", "I taste". But in fact it is Brahman that is taste and that which touches it. The Higher mind, or Buddhi, enables us to clear the lower and reactive mind to dominate in such a way that we make ourselves more miserable. Thus it is with the offering of food and food that is consumed. This is an understanding of the main principles of Shankaracharya's precept that Brahman alone is real. There are levels of arriving at this, and a prerequisite is a pure heart and mind. There are no 'locations of departure and arrival'; it is all within the self of the seeker who needs a Guru who can point the student to the aphorism 'Tat Tvam Asi'. In Shankaracharya's Atma Bodha, he describes a Jivan Mukta as a realised soul from whom all action drops away and is ever in the consciousness of Brahman. While covering the main principles of Shankaracharya's Advaita Vedanta with 'universal' examples across Art, one can conclude that his is not a dry philosophical treatise. It is an urgent 'wake up' call as in Bhaja Govindam to shake people out of their complacency and belief that the world of transitoriness is the 'real' life. In this investigation and delineation of the Absolute and the layers of partial reality, Shankaracharya leaves the incompleteness of his philosophy to be completed by practice and experience by others. Possibly Renzo Piano is not a Vedantist, but the concept of creating architecture that is to be realised in the future for diverse functions and possibilities left 'incomplete' working toward an infinity has a reflective meaning. Whatever the criticisms are about Shankaracharya's method, he is clear about teaching, and a systematic approach of clarifying the stages with a Guru, yes, but also the testimony of the scriptures. The Humanistic Approach of Swami Vivekananda Dr Shikha Sarkar I t has been rightly said that the next evolutionary step for mankind is to move from 'man' to 'kind'. Glimpses of this truth are partially evident as various nations now come forward to help each other, temporarily putting their political boundaries aside. As the second wave of the pandemic hits India hard, causing unprecedented devastation, the only panacea seems to be a touch of humanity, love, and benevolence. The surging sorrows and suffering can only be soothed by compassion and sympathy—as in the true essence of the Dalai Lama's words: "Love and compassion are the necessities, not luxuries. Without them humanity cannot survive." This reminds us of the broadest view of religion by Swami Vivekananda, which has put mankind at the center of everything. According to him, though the whole universe is the manifestation of God, yet the greatest manifestation is found in man. Man is the living God, and this is not a religion that is not helpful to a man to wipe out his miseries. He says, "I do not believe in a religion or God which cannot wipe a widow's tears or bring a piece of bread to an orphan's mouth."¹ The highest God on earth is the human being and to serve this humanity is the principal religion. One thing to be kept in mind in this context is that service to mankind needs to be understood in its true essence. The word 'service' does not refer to any kind of help or charity. Swamiji says, "Cut out this word 'help' from your mind. You cannot help; it is blaspheming."² The implication is that Nature does not stand in need of our help. It works according to its own rhythm. It is our privilege that we get the opportunity to serve others and we must perform this service as worship. In this way, Swamiji rejects any sets of doctrines or dogmas as religion that have been confined to books and scriptures alone. He says, "However sublime be the theories, however well spun may be the philosophy, I do not call it religion so long as it is confined to books and dogmas."³ Religion is being and becoming, rather than believing. It is the inherent spirituality of a human being, or deification of man. It is evolving a God out of a material man. Anything short of this is not religion. But this seems to be a very abstract idea. How can God be evolved out of a man? How can a material man have the perfection of God? To this Swamiji answers that this perfection is already in him, albeit potentially. Religion consists in recognizing this perfection. Man should realize his real self, which is eternally free in nature. This concept of 'real man' propounded by Swamiji is derived from Upanishadic thought. Therefore some mention should be made of the Upanishadic view of Self, if only of an overall nature. According to the Upanishads, the ultimate reality out of which everything has emerged is Brahman. It is the Supreme Reality that transcends all worldly existences and yet underlies them as their background. It pervades all worldly existences and also controls them from within. It is the first cause from which everything originates, which preserves everything and to which everything returns. Again, this Brahman is also the underlying principle or the basic truth in man. It is the eternal subject which persists throughout the changes, the common factor in the states of waking, dream, sleep, death, rebirth, and final deliverance. It is different from the intellect, mind, body and organs, yet it is that self-effulgent light through which the mind, body, organs, and so forth are illumined. It is unborn, eternal, indestructible, subtler than the subtlest, greater than the greatest. It is nothing but Brahman itself. Thus, the great cosmic power and the inner immortal self are one and the same. The same reality is known from the objective side as Brahman and from the subjective side as Atman. This is echoed in several Upanishads. The Mandukya Upanishad says, "ayam atma brahman" (Mandukya 2). Brahman is the Atman, and the Atman is the Brahman. And the Chandogya Upanishad contains the famous utterance, "Tatvamasi" (You are That). Now, if a man is potentially divine in nature, why is he not aware of it? Swamiji explains this by saying that the Self is the real nature of man. He is not to become pure or perfect. He is that already. But the modern state of man is that he has forgotten his divine nature because of his growing dependence on matter. Sometimes he is reduced to a mere money-making machine. The 'real man' who is infinite, the beginningless, the ever-blessed, the ever free, has been caught in the meshes of time, space and causation. It is Nature itself that acts like a screen and hides the reality beyond. Man has narrowed his vision of himself and the universe by remaining on a peripheral level of existence, completely forgetting that he is sat-chit-ananda (pure being, pure consciousness, pure bliss). The individuality of man cannot be in the body, for individuality would be lost if the body were to change. It cannot be in the memory, for again there would be no individuality if the memory were to be lost. This is a narrow idea of individuality. According to Swami Vivekananda, there is no individuality except in the infinite. That is the only condition which does not change. The implication is that he alone lives whose life is in the whole universe. The more we concentrate our lives on limited things, the faster we vere towards death. As long as the 'I' identifies itself with the undisciplined body-mind complex, human life is dictated by events and circumstances of the world; we become happy with the pleasurable event, and miserable with adverse circumstances. The more the mind gets refined and disciplined, the more we get to know the real source of 'I' consciousness. As a result, a person becomes more balanced and equipoised in his daily life. Such a person is no longer swayed by any event or circumstances of life. Swamiji says, "Man alone becomes God."⁴ But how could a man regain his lost state? In answer to this question, it can be said that man is already moving towards his original state, albeit unconsciously. The human soul never forgets its freedom and is ever seeking it. It is this quest for freedom that leads him to search for anyone who can subdue the laws of nature. Even the lowest man, the most ignorant, seeks for something that has power over natural laws, be it a demon or a ghost or a superhuman being. It is a man's inherent nature to enquire beyond his present state, and this makes the difference between a man and an animal. Swamiji states: "If you put a simple molecule of air in the bottom of a glass of water, it at once begins a struggle to join the infinite atmosphere above. So it is with the soul. It is struggling to regain its pure nature and to free itself from this material body. It wants to regain its own infinite expansion."⁵ However, if this unconscious search could be deliberately performed, then a man's spiritual path could have been easier. According to Swami Vivekananda, a man first has to acknowledge the power of his own mind, for it is the source of his strength. If we think ourselves to be weak, we become weak in our practical life. If we think ourselves to be strong, we gain strength in our day-to-day life. Thus, the best thing is to believe in our glorious soul, for this will empower and reinforce us. Let the mind be free of any restrictions and constrictions, so that immense power will emanate from it. The world is not the place of the weak to live in. We need strength of every sort, and specially strength in the mental plane. It is mental strength which is at the foundation of a great deed. But true mental strength can be acknowledged only by a realized soul. Swami Vivekananda wanted to base religion on science. As science is based on observation, religion can also be based on observation. If there is anything beyond the ordinary sensuous existence, one must come face to face with it. If there is a soul beyond matter, one must be able to see it. That alone can destroy all doubts. Here 'seeing' of course does not mean seeing of any gross object. The Self, which is the eternal knower, cannot be known as an object. Religion belongs to the super-sensuous realm. The Self can be realized through reflection alone. Realization of this Self consists in true religion. The perfect man, in realizing the Self, not only knows the Self but also, in the process, becomes the Self. Swami Vivekananda's great contribution was to bring down the concept of the lofty thought of 'Advaita' so that it could be practiced in ordinary day-to-day life. Keeping in mind the capacity of the 'common man', he says that rigorous asceticism is not necessary to make a person holy. As the goal of man is true spirituality, self-control is required to be practiced in every field of life, be it physical or mental. Exercise, food and sleep should be taken in such a quantity so as to be conducive to spiritual health. Self-control, however, is a function of the higher faculty of mind. It can be exercised only when man has some control of his lower faculties or he can understand the futilities of the lower faculties of mind. Man has to evolve by negating his lower self in order to attain the higher self. In this context, some light can be thrown on the three gunas, viz., sattva, rajas and tamas. In Indian philosophy, it is believed that everything in the universe is composed of three 'gunas'. The word 'guna' can be rendered as attributes, properties or qualities present in everything. The interplay of these gunas or attributes makes up a person's character. Every human being has the three qualities of Sattva, Rajas and Tamas in varying proportions, and different ones predominate at different times. Sattva stands for truth, goodness, harmony, balance, light or spiritual essence. Rajas stands for activity, energy, passion, desire and attachment. Tamas stands for inactivity, delusion, ignorance, darkness, lethargy, and the kind. A mind steeped in Tamas may be indifferent, lethargic and inactive, whereas a mind showing the predominance of Rajas is full of activity, enjoyment and passion. The mind with the predominance of Sattva is a balanced mind, full of purity, calmness and contentment. In the hierarchy of the gunas, it is Sattva that plays the vital role in spiritual elevation. Swamiji explains that, at first, we must strive to overcome Tamas with Rajas and then to submerge both Rajas and Tamas in Sattva. Inactivity, idleness, has to be encountered with activity first. If a man has a strong desire for enjoyment of worldly things, how can he attain renunciation? First of all, these desires have to be satiated by some means of enjoyment, then only true dispassion will emerge in him. A wall does not tell a lie but it does not evolve either. It is only when a person understands the futility of other things that he can head for a better state. From the above discussion, it is evident that Swami Vivekananda's approach is the man-centred approach, for he prioritizes the discussion of man. Man is the center of everything. All the feelings—good, bad, misery and happiness—all are running towards him. All the actions that we see in the world, all the movements in human society, all the works that we have around us, are simply the manifestations of the will of man. The test of true civilization is not the census, not the size of cities, nor the crops, but the kind of man the country can produce. Modern civilization sometimes tends to reduce man to an automaton. Sometimes he is looked upon as a biological organism seeking material gains. Against these disparaging conceptions of man, Swami Vivekananda delineates the Upanishadic philosophy which regards man to be essentially divine. According to him, man is not like "a tiny boat in a tempest, raised one moment on the foamy crest of a billow and dashed down into a yawning chasm the next, rolling to and fro at the mercy of good and bad actions".⁶ On the contrary, he has glorified human nature in the Upanishadic line. He says, "Never forget the glory of human nature! We are the greatest God that ever was or ever will be. Christs and Buddhas are but waves on the boundless ocean which I am."⁷ References: 1. Vivekananda - The World Teacher, His Teachings on the Spiritual Unity of Humankind. Edited and with an introduction by Swami Adiswarananda, p.226. 2. The Complete Works of Swami Vivekananda, Vol. V, p. 246. 3. Vivekananda - The World Teacher, His Teachings on the Spiritual Unity of Humankind. Edited and with an introduction by Swami Adiswarananda, p.226. 4. The Complete Works of Swami Vivekananda, Vol. V, p. 94. 5. The Complete Works of Swami Vivekananda, Vol. VII, p. 428. 6. The Complete Works of Swami Vivekananda, Vol. I, p. 10. 7. The Complete Works of Swami Vivekananda, Vol. VII, p. 78. Book review Swami Vireswarananda - A Divine Life (Part II) This smaller volume is dedicated to the memories of senior and junior nuns from the Sri Sarada Math and Ramakrishna Sarada Mission, as well as writings by senior medical and academic professionals, affiliated administrators, lay devotees, and householders. '… The living embodiment of karma, bhakti, jnana and yoga …' Swami Vireswarandaji had always had a close association with the Sri Sarada Math, both when it was under the administration of Belur Math and later when it acquired independent status. As a direct disciple of Holy Mother and having known many of the direct disciples of Sri Ramakrishna, he was able to lay the foundations for a proficient administration for the Math and became one of its greatest sponsors, thus championing the dream of Swami Vivekananda for a women's monastery. Throughout his 19-year tenure as president, Prabu Maharaj would always be available for advice, help, spiritual guidance and counselling to all, whether they were presidents, vice-presidents, pavrajikas or novices. Many received diksha with strict guidance on how to adjust to community life. He also became a Mother/Father figure and friend; in fact he considered many of the younger brahmacharis to be like his daughters. He encouraged regular visits to Belur Math when he was resident there, and many remained in close contact with him when they were eventually sent elsewhere, and even for the remainder of their lives of service. Prabhu Maharaj had an excellent memory and would rarely forget a face or name. He often provided them with food and clothing, particularly warm articles of clothing, when needed, although he did not care at all for this own comforts and gave everything away. He also frequently 'entertained' groups of nuns with his stories and sharp wit—in fact, this set of reminiscences contains many humorous anecdotes about Prabhu Maharaj and stories of his practical jokes, thus giving the reader a delightful glimpse into this joyful side of his personality. '….His life was a synthesis of religion and action….' Many of the reminiscences show the much more personal aspect of Swami Vireswaranandaji, and they are written by people he met in the many places he visited throughout India as the head of the Ramakrishna Order and spiritual guide to thousands. Often, he would need to visit the same places again and again, so many individuals had a long and close association with him. There are stories from academic professionals and administrators, from the physicians and their teams who attended him throughout his illnesses, and memories from a diverse selection of initiates, devotees, laymen, and householders. There were those, for example, whose families had always had a long association with the Ramakrishna Order, whose parents, and grandparents had taken initiation, and it was a standing family tradition to follow in their footsteps. Children who met him when they were very young were always remembered by him when they returned to visit him as adults. In some of these writings are descriptions of those who took darshan from him on his very last day as he insisted that it was 'business as usual'. His advice was always clear and precise, and carrying in his pocket a small silver box containing the dust of the Holy Mother's feet, he would strive to give darshan to all without exception. 'Like a huge banyan tree, he gave shelter and succour to thousands of householder devotees by his love and affection.' ⁶ Collection of Sayings, Questions and Answers, and Compilation of Essays "Whatever problems we have in the modern world; Sri Ramakrishna has given us the means of solving them all." ⁷ The collection of sayings are Prabhu Maharaji's thoughts on the Holy Trinity—Sri Ramakrishna, Holy Mother and Swami Vivekananda. Beautiful group pictures of Revered Maharaj with other swamis and devotees adorn the chapter on Sayings—again, conveying by image a lifetime's work achievements. He also addresses spiritual life and practice in general. The Question-and-Answer section gives clear and practical advice and guidance on religion, karma yoga, spirituality, and miscellaneous issues; insightful answers to reflect upon, to contemplate before spiritual practice. Last but not least, the Compilation of Essays, of around 90 pages, is a book in itself, and essentially a record of Prabhu Maharaji's teachings and first-hand experience and knowledge. They are compiled from published material and lectures, and the reader should be encouraged to sit somewhere quietly and read this chapter in full. He believes in experience. "What is the proof of Religion? Proof is in direct experience," he writes, and gives an account of his initiation with Holy Mother, and his 'experience' when he sat for a few moments in Her presence of the awakening of the soul and the call of the Infinite. He touches upon such subjects as India's ancient education system and its stress on character building, as well as the importance of India's ancient culture to 'explore which ideals made India great in ancient times', and to resurrect those ideals. The Treatise on Spirituality deals with all those subjects we are constantly striving to 'know', such as our real nature, soul and mind, four main methods, Japa and meditation, dispassion, how does Grace come, and surrender. Prabhu Maharaj concludes: "Everyone is trying in his own way to realise God. Our spiritual practices depend only on us. This has to be remembered." The heading in the photograph collection reads, 'Vibrant moments of Revered Maharaj's divine smile'….. By the time we reach the end of both volumes, we feel we have met him in person. "Once a disciple asked him with a little hesitation if he would kindly narrate any of his spiritual experiences or visions he had had. For a few seconds he was quiet. He then said: 'I have realised one Truth, and Sri Ramakrishna is the Truth, and I have all along been living with that Truth.'" ⁵ References: ⁵ Swami Vireswarananda – A Divine Life, Reminiscences, Volume II ⁶ Swami Vireswarananda – A Divine Life, Second Part: Reminiscences, Volume II ⁷ Swami Vireswarananda – A Divine Life, Collection of Sayings, Volume II to rock. The man became very anxious to save it and prayed to the god of winds: 'O god of the winds, please don't wreck the house! But the god of the winds paid no heed to his prayers. The house was about to crash. Then he thought of a trick. He remembered that Hanuman was the son of the god of the winds. At once he cried out with great earnestness: 'O revered sir, please don't pull down the house. It belongs to Hanuman. I beseech you to protect it.' But still the house continued to shake violently. Nobody seemed to listen to his prayer. He repeated many times, 'Oh, this house belongs to Hanuman!' But the fury of the winds did not abate. Then he remembered that Hanuman was the devoted servant of Rama, whose younger brother was Lakshmana. Desperately the man cried, saying aloud, 'Oh, this house belongs to Lakshmana!' But that also failed to help matters. So, the man cried out as a last resort: 'This is Rama's house. Don't break it down, O god of winds! I beseech you most humbly.' But this proved futile, and the house began to crash down. Whereupon the man who had to save his own life, rushed out of it with a curse: 'Let it go! This is devil's own house!'" You may now be anxious to preserve Keshab's name: but console yourself with the thought, it was after all owing to God's Will that the religious movement connected with his name was set on foot, and that if the movement has had its day, it is also due to that same Divine Will. Therefore, dive deep into the sea of Immortality." Vedanta is a bi-monthly magazine published, since 1951, by the Ramakrishna Vedanta Centre, Bourne End, Buckinghamshire SL8 5LF, U.K. Phone: (01628) 526464 www.vedantauk.com Subscription rate for 6 issues: £9 or $17.50 post free. Japa is repeating the Holy Name; through this the devotee rises to the Infinite. This boat of sacrifice and ceremonies is very frail, we need more than that to know Brahman, which alone is freedom. Liberty is nothing more than destruction of ignorance, and that can only go when we know Brahman. It is not necessary to go through all these ceremonials to reach the meaning of the Vedanta. Repeating Om is enough.... Ishvara is the Atman as seen or grasped by mind. His highest name is Om; so, repeat it, meditate on it, and think of all its wonderful nature and attributes. Repeating the Om continually is the only true worship. It is not a word, it is God Himself....Practice Pranayama or the suspending, restraining, and controlling of the breath, mentally repeating the word Om as you inhale and exhale the breath. Words charged with spirit have wonderful power.... Repeating the names of God has wonderful power. -Swami Vivekananda	<urn:uuid:f774ea5e-b978-4600-b930-1185f73b3ec2>	CC-MAIN-2024-42	https://vedantauk.org/Magazines/2021/May-Jun2021.pdf	2024-10-14T02:22:28+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00162.warc.gz	526,040,489	20,073	eng_Latn	eng_Latn	0.986276	eng_Latn	0.998461	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 153, 1036, 1551, 4876, 5334, 7568, 9190, 12160, 13387, 15976, 17296, 19813, 20947, 23022, 24900, 26964, 28580, 30901, 31913, 34068, 37325, 39173, 39961, 41963, 44271, 47293, 47941, 49756, 51609, 53234, 54345, 56191, 57941, 59814, 62637, 63604, 65891, 66971, 68806, 70276, 72055, 73877, 76296, 78073, 80702, 81832, 83202, 85250, 88901, 90602, 91166, 92104 ]	[ 1.34375, 1.1796875 ]	2	1
This story is brought to you by Ririro.com for free. Our mission is to give all children in the world free access to a variety of stories. The stories can be read, downloaded and printed online and cover a wide range of topics, including animals, fantasy, science, history, diverse cultures and much more. Support our mission by sharing our website. We wish you a lot of fun reading! Ririro The windflower's story One day a little Windflower growing in a garden heard the Rosebush say to the Pansies, "What a quiet little creature the Windflower is! She seems to be a modest little thing, but she never stays here long enough to get acquainted; so I do not know whether she hides her ignorance by keeping quiet or is a deep thinker." "I think she is deep, Miss Rose," said the Hollyhock, near by. "You know I can see farther than anyone here, and it is my opinion that the Windflower is deep, and I think, too, she has a story." "A story!" cried the Pansies, turning up their pretty faces to the Hollyhock. "Oh, how interesting." "What do you mean by a story?" asked the Rosebush. "Oh, I mean she is deep and knows things of which we little dream. There is something between her and the Wind, but I cannot learn her secret." Rosebush held up her head, the Pansies turned their little faces around and looked at the modest little Windflower to see if they could read her secret. "I have no secret the world cannot know," said the Windflower. "All my family love the Wind; this all the world would know if they knew our history." Rosebush and the Pansies and Hollyhock began to question the little Windflower, and this is what she told them: "Oh, a long, long time ago some beautiful goddess grieved very much over the death of some one she dearly loved, and she created in memory of this friend a beautiful flower which she named Anemone. That is our real name." "Oh, how grand is sounds!" said the Rosebush. "Such a big name, too, for such a little flower." "Yes, it is big," replied the little Windflower, "but you see we had nothing at all to do with our name; the Wind fell in love with us and opened our blossoms—that is the way we happened to be named, I am told." "Oh, how interesting!" said the Rosebush, beginning to look with envy upon the little Windflower. "But you are a small family, I think," said the Rosebush. "I have seen very few of your kind in our garden." "No, we are a numerous and beautiful family," said the Windflower. "Oh, how conceited she is!" said the Rosebush in a whisper to the Pansies. "Think of calling herself beautiful. For my part, I think her white and purple quite plain-looking." But in spite of the low voice of the Rose the little Windflower heard her. "Oh, you are quite mistaken if you think I feel I am beautiful!" she said. "It is of our family I speak; you should see some of my sisters; they are wonderful, purple and so silky they are beautiful. "And other sisters are a beautiful blue. Oh, I am by far the plainest of our family. But the Wind has no favorites; he takes us all along with him, though, of course, my sisters that grow in mountain pastures go oftener with the Wind than others." "Oh, here comes that horrid breeze!" said the Rosebush. "He always spoils everything." And she gathered her petals closer to her and leaned back among the leaves. When she opened her petals to look around the garden "Why, where has the Windflower gone?" she asked. again the little Windflower was not there. "Oh, you missed it!" said the Pansies, nodding very knowingly. "That breeze came to tell the Windflower that the Wind would be along in a minute. We heard him, so we watched, and in a little while the Wind came and took the Windflower away with him. She went up high right over Hollyhock's head." Hollyhock, who had been gazing about, lowered his head. "She is out of sight," he told the Rosebush and the Pansies. "The Wind came this morning and whispered to her, but I could not hear what he said; but she opened wide her blossom and nodded." "Now, what do you suppose there is between the Windflower and the Wind?" asked Rosebush. "Just what she told us," said Hollyhock. "He is in love with the Windflowers." "I should prefer a more tender lover," said Rosebush. "I think him quite rude at times. The way he blows through our garden is far from gentle." "Some like strong lovers that can master them," said Hollyhock, lifting his head and standing very straight. "I suppose so," sighed the Rosebush; "but it is just as I have always said. You never can tell about the quiet, modest ones. Think of the little Windflower having such a story and flying away with the Wind. My, my! What a world!"	<urn:uuid:a393459a-cc10-4cc7-8483-fa2a67a67de5>	CC-MAIN-2024-42	https://ririro.com/wp-content/uploads/2023/02/The-windflowers-story_CompressPdf_1_2_CompressPdf-1.pdf	2024-10-14T01:51:17+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00164.warc.gz	440,579,425	1,111	eng_Latn	eng_Latn	0.999538	eng_Latn	0.999764	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 384, 1535, 2912, 4109, 4675 ]	[ 3.140625 ]	1	0
CHOICE BASED CREDIT SYSTEM (CBCS) Department of Philosophy B.A. (Programme) C.B.C.S. Course (PASS) Semester – I : DSC-1-A/2A: LOGIC Semester – II : DSC-1-B/2B: ETHICS Semester – III : DSC-1-C/2C: INDIAN PHILOSOPHY Semester – IV : DSC-1-D/2D: WESTERN PHILOSOPHY DISCIPLINE SPECIFIC ELECTIVE COURSE (DSC) Semester – V : BUDDHISM Semester – VI : VEDIC VALUE SYSTEM GENERIC ELECTIVE COURSE (GEC) GE : Semester – III : 1. IINDUCTIVE LOGIC Semester – IV : 2. FUNDAMENTALS OF INDIAN PHILOSOPHY SKILL ENHANCEMENT COURSE (SEC) YOGA PHILOSOPHY ---------------------- Semester – III : Semester-I : DSC-A- LOGIC Aim & Objective : Logic is a study of language, inference and reasoning. This paper (Logic) intends to give the students some basic ideas about kinds of reasoning which enables students to get some basic ideas about reasoning, meant for different competitive examinations. UNIT – I : Basic Logical Concepts 1. Proposition and Sentence 2. Deductive and Inductive Arguments 3. Truth, Validity and Soundness UNIT – II : Traditional Logic (A) 1. Terms and Distribution of terms. 2. Categorical Propositions 3. Traditional Square of Opposition 4. Immediate Inference – Conversion, Obversion (B) 1. Categorical Syllogism : Figure and Mood 2. General Syllogistic Rules and Fallacies UNIT – III : Symbolic Logic 1. Truth Functions (Negation, Conjunction, Disjunction Equivalence, Alternation, Stroke). 2. Statements, Statement forms and Logical status. 3. Indirect Truth Table Method. UNIT – IV : Informal fallacies : Ignoratio Elenchi. Recommended Readings :- 1. Basson, A.H. and O' Corner, D.J. – An Introduction of Symbolic Logic, Free Press' 2. Copi, I.M. (2010) Introduction to Logic (14 th ed.) New Delhi : Prentice Hall of India. 3. Roy, Anup & Narayan Rao K.O.M; A concise study of symbolic Logic, Kalyani Publishers, New Delhi, 2017. 4. Cohnen and Nagel (1968), An Introduction to Logic and Scientific Method, Allied Publishers. Delhi. 5. Hurley, Patrick (2007), Introduction to Logic, Wardsworth Delhi. DEPARTMENT OF PHILOSOPHY UG SYLLABUS (PASS) Semester – II : Aim & Objective :- UNIT-I : UNIT-II : UNIT-III : UNIT-IV : DSC-B – ETHICS (PASS) Ethics, being a normative study gives ideas about what is right and what is wrong in human actions. Its sole aim is to promote human virtue in conformity with certain moral standards. The study of ethics can promote a sense of duty and responsibility among the students. 1. The fundamental Questions of Ethics 2. Distinction between Factual Judgement and Value Judgement 3. Relationship of Ethics with Sociology. 1. Utilitarianism of J.S. Mill 2. Kant's Categorical Imperative, Good Will 1. Virtue Ethics : Aristotle (Well being and Golden Mean) 2. Purusarthas 1. Niskamkarma (Bhagavadgita) 2. Non-Violence (M.K. Gandhi) 3. Compassion and Forgiveness (Buddhism) Recommended Readings :- 1. Aristotle (1926) – Nichomachian Ethics, Harvard University Press. 2. Kant, Immanuel – Ground work of the Metaphysics of Morals, Trans. H.J. Paton, as the Moral Law, London. 3. The selected works of Mahatma Gandhi (2006) – Volumes Ahmedabad Navjivan. 4. Mill, J.S. (1863) Utilitarianism, London in Mary Warnock. Ed. 1962. 5. Prasad, R. (1989) Karma, Causation and Retributive Morality, ICPR New Delhi. -------------------------- Semester – III : DSC-C : INDIAN PHILOSOPHY (PASS) Aim & Objective : Indian Philosophy, being a logico-philosophical discipline can create a sense of spiritualism in the mind of the students and helpful for different competitive examinations. UNIT – I : Indian Philosophy : An overview. 1. General Characteristics of Indian Philosphy UNIT – II: Theory of Knowledge (Nyaya-Vaisesika) : The four Pramanas 1. Perception (Pratyaksha) 2. INFERENCE (Anumana) 3. Comparison (Upamana) 4. Testimony (Sabda) UNIT – III : Theories of Causation : 1. Buddhism (Pratitya Samutpada) 2. Samkshya (Satkaryavada) UNIT – IV : Theories of Reality. 1. Buddhism 2. Samkara Recommended Reading :- 1. Chatterjee, S & Datta D.M. (1984) : An Introduction to Indian Philosophy 8 th ed., University of Calcutta. 2. Dasgupta, S.N. (2004) : A History of Indian Philosophy, Vol.1, Delhi : MLBD Publishers. 3. Datta D.M. (1972) : This Six ways of Knowing, University of Calcutta. 4. Hairiyanna, M (1994) : Outlines of Indian Philosophy, Delhi MLBD Publishers. 5. Hairiyanna, M (2015) : The Essentials of Indian Philosophy, Delhi MLBD Publishers. 6. Sharma, C.D. (2000) : A Critical Survey of Indian Philosophy Motilal Banarassidass. 1. Semester – IV : DSC-D : WESTERN PHILOSOPHY (PASS) Aim & Objective :- A study of Western Philosophy not only gives a broad idea about western literature and philosophy but also enables students to develop a scientific attitude towards Reality. UNIT – I : 1. Plato : Knowledge and Opinion 2. Descartes : Cogito Ergo sum, Mind-body dualism. UNIT – II : 1. Spinoza : Substance 2. Leibnitz : Theory of Monads UNIT – III : 1. Berkeley : Esse est Percipii 2. Hume : Theory of Causation UNIT – IV : Kant : Reconciliation between Rationalism and Empiricism Recommended Readings :- 1. Cornor D.J. (1964) : A critical History of Western Philosophy, Macmillan New York, 1964. 2. Thomson, G (1992) : An Introduction to Modern Philosophy, California : Wadsworth Publishing. 3. Thilly, Frank : History of Western Philosophy 4. Locke John (1706) – An Essay Concerning Human Understanding, Ch-XXIII, London. 5. Ryle. Gilbert (1949), The concept of Mind, Hutchision, Chapter-I, London. 6. Titus, S & Nalan, (1994) Living Issues in Philosophy, London OUP. ---------------------------- UNIT – II: UNIT – III : UNIT – IV : UG SYLLABUS : PHILOSOPHY (PASS) DSE – BUDDHISM Semester – V : Aim & Objective : Buddhism gives shape to 'Karma' which has a prime importance in life. As a subject it is useful preparing for Civil Service examinations. UNIT – I : 1. Origin and Nature of Buddhism 2. Classification of Buddhism 1. Panchsila 2. Four Noble Truth 3. Eight Fold Path 1. Paramitas 2. Brahma Viharas 1. Karma and Rebirth 2. Nirvana Recommended Readings :- 1. Harvey, Peter, An Introduction of Buddhist Ethics, Cambridge, Cambridge University Press. 2. Kmala, J. (1983) : The concept of Panchsila in Indian Thought, P.V. Institute : Varanasi. 3. Sharma, C.D.(2000) : A Critical Survey of Indian Philosophy, Motilal Banarasidass. 4. Harvey, Peter, An Introduction to Buddhist Ethics, Cambridge University Press. 5. Saddhatissa, H (1970) Buddhist Ethics, London, George Allen & Unwin. Semester – VI : Aim & Objective UNIT – I : UNIT – II : UNIT – III: UNIT – IV: UG SYLLABUS : PHILOSOPHY (PASS) DSE – VEDIC VALUE SYSTEM : 'Man is the prime concern. Vedas are the store house of knowledge. In a time when there is a crisis of human value, this paper will certainly help students to shape their life in the background of human values. 1. Vedic System of Values 2. Concept of Man and Humanity 1. Purusarthas 2. Nature of Svodharma 1. Varnashrama Dharma 1. Three ways to attain Moksha (Bhagavad Gita) (Jnana Marga, Karma Marga, Bhakti Marga) 2. Niskama Karma Recommened Readings :- 1. Chaterjee, S. Chandra, The Fundamentals of Hinduism, Calcutta, University of Calcutta, 1970. 2. Dasgupta, S.N. : A History of Indian Philosophy, Delhi, Motilal Banarasidass, 1975. 3. Srimad Bhagavad Gita 4. Radhakrishnan, S, Indian Philosophy, Vol-I & II, New York : The Macmillan Company, 1956. 5. Hirriyan, N; Outlines of Indian Philosophy, London, George Alhen & Unwin (1952) 6. Radhakrishnan, S; The Hindu View of Life, London Unwin Books, 1960. -------------------------- UG SYLLABUS : PHILOSOPHY (PASS) GENERIC ELECTIVE(GE) Semester – III : GE PH 01 : INDUCTIVE LOGIC Aim and Objective : Inductive Logic as a study of reasoning and argument enables students to get hold of language and helpful for competitive examinations. UNIT – I : Introduction to Inductive Logic 1. Subject matter of Inductive Logic 2. Inductive Procedure and stages of Inductive procedure 3. Problem of Induction UNIT – II : Kinds of Induction 1. Scientific Induction 2. Unscientific Induction 3. Analogy UNIT – III : Postulates of Induction 1. Law of Uniformity of Nature 2. Law of Universal Causation UNIT – IV : Hypothesis 1. Definition of Hypothesis with Examples. 2. Kinds of Hypothesis 3. Conditions of a legitimate Hypothesis 4. Verification of a Hypothesis Recommended Reading :- 1. Chakravati. C. (2007) Logic : Informal Symbolic and Inductive, New Delhi Prentice Hall of India 2. Copi, I.M. (2013) : Introduction to Logic, New Delhi : Pearson. 3. Hackinng, I (2001) An Introduction to Probability and Inductive Logic; Cambridge University Press. 4. Read, C : The Project Gutenburg, ebook of Logic (ebook) (18440) (2006) UG SYLLABUS : PHILOSOPHY (PASS) GENERIC ELECTIVE(GE) Semester – IV : GENERIC ELECTIVE GE PH 02 : FUNDAMENTALS OF INDIAN PHILOSOPHY Aim and Objective : Indian Philosophy is a combination of ethics, religion and philosophy. As such it is wider in its dimension and is helpful for facing Civil Service Examinations. UNIT – I : Indian Philosophy : An Overview. 1. Basic Characteristics of Indian Philosophy. UNIT – II : Epistemology 1. Prama 2. Pramanya 3. Types of Pramana UNIT – III : Moral Philosophy 1. Indian Moral Philosophy UNIT – IV : Theory of Karma 1. Theory of Bhagavad Gita 2. Niskama Karma Recommended Readings :- 1. Homilton, S (2001) : Indian Philosophy (Very Short Introduction) UK : OUP 2. Sarma, Deepak (2011) : Classical Indian Philosophy : A Reader, Columbia University Press 3. Hiriyana, M : Outlines of Indian Philosophy; MLBD. 4. Datta, D.M. (1972) The Six Ways of Knowing; University of Calcutta Publishers. 5. Chatterjee, S & Datta, D.M. (1984) : An Introduction to Indian Philosophy. 8 th edn. University of Calcutta. Aim and Objective UNIT – I : UNIT – II : UNIT – III : UNIT – IV : UG SYLLABUS : PHILOSOPHY (PASS) SEC - YOGA PHILOSOPHY : 'Yoga' is of a practical and scientific value in life to keep the body fit. "Sound body in a sound mind" be attained by Yoga. 'Yoga Philosophy' is a necessary part for the students to keep their body and mind sound, and is helpful for different competitive examinations. Yoga Philosophy 1. The Definition and Essence of Yoga Kinds of Yoga 1. Jnana Yoga, Karma Yoga, Bhakti Yoga. Yoga in difference schools of Philosophy 1. Yoga in Jainism, Buddhism and Bhagavadgita Significance 1. Patanjali Yoga Recommended Readings :- 1. Aranya, H (1983) Yoga Philosophy of Patajali, rev.ed. Trans. By P.N. Mukharjee, Al bany, New York, Suny Press. 2. Dasgupta, S.N. (1930) Yoga Philosophy in Relation to other systems of Indian Thought, Calcutta : University of Calcutta. 3. Kavee Shwar, g.W. (1971) : The Ethics of the Gita, Delhi : Motilal Banarasidass. 4. Gopalan, S (1974) : Outlines of Jainism, John Wiley & Sons. (Asia Pvt. Ltd.) 5. Bhattacharya, H (1956) (edt) : The Cultural Heritage of India; Calcutta, Ramakrishna mission Institute of Culture, 4 volumes. Semester – V : Semester – VI : CBCS SYLLABUS FOR – SUB :- PHILOSOPHY +3/BA – PHILOSOPHY (HONS) : CORE COURSE / DSC Semester – 1 (I) – C1 –Indian Philosophy C2 –Logic Semester – 2 (II) – C3 – Greek Philosophy C4 – Ethics Semester – 3 (III) - C5 – Western Philosophy : Descartes to Kant. C6 – Social and Political Philosophy : Indian and Western C7 – Applied Ethics Semester – 4 (IV) - C8 – Text of Indian Philosophy C9 – Text of Western Philosophy C10 – Truth- Functional Logic : Propositional and Predicate. Semester – 5 (V) - C11 – Analytic Philosophy C12 – Continental Philosophy Semester – 6 (VI) - C13 –Philosophy of Religion (Indian & Western). C14 – Philosophy of Language (Indian & Western) ------------------------ CBCS BA (HONS) PHILOSOPHY DISCIPLINE SPECIFIC ELECTIVE (DSE) 1. Philosophy of Logic 2. Philosophy of Law 1. Bio- Ethics 2. Feminism GENERIC ELECTIVE COURSE (GE) Semester – I : Ethics in the Public Domain Semester – II : Formal Logic Semester – III : Feminism Semester – IV : Bio Ethics SKILL ENHANCEMENT COURSE Semester – III : Critical thinking and decision making Semester – I DSC – 1 – INDIAN PHILOSOPHY Aim and Objective: Different systems in Indian Philosophy are helpful to provide a vision of the Reality. A study of Indian Philosophy enables students to prepare for PSC and other competitive examinations. 1. Introduction to Indian Philosophy. 2. Common Features of Indian Philosophical Schools. 1. Carvaka : Metaphysics & Epistemology 2. Early Buddhism : Four Noble-Truths and Doctrine of Dependent Origination (Pratitya Samutpada). 3. Jainism : Anekantavada and Syadvada 1. Nyaya : On the nature of knowledge 2. Samkhya : Prakrti and Purusa; Theory of Evolution. 3. Asatkaryavada and Satkaryavada Debate 1. Advaita Vedanta of Sankara : Nature of Brahman and Maya 2. Visistadvaita Vedanta of Ramanuja : Nature of Brahman and Refutation of Maya. Books Recommended : 1. Sharma, C.D. (2003) (Critical Survey of Indian Philosophy : Motilal Banarasidass. 2. Chatterjee, S.C. & D.M. Datta (1984), An Introduction to Indian Philosophy, reprint, University of Calcutta. 3. Dasgupta, S.N. (2004), A History of Indian Philosophy, Vol.I, Delhi Motilal Banarasidass Publishers Pvt. Ltd. 4. Hiriyana, M.(1951), Outlines of Indian Philosophy, London : Allen & Unwin. 5. Radhakrishnan, S. (1929), Indian Philosophy, Volume – I, Muirhead Library of Philosophy, 2 nd Edition, London : George Allen and Unwin. 6. Radhakrishnan, S. Moore (1967). A Source book in Indian Philosophy, Princeton. Unit – I : Unit – II : Unit – III : Unit – IV : CBCS +3 SYLLABUS Semester – I DSC-2 – LOGIC Aim & Objective : A study of Logic enables students to get the knowledge of 'reasoning' which is necessary for appearing competitive examinations. Unit – I : Basic Logical Concepts 1. Sentence and Proposition 2. Argument and Inference 3. Truth, Validity and Soundness 4. Arguments and Explanations 5. Deduction and Induction. Unit – II :Logic and Language. 1. What is a word ? Definition of a term. 2. Connotation and Denotation of a term and their relationship. 3. Uses of Language : Three basic functions of Language. 4. Definition. Unit – III : Aristotelian Logic : (A) 1. Categorical Propositions and Immediate Inferences. 2. Square of Opposition, the problem of Existential Import. 3. Translating Categorical Propositions into standard form. 4. Immediate Inference : Conversion, Obversion and Contraposition. (B) 1. Mediate Inference : Categorical Syllogism : Mood, Figure. Unit – IV : Informal fallacies (As given in Copi's 14 th Edition) Books recommended :- 1. Cohen & Nagel (1968), An Introduction to Logic and Scientific Method, Delhi : Allied Publishers. 2. Copi. I.M. (2012) Introduction to Logic, Delhi, Pearson. 3. Hurley, Patrick (2007), Introduction to Logic, Wordsworth, Delhi. 4. Sen, Madhucchanda (2008), LOGIC, Delhi, Pearson. 5. O.M. Narayan Rao, K.K. Anup Roy, (2010), Aconcise study of Symbolic Logic. Kalyan Publishers, Ludhiana, New Delhi. 6. Das, Ganesh Prasad (2007), Basics of Logic (Part-I), Panchashila Publishers, Bhubaneswar. CBCS +3 SYLLABUS Semester – 2 DSC-3 – GREEK PHILOSOPHY Aim & Objective : 'There were many eminent thinkers in Greece. A study of Greek Philosophy enriches the mind-stuff of the students and also enables students to prepare for different competitive examinations. Unit – I : 1. Heraclitus : Doctrine of Flux and Logos. 2. Parmenides : Nature of Being. Unit – II : 1. Man is the measure of all things (Protagoras). 2. Virtue is knowledge (Socrates). Unit – III : 1. Plato : Justice in the state and individual. (Text : Republic Book 2-4) Unit – IV : 1. Aristotle : Nature of Change. (Text : Physics Book 1 & 2) Books recommended :- 1. Charlton, W. (1936) Aristotle's Physics, Bks. 1-2, USA, Clarendon. 2. Cohen, M.S. Curd, P & Reeve, C.D.C. (ed) (1995), Readings in Ancient Greek Philosophy, Hackett : Indianpolis. 3. Vlastos, M.G. (1969) "Justice and Psychic harmony in Republic" in Journal of Philosophy. Vol.66 (16) : PP.505-521. 4. Krik, G.S. Raven & Scholfield (1957) Pre Socratic Philosophy CUP. 5. Tankha, V (2012) Ancient Greek Philosophy : Theles to Socrates. India, Pearson. CBCS +3 SYLLABUS Semester – 2 DSC-4 – ETHICS Aim & Objective Unit – I : 1. CBCS +3 SYLLABUS: There are different standards of morality. It conforms students about human virtue in actions. This paper is helpful preparing for different competitive examinations. Relativism. Unit – II : 1. Aristotle : Virtue Ethics. 2. Kant : The Categorical Imperative. Unit – III : 1. Theories of Punishment, Capital Punishment.. 2. Euthanasia. Unit – IV : Indian Ethics 1. Bhagavadgita : Niskamakarma 2. Four Purusarthas : Dharma, Artha, Kama, Moksa. 3. Gandhi's conception of Ahimsa & Satya. Books recommended :- 1. Kant, Immanuel (1953) Groundwork of the Metaphysics of Morals, Trans. H.J. Paton, as the Moral Law, London : Hutechinson. 2. Frankena Williams (1988), Ethics, Prantice Hall of India, Pearson : 2 nd edition. 3. Rachel. J. (2003), The Elements of Moral Philosophy, Mc Graw Hill. 4. Rachels. J. (1989), The End of Life : Euthanasia and Morality, CUP. 5. Aristotle. (1926). Nichomachean Ethics, Harvard University Press. 6. Sharma, I.C. (1962) Ethical Philosophies of India, New York, U.S.A., Johnsen Publishing Company. CBCS +3 SYLLABUS Semester – 3 DSC-5 – WESTERN PHILOSOPHY : DESCARTES TO KANT. Aim & Objective: A study of western Philosophy gives a brood idea about Western literature and philosophy and develops a scientific attitude toward Reality among students. Unit – I : Rationalism. 1. Descartes : Method of Doubts, Mind-Body Dualism. 2. Spinoza : God and Substance. Unit – II : Empiricism 1. Locke : Critique of Innate Ideas, Ideas and qualities. 2. Hume : Ideas and Impressions, Causation. Unit – III : Scepticism 1. Ideas and Impressions, Theory of knowledge, Self and Causation. Unit – IV : Transcendentalism 1. Kant : Classification of Propositions. Possibility of Synthetic – apriori. Books recommended :- 1. Corner, D.J. (1964), A Critical History of Western Philosophy, Mc Millan, New York, 1964. 2. Thomson, Garett (1993), An Introduction to Modern Philosophy, California, Wadsworth Publishing House. 3. Moore, Brudor. (2011). Philosophy : The Power of ideas, New Delhi : Tata MacGraw Hill. 4. Stegmuller, W (1969), Main Currents in Contemporary German, British and American Philosophy, Dordrecht, D. Reidel Publishing. CBCS +3 SYLLABUS Semester – 3 DSC-6 – SOCIAL & POLITICAL PHILOSOPHY : INDIAN & WESTERN. Aim & Objective : The fundamental concepts introduced in this paper can enrich a sense of nationalism in students. In the age of globalization the critical study of civilization, liberty, equality and justice etc. are necessary for developing social attitude in students. Unit – I : 1. Tagore, "Nationalism in the West" Nationalism Rupa & Co. New Delhi, 2005. 2. Gandhi, Critique of Modern Civilization (Hind Swaraj, edi. Anthony J. Parel, Cambridge University Press, 1997, Chapter 6-13) Unit – II : 1. M.N. Roy, (2004), "New Political Philosophy" in Radical humanist : Selected Writings Kolkota, Premetheus. 2. Hamid Dalwai "On Secularism" in Muslim Politics in Secular India, (1968) Bombay, Nachiketa Publication. Unit – III : Berlin : "Two Concepts of Liberty" in Four Essays on Liberty. Oxford University Press. Unit – IV : John Rawls : "Fundamental Ideas" in Justice and Fairness : A Restatement (2001) Edn. Erin Kelly, Harvard University Press. PP.1-38. Books recommended :- 1. Berlin, 1 (1969), "Two concepts of Liberty" in Four Essay on Liberty, OUP. 2. Dalwai, Hamid (1968) Muslim Politics in Secular India. Bombay, Nachiketa Publications. 3. Dworkin. R (2000), "What is Equality ?" in Sovereign Virtue, Harvard University Press. 4. Gandhi, M.K. (1938), Hind Swaraj, Ahmedabad, Navjivan Publishing House. 5. Rawls, John. (2000), Justice As Fairreyy – A Restatement, ch-I, edt. By Erin Kelley, Harvard University Press. 6. Tagore, Rabindranath, Nationalism, The Macmillan Company, New York (Pdf). Semester – 3 DSC-7 – APPLIED ETHICS Aim & Objective : Being an ethico-political discipline APPLIED ETHICS is a valuable tool to get the Knowledge of human rights and values, and as such it is helpful in preparing for different competitive examinations. Unit – I : An Introduction to Moral Philosophy and Applied Ethics. Unit – II: Value of Human Life. 1. Human Rights 2. Punishment Unit – III: Environmental Ethics. 1. Nature as Means and End. 2. Respect for animal ecology. Unit – IV: Professional Ethics and Public Policy. 1. Medical Ethics – Surrogacy, Doctor – patient relation, Euthanasia. Books recommended :- 1. Motilal Sashi (ed) (2010) Applied Ethics and Human Rights : Conceptual Analysis and Contextual Applications, London, Anthem Press. 2. Rachel James, (2011) The Elements of Moral Philosophy. Oxford, Oxford University Press. 3. Singer Peter (1986) Applied Ethics. Oxford, Oxford University Press. 4. Yogi, Manavini, M, Euthanasia : Its Moral Implications, (2007), Delhi, Pratibha Prakashan. 5. Hammer Bhonda and Kellner Dougles (eds). (2009), Medical and Cultural studies : Critical Approaches, New York, Peter Lang Publishing. 6. Holmes Rolston and Andrew Light (eds.), (2007), Environmental Ethics : An Anthology. USA, Blackwell. CBCS +3 SYLLABUS CBCS +3 SYLLABUS Semester – 4 DSC-8 – TEXT OF INDIAN PHILOSOPHY Aim & Objective : A study of Buddhist Logic provides a new orientation in students to get a comparision between traditional, formal logic and Buddhist logic. A study of this paper enables students to know reasoning better than earlier. Text : Nyayabindu of Dharmakirti with Dharmottara's Tika. Chapter – I & II – Pratyaksa (Perception) and Svarthanumana (Inference for Oneself) English translation in Th. Scherbatsky, Buddhist Logic (1962), Volume-II, New York, Dover Publications (Indian Edition printed by : Motilal Banarsidass). Books recommended / Secondary sources :- 1. Dreyfus, George (1997), Recognizing Reality : Dharmakirti's philosophy and its Tibatan Interpretations, Delhi : Sri Satguru Publications. 2. Dlunne, John (2004) Foundations of Dharmakirti's Philosophy, New York. 3. Prasad, Hari Shankar (2007). The Centrality of Ethics in Buddhism, Chapter 10 : "Understanding Buddhist Epistemology". Delhi : Motilal Banarasidass. 4. Singh, H.S. (2011). Baudhapramana – mimamsa : Pratyaksa Ke Sandarbha men, Muzafarnagar. CBCS +3 SYLLABUS Semester – 4 DSC-9 – TEXT OF WESTERN PHILOSOPHY. Aim & Objective : Literature is a mirror and reflection of life. This paper intends to provide the knowledge of literature and ‘ism’ that is most important in the study of philosophy. Unit - I: Sartre – Existentialism and Humanism. Unit – II: Heidegger – Letter on Humanism. Unit – III: Richard Rorty – Philosophy and the Mirror of Nature (Chapter 7-8). Unit – IV : Thomas Nagel – The Last Word. Books recommended :- 1. Nagel. Thomas (2001), The Lost Word, Oxford University Press. 2. Rorty. R, (1979) Philosophy and the Mirror of Nature, Princeton : Princeton University Press. 3. Sartre, J.P. (1948) Existentialism and Humanism (+r) Philip Manot, London : Mathuen. 4. Wargner. Edu/….. / Heideggor – Letter on Humanizm. Translation Gro-h.pdf. CBCS +3 SYLLABUS Semester – 4 DSC-10 – TRUTH FUNCTIONAL LOGIC : PROPOSITIONAL & PREDICATE. Aim & Objective : Logic is a study of argument or reasoning. A study of truth-functional logic enables students to know more and more about reasoning. It is helpful for different competitive examinations. Unit – I : logic of Compound Propositions (Sentential) 1. Logical connectives : And (.), or (v) and Not (~). 2. Material conditions (0) and Biconditional (=) 3. Truth-tables for logical connectives. 4. Interdefinability of logical connectives. Unit – II : Truth-functions. 1. Symbols and Translation. 2. Statements and Statement forms, Logical status. 3. Shorter truth tables (Reductio ad absurdum) Unit – III : Proving Validity (Proof Procedures) 1. Formal Proofs. 2. Indirect Proofs. 3. Conditional Proofs. Unit – IV :Logic of Singular/Universal Propositions (Predicates). 1. Symbolization of Propositions. 2. Proving Validity. 3. Proving Invalidity. Books recommended :- 1. Copi. I.M. (2008), Symbolic Logic, India, Pearson). 2. Hurley, Patrick (2007) Introduction to Logic, Delhi, Wadsworth. 3. Quine, W.V.O. (1965), Methods of Logic, London, Routledge. 4. Copi, I.M. – (2012) Introduction to Logic, 14 th Edition, Pearson, India (also with Hindi translaltion of the same). 5. Jeffrey, H (1967), Formal Logic : Its scope and limits, U.S.A. MacGraw Hill. 6. Sen, Madhuchanda, (2008), Logic, Delhi. Pearson. Semester-5 DSC-11 – ANALYTIC PHILOSOPHY. Aim & Objective : A study of analytic philosophy gives us the knowledge of Language and Reality. It can promote a scientific attitude of logic, language and reality among the students. Unit – I : Analytic Philosophy : An Overview. 1. Existence of Matter. 2. Nature of Matter. Text : Russell, B(1980) The Problem of Philosophy, Oxford University Press (Indian Reprint, 1984) Unit – II : 1. Knowledge by acquaintance and knowledge by Description. Text : Russell, B(1980) The Problem of Philosophy, Oxford University Press (Indian Reprint, 1984) Elimination of Metaphysics (A.J. Ayer). Text : Ayer, A.J. (1916) Language, Truth and Logic, Penguin. Unit – III: 1. Unit – IV : 1. A Defence of Common Sense (G.E. Moore). Text : Ammerman, Robert R. (1965) Classics of Analytic Philosophy, USA : Mc Graw, Hill, PP.47-67 Or Murhead, J.H. (1925) Contemporary British Philosophy, U.K. : George Allen Unwin. Books recommended :- 1. Stephen P. Schwartz (2012) : A Brief History of Analytical Philosophy : From Russell to Rawls. 2. Urmson. J.O. (1978) Philosophical Analysis, New York, Oxford University Press. 3. Glock, Hans-Johann (2008), What is Analytic Philosophy, Cambridge. Cambridge University Press. 4. A. Martinich and David Sosa (eds) (2001) Analytic Philosophy : An Anthology. Black Well. CBCS +3 SYLLABUS CBCS +3 SYLLABUS Semester-5 DSC-12 – CONTINENTAL PHILOSOPHY Aim & Objective : It is an amalgam of the philosophical thoughts of different philosophers in the World. A study of continental philosophy is necessary for students to get a knowledge of the Realistic Philosophy. Unit – I : Hegel Alexandre Kojeve (1980), Introduction to the Reading of Hegel : Lectures on "The Phenomenology of the Spirit". Ithaca & London : Cornell University Press, PP. 3-30. Unit – II : Heidegger. Martin Heideggar (1977) "The Question Concerning Technology", in Being and Nothingness, Part-3, Chapter-1, Section-IV. Hazel E. Barnes, New York, PP.340-51. Unit – III : Sartre Jean Paul Sartre, "Look" in Kim Alkins (ed.2005), Self and subjectivity, Oxford : Blackwell Publisher, PP.87-100. Unit – IV : Marleau-Ponty Maurice Morleau Ponty "What is Phenomenology ?" in T. Toadvine & L.Lawlor (eds). The Marleau Ponty Reader, Evanston (Illinois), Northwestern University Press, 2007, PP.55-68. Books recommended :- 1. Atkins, Kim (ed) (2005) Self and Subjectivity, Malden : Blackwell Publishers. 2. Glendinning, Simon, (2006) The Idea of Continental Philosophy, Edinburgh : Edinburgh University Press. 3. Critchley, Simon, (2001), Continental Philosophy : A very short Introduction, Oxford : Oxford University Press. CBCS +3 SYLLABUS Semester-6 DSC-13 – PHILOSOPHY OF RELIGION (INDIAN & WESTERN) Aim & Objective : A study of religious philosophy promotes a sense of spiritualism in students. It is helpful for civil service examinations. Section – A : Western. Unit – I : 1. Nature of Philosophy of Religion and its distinction from theology. 2. Proofs for the existence of God : Ontological Argument and Cosmological Argument. Unit – II : 1. Religious Pluralism (Hohn Hick) 2. Religion and Science. Section – B : Indian Unit – III : 1. The concept of Bhakti. 2. The concept of Dharma (Purva-Mimamsa) Unit – IV : 1. Conceptions of God/Absolute (Sankara's Brahman, Ramanuja's god as Infinite, Personal and Good). 2. The Doctrine of Karma and Rebirth (with special reference to the Bhagavadgita). Books recommended :- 1. Baruch, A. Brody (ed) (1974) Reading in Philosophy of Religion, Part-I, 1-17…… new Jersy PH 1 Publications, PP.168-186. 2. Sinha, Jadunath (2000) Indian Philosophy (Vol-I & II), Delhi, MLBD. 3. M. Hirriyana (1983) Outlines of Indian Philosophy, Delhi, MLBD. 4. Peterson, Haskor Reichenbeah and Basinger (2001), Philosophy of Religion : Selected Readings, OUP. 5. William Lane Craig (ed.) (2002) Philosophy of Religion : A Reader and Guide, Edinburgh, Edinburgh University Press. 6. Stump and Murray, ed (1999) – Philosophy of Religion : The Big Questions, Blackwell Publications. CBCS +3 SYLLABUS Semester-6 DSC-14 – PHILOSOPHY OF LANGUAGE (INDIAN & WESTERN) : Philosophy of language is a study of Language and Reality. It enables students to Aim & Objective prepare for different competitive examinations. Section-A : Western. Unit – I : The Relation of Language with the World. 1. Gottlob Frege, On sense and Reference. Text : Dummett (1993) Michael Frege's Philosophy of Language, London : Duckworth. 2. Bertrand Russell, "On Denoting", 1905 PP.479-493. Unit – II : Philosophy of Language. 1. Austin, "How to do things with words ?". Text : Austin, J.L. (1962) "How to do things with words", Oxford University Press. Section-B : Indian Unit – III : 1. Nature of Verbal Knowledge. 2. Division of Words. Unit – IV : 1. Implication (Loksana) 2. Continguity (asatti) 3. Semantic competency (Yogyata) 4. Syntactic Expectancy (akanksa) 5. Intention of the Speaker (tatparya) Text : Unit-III & IV : Nyaya-sidhantamuktavali of Visvanatha. English translation : Nyaya Philosophy of Language, Jr. Joha Vattanky. S.J. Sri Satguru Publication, Delhi, 1995. Books recommended :- 1. Davidson, Donald (2001) subjective, Objective, Intersubjective, SA, Oxford University Press. 2. Kunjuni Raja, K (1963) Indian Theories of Meaning, Adyar Library, Madras 1962. 3. Motilal, B.K. (1996), Logic, Language and Reality, Delhi, Motilal Banarsidass, Delhi. 4. Russel, Bertrand (1918) The Philosophy of Logical Atomism, in R.C. March, Logic and Knowledge, New York; Routledge. 5. Dornellon, Keith. "Reference and Definite Descriptions", Philosophical Review (1966) PP.281-304. 6. Jerrold, Katz. J. (1971) The Philosophical Relevance of Linguistic theory in The Philosophy of Language (ed), Searle, Oxford University Press. UG SYLLABUS (HONS.) PHILOSOPHY DSC (DISCIPLINE SPECIFIC ELECTIVE) Semester – V PHILOSOPHY OF LOGIC (1) Aim & Objective: A study of "Philosophy of Logic" develops the knowledge of reasoning in students, to determine the validity of arguments. It enables students to face different competitive examinations. Unit – I : LOGICAL APPRAISAL 1. Inconsistency 2. Reasoning Unit – II : FORMAL LOGIC 1. Form 2. System Unit – III : TRUTH FUNCTION 1. Truth- Tables 2. Truth- Functional constants and ordinary language 3. Truth Functional constrants and Logical Relations. Presribed Text : 1. Strawson, P.F. (1976) Introduction to Logical Theory Bombay B.I. Publications. 2. Hurley, Patrick (2007), Introduction to Logic, Wordsworth, Delhi. 3. Sen, Madhucchanda (2008), LOGIC, Delhi, Pearson. 4. O.M. Narayan Rao, K.K. Anup Roy, (2010), Aconcise study of Symbolic Logic. Kalyan Publishers, Ludhiana, New Delhi. 5. Das, Ganesh Prasad (2007), Basics of Logic (Part-I), Panchashila Publishers, Bhubaneswar. UG SYLLABUS (HONS.) PHILOSOPHY DSC (DISCIPLINE SPECIFIC ELECTIVE) Semester – V PHILOSOPHY OF LAW (2) Laws are necessary for promoting common good and to establish justice in society. it Aim & Objectives : promotes in students basic ideas about different kinds of laws. Unit – I : Traditional Natural Law Theory. 1. Law for the common Good. 2. Law as command. 3. Law as the Union of primary and secondary Rules. 4. The obligation to obey the Law. Unit – II : Constitutional Law. 1. A Brief Introduction to the Indian Constitution and its History. 2. The 'Basic Structure" Doctrine. 3. Fundamental Rights. Unit – III : Criminal Law. 1. Theories of punishment. 2. The Death penalty. 3. Criminal Responsibility. 4. Justifications and Excuses. Unit – IV : Contract Law : 1. The obligation to fulfil a contract. 2. Contracts and Promises. 3. Blackmail. Recommeded Readings : 1. Feinberg, J. Coleman, J, and Kutz, C (2013) Philosophy of Law, 9 th Ed, USA, Pearson. 2. Marmor, A (2014) Philosophy of Law, Princeton University Press, Princeton. 3. Martin P. Golding and William A. Edmordson (ed) (2004). The Blackwell Guide to the Philosophy of Law and Legal Theory, London :Blackwell. UG SYLLABUS (HONS.) PHILOSOPHY DSC DISCIPLINE SPECIFIC ELECTIVE Semester-VI BIOETHICS Aim & Objectives : Bio-ethics is an inter-disciplinary subject. Its aim is to promote in students a sense of co-operation and responsibility and is helpful for various competitive examinations. Unit – I : Introduction to Bio-ethics 1. Understanding ethics & Bio-ethics 2. Human Dignity and Human Rights 3. Principles of benefit and Harm. Unit – II : Autonomy, Consent 1. Autonomy and individual Responsibility 2. Consent 3. Persons without the capacity to consent 4. Respect for human vulnerability and personal integrity. Unit – III : Justice, Diversity and Co-operation 1. Equality, Justice and Equity 2. Respect for cultural diversity and pluralism 3. Solidarity and co-operation Unit – IV : Health and Responsibility 1. Social Responsibility and Health. 2. Sharing of benefits. 3. Protecting future generations. 4. Protection of the environment. Recommended Readings. 1. URL hppt1/unesdoc.unesco.org/inages/0016/001636/1636/3e pdf. 2. Barilan, yechiel M (2014) Human Dignity, Human Rights and Responsibility – The New Language of Global Bioethics and Biolaw 3. Vaughn,1.(2012) Bioethics : Principles, Issues and cases, Oxford OUP 4. Kulse, H. and Singer, P. (2008) Bioethics : an Anthology, 2 nd Ed. Blackwell. 5. Singer, Peter A. and Viens, A.M. (2008) The Cambridge Textbook of Bioethics, Cambridge : Cambridge University Press. U.G. SYLLABUS (HONS.) PHILOSOPHY (HONS) DISCIPLINE SPECIFIC ELECTIVE DSE Recommended Readings : Squires, Judith and Kemp, Sandra, Feminisms, Oxford Reader, OUP USA 1998. U.G. SYLLABUS PHILOSOPHY (HONS) GENERAL ELETIVE COURSE SEMESTER – I ETHICS IN THE PUBLIC DOMAIN Aim & Objective : Ethics is a study of considering human actions to be right or wrong. It can create in students a sense of what is good or right in human conduct and it enables students to become a better human being. Unit – I : What is Ethics ? 1. Morality 2. Cultural Relativism 3. Subjectivism Unit – II : Family and Marriage 1. The married Women 2. Morality : Parents and Children Unit – III : Structures of Inequality 1. Caste 2. Poverty Unit – IV : Media and Ethics 1. Agency Recommended Readings : 1. Amartya Sen Inequality Reexamined Oxford 1992 Cahpter 4 & 7. 2. B.R. Ambedkar Caste in India (from writings and speeches Vol. 3 Bombay 1987 (PP.99-111) 3. James Rachel's 'Morality, parents and children, In Ethics in practice and anthology ed Hugh Lafollette, Blackwell 2002 (PP.167-178) 4. Rachel. J. (2003) The Elements of moral philosophy Mc Graw Hill (Chapters 1-3) 5. Simone de Beauvoir, Second Sex (Part-V Chapter 1 : The Married Woemn) 6. Russell, B. (1929) Mariage and Morals. Allen and Unwin (Chapter) & 10) U.G. SYLLABUS PHILOSOPHY (HONS) GENERAL ELECTIVE COURSE SEMESTER – II FORMAL LOGIC Aim & Objective : Logic is a study of argument. Formal logic is a study of terms and propositions that enables students to prepare for different tests in day to day life. Unit – I : BASIC LOGICAL CONCEPTS 1. Sentence and proposition 2. Argument, Explanation and Inference 3. Truth validity and soundness Unit – II : LOGIC AND LANGUAGE 1. Term and Distribution of Terms 2. Basic Functions of Language Unit – III : ARISTOTELIAN LOGIC (A) 1. Classification of categorical propositions 2. Traditional Square of opposition 3. Translating ordinary sentences into standard form (B) 1. Immediate Inference (Conversion, Obversion) 2. Mediate Inference : Categorical Syllogism Unit – IV : PROPOSITIONAL LOGIC 1. Importance of symbolic Logic 2. Logical constants, variable and basic truth functions (Negation, Conjunction Disjunction, Implication, Equivalence and Stroke function) 3. Symbolization of Statements 4. Proving Validity/Invalidity : Truth Table Method Prescribed Text : Introduction to Logic by I.M. Copi 14 th Edition) Prentice Hall of India Symbolic Logic by Basson'o Conner. U.G. SYLLABUS PHILOSOPHY (HONS) GENERAL ELECTIVE COURSE (GEC) Recommended Readings : Squires, Judith and Kemp, Sandra, Feminisms, Oxford Reader, OUP USA 1998. Unit – III U.G. SYLLABUS PHILOSOPHY (HONS) GENERAL ELECTIVE COURSE (GEC) SEMESTER – IV BIO THICS Aim & Objectives : Mere reading of ethics is not enough for students to enter into the world to get a global vision of what is right and what is wrong. This paper is an inter-disciplinary one that intends to provide broad outlook in students' mind, which may enable the students to create suitable atmosphere for social welfare. Unit – I : Introduction to Bio Ethics 1. Understanding ethics & Bio-ethics 2. Human Dignity and Human Rights 3. Principles of benefit and Harm Unit – II : Autonomy, Consent 1. Autonomy and individual Responsibility 2. Consent 3. Persons without the capacity to consent. 4. Respect for human vulnerability and personal integrity. : Justice, Diversity and Co-operation 1. Equality, Justice and Equity 2. Respect for cultural diversity and pluralism 3. Solidarity and Co-operation Unit – IV : Health and Responsibility 1. Social Responsibility and health 2. Sharing of benefits 3. Protecting future generations 4. Protection of the environment Recommended Readings : 1. UGC http//unesdoc.unesco.org/images/0016/001636/163613 e pdf 2. Barilan, Yechiel M (2014) Human Dignity, Human Rights and Responsibility – The New Language of Global Bioethics and Biolaw 3. Vaughn, I (2012) Bio ethics : principles, Issues and cases, Oxford OUP. 4. Kushe, H and Singer, P (2008) Bioethics : An Anthology. 2 nd Ed. Blackwell. 5. Singer, Peter A. and Viens, a.M. (2008) The Cambridge Text Book of Bioethics, Cambridge : Cambridge University Press. U.G. SYLLABUS PHILOSOPHY (HONS) SKILL ENHANCEMENT COURSE[SEC] SEMESTER – III CRITICAL THINKING AND DECISION MAKING. Aim & Objectives : A mere study on a subject is not enough. It requires thorough and critical study on a subject. Reading, examining and critical evaluation etc. are necessary. Its aim is to provide scope for critical thinking Unit – I : CRITICAL THINKING AND DECISION MAKING 1. Critical thinking : A second order Activity 2. Identification and Analysis of the problem Unit – II : PROBLEM, ANALYSIS, DECISION MAKING AND WRAPPING UP FOR SOLUTION 1. Evaluating the Argument : Validity, soundness and strength 2. Identifying inconsistencies : Understanding Dilemma and Looking for Appropriate solution with Limitations. Recommended Readings : 1. Hurley Patrick J (2007) Introduction to Logic Wadsworth Cengage Learning 2. Kam Chun Aik and Stephen Edmonds, Critical Thinking, Longman 3. Moore & Parker, Critical Thinking. 4. Dewey, John. (1933)How to Think : A Restatement of the Relation of Reflective Thinking to the Educative Process. Revised edition. Boston : Health. 5. Noisich, Gerald M. (2002) Learning to Think things through : A Guide to Critical Thinking, Prentice Hall. 6. Case Studies.	<urn:uuid:1555bc7f-435b-4cdb-ae36-97462e9ce88d>	CC-MAIN-2024-42	https://suniv.ac.in/upload/file/E-25-Exii(B)-Philosophy%20UG.pdf	2024-10-14T01:18:15+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	479,201,125	11,040	eng_Latn	eng_Latn	0.572249	eng_Latn	0.629781	[ "dan_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 601, 2090, 3319, 4536, 5622, 6528, 7614, 8759, 9814, 11006, 12133, 13627, 15144, 16244, 17364, 18502, 20101, 21382, 22487, 23308, 24729, 26096, 27397, 28795, 30539, 31552, 32746, 34183, 34359, 35499, 36679, 36843, 38415, 39635 ]	[ 1.0703125, 1.3203125 ]	1	1
1000 words about the mobility of contemporary dance in ESTONIA 1. FESTIVALS Estonian Contemporary Dance Platform UUS TANTS – Biannual contemporary dance festival, will take place next time in 2015. The festival is a contemporary dance overview festival that presents the most interesting performances of Estonian dancers and choreographers selected by the jury that have premiered during the last two years. Organized by the Union of Estonian Dance Artists. http://www.tantsuliit.ee/new-dance August DanceFestival – Annual internationally acknowledged contemporary dance and theatre festival that contains works of choreographers mainly from Europe. It is organized by Kanuti Gildi SAAL and its artistic director is Priit Raud. http://www.tantsufestival.ee NoTaFe (Noore Tantsu Festival/ Young Dance Festival) – Takes place annually in Viljandi, South-Estonia. Contains international summer school, workshops, performances. Organized by Eve Studio. Artistic director: Eve Noormets. www.notafe.ee Festival HOMMIK – The catchwords of the dance festival HOMMIK are freshness and novelty, present-day reflections, daring experimenting, and approachability. The performances that the dance artists will be sharing with the audience react to today's needs and present time and people's minds. http://stu.ee/h2013/ Hiiumaa Dance Festival – Dance festival for young audiences that takes place annually in Hiiumaa. Contains workshops, performances and film evenings. http://www.tants.org Koolitants (School Dance Festival), organised by the Estonian Dance Agency, is the most popular dance event for children and youth in Estonia, having the largest number of participants. Since its foundation in 1995, the creative dance festival is open to all styles and levels of dance. The goal of the School Dance Festival is to develop Estonian dance life as widely as possible, igniting interest towards dance in as many children and youth as possible and to encourage appreciation of dance art by the Estonian society through children and their parents. Contemporary dance is frequently also in the programme other festivals: Baltoscandal – Most known international performing arts festival in Estonia started in 1990. The festival is held biannually in June-July (next July 2008) and takes place in Rakvere, organized by Rakvere Theatre and Baltoscandal team. The main accent is on theatre, but the program contains contemporary dance pieces as well. www.baltoscandal.ee 2. VENUES Tallinn: Kanuti Gildi SAAL – the first production house that is devoted exclusively to the genre of contemporary dance in the Baltic countries. Presents and co-produces independently local and international productions. Established 2002. www.saal.ee Okasroosikese Castle – is a unique building in Tallinn where are artists' studios and an open project based cultural room. The black hall of the castle is open for residencies and performances, concerts and exhibitions take place. http://stu.ee/okasroosikese-loss/ Vaba Lava - Vaba Lava will be opened in 2014. It wishes to become a venue for young, experimental and innovative performing arts and network with theatres with similar profiles abroad. www.vabalava.ee Von Krahl Theatre – a theatre house and company in Tallinn in which annual program is usually one or two contemporary dance pieces per year. Until 2002 Von Krahl Theatre was the main venue for independent dance. www.vonkrahl.com KUMU (Estonian Art Museum) auditorium – black-box theatre-auditorium used for dance performances. www.ekm.ee Theatre NO99 – black-box theatre and a smaller chamber hall. Mostly for theatre pieces but a few contemporary pieces per year are performed. www.no99.ee Tartu: Sadamateater (Harbour theatre) – black box of the Vanemuine theatre. Used for their company productions and guest performances / festivals. Other venues of Vanemuine theatre are also used for dance productions. www.vanemuine.ee Genialistide klubi – small venue for independent artists presents also contemporary dance. www.genklubi.ee Tartu Uus Teater – a black-box theatre venue that holds a few dance performances per year. www.uusteater.ee Athena centre – two venues at the new art centre in the centre of Tartu. Sometimes holds also dance performances. www.athena.ee Viljandi: Black Box of the University of Tartu Viljandi Culture Academy – used mainly for the student works, but also holds series of Contemporary Dance Scene, 1-2 times in month, organized by University of Tartu Viljandi Culture Academy and Eve Studio. Pärnu: Küün of Pärnu Endla Theatre - black box of the Endla theatre. Mostly holds theatre performances. www.endala.ee Rakvere: Rakvere theatre - big hall and small hall, mostly holds theatre performances and a few dance performances per year. www.rakvereteater.ee Occationally contemporary dance performances are organized in the state theatres in Kuressaare and Culture centres of Haapsalu and Võru. 3. AGENTS All venues produce themselves. Also independent artists very often produce or coproduce their own work. Estonian Dance Agency / Tantsutuur is a contemporary dance series that kicked off in 2010 with a mission to intertwine various forms of dance while keeping all doors open for other forms of art. The repertoire of Tantsutuur entails performances for children, youth and adults, who are interested in contemporary dance and theatre. Tantsutuur deems it important to promote contemporary dance also in the counties, outside the main cities of Estonia. Dance productions produced by Estonian Dance Agency for Tantsutuur brings together accomplished dance artists as coaches and young dance artists who are about to start their journey on the field of dance. www.tantsuagentuur.ee 4. REHEARSAL SPACES The most used rehearsal space is Kanuti Gildi SAAL's rehearsal studio, Estonian Dance Agency´s studios and Okasroosikese castle. Also studios of the universities dance departments and private dance schools are used. There is a need for rehearsal spaces in Tallinn and other towns. 5. TOURING/MOBILITY STRUCTURES AND NETWORKS There are no official networks for touring and mobility in Estonia. Producers and coproducers are responsible for touring of their productions. There are three main production and co-production organizations in Estonia for contemporary dance – Kanuti Gildi SAAL / 2.tants, Estonian Dance Agency and STU (Independent Dance Association). They are dealing also with organizing the touring and looking for financing of them. In Viljandi and Pärnu there are independent organizations organizing series of contemporary dance performances in their towns – Eve Studio in Viljandi. Festivals in Tartu, Viljandi, Pärnu and Haapsalu are also giving possibilities for touring. 6. FUNDING OF MOBILITY AND TOURING OF NATIONAL AND FOREIGN DANCE COMPANIES Financing of touring in Estonia is mainly coming from four different institutions: local municipalities, Cultural Endowment of Estonia; local offices of the Cultural Endowment of Estonia and programme "Theatre to countryside". Foreign touring of Estonian choreographers or groups is often supported from Cultural Endowment of Estonia or Estonian Ministry of Culture. The organisers of festivals or guest performances can apply funding from Estonian Ministry of Culture and from Cultural Endowment of Estonia to invite foreign dance companies to perform. Also foreign cultural offices or embassies can support these events. 7. ESTONIAN DANCE ABROAD During 2012 (last statistics available; from Yearbook of Estonian Theatre Statistics 2012), 3 Estonian dance companies and choreographers presented 12 performances and gave a total of 31 performances in 15 different countries. 8. RESIDENCIES In Estonia we have two different residency places, one is Okasroosikese castle offered by STÜ and Kanuti Gildi SAAL offered by Teine Tants. 9. CO-PRODUCTION POSSIBILITIES Kanuti Gildi SAAL, STÜ (Independent Dance Association) and Estonian Dance Agency are the producers or co-producers of most Estonian independent dance productions. Simultaneously they are responsible for these artists touring arrangements. Sometimes some festivals are co-producing local and foreign productions. State theatres are not interested in co-producing contemporary dance productions but occasionally might produce one by themselves. Some companies have also foreign co-producers. 10. DAILY TRAINING There are daily dance classes and workshops by Tantsijalt Tantsijale (From Dancer to Dancer) and workshops from STÜ, half of them supported by the Union of Estonian Dance Artists. 11. NATIONAL FEATURES Estonian dance scene consists of 10-15 active choreographers/groups who are production based. So there are several productions and festivals, but there is a big lack of spaces for rehearsing and especially for performing. Also there is lack of touring networks or other support systems for touring and mobility and regional centres. This applies both to national and international work. Three dance organizations (producers, co-producers) are supported partly by the Ministry of Culture. Estonia has two ballet companies – Estonian National Ballet in Tallinn and Vanemuine Ballet in Tartu. Yearly 10-15 premieres by independent artists. Total audience number for contemporary dance yearly around 25000-35000. This paper is produced June-July 2014 by Raido Bergstein and Monika Tomingas from the Union of Estonian Dance Artists. www.tantsuliit.ee	<urn:uuid:dce9647d-5fd4-48f1-b2a9-86ab84d3d01e>	CC-MAIN-2024-42	https://kedja.tantsuliit.ee/wp-content/uploads/2013/05/1000-words-ES-2014.pdf	2024-10-14T02:42:55+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	290,849,916	2,051	eng_Latn	eng_Latn	0.983636	eng_Latn	0.988882	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2046, 3543, 4808, 6413, 7873, 9474 ]	[ 1.65625 ]	1	2
Sunday Club at Home – St Peter's Hi Everyone, Sunday 31 st May Hope you are still well. Today we are celebrating Pentecost. This is the Birthday of the Church, Happy Birthday St Peters! Story – from the Bible Acts 2: 1-11 Pentecost is when the gift of the Holy Spirit came down onto the disciples, the bible describes the Spirit as wind, flames and a dove. If we were in church, there would have been a party like you have when it's your birthday and defiantly a cake to celebrate. It can be difficult to explain what happened at Pentecost so let's watch the video and see what happened. For everyone – Acts of the Apostles: What is Pentecost? \| What's in the Bible? https://www.youtube.com/watch?v=xtokHQOmFu0 God Sends the Holy Spirit https://www.youtube.com/watch?v=OMQKy1Mx49M For Younger Children – The Holy Spirit Comes from the Play along bible - written by Bob Hartman This is an interactive story follow the instructions in Red Acts 1:4-8, 21-41 Jesus didn't want his friends to feel sad and alone (Make a sad face) So after Jesus went to heaven (Look Up) He sent them the Holy Spirit. His friends were all together when suddenly they heard a rushing of wind! (Take a deep breath and blow it out like the wind) Then something that looked like fire rested on each of them (Say, Whoosh!) And they could speak in different languages that they had never learned! (SAY, "Bonjour! Ni Haol") Soon other people heard the noise and came running (Run in place) Peter told them about Jesus and the Holy Spirit And lots of people believed! (Shout, "Hooray") Song – Shine on me – the children will know this from school https://www.youtube.com/watch?v=gURAcHTSsN4 +++++++++++++++++++++++++++++ Puzzle Sheet – print off the puzzle sheet about today’s story. +++++++++++++++++++++++++++++ Time to Pray – Airplane prayers You will need - As many pieces of paper as prayers you want to make. Colouring pencils or felts What to do - Then write or draw your prayers on the paper . This list may help - Thank you Sorry Please Sick People who help us Family Me Animals Then fold the paper into an aeroplane Then gather them all together and then take them into the garden and send them flying shouting Amen after every one. Balloon Prayers What you will need - A selection of balloons / A piece of paper / Colouring pencils or felts Scissors What to do - Cut the paper into slim strips / Then draw or write your prayers using this list Thank you Sorry Please Sick People who help us Family Me Animals Then fold the piece of paper into tiny pieces small enough to go into the neck of a balloon Place the prayer inside the balloon. Then blow the balloon up (do not tie the end) Then let the balloon go and shout AMEN see how far it travels Do this with all the balloons Then if you want to you can blow them up again and tie them this time and use them as decorations for you Pentecost party. Activities – lots of activities to choose from today. Have a birthday party! Sing Happy Birthday to the church. Play your favourite party games. BIRTHDAY CAKE as it's a Birthday there has to be a cake and this can be done as a big cake or little fairy cakes. Recipe at the end of the session. +++++++++++++++++++++++++++++++++++++++++++++++++ Flame Headband You will need – 2 pieces of A4 Card / Colouring pencils or felts Stapler / Sticky tape / Scissors What to do Take one piece of card and cut into strips about, 8 centimetres deep Join the strips together using a stapler to fit around your head, when you have the right measurement join the ends by using a stapler to put them together to make a circle. Then cut out as many flame shapes as you like and colour them in flame colours Red, Orange, Yellow for example. Then staple them around the headband that you have made Then use the sticky tape to cover all the staples on the inside of you headband, this prevents children scratching themselves on the staples. Here is an example +++++++++++++++++++++++++++++++++++++++++++++++++ Wind Soc - This is easy You will need - Some card / Some tissue paper of ribbons / Hole punch / pencil and blue tac or playdough / String / or ribbon / Stapler What to do - Take the card and cut the card, 9 inches / 24 centimetres in depth Then punch holes along the bottom and two holes on the top at a distance from each other. (if you haven't got a hole punch you can use a pencil and blue tac o playdough and place the card on top of the blue tac and then use the point of the pencil to make the hole by pushing it through the cad into the blue tac ) Then put strips of ribbon or tissue through the holes and tie into a not (if you are using tissue you may want t staple it onto the card instead of the holes) Then join the card together and thread ribbon or string through the two holes on the top and tie into a knot. It will look something like this. / Kite If you have a kite you could take it to the park and fly your kite to experience how strong the wind can be. Or maybe you could make a kite with your parents the instructions are at the end of the session. +++++++++++++++++++++++++++++++++++++++++++++++++ Dove of Peace You will need - 2 paper plate / Scissors / Glue / Pencil / Colouring pencil or felts What to do Get aN adult to help you draw a doves body and a doves wings (separately) Then place the template of the body and wings on one plate and draw round them Then place the same templates onto the second plate and do the same Then cut out both body's and wings. Then draw on one side of the dove his eyes and beak Then put glue on the other side of the body's and glue together Then put glue on the wrong side of the wings and arrange them on the each side of the body You can then punch a hole in the top of the body and add some string and hang it up. You could use you templates to create another dove and put a straw in the middle enabling you to hold it. +++++++++++++++++++++++++++++++++++++++++++++++++ Tea light holder This is a very simple craft but you must use a battery operated candle in the middle You will need - Card / Tissue paper or cellophane / Glue / Scissors / Stapler Colouring pencils or felts / Battery operated Candle ( do not use a real candle ) What to do Cut the card into a 23 centimetre depth Then decorate the card in the flame colours Then cut out flame shapes from the tissue paper (if white colour it in first before cutting) or out of the cellophane. Then glue the shapes to the other side of the card along one edge. Then take the card and either glue the two edges together to make a circle or staple (if stapling use sticky tape over the staple) Then place battery operated candle in the middle +++++++++++++++++++++++++++++++++++++++++++++++++ How to make a kite - https://www.youtube.com/watch?v=mc3AUuuj9_I BIRTHDAY CAKE Recipe 115g Butter 115g Caster Sugar 2 eggs lightly beaten 1 tsp vanilla extract (optional) 115g self-raising flour 1 tbsp milk Equipment Tin of your choice (if muffin tin you will need cake cups to place in & if a large tin you may need to line it. Bowl / Wooden spoon and metal spoon / Sieve / Scales Method Pre-heat the oven 180C/350F Gas mark 4 Your chosen tin Put the butter and sugar in a bowl and mix until smooth pale and fluffy Gradually mix in the beaten egg and the vanilla extract Using a large metal spoon fold in the flour (sieve flour if you can) add a little milk till you have a smooth consistency and the mixture drops of the spoon. Topping - You can choose whipping cream or frosting or butter cream Here is the recipe for butter cream Recipe 150g unsalted butter, softened 1tsp vanilla extract 280g icing sugar 1-2tbsp milk Strawberries Equipment Bowl Electric mixer Handheld or whisk or spoon (wooden) Sieve Method Place butter in bowl and vanilla extract, whisk or beat butter until very soft and pale Gradually sift in the icing sugar beating well after each addition (the more you beat at this stage the lighter and fluffier the buttercream will be. Then beat in the milk to make it softer to spread or pipe. When buttercream is ready spread on cool cake/s Then take a strawberry for each cake or if large cake enough to decorate the top and turn the strawberry so the point of the strawberry is up and slice down both sides of the strawberry so it looks like a flame. And place on the cake. You could also add a birthday candle and sing happy birthday. You could also make biscuits and cut a template of the shape of a flame when the biscuits are cool you could use icing sugar and food colouring to make flame coloured biscuits (recipe can be found on line here is a picture	<urn:uuid:14f491fe-e606-4469-bf49-f4dc4447423e>	CC-MAIN-2024-42	https://stpetersformby.co.uk/wp-content/uploads/2020/05/Sunday-Club-at-Home-31st-May-2020.pdf	2024-10-14T02:06:23+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz	486,188,624	2,002	eng_Latn	eng_Latn	0.993145	eng_Latn	0.996497	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn" ]	false	docling	[ 1587, 2943, 4913, 6738, 6856, 7828, 8707 ]	[ 2.578125 ]	1	1
GMOs Improve Healthy soil is fundamental for Over the last GMOs 25 YEARS, HAVE: 7.2% 2 REDUCED PESTICIDE INCREASED APPLICATIONS CROP YIELDS& Herbicide-tolerant GM crops enable farmers to till — or turn over and break up the soil — less often. This has increased nutrient-rich organic matter up to 1,800 pounds per acre per year . 4 In the last 150 years, half of the planet's topsoil has been lost, largely as the result of erosion. Erosion clogs streams and rivers, hurting ﬁsh and other species, and can worsen ﬂooding. 6 GMOs are part of sustainable farming that preserves topsoil, preventing erosion and desertiﬁcation. 7 Soil Moisture 3 LESS TILLING5 = Greenhouse Gas Emissions 1 Unlock the Secrets in the Soil: Soil Health. Retrieved from http://www.nrcs.usda.gov/wps/portal/nrcs/main/national/soils/health/ 2 Brookes, G., (2022). GM crops: global socio-economic and environmental impacts 1996-2020. Retrieved from https://pgeconomics.co.uk/pdf/Globalimpactbiotechcropsﬁnalreportoctober2022.pdf 3 Klumper, W. and Qaim, M. A Meta-Analysis of the Impacts of Genetically Modiﬁed Crops (2014). Retrieved from http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0111629 4 Conservation Technology Information Center: Facilitating Conservation Farming Practices and Enhancing Environment Sustainability with Agricultural Biotechnology (2010). Retrieved from http://www.ctic.purdue.edu/media/pdf/BioTechFINAL%20COPY%20SEND%20TO%20PRINTER.pdf 5 Genetic Literacy Project: No-Till Agriculture Oﬀers Vast Sustainability Beneﬁts. So Why Do Many Organic Farmers Reject It? (2016). Retrieved from https://www.geneticliteracyproject.org/2016/06/02/no-till-agriculture-oﬀers-vast-sustainability-beneﬁts-so-why-do-organic-farmers-reject-it/ 6 World Wildlife Fund: Soil Erosion and Degradation. Retrieved from http://www.worldwildlife.org/threats/soil-erosion-and-degradation 7 Retrieved from http://www.ctic.purdue.edu/media/pdf/BioTechFINAL%20COPY%20SEND%20TO%20PRINTER.pdf Conservation Technology Information Center: Facilitating Conservation Farming Practices and Enhancing Environment Sustainability with Agricultural Biotechnology (2010). LESS EROSION AND HEALTHIER SOIL, TO GMOs. THANKS CROP GROWTH & FOOD PRODUCTION.1	<urn:uuid:df71e468-68dc-4df9-b690-1e6f507192db>	CC-MAIN-2024-42	https://www.bayer.com/sites/default/files/How%20GMOs%20Improve%20Soil%20Health%202022_0.pdf	2024-10-14T01:57:38+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	575,625,825	630	eng_Latn	eng_Latn	0.8149	eng_Latn	0.8149	[ "eng_Latn" ]	false	docling	[ 2260 ]	[ 2.171875 ]	3	0
Priory Press Module 6 - Edition 1 Environmental News Rachel Ballantyne De-extinction: is it necessary, is it a good idea? A large effort for the environment currently is conservation; people have been putting in more and more effort into preserving species which are in danger of extinction in order to maintain biodiversity. One step further than conservation is de-extinction – the process of bringing an extinct animal back to life. To clarify, de-extinction is not currently creating complete replicas of extinct animals, as the DNA would not be exactly the same. However, selective DNA splicing is a relatively new method which would mix DNA from an extinct animal with a living species, creating a hybrid that would have genetic similarities to the extinct animal. A prominent example of this is happening in the US; the company Colossal Biosciences aims to resurrect the woolly mammoth by 2027. It's closest living relative is the Asian elephant, which it shares approximately 99.6% DNA with. DNA editing and splicing (mammoths frozen in ice can have DNA preserved) would hypothetically create an embryo that resembles the woolly mammoth. The long term goals of the project involve eventually reintegrating the woolly mammoth into its original home of the Arctic. In this case, reintegration may not be a massive problem. Mammoths were known as gardeners, because as well as being herbivores, their presence led to increasing plant life, as mammoth droppings acted as fertilizer. But in other cases, reintegration can be tricky. If habitats have evolved over time, extinct animals may not slide back into the food web so easily. Even with herbivores it can creates an increase in competition for food. So that begs the question – is de-extinction a good idea? Colossal Biosciences have invested hundreds of millions of dollars into their efforts, but if de-extinction may be as likely to cause environmental problems as benefits, is it worth it? Social News Poppy Willoughby-Crow The Stonewall Riots As Pride month begins, it is important we celebrate whilst knowing the harsh roots that this powerful movement has stemmed from. The Stonewall Riots took place from June 28 th to July 3 rd 1969, following a police raid of the Stonewall Inn in the Greenwich village in lower Manhattan. Patrons of Stonewall, also backed by lesbian and gay bars, trans-activists and unhoused LGBT people, were involved in these riots, as well as protests and marches for LGBT rights. It is commonly referred to as the catalyst for gay rights in America. On the night of 28 th June 1969, the bar was raided by police officers that had come with a warrant. They beat up patrons and arrested thirteen people, including employees and people violating the state's so-called 'gender-appropriate clothing'. People who were suspected to have committed this crime were taken to bathrooms and checked. Rather than leaving as initially demanded, protestors stayed outside, tired of the constant harassment by police and they made a stand against it all: against the abuse, harassment and discrimination within society. Surrounding passers-by heard the shouts from people being forced into police vans and threw pennies and other objects they had on them at police officers. These riots lasted for 5 days, and although this did not directly begin the Gay Rights movement, it is seen as a pivotal moment in LGBTQ+ history. In 2016, President Barack Obama declared the Stonewall Inn and the surrounding streets a national monument, recognising its role in progressing LGBTQ+ rights and gay history. Natural News Max Stothard Asian hornets beat the cold as they survive UK winter for the first time in their species' history Genetic analysis carried out by the National Bee Unit has found three Asian hornet Queens were the offspring of a nest destroyed on 15 th November. Asian hornets threaten honey bees and insect pollinators – and can eat up to fifty honeybees a day – but their risk to human health is not greater than our native hornets. The Department for Environment, Food & Rural Affairs had already indicated the insects' survival over the winter could be a possibility ahead of the Chelsea flower show last month. "National Bee Unit continues to take action to eradicate the Asian Hornet in the UK , and this spring rolled out trapping in areas where there was an increased risk That Asian Hornet Queens may have overwintered," a spokesperson said at the time. This is supported by the genetic analysis now confirming overwintering for the first time. Last year, there were record sightings of the hornet in the UK. The Wildlife and Countryside Link, a network representing 83 British nature organisations, say recent flooding and warming temperatures have increased the risk of 'problem species' populations in the UK growing and spreading . Space News Kacper Ciuba New most distant and oldest galaxy to date discovered Recently, on 30 th May, scientists using NASA's James Webb Space Telescope (JWST) have been enabled to discover a new galaxy. This has been named JADES-GS-z14-0, with JADES derived from the JWST Advanced Deep Extragalactic Survey (JADES) team who made this discovery. However, this is not your typical galaxy, due to the fact that it is the furthest galaxy to Earth ever discovered. Due to the way light travels, this means it is also the oldest galaxy discovered. More specifically, it is speculated that the galaxy was made a mere two-hundred and ninety million years after the Big Bang, which may initially seem like a lot, but when taking into account the fact that the Big Bang happened almost fourteen billion years ago, it makes this galaxy unfathomably ancient. This is quite a big step up compared to the previous record holder, which is believed to have been created three-hundred and twenty five million years after the Big Bang. Languages News Isaac Eccles Do Duolingo and Babble actually work? Many people across the world use Duolingo and other language learning apps to improve their understanding of a foreign language – however, it is often debated how effective this is at helping people to learn a language. The apps are often described as too much of a game and there are also many reports of apps teaching unimportant material. With Duolingo, there is a running joke about how it is threatening and forces you to continue your daily streak. Something that you may notice is that almost all of the apps use a streak system. This is because it is a very effective method to promote consistency, as it is difficult to remember to practise at the start. Eventually, it becomes part of daily life and finds its way into your routine. This is useful because daily practice in small quantities adds up. By practising just eighteen minutes per day, you could rack up to a hundred hours per year. Duolingo promotes this by stating that just six minutes a day, thirty four hours per year, could get you to a conversational level where you can speak on multiple topics with confidence. This is obviously useful, and its effect can be even more effective when paired with other methods such as watching shows in the other language or moving or visiting to the country where the language is spoken. So what do you think? Are language apps effective? Psychology News Isaac Eccles Do people spend too much time on their phones? How long is your daily screen time? If you said over six hours then you would be about average. What do you think the recommended time is? The answer is under two hours. This statistic shows how much people use devices (mostly phones) without even realizing. Picture this, you have 365 dots each representing a day, 122 of them are the time you spend sleeping, 53 of them are about the time you spend at school, 18 of them you spend eating, 8 of the days is the time spent in the bathroom, and 91 of them are on your phone (this is if you use your phone for six hours a day). This is a shocking visual. The total amount of time in the bathroom, at school and eating is still less than the total time you spend on your phone. If you accumulate the times, you get 292 of the 365 days in a year, leaving you with just seventy three days. If you reduce your daily screen time to two hours a day then you will only spend the equivalent of thirty days using your phone across the year. From this, you would have an extra sixty one days to do other activities. These could include: studying, mastering a new skill, playing a sport or anything else. This could all lead to increased quality sleep, lower chance of having vision problems and an overall improved wellbeing. This change is obviously not easy to do, so it is often useful to set time limits on your phone and have someone else set the password or do some other activity to distract yourself. Many of the hours spent on screens are on social media apps, which have negative effects on mental health, such as a lower attention span and lower self esteem. Geography News Finley Wilkes and Poppy Willoughby-Crow Who truly owns Antarctica? Antarctica. The home of penguins, the South Pole and loads of scientists. But who truly owns this massive landmass? There isn't quite a single answer to this. This continent is owned by multiple countries which are… * Australia * Argentina * France * Norway * New Zealand * Chile * United Kingdom France originally claimed the Adelie Land in Antarctica it in 1840, making it the first to own this snowy wasteland. This came as a result of French explorer Jules Dumont d'Urville discovering the coastline, and naming it after his wife! The newest member of the Antarctic club is Argentina, claiming it 1943. There are also large areas of land on the continent that are owned by nobody; if any countries wanted it, they could, in theory, just claim it right now. Despite this, most countries, including the USA, do not recognise these claims. Space News Max Stothard Astronauts could be on Mars by July A NASA-funded Pulsed Plasma Rocket concept aims to send astronauts to Mars around mid-July this year. An innovative rocket system could revolutionize future deep space missions to Mars; this is now reducing travel time to the red planet to being just a few months time. The goal of humans being sent to Mars has been greatly difficult to achieve due to all the necessary safety precautions and challenges needing to be overcome. These include the need to transport large payloads to and from the distant planet in quick time, which depending on the position of Earth and Mars, could take an increasingly long time. It has been estimated to take up to two years for even just a round trip using the current propulsion technology of today. The Pulsed Plasma Rocket (PPR), under Howe Industries development, is a propulsion system designed to be way more efficient and enabling the long journey to the rocky planet from Earth to be made in just two months time. The rocket will have a high specific impulse. This improvement in technology could therefore mean astronauts and cargo are enabled to travel to and from the red planet in a more efficient and speedy manner than existing spacecraft, according to a statement from NASA themselves who are in charge of the whole project. They say: "The exceptional performance of the PPR, combing high specific impulse and high thrust, holds the potential to revolutionize space exploration." The statement reads: "The system's high efficiency allows for manned missions to Mars to be completed within a mere two months". The concept itself of the PPR is now being moved to phase II of the NASA Innovative advanced concept (NIAC) study, having moved past Phase I after completion, which focused on the neutronics of the propulsion system, the designing of the spacecraft, power system and necessary subsystems, analyzing the magnetic nozzle capabilities, determining benefits and trajectories.	<urn:uuid:f9ae90df-75d8-4d95-a658-0946cc3a5457>	CC-MAIN-2024-42	https://www.priorylsst.co.uk/_site/data/files/lsst/B4298420921D4637FBD5A59E131680FE.pdf	2024-10-14T01:14:44+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	813,365,079	2,468	eng_Latn	eng_Latn	0.998969	eng_Latn	0.999256	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 34, 1958, 3582, 4844, 5867, 7288, 8978, 9907, 11904 ]	[ 2.75 ]	1	1
Education Series Decapod Iridescent virus 1 (DIV1) www.genics.com Copyright Genics Pty Ltd - Last updated Oct 2023 Disclaimer - Genics disclaims any liability which may be based on this document or any other written or oral information provided in connection with it and any errors and / or omissions in this document or any related educational materials. Shrimp get sick too. Decapod Iridescent virus 1 (DIV1) is a recently emerged infectious agent causing high mortality in Penaeus vannamei. DIV1 can affect late postlarvae, juvenile and subadult shrimp, mainly during low temperature seasons. The very recent emergence of the virus has not allowed sufficient research to link external effects such as environmental, nutritional, physiological or pathological stressors to influence the susceptibility and level of mortality of the viral disease. The main target organs for DIV1 infections are hematopoietic tissue, gills and hepatopancreatic sinuses. High mortality of up to 80% has been reported in farmed P. vannamei. DIV1 virus has additionally been detected in wild specimens of P. monodon caught in the Indian Ocean. It is thus highly recommended to screen every batch of wild-caught P. monodon broodstock destined for use in commercial shrimp aquaculture facilities for DIV1 viral load by molecular based tests like PCR. The Shrimp MultiPath TM test will help to confirm DIV1 infections as well as provide information to producers about presence and/or absence of this virus and other shrimp pathogens frequent in culture systems, in a precise, reliable and quantitative way (number of pathogens per sample). The causative agent of Decapod Iridescent virus 1 Disease was originally called Cherax quadricarinatus iridovirus (CQIV) or Shrimp Hemocyte Iridescent virus (SHIV) and is now classified within the proposed genus Decapodiridovirus within the family Iridoviridae, it was first reported in juvenile P. vannamei and crabs in Chinese aquaculture settings in 2014. DIV1 has a characteristically large icosahedral shape that can reach a diameter of around 150 nm. The virion particle contains a linear double-stranded DNA. This family of viruses has a broad spectrum of hosts including invertebrates (insects) and poikilothermic vertebrates (fish, amphibians, and reptiles). Shrimp species susceptible to DIV1 infection include P. vannamei, P. monodon and P. chinensis. The virus has also been detected by PCR in frozen samples of Krill and polychaetes from China, as well as in freshwater shrimp Macrobrachium rosenbergii. The screening and detection of DIV1 in shrimp broodstock feed is critical, as it will enable farmers to only feed high-quality virus free polychaete feed to shrimp and avoid infection of postlarvae by vertical transmission from feed to shrimp. Clinical signs of DIV1 in Penaeid shrimp are hepatopancreas atrophy with pale or yellowish discoloration, and empty stomach and midgut. Additionally, some dying shrimp show slightly whiteish coloration of the abdominal muscle as shown in the image on the right. Shrimp MultiPath TM is able to confirm DIV1 infections whilst also giving information on the presence and/or absence of other pathogens in the culture system, in a quantitative manner. 2 fe Early detection using Shrimp MultiPath TM can give farmers early notice to mitigate viral spread and disease outbreak, maximizing production outputs. This allows farmers to take appropriate action during a farming cycle. Early detection of DIV1 in a shrimp pond, enhances the timely application of control strategies, such as increasing aeration, reduction of feed supply, and increasing of biosecurity measures in infected ponds (special management cycles for affected ponds to minimize spread, use of separate and subsequently quarantined cast nets and equipment, establishing physical barriers and inform neighboring farms about the presence of this infection), and give priority to harvest infected ponds over healthy ponds on the farm. If DIV1 is detected in grow-out ponds, disease expression risk may be reduced by avoiding physical-chemical parameter abrupt changes and keeping environmental conditions as stable as possible. Target life-history stages for accurate early detection include late postlarval stages, juveniles, subadults and adults. While DIV1 is vertically transmitted, it is also a plausible assumption to detect the virus in samples of eggs and larval stages (nauplius, zoea or mysis). Target organs for sensitive Shrimp MultiPath TM detection of DIV1 are whole postlarvae or postlarvae heads; and in juvenile or pre-adult shrimp, gill filaments and hepatopancreas. Gill filaments can be sampled non-lethally, whilst hepatopancreas can only be taken lethally. Sampling and preservation of tissues for PCR tests should be done in labelled vials or tubes with screw cap seals and fixative should be 70% laboratory grade ethanol. Tissue size can be 2-5 mm 2 in size. Sample equipment must be sterilized using appropriate methods between sample tubes. Sampling numbers and health management plans should be established with your health expert who will factor in postlarvae source, climate, farm size and location, company structure, risk factors and market channels for sale of product, etc. There is also the option to pool samples for DIV1 testing to maximize value for money with PCR testing. Longer term solutions to DIV1 control include breeding for tolerance and resistance, PCR-based exclusion programs, surveillance and the use of developing RNA interference antiviral techniques (RNAi). Early pathogen detection and risk mitigation through the use of Shrimp MultiPath TM is also a foundational approach to solving DIV1 pond consequences. It is worth noting that according to the WOAH (World Organisation of Animal Health), infected crustacean products can be treated at 80°C for 30 minutes to inactivate the pathogen. Contact Genics at [email protected] if you would like to discuss these options for your operation or visit www.genics.com for further details. Learn how to dissect your shrimp for testing Visit our new Educational page here to learn how to: * Sterilize your equipment before sampling * Selecting the correct ethanol for tissue preservation * Identifying and sampling shrimp target organs for SMP testing Questions? Did you know? [email protected] www.genics.com DIV1 3	<urn:uuid:63f4a1cc-87ca-42aa-9f1a-05c8af511128>	CC-MAIN-2024-42	https://www.genics.com.au/wp-content/uploads/2023/11/DIV1-Education-Guide-English.pdf?x16694	2024-10-14T02:40:56+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz	687,488,389	1,339	eng_Latn	eng_Latn	0.96915	eng_Latn	0.99194	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 358, 3238, 6371 ]	[ 1.9296875 ]	1	10
SELF CARE LOOKING AFTER MY BODY BATHING INDEPENDENTLY Becoming independent in personal care is an important life skill that can give a young person a sense of pride and achievement. Even becoming independent in parts of the task can help a young person to feel engaged and confident in their developing self. Have a consistent routine for bathing your child including the time of day, what you use to wash your child, the order that you wash your child. Ensure your child is safe in the bath or shower. Have a non-slip mat on the floor. If your child has balance difficulties sitting down can be easier for him as he does not then have to balance and think about the steps of the task. Encourage your child to become independent with one aspect of washing first. For example you put the soap on the wash cloth then give it to your child to wash his body. Some children with very poor coordination and/or understanding might need you to guide their hand (this is called 'hand over hand' support). Once your child has mastered one step, introduce another aspect of the routine e.g. putting the soap on the wash cloth. Many children benefit from visual prompts of the steps of a routine such as showering. These are available from websites such as Do 2 Learn. Have the pictures in a place that the child can see them e.g. laminated and on the wall of the shower, and prompt your child to look at the next picture in the sequence rather than telling her what to do. Don't forget to praise your child for their successes and attempts at being independent. A sticker chart can be an effective way to keep your child focused on developing these skills. Page	<urn:uuid:bd8bf85b-c32a-450f-b410-5a105aeb06dc>	CC-MAIN-2024-42	https://bcuhb.nhs.wales/services/hospital-services/occupational-therapy/childrens-occupational-therapy/childrens-occupational-therapy-documents/bathing-independently/	2024-10-14T03:15:22+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	101,575,040	343	eng_Latn	eng_Latn	0.998877	eng_Latn	0.998877	[ "eng_Latn" ]	false	docling	[ 1660 ]	[ 3.25 ]	1	2
Due: 18 June 2015 Language Myths Common ideas about language are pervasive in society. You can read them in blogs or in talking with friends. You are to find one of those myths and give a persuasive speech 2:30 minutes arguing against a common (popular) myth of language. You should pitch the presentation to a non-linguist while being professional (e.g. not reading, speaking clearly without fillers, making eye contact with the audience). The presentation should include appropriate examples. You should not use the handout or make reference to it while giving your speech. One should be able to close one's eyes and still be able to follow the talk. You need to use anecdotal evidence as well as cite at least one scholarly article from the Linguistics and Language Behavior Abstracts database (LLBA) accessed through the Queens College Library website. You need to have a strong thesis that you should be able to state in terms of a frame: “ Although many people say/believe ________; this is false because: 1) _____________, 2) _____________, and 3) _____________.” You need to have three main points that support your thesis. Be sure to state the myth, where you heard it, and research proving it is wrong. You will need to make an outline of the speech and bring to class on Monday 8 June 2015. You may and I encourage you to do the speech in your L1 (e.g. Spanish, Kreyòl Ayisyen, Guyanese) as it will be an interesting experience for the class. Example language myths: - Kids these days are ruining the language - Youth have limited vocabularies because they can't speak proper - The standard/proper variety is more logical and can convey more information - Language constrains the things you can talk about - Animals have language - Bilinguals (who are claimed to speak two languages just like a native monolingual) don't really command both languages as well as someone who only speaks one language. - Bilinguals don't speak both languages well. - They system of communication that animals use is just as complex and rich as human language. The only reason why "linguists" don't refer to animal communication systems as language is because they are human centric. The "linguists" want to treat humans as being different or special but we are just like other animals so if we have language, so do other animals - Standard English is the only proper way to talk in professional settings in America. Mid-term Project –Speech - Standard English is the best language for business, critical thinking, education, law, etc for a number of reasons. - African-American vernacular English (AAVE) is not a fully developed language and is incomplete. - AAVE is a degenerate version of English. Any distinct features of AAVE are merely incomplete or not correct attempts as speaking proper English.	<urn:uuid:e11db66d-31cd-4bbd-9f4f-bd63ef457227>	CC-MAIN-2024-42	https://cmadsen.commons.gc.cuny.edu/wp-content/blogs.dir/2089/files/2015/05/SpeechHandout_LCD102.pdf	2024-10-14T03:02:48+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	148,090,319	609	eng_Latn	eng_Latn	0.994653	eng_Latn	0.998599	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2440, 2804 ]	[ 2.203125 ]	1	1
Arithmetic Understanding and writing numbers, pp. 5, 6, 7 and 8 A. Natural numbers, pp. 5-6 \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| Reminder \| \|---\|---\|---\|---\|---\|---\|---\| \| Numbers covered: less than 1000 \| \| Numbers covered: less than 100 000 \| \| Numbers covered: less than 1 000 000 \| \| \| \| p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping \| \| p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection \| \| p. 5, no. A-2 Counts collections (using objects or drawings) c. counts a collection by grouping or regrouping d. counts a pre-grouped collection \| \| \| \| p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings \| \| p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings \| \| p. 5, no. A-4 Represents natural numbers in different ways or associates a number with a set of objects or drawings \| \| \| \| p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways \| \| p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways \| \| p. 6, no. A-5 Composes and decomposes a natural number in a variety of ways \| \| \| \| \| B. Fractions (using objects or drawings), pp. 6-7 \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| Reminder \| \| p. 6, no. B-1 Identifies fractions related to everyday items (using objects or drawings) p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects \| \| p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-3 Matches a fraction to part of a whole (congruent or equivalent parts) or part of a group of objects, and vice versa p. 7, no. B-6 Reads and writes a fraction p. 6, no. B-5 Distinguishes a numerator from a denominator p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) \| \| p. 6, no. B-2 Represents a fraction in a variety of ways, based on a whole or a collection of objects p. 7, no. B-4 Identifies the different meanings of fractions (sharing, division, ratio) \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \|---\|---\|---\|---\|---\| \| \| Second year of the cycle (Grade 4) p. 7, no. B-9 Matches a decimal or a percentage to a fraction \| \| p. 7, no. B-9 Matches a decimal or a percentage to a fraction \| \| \| \| p. 7, no. B-7 Compares a fraction to 0, or 1 Second year of the cycle (Grade 4) p. 7, no. B-10 Orders fractions with the same denominator \| \| First year of the cycle (Grade 5) p. 7, no. B-10 Orders fractions with the same denominator Cycle Three p. 7, no. B-11 Orders fractions where one denominator is a multiple of the other(s) p. 7, no. B-12 Orders fractions with the same numerator p. 13, no. D-1 Expresses a decimal as a fraction, and vice versa \| \| \| C. Decimals up to . . . ,pp. 7-8 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Reminder \| \| \| Numbers covered: up to the second decimal place \| \| Numbers covered: up to the third decimal place \| \| As they move from one cycle to the next, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos. C-1, C-2, C-3, C-5, C-6, C-7, C-8, C-9, C-10 and C-11 on pp. 7-8. \| \| \| Decimals are not covered in Cycle One. \| \| \| \| \| \| \| \| D. Integers, p. 8 \| \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \| \| p. 8, no. D-1 Second year of the cycle (Grade 4) Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) \| \| p. 8, no. D-1 Represents integers in a variety of ways (using objects or drawings) (e.g. tokens in two different colours, number line, thermometer, football field, elevator, hot air balloon) \| \| Grade 4 students are introduced to the concept of representing an integer using everyday situations that involve objects or drawings. Students are asked to represent, locate on a number line, compare and order positive integers (natural numbers) and their opposites as well as negative integers. They do not work with negative rational numbers (negative fractions and decimals). \| \| \| Integers are not covered in Cycle One. \| \| \| \| \| \| \| Meaning of operations involving numbers, pp. 9-10 A. Natural numbers, pp. 9-10 \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| Numbers covered: less than 1000 \| \| Numbers covered: less than 100 000 \| \| Numbers covered: less than 1 000 000 \| \| As they move from one cycle to the next, students add to their repertoire of natural numbers studied, which they will use to perform the mathematical actions indicated in nos. A-1 to A-6, p. 9. \| \| \| p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) \| \| p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) \| \| p. 9, no. A-2 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition and subtraction) \| \| Using all these concepts of addition and subtraction is essential. Students should develop their own representations of these structures, but are not required to know what they are called. \| \| \| p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using objects and drawings) \| \| p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) \| \| p. 9, no. A-3 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of multiplication and division) N.B. (using concrete objects, diagrams or equations) \| \| In Cycle One, students only use objects or drawings to represent situations (concepts s of multiplication and division). Only in Cycle Two do students begin to use equations to represent situations. Using all these concepts of multiplication and division is essential. Students should develop their own representations of these structures, but are not required to know what they are called. \| \| \| \| \| \| \| p. 9, no. A-6 Translates a situation using a series of operations in accordance with the order of operations \| \| Order of operations is introduced in Cycle Three using simple sequences of operations with only one level of parentheses. \| \| \| A. Decimals up to . . . ,p. 10 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \| \| Numbers covered: up to the second decimal place \| \| Numbers covered: up to the third decimal place \| \| As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals studied, which they will use to perform the mathematical actions indicated in nos.B-1 to B-4, p. 10. \| \| \| Since decimals are not covered in Cycle One, \| \| \| \| \| \| \| \| they are not used to represent situations. \| \| \| \| \| \| \| \| \| \| \| p. 10, no. B-4 Translates a situation into a series of operations in accordance with the order of operations \| \| Cycle Three students represent situations using simple sequences of operations (only one level of parentheses) containing decimals, but they do not use processes for written computation* to solve the sequence of operations. They may use technology (calculator). \| \| \| C. Fractions, p. 10 \| \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \| \| \| \| p. 10, no. C-1 Uses objects, diagrams or equations to represent a situation and conversely, describes a situation represented by objects, diagrams or equations (use of different meanings of addition, subtraction and multiplication by a natural number) \| \| Students do not multiply and divide fractions until secondary school. \| \| \| Fractions are not used to represent situations in Cycles One and Two. \| \| \| \| \| \| \| \| Integers \| \| \| \| \| \| \| \| \| \| \| \| \| In elementary school, students simply develop their understanding of integers and learn to write them. \| \| \| Integers are not used to represent situations in Cycles One, Two and Three. \| \| \| \| \| \| \| Operations involving numbers, pp. 11, 12 and 13 A. Natural numbers, pp. 11-12 \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| Careful \| \|---\|---\|---\|---\|---\|---\|---\| \| Numbers covered: less than 1000 \| \| Numbers covered: less than 100 000 \| \| Numbers covered: less than 1 000 000 \| \| \| \| p. 11, no. A-2 Builds a repertoire of memorized addition and subtraction facts a. Builds a memory of addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts, using objects, drawings, charts or tables *terms less than 11 b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts \| \| p. 11, no. A-2 First year of Cycle Two (Grade 3) Builds a repertoire of memorized addition and subtraction facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of addition c. Masters all addition facts (0 + 0 to 10 + 10) and the corresponding subtraction facts \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \|---\|---\|---\|---\|---\|---\| \| \| \| p. 12, no. A-6 Builds a repertoire of memorized multiplication and division facts a. Builds a memory of multiplication facts (0 0 to 10 10) and the corresponding division facts, using objects, drawings, charts or tables b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts \| \| p. 12, no. A-6 First year of the cycle (Grade 5) Builds a repertoire of memorized multiplication and division facts b. Develops various strategies that promote mastery of number facts and relates them to the properties of multiplication c. Masters all multiplication facts (0 0 to 10 10) and the corresponding division facts \| \| \| p. 11, no. A-3 Develops processes for mental computation \| \| p. 11, no. A-3 Develops processes for mental computation \| \| p. 11, no. A-3 Develops processes for mental computation \| \| \| \| \| p. 12, no. A-7 Develops processes for written computation (multiplication and division) \| \| p. 12, no. A-7 Develops processes for written computation (multiplication and division) \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| Careful \| \|---\|---\|---\|---\|---\|---\|---\| \| p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: a. non-numerical patterns (e.g. series of colours, shapes, sounds, gestures) b. numerical patterns (e.g. number rhymes, tables and charts) c. series of numbers and family of operations \| \| p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations \| \| p. 12, no. A-13 Using his/her own words and mathematical language that is at an appropriate level for the cycle, describes: c. series of numbers and family of operations \| \| \| Fall 2011 \| B. Fractions (using objects or diagrams), p. 12 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \| \| \| \| p. 12, no. B-3 Adds and subtracts fractions when the denominator of one fraction is a multiple of the other fraction(s) p. 12, no. B-4 Multiplies a natural number by a fraction \| \| The multiplication and division of fractions is not covered in elementary school. \| \| \| Operations involving fractions are not covered \| \| \| \| \| \| \| \| in Cycle One. \| \| \| \| \| \| \| \| C. Decimals, p. 13 \| \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Careful \| \| \| Numbers covered: up to the second decimal place \| \| Numbers covered: up to the third decimal place \| \| As they move from Cycle Two to Cycle Three, students add to their repertoire of decimals, which they will use to perform the mathematical actions indicated in nos. C-1 to C-3, p. 13. \| \| \| Operations involving decimals are not covered \| \| \| \| \| \| \| \| in Cycle One, because decimals are not \| \| \| \| \| \| \| \| studied in Cycle One. \| \| \| \| \| \| \| \| \| p. 13, no. C-2 Develops processes for mental computation \| \| p. 13, no. C-2 Develops processes for mental computation \| \| In each cycle, students develop processes for mental computation using the numbers appropriate for their cycle. The computations must be “doable” using the mental computation strategies developed by the students. \| \| \| \| p. 13, no. C-3 Develops processes for written computation \| \| p. 13, no. C-3 Develops processes for written computation \| \| Even if students understand decimals up to the third decimal place and are able to write them, their answer must not go beyond the second decimal place when they perform computations that involve the addition, subtraction, multiplication and division of decimals. \| \| Mathematics Program Team 10 a \| In Cycles One, Two and Three, integers are not used when performing mathematical operations. \| \| \| \|---\|---\|---\| \| Cycle One \| Cycle Two \| Cycle Three \| Fall 2011 11	<urn:uuid:4c8db689-eb06-4cb0-89ff-3c1ff0430740>	CC-MAIN-2024-42	https://domaine.recitmst.qc.ca/wp-content/uploads/2017/07/AnglaisCycle_-Arithmetique.pdf	2024-10-14T01:14:51+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz	188,032,683	3,976	eng_Latn	eng_Latn	0.972336	eng_Latn	0.895612	[ "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown" ]	false	docling	[ 1344, 2329, 3034, 4567, 7383, 9146, 10221, 11451, 12221, 14114, 14290 ]	[ 4.25 ]	1	0
WATER CRISIS AND CHOLERA OUTBREAK IN YEMEN (QUICK REVIEW) Date: 27MAR2018 Executive Summary: The Republic of Yemen, a country located in a dry and arid region of the Middle East, was already struggling with a severe water crisis before the current armed conflict. Disruptions of the public health system, together with collapsing water, sanitation and hygiene (WASH) services are worsened by the armed conflict and blockade to the country. In this environment, cholera, which is spread mostly by unsafe water and unsafe food, appears as an epidemic affecting thousands and aggravating the humanitarian crisis in Yemen. The conflict, the humanitarian needs and the cholera outbreak are clearly interlinked. The study of these links is beyond the scope of this product. Key words: Yemen Civil War, humanitarian crisis, water crisis, food crisis, cholera outbreak, water sanitation and hygiene clean water WASH Highlights: - Humanitarian crisis figures in Yemen: estimated 17.8 million are food insecure, 16 million lack access to safe water and sanitation, and 16.4 million lack access to adequate healthcare. In addition, as a result of the ongoing armed conflict, 9,000 deaths have been reported, with around 50,000 people injured and over three million people forced to flee from their homes. -Education has been disrupted and two million children are out of school. The discontinuation of the payment of teacher salaries has created an education crisis, risking a generation of illiterate children if no mitigation measures are put in place. -In the current armed conflict in Yemen, water plays a significant role: 13 million Yemenis (50% of the population) struggle daily to find or buy enough clean water to drink or grow food. This lack of clean water triggers many health problems such as cholera and diphtheria. -Cholera is spread mostly by unsafe water and unsafe food that has been contaminated .The risk of death among those affected is usually less than 5% but may be as high as 50% it is not treated. - In October 2016 a cholera outbreak was declared in Yemen. In 2017 resurged, and between April and November 2017 there have been 900,000 suspected cases and 2,192 associated deaths. -In addition to the cholera outbreak, the World Health Organization (WHO) reported in January 2018 that 48 diphtheria-related deaths had been recorded and 610 suspected cases have also been reported across the country. - Currently, 191 humanitarian partners are working in Yemen including 147 national Non-Governmental Organisations (NGO's), 36 international NGO's and eight UN agencies. BACKGROUND IN WATER SCARCITY. Yemen is a country with one of the highest rates of population growth in the world. Unlike other MiddleEastern countries such as Lebanon, Syria, Iraq and Egypt, it has no rivers and depends on rainwater as well as underground water. Yemen's water shortage is far worse than that of any other country in the Middle East. It is also the country with the highest rate of exhaustion of water sources in the region. Surface water is considered to be an important source for irrigation in Yemen. Surface water consists of seasonal spate water and springs, with differing quantity and quality depending on the area. This source of water is less affected by drought and other natural and geographical factors. Surface water in Yemen is estimated to be about 1,500 M m 3 / year. 1 Groundwater resources are also vital for Yemen's agriculture. For their recharge they depend mainly on spate running water and rainfall. There are estimated to be more than 50,000 active wells in Yemen. These wells have relatively low levels of production. It is clear that there is a big gap between the demand for water and the size of the renewable resources. The deficit is covered from the deep underground aquifers. The annual water share is under 125 m 3 per person, which is below the water poverty line. The combination of high population growth (which was around 5% in early 90's and 2. 5 % annually by 2016) and exhaustion of water by misguided agricultural development and policies, the use of water to grow khat (a plant that needs vast amounts of water to grow), a lack of law enforcement to regulate water use and a high vulnerability to climate change has contributed to a severe water crisis in Yemen that may be one of the most catastrophic in the world. Sana'a is the only capital city in the world that may run out of water within the next decade. HUMANITARIAN SITUATION IN YEMEN Almost three years of armed conflict in Yemen have devastated the lives of millions of people. The UN named the situation as "the worst man-made humanitarian crisis". According to United Nations Office for the Coordination of Humanitarian Affairs (UNOCHA) more than 60 % of the total population is food insecure while almost 3 million people are internally displaced. An estimated 10.4 million people lack access to basic healthcare, including 8.8 million living in severely under-served areas. Medicine and medical supplies/materials are in chronically short supply. The blockade since the beginning of November 2017 to Yemen's ports (sea, land and airports), is making things a lot worse; prices of basic supplies have risen significantly throughout the country, making them unreachable for most of the population. According to WHO, more than 1,900 out of 3,507 health facilities in 16 governorates are either non-functional or partially functioning which leads to a result of having only 1.5 primary health care units and centres per 10,000 people. A child under 5 dies in Yemen every 10 minutes from preventable causes. In addition, 1.8 million children and 1.1 million pregnant or lactating women are suffering from Moderate Acute Malnutrition (MAM), while Global Acute Malnutrition (GAM) rates are as high as 31 % in some locations – more than twice the emergency threshold. Because almost only 50 % of health facilities are fully functioning, the actual figures are likely to be higher. An estimated 16 million Yemenis need humanitarian assistance to establish or maintain access to safe water, basic sanitation and hygiene (WASH) facilities, out of which 11.6 million are in acute need. Water and sewage networks require increased support to continue providing a minimum level of services. Humanitarian actors are working to repair infrastructure, but reliable fuel imports are critical to maintaining filtration systems, and this cannot be guaranteed as long as the blockade is maintained. Following these developments, WASH is likely to remain a priority need also in 2018. Yemen is now also in the world's largest man-made food security crisis. However, this crisis is not driven by a lack of food in the country. Rather, Yemen's food crisis is driven by factors constraining the supply, distribution and people's diminishing purchasing power. Ongoing conflict and economic decline have steadily eroded people's coping mechanisms, leaving large parts of the population at the risk of famine. 17.8 million people are now food insecure – a 5 % increase over 2017 UNOCHA Humanitarian Needs Overview-HNO estimates.Out of this, approximately 8.4 million people are severely food insecure and at risk of starvation, an increase of 24% since 2017. CHOLERA OUTBREAK. As a consequence of all these factors, an epidemic of any disease was inevitable and after less than 2 years since the beginning of the conflict a cholera outbreak was declared in Yemen in October 2016. The trend of the outbreak and case-fatality rate (CFR) declined during January to March 2017, though more than 25,000 suspected cases, including 143 associated deaths (with a case-fatality rate of 0.44 %) were reported by the end of March 2017. A resurgence of the outbreak was identified by the end of April 2017, followed by an unprecedented spike of 900,000 suspected cases and 2,192 associated deaths (0.25 % CFR) between 27 April and 5 November 2017. (Source: WHO Monthly Report on Cholera Situation in Yemen) VIOLENCE, HUMANITARIAN NEEDS AND CHOLERA. The unsafe environment makes difficult for humanitarian partners to perform their activities, and for national institutions to work on the water conservation solutions. There is a blockade on the Yemen's sea, air and land borders which hamper humanitarian aid entry and distribution and import essential goods and equipment. Yemen highly depends on imported products such as bottled water, food and fuel. The graphic below shows that people living in the west side of the country are those that experience most conflict related incidents. We may also observe that those are also the ones with the highest severity of needs and suffering more cases of cholera. We know that cholera is spread mostly by unsafe water and unsafe food, so it seems that the reason behind this geographical overlapping is that this unsafe water and food environment is mainly found in the zone of conflicts. This situation is exacerbated by the military blockade (that hamper humanitarian arrival) and the lack of security (that hamper distribution). The detailed interaction of violence, humanitarian need and cholera needs a more dive analysis and it is not the scope of this short product. The spread of the outbreak has quickly surpassed Haiti as the biggest one since modern records began in 1949. While there were 815,000 cases of cholera in Haiti between 2010 and 2017, Yemen has exceeded that number in just six months. The main factors contributing to the outbreak are contaminated water sources and disruptions to the public health system, collapsing water, sanitation and hygiene (WASH) services, most of which are increasing because of the armed conflict and blockade. FINAL REMARKS If the fighting sides don't fulfill their responsibilities according to International Humanitarian Law, the humanitarian situation is likely to deteriorate in 2018 particularly in the Southern, Western, and Northern governorates. Food security will continue to deteriorate, and cholera, diphtheria or other epidemic diseases are likely to continue to spread. UNOCHA, UNICEF, WHO and many other organizations are doing their best to reverse the humanitarian disaster in Yemen. In addition, the UN High Commissioner for Refugees is leading an initiative called Global Protection Cluster, which coordinates and provides global level inter-agency policy advice and guidance, for addressing the humanitarian situation in Yemen. After a solution for armed conflict is found all these massive efforts should be directed in a way to solve the challenge of water conservation. The NSDS HUB has been established at Allied Joint Force Command Naples in order to improve NATO's awareness and understanding of the opportunities and challenges from the South, while contributing to the overall coordination of NATO's activities and efforts. The NSDS HUB products are developed with open-source information from governmental organisations, non-governmental organisations, international organisations, academic institutions, media sources and military organisations. By design, the NSDS HUB products or links to open sourced and independently produced articles do not necessarily represent the opinions, views or official positions of any other organization. REFERENCES: A.M. Al-Asbahi, Q. (2018). Water Resources Information in Yemen. [online] Available at: https://unstats.un.org/unsd/ENVIRONMENT/envpdf/pap_wasess3a3yemen.pdf [Accessed 8 Feb. 2018]. Data.worldbank.org. (2017). Population growth (annual %) \| Data. [online] Available at: https://data.worldbank.org/indicator/SP.POP.GROW?locations=YE [Accessed 6 Feb. 2018]. Emro.who.int. (2018). WHO EMRO \| Yemen \| Countries. [online] Available at: http://www.emro.who.int/countries/yem/index.html [Accessed 5 Feb. 2018]. Glass, N. (2010). The Water Crisis in Yemen: Causes, Consequences and Solutions. [online] 1(1), p.17. Available at: http://www.yemenwater.org/wp-content/uploads/2013/03/Global_Majority_e_Journal_1-1_Glass.pdf [Accessed 8 Feb. 2018]. Humanitarian Overview-2018. (2017). [ebook] ACAPS. Available at: https://www.acaps.org/sites/acaps/files/products/files/acaps_humanitarian_overview_analysis_of_key_ crises_into_2018.pdf [Accessed 7 Feb. 2018]. Lyons, K. (2018). Yemen's cholera outbreak now the worst in history as millionth case looms. [online] the Guardian. Available at: https://www.theguardian.com/global-development/2017/oct/12/yemen-cholera-outbreak-worst-in-history1-million-cases-by-end-of-year [Accessed 7 Feb. 2018]. Protection Cluster Yemen Key Advocacy Messages. (2018). [online] Global Protection Cluster. Available at: https://reliefweb.int/report/yemen/yemen-protection-cluster-key-advocacy-messages-january-2018 [Accessed 8 Feb. 2018]. UNOCHA Yemen Humanitarian Needs Overview-2018. (2017). [ebook] UNOCHA. Available at: https://reliefweb.int/report/yemen/yemen-2018-humanitarian-needs-overview-enar [Accessed 6 Feb. 2018]. Unocha.org. (2018). Crisis Overview \| OCHA. [online] Available at: http://www.unocha.org/country/yemen/crisisoverview [Accessed 5 Feb. 2018]. WHO Monthly Report on Cholera Situation in Yemen. (2018). [online] WHO East Mediterranean Regional Office. Available at: http://applications.emro.who.int/docs/EMROPub_2018_EN_16788.pdf?ua=1 [Accessed 8 Feb. 2018].	<urn:uuid:d70371e8-4e14-4136-9046-fdd160a8e96e>	CC-MAIN-2024-42	https://thesouthernhub.org/systems/file_download.ashx?pg=315&ver=4	2024-10-14T03:24:25+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	501,061,896	2,915	eng_Latn	eng_Latn	0.972679	eng_Latn	0.997058	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3394, 7934, 9700, 13291 ]	[ 2.09375 ]	2	1
What do Water and Wastewater Systems Operators Do? Water and wastewater treatment plant and system operators manage a system of machines, often using control boards to transfer or treat water or wastewater. They must pay close attention to safety procedures because of hazardous conditions, such as slippery walkways, the presence of dangerous gases, and malfunctioning equipment. Operators are trained in emergency management procedures and use safety equipment to protect their health, as well as that of the public. Some Duties Include: Water and wastewater treatment plant and system operators typically do the following: * Add chemicals, such as ammonia or chlorine, to disinfect water or other liquids * Inspect equipment on a regular basis * Monitor operating conditions, meters, and gauges * Collect and test water and sewage samples * Record meter and gauge readings and operational data * Document and report test results to regulatory agencies * Operate equipment to purify and clarify water or to process or dispose of sewage * Clean and maintain equipment, tanks, filter beds, and other work areas * Follow U.S. Environmental Protection Agency (EPA) regulations * Ensure safety standards are met It takes many steps to get water from natural sources—reservoirs, streams, and groundwater—into people's houses. Similarly, it is a complicated process to convert the wastewater from drains and sewers into a form that is safe to release into the environment. The specific duties of plant operators depend on the type and size of the plant. In a small plant, one operator may be responsible for maintaining all the systems. In large plants, multiple operators work the same shifts and are more specialized in their duties, often relying on computerized systems to help them monitor plant processes. Water and wastewater treatment plant and system operators must be able to manually operate the equipment if there is a plant malfunction due to power outages or electrical issues. Water treatment plant and system operators work in water treatment plants. Fresh water is pumped from wells, rivers, streams, or reservoirs to water treatment plants, where it is treated and distributed to customers. Water treatment plant and system operators run the equipment, control the processes, and monitor the plants that treat water to make it safe to drink. Wastewater treatment plant and system operators remove pollutants from domestic and industrial waste. Used water, also known as wastewater, travels through sewer pipes to treatment plants where it is treated and either returned to streams, rivers, and oceans, or used for irrigation. Water and wastewater treatment plant and system operators need long-term on-the-job training and in class study to become fully qualified. Water and wastewater treatment are complex processes. In the NCRWA Registered Apprenticeship Program, trainees, while being paid, learn their skills on the job under the direction of an experienced operator/mentor. The trainees learn by observing and doing routine tasks, such as recording meter readings, taking samples of wastewater and sludge, and performing simple maintenance and repair work on plant equipment. They also learn about industrial safety and how to use personal protective equipment or PPE. Larger treatment plants usually combine this on-the-job training with formal classroom or self-paced study programs. As plants get larger and more complicated, operators need more skills before they are allowed to work without supervision. Licenses, Certifications, and Registrations Water and wastewater treatment plant and system operators must be licensed by the state in which they work. Requirements and standards vary widely depending on the state. State licenses typically have multiple levels, which indicate the operator's experience and training. Although some states will honor licenses from other states, operators who move from one state to another may need to take a new set of exams to become licensed in their new state It Helps To... Enjoy the sciences, math, and computers. You also need to stay calm in an emergency and work well under pressure, and comfortable using machines/computers, and tools. Did You Know? The government establishes standards for clean water, and operators must keep up with these regulations. Career Outlook Government economists expect jobs for water- and wastewatertreatment-plant operators to grow about as fast as the average for all careers through 2025. A growing population will require more waterand wastewater-treatment services. New treatment plants and the expansion of current plants will create jobs for operators. Also, operators will be needed to help treatment plants follow new safety and environmental rules. Job prospects are excellent, not only because of job growth but also because many of these workers will retire soon. For more information about the North Carolina Rural Water Association Registered Apprenticeship for water and wastewater operators, visit: www.ncrwa.org or email: [email protected] Applications can be submitted at: https://apprenticeship.nrwa.org/	<urn:uuid:92ca34c9-9267-45e5-ae83-fbf71f3dbe65>	CC-MAIN-2024-42	https://www.ncrwa.org/uploads/1/2/7/3/127352214/what_do_water_and_wastewater_systems_operators_do_1_.pdf	2024-10-14T01:25:35+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	784,623,302	966	eng_Latn	eng_Latn	0.996642	eng_Latn	0.997811	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1472, 4039, 5156 ]	[ 2.859375 ]	1	0
United Nations General Assembly Distr.: General 3 December 2012 Original: English Human Rights Council Working Group on the Universal Periodic Review Fifteenth session Geneva, 21 January–1 February 2013 National report submitted in accordance with paragraph 5 of the annex to Human Rights Council resolution 16/21 * Romania * The present document has been reproduced as received. Its content does not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations. I. Methodology and consultation process 1. The present report has been prepared in line with the guidance provided in the Human Rights Council resolution 5/1 and the General Guidelines for the Preparation of Information under the Universal Periodic Review, contained in document A/HRC/DEC/17/119. It focuses on the developments of the human rights situation in Romania since the last review and on the progress in the implementation of the recommendations received during the first UPR in 2008, given also the mid-term report submitted by Romania in 2010. Non-governmental organizations were invited to participate in the drafting of the report, in the framework of a consultative process. Their comments and observations were duly taken into account. 2. The information selected and compiled by the experts of the Ministry of Foreign Affairs was supplied by the following Romanian institutions: Ministry of Justice, Ministry of Administration and Interior, Ministry of Health, Ministry of Labour, Family and Social Protection, Ministry of Education, Research, Youth and Sports, Ministry of Regional Development and Tourism, National Institute for Magistracy, Superior Council of Magistracy, People's Advocate, State Secretariat for Religious Denominations, Department for Interethnic Relations, National Council for Combating Discrimination, National Council for Audio-Visual, National Administration of Penitentiaries, National Authority for Restitution of Properties and National Agency for Roma. II. Developments concerning normative framework for the protection and promotion of human rights 3. Since 2008 up to date, an ample reform of the judiciary took place. Its impact on the national legislation on human rights will be presented in Chapter III.3. of the present report. 4. Also, a series of normative acts was adopted in order to improve the framework legislation applicable in the justice system (justice system's regulations), to institutionally strengthen the judiciary, to modernise the statute of the legal professions or related to the justice system, to increase the citizens level of trust in the act of justice and also the European and international partners' level of trust in the quality and the predictability of the Romanian judiciary activity. 5. In this respect, the following legislative acts can be mentioned as an example: * Law no. 176/2010 on the integrity in exercising high public functions and public duties, on amending Law no. 144/2007 on setting up, organizing and functioning of the National Integrity Agency, as well as on amending other normative acts, published in the Official Journal no. 621/2 September 2010. * Law no. 36/2011 on the approval of the Government Emergency Ordinance no. 59/2009 for the amendment of Law no. 303/2004 on the statute of judges and prosecutors and for the amendment and supplementing of Law no. 317/2004 on the Superior Council of Magistracy, published in the Official Journal no. 204 of 24 March 2011. * Law no. 148/2011 on closing down some courts and the prosecutors' offices attached thereof, published in the Official Journal no. 510 of 19 July 2011. * Law no. 300/2011 for the amendment and supplementing of the Law no. 303/2004 on the statute of judges and prosecutors, and also for the amendment of article 29, paragraph 1 lit. b) of Law no. 304/2004 on the organisation of the judiciary, published in the Official Journal no. 925 of 27 December 2011. * Law no. 63/2012 for amending the Criminal code and the Law no. 286/2009 on the Criminal code (extended confiscation), published in the Official Journal no. 258 of 19 April 2012. * Law no. 28/2012 for amending and supplementing some normative acts, for improving the activity of valorising the seized assets or, as the case may be, the assets which have entered, according to the law, within the private property of the estate, published in the Official Journal no.189 of 22 March 2012. * Law no. 60/2012 on the approval of the Government Emergency Ordinance no. 79/2011 for the regulation of certain measures necessary for the entrance into force of the Law no. 287/2009 on the Civil Code, published in the Official Journal no. 255 of 17 April 2012. * Law no. 76/2012 for the implementation of Law no. 134/2010 on the Civil Procedure Code, published in the Official Journal no. 365 of 30 May 2012. * Law no. 24/2012 for the amendment and supplementing of Law no. 303/2004 on the statute of judges and prosecutors and of the Law no. 317/2004 on the Superior Council of Magistracy, published in the Official Journal no. 51 of 23 January 2012. III. Progress in the field of human rights protection and promotion 6. Under this chapter, concerning the recommendations made to Romania in 2008, the evolutions which took place in the period 2008–2012, and in addition to the aspects already presented within the mid-term report submitted by Romania in 2010, the following is to be underlined. 7. With regard to recommendation 1, by Law no. 109 of 14 April 2009, published in the Official Journal no. 300 of 7 May 2009, Romania ratified the Optional Protocol to the Convention against torture and other cruel, inhuman or degrading treatment or punishment. 8. Also, by Law no. 221 of 11 November 2010, Romania ratified the Convention on the Rights of Persons of Disabilities, adopted in New York by the United Nations General Assembly on December 2006, opened for signiture on 30 March 2007 and signed by Romania on 26 September 2007. 9. As concerns recommendation 2, in Romania the legal provisions on citizens rights and freedoms are interpreted and enforced in accordance with the Universal Declaration of Human Rights, the convenants and other treaties to which Romania is a party. In accordance with the provisions of Article 20, paragraph (2) of the Romanian Constitution, "if there is a discrepency between the convenants and treaties on fundamental human rights to which Romania is part, and national laws, the international regulations prevail, unless the Constitution or national laws contains more favourable provisions". This constitutional provision is a guarantee for the respect of the international standards and an obligation for the Romanian state to prioritize the harmonization of national legislation with international provisions. A. Equality and protection against any discrimination 10. Concerning recommendations made as regards discrimination in general and the discrimination against Roma in particular (recommendations 3, 4, 5, 7, 8, 9, 10 and 11) and given the developments which took place since the last evaluation and the mid-term report presented in 2010, the following are to be stressed. 11. With regard to recommendations 4, 5, 7 and 10, at the end of 2011, by Government Decision no. 1221/2011, published in the Official Journal no. 6 of 4 January 2012, the Strategy of the Government of Romania for the inclusion of the Romanian citizens belonging to the Roma minority for the period 2012-2020 was adopted. 1 12. Roma informal settlements continue to be an important preoccupation of central and local authorities in Romania and substantial efforts are made by authorities and civil society in order to adapt the legislation to the realities. At present, the United Nations Development Program is financing a project in the north-west region of the country, aiming at the efficient use of EU funds for the construction of houses and for the social inclusion of disadvantaged Roma population of Cluj area. The project has a 6 month period of implementation and will be finalised on 15 November 2012. 13. School segregation of Roma children is prohibited by law (Order of the Ministry of Education, Research, Youth and Sports no. 1540 of 19 July 2007, published in the Official Journal no. 692 of 11 October 2007) and serious progress was registered in this field, especially through several projects funded by the European Commission. Among the ESF projects initiated by the NGO Romani CRISS Association (Roma Center for Social Intervention and Studies) in partnership with the Ministry of Education, Research, Youth and Sports (MERYS), we mention the on-going project "Strategic steps for the improvement of the access to education of Roma children", among its objectives being the development of desegregation plans in 90 schools of 4 regions of the country (north –west, centre, south-east and Bucharest) for a period of 3 years with a view to implement the Methodology of the aforementioned order of MERYS. 14. In terms of education, there is a special initiative of the National Agency for Roma referring to the enactment of a Governmental Decision regarding the approval of school reserved seats for university education, school year 2010-2011. According to this, the school reserved seats were increased by 30 Ph.D. scholarships and 10 Master's degree scholarships, specially designated to Roma' higher education graduates. They also benefit of material support and trainings within European institutions. All the above was possible by implementing a strategic structural project "Building and implementing an innovative interdisciplinary doctoral program related to Roma issues", financed through ESF – OPHRD 2007-2013. The value of the program is 5 mil Euros. 15. The National Agency for Roma (NAR) has continued to pay special attention to the Roma health mediators. Since 2011, the Agency became the partner of the Council of Europe in implementing the European Training Program for Roma Mediators - ROMED Program. The program initiated by the Council of Europe in Romania is part of the Declaration adopted in Strasbourg on 20 October 2010. 2 16. The number of Roma school mediators trained is 923, of which 56 persons were trained during the summer of 2012. Other 220 school mediators were trained by the Council of Europe during the summer of 2012 within the ROMED Program. During the school year 2011–2012, the number of school mediators employed at county level is of 437 school mediators. The number of school inspectors for Roma employed at national level is of 17 Roma inspectors out of 42 existing at the level of each county school inspectorate. In the period 1999–2012, the number of teachers having benefitted from Romani language courses is of 1.150, out of which 51 in the summer of 2012. For the school year 2012–2013, the number of seats reserved in universities for the Roma candidates is of 555. 17. On 31 July 2012, the number of Roma women employed following the use of measures for stimulating the occupation of the labor market was of 846. 18. The National Agency for Roma, as National Focal Point of ROMED Program, supports the mediators in implementation process of practical activities, supports the Council of Europe in ROMED monitoring process, provides inputs to the pool of trainers on the online platform, in order to facilitate the organization of the second training session and feedback on the national activities during the stock-taking conference. 19. The Ministry of Administration and Interior developed several programs to solve the issue of persons without identification documents, some of them Roma. For example, following specific activities carried out in 2011, a number of 25,569 citizens of Roma community has been provided with identity papers and a number of 2,534 citizens of Roma community has been provided with civil status papers. 20. Following the initiatives of NAR, during the 2011 National Census of the Population and Housing in Romania, representatives of Roma minority (familiar with Romani language) have been included within the census teams. They facilitated both access to the local communities where a significant number of Roma live, and communication with their members, ensuring on data consistency. 21. With regard to the cultural field, since 2010, National Agency for Roma financially supports an innovative cultural event: the first performance in Romani language of the theatre play "A stormy night" by I. L. Caragiale. This is an absolute premiere in the Romanian theatrical realm, as well as the fact that the whole cast is represented by Roma professional actors. 3 22. With regard to the structural projects financed by the European Social Fund, it has to be mentioned that the National Agency for Roma implemented six projects as principal partner funded by the European Social Fund Operational Programme Human Resources Development 2007–2013. These six strategic projects had an implementation period of three years and a total value over 22.2 million Euros, out of which over EUR 18.6 million contributions from the European Union and 3.6 million Euro national contributions. 23. The strategic projects were implemented in 541 communities where the number of Roma people is significant, in partnership with 21 public institutions and representative organizations, out of which 17 are national partners and 4 transnational partners from Italy, Spain and Hungary. 24. At the time of finalisation, all the projects transcended both the indicators proposed and the number of target group. So that instead of 37,000 beneficiaries initially scheduled within the financing contracts, 63,738 people benefited from the projects' activities. 25. In addition to the six ESF projects mentioned before, NAR is a partner in the implementation of other four projects, two in education and two in social inclusion, together with the Ministry of Labour, Social Protection and Family, municipalities, NGOs and transnational partners from Greece, Portugal and Hungary. 26. Connected to ESF projects, at the initiative of the NAR and with the support of the European Commission, during the Sectorial Operational Program for Human Resources Development Monitoring Committee meeting of 22 October 2009, has decided to set up a Technical Working Group to support access of Roma people to the operations financed by European Social Fund trough SOPHRD. In May 2011, the Group transmitted to the Sectorial Operational Program for Human Resources Development 2007-2013 (SOP HRD) its first report referring to its organization and activity. At the meeting of 24 November 2011, the Regulation of organization and functioning of this Working Group was approved by the decision of SOP HRD Monitoring Committee. One of the main tasks of the Working Group refers to gathering and analysing information on the projects focused on Roma people and the problems that Roma communities are facing. 27. Consequently, the Working Group analysed the results of the implementation of the 103 projects addressing the social integration of Roma in the first half of 2012 and presented its conclusions during the meeting of the Monitoring Committee of the Operational Program for Human Resources Development, held on 5–6 June 2012. 28. It also has to be stressed that the Ministry of Regional Development and Tourism manages the following programs: (a) The National Program for Infrastructure Development – a program of public investment in infrastructure, approved by Government Emergency Ordinance no. 105/2010. Until now, the program has included 6 sub-programs, four of which are managed by the Ministry of Regional Development and Tourism: * 10,000 km of county and local-interest roads; * Modernization of the Romanian villages; * Sewerage and wastewater treatment system; * Water supply to localities. (b) The program of building rental housing units for young people, developed through the National Housing Agency (NHA). 4 29. Mention should also be made that, based on the provisions under Government Decision no. 1237/2008, the Ministry of Regional Development and Tourism is developing the Pilot Program "Social Housing for Roma Communities". The pilot program aims to implement pilot projects for building a total of 300 social housing units in the 8 development regions of Romania, at locations determined by the Ministry of Regional Development and Tourism, following proposals from the National Agency for the Roma and from the local authorities. 30. As a course of action in implementing the aforementioned strategy, social infrastructure and housing issues require a complementary approach, involving the development of social centres aimed at providing integrated social, employment and training services in areas with a large Roma community. 31. Concerning recommendation 5, the National Employment Agency promotes the employment among the Roma people through an integrated approach, aiming at an active social inclusion. Measures for employment envisage both the labour mediation in order to facilitate the direct access to a job (job fairs for Roma) and information and career counselling, professional training and social promotion to deal with problems faced by certain Roma families/communities are facing from the perspective of poverty and social exclusion. 32. Until 31 December 2011, the Roma people who accessed active measures were in number of 50,149, out of which 5,492 people were employed. For 2011, the NEA had foreseen the participation at free training courses for 1,057 Roma people, out of which 334 are Roma women. By the end of December 2011, the number of unemployed Roma enrolled in the training courses was of 898 people, out of 46,687 people. 33. For professional reintegration of Roma, within the Employment Program for 2011 the Program 145 was included, especially designed for communities with a large number of Roma, in which it was estimated to be employed approximately 39% of the total number of Roma people proposed to be employed in 2011. In this special program, the emphasis is on customized actions, especially on labour mediation and counselling. As a result of the Program 145, until 31 December 2011, 2,444 persons have been employed. 34. On 5 January 2011, the National Education Law no. 1/2011 was adopted. Article 3 of this law states the principles that are governing Romanian pre-university and higher education. Among the principles we find "….i) The principle of the recognition and guarantee of rights to those belonging to national minorities, the right to keep, develop and express their ethnical, cultural, language and religious identity; j) the principle of ensuring equal opportunities; o) the principle of social integration;.." The normative act contains provisions that establish positive measures and facilities for vulnerable groups, such as Articles 12 and 85. 35. In 2011, the Romanian Police, through its structures with relevant expertise in the field, participated in the Project "Mission Possible – police officer in a multicultural community", a project that was financed by the Romanian Government through the Department for Interethnic Relations and aimed at promoting ethnic diversity through encouraging the young people belonging to Roma and Hungarian minorities towards a career in the police structures. 36. In 2012 (January–July), the Romanian Police, through its structures with relevant expertise in the field, participated in the following activities which had, as a result, the implementation of an information campaign in 26 high schools at the level of counties Bihor, Cluj, Harghita, Mures and Satu Mare (by organizing meetings with high school students and formal and informal leaders of Roma population) regarding the educational offer of police schools, in order to attract young Roma and Hungarians towards a career in the police. The Romanian Police has also developed and launched the project entitled "Promoting the concept of "police to the interest of community" (proximity police) in rural areas, especially for Roma communities and other economically and socially disadvantaged communities". The project will run from May 2012 to May 2014, and during this time, a total of 2,400 police personnel will be trained on project-related issues. 37. Also, the National Council for Combating Discrimination, through its specialized departments, has initiated and developed over time a wide range of projects that were designed to cover a significant part of the Objectives and Priorities from the Action Strategy of NCCD. 5 38. NCCD is reacting, according to its competences, in cases of discrimination. As an example, we mention NCCD's self-notification in the case of the wall built by Baia Mare City Hall, which separates social houses, occupied mostly by Roma people, from Horea street and main street for car traffic. The NCCD found that the building of the wall represented discrimination, issued a fine of 6,000 lei (approximately EUR 1.380). At the same time, the Steering Board recommended "partition wall demolition and measures to improve housing conditions of Roma people". 39. By Order no. 1540/19 July 2007 on forbidding school segregation of Roma children and for the approval of the Methodology for the prevention and elimination of school segregation for Roma children, it was stated that the County School Inspectorates are charged with reporting annually on the state of education and quality education. In a separate section, they have to report on the results in implementing plans to eliminate segregation, violation of the normative act attracting contraventional, civil liability or criminal laws in force. Prevention and elimination of school segregation phenomenon is an imperative condition for implementing the principles of inclusive school. In terms of other fundamental rights of children in Romania an interdependent network of state institutions is developed, each with clearly defined attributions on each child's fundamental right. 40. In order to make the non-discrimination and equality principle better known, NCCD organized the "Conference of non-discrimination and equal opportunities", which had three objectives: the capacity development on knowing and understanding of non-discrimination and equal opportunities principles between men and women and different categories of people, developing capacity of understanding and application of objective law to discrimination and equal opportunities, and stimulate interest in involvement to eliminate any kind of discrimination. 41. The relations with the Council of Europe have been tighter in 2011 thanks to the two important monitoring visits which took place at short intervals: the first monitoring visit regarding the application of the European Charter for Regional or Minority Languages, which took place between 14 and 17 March, which included separate talks with all the minorities' organizations, discussions with representatives of the central public authorities, with an NGO from Tg. Mures. In January 2012, the Department for Interethnic Relations (DIR) received the opinion project of the Council of Europe on the application of the Charter for Languages in Romania. The third monitoring visit regarding the implementation of the Framework Convention for the protection of national minorities in Romania took place between 17 and 21 October in Bucharest, Cluj and Baia Mare. The delegation was formed by members of the Advisory Committee and of the Council of Europe's Secretariat of the Framework Convention for the Protection of National Minorities. The measures taken at a national level in order to implement the recommendations made at the previous monitoring visit were evaluated and a new analysis of the current situation and of the most recent evolutions concerning the national minorities of Romania was made. 42. It is also to be noted that the National Audio-Visual Council (NAC) has constantly been monitoring violation of the legal provisions regarding the prohibition of incitement to hatred or discrimination in accordance with the European Convention on Transfrontier Television and sanctioned violation of the regulation in force. It is worth mentioning that NAC has concluded in 2010 an agreement with the National Council for Combating Discrimination that set the framework for a media campaign, broadcast between 31 March– 31 July 2010, as explained in the press release on the NAC website http://www.cna.ro/Spune-i-NU-discrimin-rii.html. The title of the campaign was: Dosta, overcome prejudices, learn to know Roma people. 43. Concerning persons living with HIV/AIDS and given also recommendation 9, in addition to the aspects presented within the mid-term report, we underline that people newly diagnosed with HIV infection are clinically and laboratory evaluated, based on ECDC/WHO criteria, and included in the antiretroviral therapy. Efforts are made in order to avoid therapy discontinuity and patient drop-out. 44. The National College of Physicians is routinely investigating, upon request from patients, families or NGOs, all the cases of malpractice, including the discrimination against people with HIV and AIDS. 45. The Ministry of Health and the National Health Insurance House coordinate the national health programs for prevention and treatment of HIV and AIDS and monitor, together with NGOs, any case of discrimination of persons living with HIV and AIDS. 46. The NCCD has received three petitions in 2010 concerning discrimination based on the criterion HIV infection, and in 2011 one petition. Their number decreased compared to 2008–2009. In 2008, NCCD has notified itself on the publishing of a list of people infected with HIV on the website of a local authority in order to get facilities on public transport. NCCD ascertained the discrimination deed and sanctioned the mayor with a fine in amount of 1,000 lei (approximately 280 Euro). 47. During 10–12 November 2010, the project "Am I different? I am talented!" was held in Bucharest within the Hospital for Infectious Diseases "Victor Babes" and it aimed to promote the principles of equal opportunities and non-discrimination and the rights of the HIV-positive youngster/children. The overall objective of the project was to inform 60 children, youngsters and the personnel of the hospital regarding the principle of equal opportunities, elements to prevent and combat discrimination and promote the knowledge and understanding by youngsters, doctors, nurses, psychologists of the right of not being discriminated, of child's rights, of certain situations which constitute discrimination deeds. 48. As concerns recommendations 3 and 11, during 2010–2011, NCCD has developed, in partnership with the Ministry of Administration and Interior, the project "Training for trainers on preventing and combating all forms of discrimination". The project aim was to inform, educate and raise awareness among police officers on social issues aimed by the actions of various groups vulnerable to discrimination. The Ministry of Administration and Interior has implemented this course as a model of good practice in all counties Police schools of the Ministry and, starting with 1 st October 2011, the course "Preventing and combating all forms of discrimination" was introduced within the training programs for the personnel of the Ministry. 49. Since 2010, the Institute of Studies for Public Order has developed a partnership with ACCEPT ASSOCIATION- the first Romanian non-governmental organization that defends and promotes the rights of LGBTs (lesbians, gays, bisexuals, transgenders) at the national level. As a result, two ISPO trainers took part in a training programme dealing with combating intolerance and discrimination towards persons and groups on the grounds of sexual orientation and gender identity. ACCEPT Association offered ISPO didactic materials, flyers and brochures regarding issues of sexual orientation, gender identity and hate crimes against LGBTs. These materials are used during the training sessions (basic training programmes for police officers) which are held in ISPO and to which 660 police officers participated from 2011 up to present. 6 50. During 2010–2011, within the new Strategy in the field of Equal Opportunities between Women and Men for 2010-2012, reunions and meetings were organized, as well as debates on themes such as equal participation of women and men in the decision making process, eliminating gender stereotypes, the role of women in rural areas, the reduction of the gender pay gap. A various palette of participants, such as representatives of social partners, central public administration, NGO's and citizens, attended the events. 7 51. With regard to recommendation 8, the Romanian authorities at the level of Police units took measures to prevent and counter the antisocial acts against the members of the LGBT community, being interested in training its staff in the field of modern methods used at European level in countering discrimination based on sexual orientation, in order to contribute to a viable partnership between police and sexual minorities. 52. Thus, there is good collaboration between the General Directorate of the Bucharest Municipality Police (GDBMP) and the aforementioned ACCEPT Association, representative of the LGBT community. 8 B. Prohibition of torture or cruel, inhuman and degrading treatment 53. With regard to recommendation 24, the Regulation on the security of places of detention subordinated to the National Administration of Penitentiaries (NAP), approved by order of the Minister of Justice no. 1676/C/2010 and published in the Official Journal no. 519 of 27 July 2010, establishes standard procedures for intervention and restraint, detailing in Articles 292-294 the principles set out in Law no. 275/2006 on execution of sentences and measures ordered by the judicial authorities in the course of criminal proceedings , i.e. the use of means of coercion must be proportional to the degree of danger, they apply only for the period necessary and only when there is no other way of removing danger and they never have the character of a sanction. Provisions are binding on all staff of the Romanian penitentiary system and their failure leads to criminal liability, civil or disciplinary action, as appropriate. 54. By decision no. 429 of 8 April 2011 of Director General of the NAP, the Manual on the structures associated to special security measures, coercion and control, as well as for the use of means of restraint and techniques has been approved. 9 55. The Romanian Police carry out different activities that mainly deal with human rights observance for the people deprived of liberty remanded in custody in centres which are subordinated to the General Inspectorate. Starting with 2010, the Romanian Police have taken the initial steps in a direction that facilitated Institute of Studies for Public Order (ISPO) to promote a series of courses on prevention of torture and inhuman or degrading treatment or punishment, namely 6 training sessions designed for custody police officers and for those having as area of responsibility criminal investigations and public order. 10 56. With regard to issues related to the improvement of detention conditions (recommendation 25), Decision no. 430/2009 of the National Administration of Penitentiaries aimed at creating establishments according to the correctional enforcement in particular, age and sex of inmates, reducing overcrowding, promoting the participation of inmates to work outside the detention room and allowing better distribution of supervisory staff. 11 57. According to the Order of the Minister of Justice C/433/2010, compulsory minimum standards have been set out related to conditions of accommodation of the convicted persons, as follows: for every person deprived of liberty categorized in the closed and maximum security prison regime, as well as for minors, young people, people on remand and convicted whose enforcement regime has not yet been settled should be provided with 4 m 2 ; for every person deprived of liberty categorized in the half-open and open prison regime provisions should ensure 6 m 3 of air. 58. This legislation is an important step in the effort to implement the recommendations of the European Court of Human Rights to ensure a minimum living space per inmate (standard of 4 m 2 per detainee, regardless of prison regime). 12 59. In terms of solutions adopted, we mention the increasing the capacity of accommodation, the involvement of persons deprived of liberty in activities outside the detention room, legislative measures, administrative measures, monitoring mechanisms. 13 60. With regard to cases in which Romania is a party before the ECHR, they have been monitored and the reports produced by State institutions and NGOs have been reviewed as a result of their visits in prisons. Also, a system was established for monitoring decisions issued by delegated judges and judgments of the courts concerning the conditions of detention and the exercise of the rights of persons deprived of liberty. 61. Since January 2011, the Inspection and Control Directorate has harmonized its objectives with those covered by the Committee for the Prevention of Torture (CPT), for the purposes of verification, monitoring and assessment of progress in detention conditions in relation to the issue of CPT and cases submitted before the ECHR. 62. A matter under the serious attention of the Romanian authorities is human trafficking (see recommendation 12). In the period of 2010 - 2011, the Romanian Police elaborated and launched the Project with the title "Strengthening the capacity of judicial authorities for investigating the cases of human trafficking", on which 230 police officers, gendarmerie officers and prosecutors were trained. 14 63. The legal framework on trafficking in persons was completed and improved through amendments to Law no. 678/2001 on preventing and combating human trafficking by Law no. 230/2010, aimed at setting up additional measures to discourage demand, to protect victims, punish traffickers, as well as supplementing the definition of the crime of trafficking to include new forms of exploitation. 64. Regarding the protection and assistance of victims of trafficking in human beings, an important tool is the "Protocol of cooperation on the coordination of human trafficking victims in criminal proceedings". This tool, created in 2008, follows the existence of a uniform response for victims, through inter-institutional cooperation between state bodies involved in the fight against human trafficking, such as the National Agency against Trafficking in Persons (NAATIP), Directorate for Investigating Organized Crime and Terrorism within the Public Ministry, the General Inspectorate of Romanian Police, Romanian Immigration Office, General Inspectorate of Border Police and Gendarmerie General Inspectorate of Romanian Ministry of Administration and Interior. 15 65. As far as the trafficking of children is concerned, which is directly linked to the exploitation of children and even more, to the sexual exploitation thereof, the Directive 2011/36/EU of the European Parliament and of the Council of 5 April 2011 on preventing and combating trafficking in human beings and protecting was adopted and has as deadline for its transposition into domestic legislation 6 April 2013. 16 C. Administration of justice and rule of law 66. With regard to this aspect, given also recommendations 22 and 23 concerning Romania's legal reform under the Cooperation and Verification Mechanism, the following are to be stressed. 67. The assessment of both anticorruption strategies and their action plans (The National Anti-Corruption Strategy 2005-2007 and the National Anticorruption Strategy/NAS on Vulnerable Sectors and Local Public Administration 2008-2010) was carried out in 2011, by two independent experts, under a project implemented by the Ministry of Justice in cooperation with the United Nations Development Program, "Support to the Ministry of Justice to implement the recommendations of the European Commission under the Cooperation and Verification Mechanism". The assessment aimed at performing an analysis of the strategies' impact, the results achieved through their implementation and the interventions undertaken in relation to the priorities and objectives established in them. 68. The assessment process conducted was oriented to defining the relevance and fulfilment of the objectives, development efficiency, effectiveness, impact and sustainability in application of both Anti-Corruption Strategies (2005–2007 and 2008– 2010). 69. The specific recommendations issued by "The independent assessment on the implementation of the National Anticorruption Strategy 2005-2007 and the National Anticorruption Strategy on Vulnerable Sectors and Local Public Administration 2008-2010 in Romania" were incorporated in the new National Anticorruption Strategy 2012-2015. 70. The new NAS 2012-2015 was approved by the Government on 20 March 2012 17 . 71. NAS ensures the implementation of the relevant CVM recommendations set forth by the European Commission and includes the areas identified as EU level priorities in the Commission's Anticorruption Communication (launched in June 2011): recovering the proceeds of crimes, protection of the whistleblowers, public procurement, prevention and fight against corruption in the political sector, protection of the EU financial interests; prepares the fourth GRECO evaluation round concerning the prevention of corruption among Members of the Parliament, judges and prosecutors. 72. The new Government assumed the Strategy on 23 May 2012. On 12 June 2012, the Parliament (in a joint session of the two chambers) unanimously endorsed NAS by political declaration and the implementation of the Strategy has been initiated. 18 73. With regard to Romania's legal reform under the Cooperation and Verification Mechanism (see recommendation 23), the following is to be mentioned: Main progress aspects achieved under the Cooperation and Verification Mechanism have been registered within the referred period and have been reported within the most recent Annual Report of the European Commission (published on 18th of July 2012). The main progress fields of the Romanian judicial system were the following: a substantial modernization of the main legislation – the ambitious legislative agenda regarding the four new codes (Civil, Civil Procedural, Criminal, Criminal procedural Code); the solid new framework described by the new National Anti-corruption Strategy; commitment in fighting against corruption (successful investigation, prosecution and trial the high level corruption cases). 1. Benchmark 1 – Reform of the judiciary Implementation of the four new codes 74. Law no. 202/2010 ("small reform law") introduced a series of measures to simplify and render efficient the judicial provisions, anticipating the entry into force of the procedural codes. This law basically collected the most simple but efficient rules of the new procedural codes and provided the framework for their anticipated entering into force (the criterion was to select those provisions that did not require supplementary preparation, be it administrative or training, but could trigger an immediate effect). As regards its effects, the reactions were positive, both from courts and prosecutors' offices 19 . 75. The four new codes have been elaborated, debated in the Parliament and adopted (in 2009 and 2010) – they will change the whole paradigm of functioning of the Romanian justice. The substantive codes (Civil and Criminal) bring a series of important changes in substantive rules governing civil relations and criminal matters, while the procedural codes aim at making more efficient the procedures, thus responding to the need to shorten the duration of the trials and to introduce flexibility, predictability, transparency and consistency in the judicial process. 76. The new Civil Code entered into force, without difficulty or drawbacks, in October 2011. 77. On the basis of the impact studies finalized in November 2011, the entry into force of the other three Codes will follow in the next period: Civil Procedure Code – 1 st February 2013; Criminal Code and Criminal Procedure Code – 1 st February 2014. The entry into force of the new Civil Procedure Code will continue the judicial reform initiated by Law no. 202/2010. As a novelty, the new Code explicitly stipulates the fundamental principles of civil procedure, established, so far, only by the doctrine and the jurisprudence. 78. With regard to the strengthening the accountability of magistrates, a new law for strengthening the disciplinary responsibility of the judiciary entered into force on 23 January 2012 20 . 79. As for improving the transparency and objectivity of the procedure for promotion to the High Court of Cassation and Justice (HCCJ), the law on promotion to the HCCJ is already in force following the adoption by the Parliament in December 2011 21 . The law aims at securing the transparency and objectivity of the process of promotion to the HCCJ, with the aim of ensuring that the most suitable candidates get to occupy the positions in the Supreme Court. 22 2. Benchmark 2 – National Integrity Agency (ANI) Establishment of the institution and its main objectives 80. According to the requirement deriving from this benchmark, Romania established a National Integrity Agency which has been operational since the end of 2007. Romania was the first European country to create such an independent, operational institution, competent to control and verify the wealth, conflicts of interest and incompatibilities. As to the strengthening the institutional capacity of ANI, it has received a significant increase in its budget and attracted substantial EU funds to improve its information system and procedures. ANI's track record was constantly consolidated over the four years of activity and it has been appreciated in a very positive manner in the Commission's reports since 2009 23 . Thus, six successive Commission reports acknowledged the positive results in the activity of the Agency. ANI presently continues to deliver positive results in its activity. In June 2012, there were 3.305 on-going investigations carried out by ANI. 81. On 21 December 2011, the Superior Council of Magistracy (SCM) and ANI signed a protocol of collaboration in order to increase public confidence in judiciary, for strengthening SCM credibility and for increasing the efficiency of the courts and of the prosecutors' offices. 24 3. Benchmark 3 - Fight against high-level corruption Role of the National Anticorruption Directorate (NAD) and its main objectives 82. The National Anticorruption Directorate is a specialized, independent structure, functioning within the General Prosecutors' Office, which investigates high level corruption cases. The NAD is independent from courts and prosecutor's offices attached thereof, as well as in relation with the other public authorities, exercising its attributions only on the basis of the law and for ensuring the compliance with the law. 83. In time, several procedural aspects have been improved in order to increase the efficiency of the trials in high-level corruption cases (e.g. several provisions were repealed, such as the de jure suspension of trials when objections of unconstitutionality were raised and the possibility to suspend the criminal trial by raising the illegality exception). These amendments helped improving the efficiency in high-level corruption trials. As a consequence, none of the high-level corruption cases pending before the Criminal Section of the HCCJ was suspended on these grounds ever since. 84. Furthermore, in order to accelerate the high-level corruption cases, the High Court of Cassation and Justice (HCCJ) has taken a number of managerial and administrative measures to improve the celerity of high-level corruption trials. These measures included the prioritization of cases closer to statute-barred periods and the temporary use of spare court rooms in other courts to allow for more frequent hearings. An additional building was allocated to the High Court in November 2011. As a result of the organizational measures taken, between 5 September 2011 and 11 June 2012 there were established 355 hearings in high level corruption cases tried in first instance by the Criminal Chamber of the HCCJ, in which NAD issued the indictment. These measures led to a significant acceleration of the cases which were pending at the High Court and also resulted in an increased number of verdicts. Thus, concerning recent statistics, in 2011, the Criminal Chamber of HCCJ solved in first instance 15 high-level corruption cases, in comparison with 2 such cases in 2009, respectively with 2 such cases in 2010. Between 1 January 2012 and 11 June 2012, the Criminal Chamber solved in first instance 14 high-level corruption cases. In 2011, the HCCJ delivered 9 final decisions in high-level corruption cases. Between 1 January 2012 and 11 June 2012, the HCCJ rendered 6 final decisions in high-level corruption cases. 4. Benchmark 4 – Prevention and fight against local-level corruption and corruption in vulnerable sectors: Activity of prosecutor's offices countrywide 85. In terms of concrete results, statistics from local prosecutor's offices show that the number of defendants prosecuted for corruption offences by the prosecutor's offices attached to tribunals in 2011 increased by 13.47% as compared to 2010. 162 of the defendants were public officials, mainly police officers (105), mayors (7) and employees in the local administration (34). Furthermore, 28 final convictions and 55 non final convictions were issued in the corruption cases investigated by regular prosecutor's offices. The total value of assets frozen by all the prosecutor's offices for all types of crimes in 2011 was 1,024,979,707 RON. Activities conducted by the Ministry of Administration and Interior (MAI) 86. The activities concerning the prevention and fight against corruption within the MAI continued. The Anticorruption General Directorate (DGA) co-ordinates and monitors the „Strategy for preventing and countering corruption within MAI for 2011–2013", a document which establishes the coordinates of the anticorruption activities conducted within the ministry in order to increase integrity of MAI personnel. 87. DGA has a substantial track record, which has been positively assessed in the CVM reports of the European Commission 25 . The February interim report notes that DGA has taken steps to consolidate its work to tackle corruption. 26 D. Freedom of conscience and religion 88. Regarding problems of religious intolerance and interreligious dialogue (recommendations 19–21), the State Secretariat of Religious Affairs organized numerous national and international manifestations which aimed at promoting inter-religious and inter-confessional dialogue, the defense of freedom and fundamental rights; this institution supported and continues to support, also financially, the manifestations organized by the religious cults of our country, meetings and conferences whose topic is the dialogical dimension of religion. Among the events we can mention the dialogue between Christians and Jews organized in Iaşi, the assemblies organized annually in Constanţa between representatives of the Orthodox Church, the Catholic Church, the Mosaic Cult and the Muslim Cult, conferences and meetings organized by Romanian theological faculties which are attended by theologians and representatives of all the cults of Romania. 89. With the aim of advising on the matters of mutual issues of society, the promotion of solidarity and cooperation between different cults from Romania, but also for the prevention of inter-religious and inter-denominational conflicts, the cults of Romania constituted in April 2011 an Advisory Council of the Churches and Religious Denominations. 27 90. Also, in the activity of solving the complaints addressed to the National Council for Combating Discrimination, the Steering Board, through its decisions, applies contravention sanctions by warnings or fines, and provide recommendations to prevent future acts of discrimination or the re-establishment of the situation prior to the discrimination. 28 E. Children's rights 91. As concerns recommendations 14–17, regarding the respect for each child's right to identity, the national legislation states clearly obligations and attributions for each local authority as well as procedures to be followed in case of a child is not registered immediately after birth. 29 92. For the registration of Romanian citizens of Roma minority, the public community local services for person's record acted either on the basis of projects approved at county level, or by implementing PHARE projects, of which we give some examples: the Alba county implemented the project "I have documents, therefore I exist", providing assistance for the Romanian citizens from the Roma ethnic community in order to their legal registration; county and local authorities from the Bacau county in cooperation with Onesti subsidiary of the NGO Roma Party - Pro Europe took some measures for counseling regarding the need and legal obligation to obtain and keep the civil status certificates and the identity documents. Also they were involved in the project called "And we integrate" to improve the situation of Roma persons; In the county of Brasov a Partnership Agreement between the Braşov Association for Community Partnership and the Directorate for Persons Record of Brasov county was signed, in order to implement the project "I am a citizen, I have rights", with the financial support of Open Society Institute – Budapest; the project "Kon Shem Me", Ruhama in partnership with Social Administration from Council of Oradea, facilitated obtaining civil status, property and identity documents for the Roma persons; in the county of Galati was carried out the project "They also are citizens of Galati County", financed by European funds, in partnership with the Galati Roma Alliance. 93. In order to facilitate Romanian citizens of Roma minority to obtain documents, public community services for person's records together with police authorities organized campaigns with mobile station to take over the pictures and all documents necessary for issuance of identity documents. 94. Regarding children's right in the area of education, there are some categories of students who encounter difficulties in exercising their right to quality education: children from remote rural areas, children coming from poor families and economically disadvantaged areas, Roma children, children with special educational needs: * Children in remote areas - the distance to school and the bad road infrastructure might make transport to school difficult, especially during winter. For these situations, the Ministry for Education, Research, Youth and Sports (MERYS) offered school buses, providing free of charge transportation to school. Where this is not possible, children are offered boarding in school facilities in other localities. * Children from very poor and remote areas - some schools encounter difficulties in finding qualified teachers and the turnover of the teaching staff is important. There has been a restructuring of the school network, through the development of strong schools, with good infrastructure and qualified teachers, which gather children from several smaller communities. In these cases, school buses have been provided. * Many Roma children – who come from very poor families with a low level of education and usually with many children. These children often help their parents in the household, take care of their younger brothers or accompany their parents in season work, thus being absent from school. Because of their poor economic and social status, and, in some cases, also because of traditions related to the early marriages, they often drop out of school or do not continue their studies after 8 th grade. 30 95. As for primary education, the program has as target group young people who have not finished primary education and are at least 4 years older than the normal age for this level of education. 31 96. With regard to lower secondary education, the Second Chance has as main objective to support a flexible model of school re-integration for lower secondary education which will combine basic education and vocational training and is targeting young people who are at least 14 years old, who have completed primary education, but have dropped out before finishing lower secondary education. 97. Subjects related to Roma culture are present in the new designed curriculum for the Second Chance programs and in the extension of the Second Chance program. The most recent data (2011–2012) collected at national level confirm the efficiency of the program considering the number of students who have been attending these courses (10,032 students) and the number of schools which have organized this program courses (332 schools). The disaggregated data are as following: primary education – 3,232 students; lower secondary education – 5,671 students. * Children with special educational needs are enrolled either in special schools or in main schools, according to their type and level of disability. Children included in mainstream schools are supported by itinerant teachers. 32 98. The Ministry of Education, Research, Youth and Sports took action to diminish the school dropout rate and to enhance students' schooling participation rate by means of the social and protection support programmes. 33 99. Regarding the respect for children rights in the context of the activity of Romanian Gendarmerie, it has to be mentioned that this institution develops several programs and measures aiming to limit the violence and abuses in domestic, social, educational and institutional environment, as well as certain projects aimed to enhance the level of knowledge and the applying of children rights, and the degree of training of its personnel for a better approach of the respective rights violation. 100. As for recommendation 15, taking into consideration the particular aspects met in the case of Romania, the measures adopted in order to prevent and combat child prostitution were considered as part of the whole legal framework concerning the protection and promotion of children rights. 34 101. Between the main national authorities at central and local level cooperation mechanisms were established which allowed the approval of all necessary legal, administrative and educative measures meant to ensure an adequate protection of children against any form of trafficking, including their own parents as well. 35 102. The 2007 Lanzarote Convention on the protection of children against sexual exploitation and sexual abuse was ratified by Romania by Law no. 252 from 14 th of December 2010, published in the Romanian Official Journal no. 885 of 29 December 2010. Furthermore, Directive 2011/92/EU of the European Parliament and of the Council of 13 December 2011 on combating the sexual abuse and sexual exploitation of children and child pornography and replacing Council Framework Decision 2004/68/JHA was adopted. Romania participated in the negotiation process of the latter Directive, now being in the phase of transposing its provisions. The deadline for the transposition into domestic legislation is 18 December 2013. 103. Government Decision no. 49/2010 approved a common methodology for the intervention in cases of children exploited or being at risk of being exploited through labour, children victims of trafficking in human beings and Romanian migrant children victims of other forms of violence found on the territory of other states. 36 104. With regard to recommendation 16, since 2004, Law no. 272/2004 concerning the protection and promotion of children rights specifically states in Article 90 that all physical punishment no matter which form is forbidden as well as any deprivation of the child of his/her rights which are meant to endanger his/her life, mental, spiritual, moral or social development, as well as his/her body integrity, physical or psychical health of the child within the family environment and in any institution which ensures their protection, care or education. 37 105. As for recommendation 17, the provisions of the Convention on the Rights of the Child and the ILO Conventions No. 138 concerning Minimum Age for Admission to Employment and No. 182 concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour are translated within the Romanian national legislation, which has clear provisions regarding how the children rights should be promoted by all authorities, persons and institutions as well as how to protect a child against worst forms of labour. 106. In the same time, at national level significant campaigns that had as the main target group children between 15 and 17 years old (with a special attention to the girls), with a low level of education, from families with different problems (domestic violence, alcoholism, poverty) or from families with parents working abroad were developed at national level. 38 107. The most relevant successes of the campaign were the reduction of school dropout, the consolidation of a joined team anti-drug/anti-trafficking addressing in more efficient manner the respective social phenomena and the emphasis at the institutional level of the importance of the continuity of the staff involved in dealing with specific social problems. 39 F. Women's rights 108. Regarding the prevention and elimination of domestic violence against women (recommendation 13), Law no. 217/2003 on preventing and combating domestic violence has been recently substantially amended by Law no. 25/2012. One of the most important improvements of the law is the introduction of the restriction order, which is a measure of protection for the victim of domestic violence that can be issued by the court. Another specific measure of protection provided by the new law aims to improve the efficiency of authorities to support and advise victims in order to resort to legal means for sanctioning domestic violence cases. 109. Besides the legal improvements, a number of programs with national coverage were dedicated to this field of activity, based on a financing offered from the state budged by the Ministry of Labour, Family and Social Protection. 110. Also, in December 2009, a group of 12 EU Member States among which Romania, presented a proposal for a Directive of the European Parliament and the Council on the European protection order. The proposal was adopted in 2011 (Directive 2011/99/EU of the European Parliament and of the Council of 13 December 2011 on the European protection order). 111. During the year 2010, at national level 36 informal campaigns were conducted, 19 domestic violence prevention projects and also about 37.000 persons received preventive information. In conducting the activities, external partners have been involved as well. 40 G. Rights of persons with disabilities 112. On this issue and given also recommendation 6, Romania underlines that during 2011 the National Council for Combating Discrimination, in partnership with the Institute for Public Policy, a nongovernmental organization whose aim is to support an increased quality of the processes related to the development of public policies in Romania, carried out the project "People with intellectual disabilities do have rights!". The project was cofinanced by the European Commission PROGRESS Program (2007-2013). 41 113. Also, NCCD developed the following programs: „World Down Syndrome Day" the events dedicated to this day took place for two days in 2011 in a project coordinated by the NCCD together with Down's Syndrome Association Bucharest and Special Olympics Foundation from Romania; "Training specialists from the Departments of adoption and post adoption regarding the non-discrimination of children difficult to adopt"- the project was conducted by NCCD in partnership with Romanian Office for Adoptions, in order to increase the number of adoptions for children in the category of "hardly adoptable" by preventing discriminatory attitudes against them; "Braille – Pay attention! Discrimination is not a joke" - the Braille Transcription of a booklet about discrimination was made for its distribution under the library practice to the Association of the Blind in Romania subsidiaries, branches and clubs, as well as in some special schools for visually impaired people. H. Right to health 114. Regarding progress on mental health issues (recommendation 26), in order to ensure more adequate provision of mental health care, the Ministry of Health revised its policy and created in 2008 the National Centre of Mental Health and Anti-Drug, the specialised public institution, subordinated to the MOH, having as aim a better coordination, implementation and evaluation of the mental health policies at the national level, including the promotion of human rights for people with mental health problems. 115. In the last years, there were significant steps made in improving the legislation in mental health care. The MOH and NCMHAD in close collaboration with the Ministry of Justice have accomplished to set up a proposal containing several amendments to the Law no. 487/2002 on Mental Health in the early 2010. This draft was recently voted by the Parliament (on 19 June 2012). 42 116. In 2010, the Parliament voted Law no. 151/2010 concerning the integrative, specialised health, education and social services for persons with autistic spectrum disorders and associated mental health disorders. 117. There is an annual National Programme of Mental Health running, coordinated methodologically by the Psychiatry Commission of the Ministry of Health and technically by the National Centre of Mental Health and Anti-Drug. 118. The last years were marked by an intensive dialogue with the NGOs. A major priority outlined by the associations of parents with children diagnosed with Autistic Spectrum Disorders was identified as being the early detection and therapeutic interventions for the affected children. 43 119. The National Mental Health Centre and Anti-Drug in collaboration with the Ministry of Labour, Family and Social Protection and the Ministry of Education, Research, Youth and Sport have already elaborated a draft of the National Strategy for Children and Adolescents Mental Health 2013-2018, which was sent at the level of the Government. 120. Ensuring a higher quality of the mental health services represented also a concern in the last 3 years by organising several courses and training programs for the staff (the multidisciplinary teams) working in the 36 Mental Health Centres for adults and 16 Mental Health Centres for children all over the country (psychiatrists, psychologists, social workers, nurses). 121. With regard to recommendation 27, it is to be noted that the National Health Programs implemented by the Ministry of Health have constantly provided for an increased access to services of sexual and reproduction health, especially for marginalized groups. 122. As concerns recommendation 28, the Roma Health Mediators and the Community Nurses are mainly tasked to facilitate access of Roma people and other marginal populations (e.g. from rural zones) to health care services. They receive adequate training, which prepares them for responding to the specificities of their job. I. Right to own property 123. Regarding the right to own property and given also recommendation 30, it is to be noted that Romania is currently in the process of modifying the legal frame on the restitution of properties nationalized during the communist period in order to comply with the requirements set out by the European Court of Human Rights in its pilot judgment of 12 October 2010 in this matter, Maria Atanasiu and others v. Romania. In this judgment, the ECHR requested the adoption, by 12 July 2012, of general measures capable of affording adequate redress to all the persons affected by the restitution laws. A supplementary deadline of 9 months (until 12 April 2013) was given by the Strasbourg Court for the adoption of the said measures, during which Romanian authorities will present the progress made. Until April 2013, all applications pending before the ECHR having the same object as Maria Atanasiu and others v. Romania case are suspended. 124. On 5 July 2012, representatives of the Council of Europe (Department for the Execution of ECHR's Judgments) met with the representatives of the Ministry of Justice, the Ministry of Public Finances, the National Authority for the Restitution of Properties (NARP) and the Governmental Agent before the ECHR and discussed the concrete necessary measures to be adopted by the Romanian authorities in order to ensure the effective protection of the rights guaranteed by the European Convention of Human Rights. In this context, discussions were held concerning the administrative, financial and legislative measures proposed by the Romanian Government within the draft law elaborated in view of enforcing the aforementioned pilot judgment and rendering the restitution and compensation process more effective. The draft law contains specific measures aimed at accelerating the restitution process, in order to ensure the solution within a reasonable time of the demands submitted at national level by the former owners, in conformity with the dispositions of the European Convention of Human Rights. 44 125. Regarding the relationship with the Romanian Church United with Rome, GreekCatholic, the State Secretariat for Religious Denominations is using the path of dialogue to resolve the property dispute between the Romanian Orthodox Church and the Romanian Church United with Rome, Greek-Catholic. In order to maintain the confessional harmony and abidance of the religious rights and freedoms for every citizen, the State Secretary for Religious Affairs participated at meetings, on the ground, with the Holy hierarchs of the Orthodox and Greek-Catholics and at the meetings of the Conference of Bishops. 45 126. Currently, the two Churches analyse the possibility of the resumption of dialogue on the Joint Commission for Dialogue; in this regard, an exchange of letters between leaders of the two Churches took place. At the last session of the Holy Synod of the Romanian Orthodox Church of 5 July 2012, the current stage of the local dialogue between Romanian Orthodox Church and the Romanian Church United with Rome (Greek-Catholic) was analysed. 127. It is also worth mentioning that the National Authority for the Restitution of Properties established a calendar of meetings aimed at ensuring a dialogue with the representatives of all religious cults that have submitted request that are pending before this institution. 46 J. Human rights education and training 128. With regard to this issue and given also recommendation 29, in Romania, human rights education is fostered both in formal and non-formal education. As far as formal education comes into question, human rights education is part of the national curriculum, being included in the curricular area generically called "Man and Society". 47 129. In parallel, human rights education and child's rights education are studied as optional subjects, part of School Based Curriculum, ranging from the 1 st to 12 th grades. 48 130. Grounded in formal educational system, human rights education and child's rights education are enhanced through non- formal educational programs, adapted to each studying cycle. In this respect, the Ministry of Education, Research, Youth and Sports: Notes * has involved schools, teachers and students in European projects specialized in human rights education/child's rights education/ civic education, such as: Global Education, Global Teenager, Europe at school; * has developed national programs, such as: The National Program of Education for Democratic Citizenship, Media and a high quality human rights education, Democracy and Tolerance – that aim to develop students' social and civic democratic skills necessary to youth's active participation to social life, to make students acknowledge and respect human rights, to develop a tolerant conduct stimulating mutual respect, understanding and cooperation, to accomplish social integration, to enable and support children's and youth' access to community actions and decisions with the view of promoting their rights, the democratic state laws and institutions, to make students undertake civic roles and responsibilities; 49 * has concluded partnerships with NGOs, Council of Europe structures in Romania, UN Agencies in Romania and implemented programs based on human rights education and child's rights education 50 ; * has stimulated the development of such programs at county and school level. 131. Regarding teachers' training on human rights education and child's rights education, it has been developed in an extensive manner by means of the in - service training, through: * the training offers proposed by Teacher Training Houses (institutions specialized in training delivery and responsible with teachers' in- service training) 51 and * the training modules/ sessions included in the extracurricular programs prior to their stage of implementation. 52 132. At the initiative of the aforementioned NGO Romani CRISS Association, in September 2010 was submitted a project proposal under the European Commission Grant Action Program - JLS/2010/JPEN/AG "Criminal Justice", in partnership with NIM. The Project "Equal access to justice for Roma" aims to train magistrates in national and international legislation on combating racism in criminal matters. In December 2011, the first seminar, attended by 18 magistrates, took place in Timisoara. Under the Project "Equal access to justice for Roma", implemented by the Romani CRISS Association in partnership with NIM in the period May 2011–August 2012, a number of three seminars were organized in 2012, until July, attended by 71 magistrates. 1 The purpose of this Strategy is to continue the social-economic inclusion actions of Romanian citizens belonging to Roma minority by implementing integrated policies in education, employment, health, housing, culture and social infrastructure. Its objectives are as follows: * Promoting inclusive education within the education system. * Ensuring an equal, free and universal access of the Roma citizens belonging to Roma minority to quality education at all levels in the public education system, in order to support the economic growth and development of a knowledge-based society. * Stimulating employment growth of persons belonging to Roma minority and increasing investments' attractiveness. * Ensuring, by the central, local institutions and the social partners, decent living conditions in communities disadvantaged from the economic and social point of view, as well as the access to public services and small infrastructure. * Stimulating health promotion measures to contribute to increasing the access of citizens belonging to Roma minority to public health services and to increasing life expectancy. * Preserving, developing and affirming the cultural identity (language, customs, patrimony) of Roma minority. community development, child protection, justice and public order. * Developing, by the institutions, certain measures that, through the services provided, respond to the social needs of disadvantaged groups, including the members of Roma minority in the fields of In order to achieve these objectives, six directions of action were established: A. Education; B. Employment; C. Health; D. Housing and small infrastructure; E. Culture; F. Social Infrastructure (justice and public order, community administration and development, child protection). 3 The aim of the project is to promote and to increase the cultural dialogue between the Roma minority and the majority, to promote the ethnical tolerance and the mutual respect, the modernization of attitudes and of mentalities throughout the theatre. 2 In 2011, the Romanian National Agency for Roma participated in Moldova, in cooperation with the Council of Europe, in an exchange of experience on increasing the role of central and local authorities in implementing national strategies on Roma integration/action plans, also on strengthening their capacity in developing the national action plan in Moldova. 4 The program aims to build rental housing units for young people whose sources of income do not allow them to buy and own a house or rent a house under the market conditions, and to ensure the stability of young professionals by creating convenient living conditions. The objectives achieved under these programs have also solved the problems faced by several Roma communities or representatives of such communities. In 2010, "Treatment without discrimination", within which were organized 3 information and training sessions for future medical personnel (nurses and pharmacy assistants) on the importance of applying the non-discrimination principle and respect for diversity. "Combating the discrimination of Roma in their access to health services in Romania", was a project aimed to promote equality in the field of health in order to reduce prejudices, stereotypes and discriminatory attitudes on ethnic grounds in the system of health, focusing on the protection of the rights of Roma who access public health services. „Stop discrimination in high-schools!", another project, involved the organization of an information campaign with pupils in Iasi high schools about social policies to prevent and combat discrimination. "School without discrimination", conducted in order to increase interest of teachers for the issue of diversity, support them in developing curricula in the context of diversity, prevent stereotypes and prejudices among the future generation, prevent intolerant and discriminatory attitudes among young people, know the daily issues of groups vulnerable to discrimination, reduce the level of intolerance and discrimination in schools and implement a network of teachers in kindergartens and high schools to promote pro-diversity attitudes among young people. "Educational project in the field of public legal services" was a project aimed at promoting equality in the field of legal and administrative services, through an educational program regarding specific legislation in the field of antidiscrimination, having as target-group institutions with powers in the legal field, which has as target group magistrates from all levels of jurisdiction (courts, tribunals, courts of appeal, the supreme court)."Training session in the field of legislation and anti-discrimination practice", a project organized by NCCD in partnership with the Roma Party "Pro Europa" consisting in a seminar for Roma persons with legal training, which are active within the Monitoring Network within County Centres for Roma established by the Roma Party Pro Europa in Romania. The training sessions were aimed at informing Roma persons with legal training on national and international legal provisions in the field of prevention and combating of discrimination. 5 Examples of relevant projects: In 2011, NCCD implemented projects such as: „Diversity as a project", in order to prevent truancy and school dropouts, by initiating projects which enhance and bring to the forefront the human diversity; „United against Racism! – Friendly football game", organized to mark The International Day for the Elimination of Racial Discrimination, by NCCD in partnership with the Ministry of Foreign Affairs, Policy Centre for Roma and Minorities, the Romanian Football Federation and the Embassy of the Netherlands. The project was part of the REACT campaign, supported by the European Commission, and its objective was to enhance the awareness of the social problems of Roma people and to change the negative attitudes towards them; "The world through my eyes", a project that was implemented with a main partner, Policy Centre for Roma and Minorities and which was aimed at preventing and decreasing of discrimination level against Roma pupils and to generate a positive change of perception of Roma pupils among teachers in some schools. 6 Training activities for police officers were organised regarding the subject of recognition and monitoring of hate crimes against LGBT, introduction in the problematic of LGBT, discrimination based on sexual orientation and/or gender, discrimination and victims' needs (focus on the respect of individuals' rights). In this context, Romanian Gendarmerie developed the training curriculum of its personnel in order to better respond to a more appropriate behaviour in respect to the rights of sexual minorities, both on the national soil and in international operations, by inserting related courses/themes in its training centres and operational unit syllabus. In terms of protecting the rights of sexual minorities, the Romanian Gendarmerie applies measures which aim to deter and limit violence against sexual minorities, and to provide their necessary protection during Gay Fest rallies. 7 The Directorate of Equal Opportunities between women and men within the Ministry of Labour, Family and Social Protection (MLFSP) is partner with Media One Agency in the structural fund financed project "The Chance". Caravans called "The Week of equal opportunities" were organized in all development regions, focused on combating all forms of gender discrimination concentrating on reconciliation of family and professional life. In 2011, the Directorate of Equal Opportunities between women and men conducted an analysis on the situation of women and men in decision-making positions for public administration. As an example, on 4 June 2011, approximately 150 persons participated in the annual "March of 8 As a result of this cooperation, training courses have been organised, jointly with the Danish Institute for Human Rights, during which were discussed issues related to identification and tackling hate crimes against the LGBT members. The courses were attended by officers from police stations in whose area or areas of competence are locations visited by members of the LGBT community. The police staff training in the field of prevention and countering discrimination against sexual minorities and hate crimes against LGBT community's members shall continue to remain a priority of the Romanian Police, in order to insure a viable partnership between the police institution and sexual minorities. Both prior to and during the organisation of the events involving members from the LGBT community in Romania, the GDBMP undertakes security measures to ensure the proper running of such events and to prevent the emergence of any risk factors oriented towards the participants, all these actions being taken in cooperation with the event's organizers. Diversity" gay pride parade in Bucharest. Local authorities mobilized numerous police to protect the 2009, the National Council for Combating Discrimination was the official partner at the GayFest. participants, and the parade ended without violent incidents, as it was the case for the last 4 years. In This event enjoyed the presence of several ambassadors in Romania in the last years and the 9 Volume I of the manual details how to use the techniques and means of restraint by the staff of the place of detention, the legal conditions shown above. Knowing the provisions of this manual is compulsory to all the staff of the prison administration. involvement of public persons and artists in promoting the event. 10 The Ministry of Justice (through the Probation Direction and the National Administration of Penitentiaries) supported the implementation of two trans-national projects coordinated at national level by the NGO Save the Children Romania. In the framework of "JUST – Juvenile justice" project (2009 – 2011), 13 children deprived of their freedom and 35 representatives of the institutions and organizations active in the field of juvenile justice were consulted on methods of intervention aimed at preventing the juvenile delinquency and promoting the social insertion of juvenile offenders, 46 specialists working with children in conflict with the law were trained for the further implementation of the selected methods of intervention. In the framework of "Ending violence against children in custody" project (2010–2013), the National Administration of Penitentiaries supported the consultation of 27 children and youth in detention on their experience of violence while in custody. Prevention of Torture and Inhuman or Degrading Treatment or Punishment course is specially designed for custody, public order and judicial police officers who, giving their work duties, deal with persons deprived of liberty. One of the outcomes expected from the participants to the training program is to have good knowledge of the legal framework on human rights under all its forms and all the amendments made to it in compliance with the EU and UN norms, namely observance of the fundamental rights of the persons deprived of liberty, fair interaction between parties and prevention of torture, bad and degrading treatments. This training program was attended by 120 police officers. The forms of maltreatment of people by state agents are found in the Criminal Code under different terms: abusive behaviour (Article 250), unlawful arrest and abusive investigation (Article 266), imposition of bad treatments (Article 267) and torture (Article 267 1 ). 12 Unfortunately, the penitentiary system is facing the phenomenon of overcrowding, as it recorded a deficit of approximately 5,600 accommodations in prisons. In the event 4m 2 /inmate is provided no matter the prison regime, the deficit climbs to over 13,400 seats. 11 In 2011, the NAP has implemented this measure in Codlea, Colibasi penitentiary and Miercurea Ciuc. For the year 2012, this process remained to be completed by including the last two prisons: Poarta Alba and Tulcea in the profiled units category (the two units have been started profiling procedures by transferring certain categories of convicted persons in accordance with the arrangements and populating space allocated). 13 In 14 centres of detention and arrest, good living conditions are provided, fulfilling most of the recommended European standards in this area (minimum of 4m 2 /person, adequate natural and artificial light allowing reading). Also, in 22 centres, detention rooms are equipped with bathrooms (shower, sink and toilet), detainees having unlimited access to them, in order to ensure privacy and dignity. In other centres, detainees are using common lavatory according to the daily schedule or on demand. Romanian Police is working to install bathrooms in all detention rooms of detention centres under its control. In order to ensure the right to information and as well for entertainment, the administrations of some detention and preventive arrest centres have created the technical possibility to have TV sets in each detention room. 15 The practice of this approach has shown that this initiative has helped to increase the participation of victim, witnesses or injured parties in criminal proceedings, by facilitating their access to justice and to increase the resolution of cases that aim condemnation of the accused of the crime of human trafficking. In order to increase the self-protection capacity of the public and in this way to reduce the amplitude of the human trafficking phenomenon, NAATIP has implemented, between 2010–2012, 12 national campaigns and more than 50 regional and local campaigns. The activities were targeted at informing and raising awareness of the public about the risks involved by human trafficking and to reduce the vulnerability of high risk groups (children, women, elderly people etc.). For ensuring the efficiency measures undertaken, NAATIP always worked with partners in the country and abroad. Prevention campaigns were made with broad vision, thus ensuring the sending of an anti-traffic message to a significant number of people. An example is the campaign "Trafficking in human beings not forgive", held within the project "Reducing the number of Romanian and Bulgarian victims trafficked to Italy and Spain", co-funded by the European Commission. This campaign registered a number of about 380,000 beneficiaries only in Romania, the project being implemented also in Bulgaria, Italy and Spain. 14 The Romanian Police continues to apply and implement the professional training program for the officers who activate in the field of human trafficking, in order to prepare specialists, constantly, by organizing professional training sessions at the national and international level, with the participation of NGOs and governmental agencies. The victims of human trafficking gradually benefit of protection in the conditions established by the legal frame regarding the witness protection. 16 Romania also participated in the negotiation process of this EU legislative act and its provisions are already covered by the national legislation in the field. 18 The specialized structure in the field (the Anti-corruption General Directorate), that was set up within the Ministry of Administration and Interior (MAI), was involved in the public policies initiated at MAI level, in 2010 and 2011. Also, Law no. 146 of 23 July 2012 provides that the aforementioned Anti-corruption General Directorate manages the Anti-corruption Call-center, where the citizens can report on corruption deeds, the calls being transmitted to the competent Prosecutor's Offices, according to the law. 17 Government Decision no. 215/2012, published in the Official Journal no. 202/2012. The new strategic document is built on the premise of a well-developed legislative and institutional framework. The accent is therefore placed on the implementation and the stability of the legislative and anticorruption institutional framework. 19 According to the opinions of courts and prosecutor's offices reflected in the Report concerning the justice system for 2010 and respectively 2011, drawn up by the SCM. 20 Some of the provisions of the new law entered into force on 25 May 2012. The main new provisions grant the autonomy of the Judicial Inspection; the Inspection shall have legal personality and its own budget. According to the new provisions, the disciplinary commissions are replaced by the judicial inspectors and in the matter of disciplinary complaints the preliminary verifications are mandatory. This law amends the scheme of disciplinary offences, increases sanctions, and strengthens the independence and the operational capacity of the Judicial Inspection. It also eliminates the possibility of magistrates escaping disciplinary sanctions through retirement whilst a disciplinary process is ongoing. 22 With regard to budget, infrastructure and logistics, the budgets allocated for the judiciary increased significantly and constantly until 2009, when the economic crises affected all the sectors. Nevertheless, the Government had a priority to provide money for the judiciary and this reality can be substantiated with concrete figures: 1,972,193 thousands lei in 2007 to 2,119,886 thousands lei in 2012. The most significant increase was in 2008 in comparison with the budget from 2007, when an increase of over 15% was registered. Additionally, in the past 5 years following the accession, the justice system absorbed a significant amount of assistance funds, which had a strong contribution to the institutional building, training and the logistics of the judiciary. Presently, the automation process of the judiciary is in an advanced stage, and it has been constantly modernized and updated since its initial implementation. 21 Law no. 300/2011. 23 Commission's evaluations of July 2009, March 2010, July 2010, February 2011, July 2011 and February 2012. 25 Commission's evaluations of July 2010 and July 2011. 24 The parties shall collaborate in order to improve the legal framework in the matter of wealth declarations and evaluations, shall efficiently communicate and exchange information according to the legal provisions in order to contribute to increase public trust in magistrates' independency, impartiality and professionalism. In 2012, the new legal framework instituted by Law no. 24/2012 has introduced new mechanisms for increasing magistrates' accountability and public trust, such as: the criterion of good reputation for admission into magistracy; enlarging the list of disciplinary offences; defining bed faith as an element of the disciplinary offence; enhancing disciplinary sanctions. 26 In terms of the impact of the measures taken for preventing and countering corruption, in 2011, at MAI level, the legal framework on professional integrity testing was created (Art. 17 1 of G.E.O. no. 30/2007 on organizing and functioning of MAI, as modified by Law no. 38/2011). After this legal act came into force, in 2011, 7 integrity tests were performed, out of which 6 were positive (the tested MAI employees proved integrity) and 1 was negative (the tested MAI employee received bribe in exchange of not accomplishing his service duties; the Prosecutor's Office was noticed on it for further legal measures). The risk management activity was initiated in November 2009, following the approval of the Methodology for the identification of risks and vulnerabilities to corruption. Implemented between 2010 and 2011, the key-element of the Methodology was represented by the increased attention paid to the identification, description, assessment and hierarchy of corruption risks and vulnerabilities, in order to implement future measures for preventing and controlling them. 28 Thus, in 2010, out of the six petitions filed with the NCCD, on the ground of religion/beliefs, the Steering Board issued the recommendation in one case for the defendant. In 2011, NCCD ascertained the discrimination deed on ground of religion and beliefs in 5 cases, applying 4 sanctions with a warning and 1 recommendation. 27 The Advisory Council of the Churches and Religious Denominations of Romania is an organization of an ethical, social, autonomous, apolitical, non-governmental, without juridical status and not-forprofit nature. The major objectives of the Advisory Council of the Churches and Religious Denominations of Romania are: the advancement of the belief in God and of its importance in the life of people and society, the defending and promotion of the human being and its dignity, the promotion of respect towards the divine creation (man and the surrounding nature), the adoption of common stands and attitudes in the face of important society problems, the manifestation of solidarity and cooperation amongst cults in the spiritual, cultural, educational and social domain, prevention and mediation in the solving of possible inter-denominational and inter-religious differences, including the rejection and discouraging of any kind of extremism. 29 Thus, the certificate proving the act of birth is released within 24 hours after such an event, the responsibility for fulfilling this obligation corresponding to the doctor who certified the birth of the child, or if the birth took place outside of a hospital facility the family doctor is obliged to confirm the birth and release such a certificate even if the mother is not enrolled on his/her lists. When the child is left by his mother within a maternity, this institution should notify the police and the social assistance authorities in 24 hours after the moment when the mother's disappearance was noticed. In 5 days after this fact, based on a common report signed by all the authorities involved if the child's state of health allows it, the child is released from the hospital and will benefit of a special protection measure. During the next 30 days the police should made specific inquiries regarding the tracing of the natural mother and communicate the final results to the local General Direction for Social Assistance and Child Protection. If the mother is identified, she should be counselled accordingly regarding the consequences of abandoning her child and will be helped by the administrative authorities in order to register the child. If the mother is not identified, the General Direction of Social Assistance and Child Protection sends all the documents of the child's file to the public service of social assistance which has the obligation to carry on all the administrative procedures regarding the child's birth registration. 30 In partnership with the Ministry of Education, Research, Youth and Sport, the school inspectorates Training programmes on positive education, accredited by the Ministry of Education, Research, Youth and Sport, have been implemented by Save the Children Romania and benefited by the participation of 400 teachers, 200 clinical psychologists and child psychiatrists from psychiatric hospital and/or mental health centres (trained on various community child friendly interventions for children with mental health), 30 social workers from district child protection departments (trained on community case management for children victims of abuse in the family and/or diagnosed with mental health disorders, coming from disadvantaged communities), 150 school councillors (trained on the evaluation and school based intervention for children diagnosed with depression, anxiety disorders, ADHD and for children with aggressive behaviours). All training programmes were developed and delivered under partnership agreement between Save the Children Romania and the public institutions. and with the support of the National Agency for Roma, the NGO Save the Children Romania has developed a series of programmes designed to facilitate the access to preschool education of Roma children, including the project Roma children prepare themselves for kindergarten!. The main activities consisted of organizing summer kindergarten groups, training teachers working with Roma children and elaborating brochures/guides. As a result of the activities implemented between 2009 and 2012, 192 professionals (96 teachers and 96 school mediators) were trained to work with Roma children and parents, 96 summer kindergartens groups were organized nationally in disadvantaged communities, being attended by approximately 2000 children. Out of the total number of children included in the project, over 90% were enrolled in the national education system. Based on the experience gained, a best practices guide was elaborated by Save the Children Romania, with the support of the Ministry of Education, Research, Youth and Sport and of the National Agency for Roma. In the framework of the project Access to education for disadvantaged groups, funded from European PHARE funds, MERYS developed the Second Chance program for primary and lower secondary education. A bullying prevention programme has been implemented in 2 schools in Bucharest, reaching 500 students who benefited from the programme. Several social and emotional abilities development programmes have been implemented in kindergartens in Bucharest, Iasi, Suceava, Tg Mures and Timisoara. Also, a national programme for the classroom management built on the principles of positive education have been implemented in Bucharest, Iasi, Suceava, Tg Mures and Timisoara, having as beneficiaries teachers, children and their parents in each schools. The latter program was implemented three years in a raw, in more than 8 schools and the entire experience was documented in a good practice guide that was distributed widely among school managers. 31 The objectives are: to support a flexible model of school re-integration for primary education, for persons who dropped out of school before finishing this level of education, to deliver a curriculum adapted to the needs of the youngsters participating in the project and to the national standards for compulsory education, to train human resources in the project: school managers, project coordinators from each school, teachers, school mediators. After the pilot phase developed in the PHARE project, the Second Chance program for primary education has been approved by an order issued by the minister of education and is now applied all over the country, being a part of the educational offer of the system. It is financed from the state and local budgets, as part of compulsory education. In the case of Roma students, in some schools, school mediators have been employed in order to make the program known and to facilitate the dialogue between teachers, pupils, parents and local community. 32 In severe cases, schooling is ensured at home or in the hospital. 33 Examples of such programmes: Free school transport - by mini buses provided by the MERYS for each County School Inspectorate according to the number of students who did not study in the residence area; reimbursement of the transportation costs for those students who attended schools farther than 50 km from their residence area; delivery of free school supplies to students coming from poor families; 200 EURO Programme – to support students coming from disadvantaged families to purchase a PC; Money for High – School Programme – is intended to high-school students coming from disadvantaged families so as to go on with high-school studies; Expansion of Milk and Crescent programme to students in lower secondary level, according to the Government Decree no. 95/2008; The Government Scholarship" destined to gifted but socially disadvantaged children coming from rural areas who graduated the 4 th grade. Such a measure supports them to attend elite school in urban area according to their field of performance. The scholarship covers the cost of full boarding and school supplies. It began in September 2008 and 165 students took benefit of this program in the 2008-2009 school year. In 2009-2010, MERYS recorded 329 beneficiaries. 35 Separate chapters regarding the minors situation exclusively were introduced within the national legislation which governs the free regime of travelling abroad for the Romanian citizens, stating as compulsory the approval of both parents in case of a child travels to another country, while the parents or other legal representatives should report a child's disappearance to the police within 24 hours from the time they have noted the child missing from home. 34 In the context of a development of the national efforts aimed at preventing child's abuse and exploitation, the evolution of other collateral phenomena such as illegal migration of Romanian minors on the territory of other stated or the trafficking and exploitation of children imposed the adoption of new action initiatives. At the level of each county there is an obligation to set up a toll free line where all cases of abuse or and rehabilitation of the victims. neglect can be reported, as well as specialised services which should ensure the social reintegration Also, a number of national action plans were targeted at the protection of children against abuse, neglect and exploitation, combating the trafficking in human beings or combating the sexual abuse on children and the exploitation of children for commercial purposes. Each of these action plans represent the result of many institutional partnerships corresponding to the obligations assumed by Romania at international level. These instruments have foreseen as objectives common and/or specific legal or procedural measures, the setting up of specialized services for the children rehabilitation, the training of the professionals in the field, measures to identify, refer and assist children at risk and children who are victims, working methodologies and instruments of cooperation. 37 As a matter of consequence, in any environment as well as in schools, institutions or family corporal punishments are forbidden, such an act being incriminated, if it happens, according to the penal legislation into force. 38 The direct beneficiaries were students from 30 schools with vocational education profile as well as siblings, parents or other legal tutors and also the local communities. In order to increase the impact of the campaign the coordinator of the Local Inter-sectorial Team trained the representatives of the institutions involved in the campaign in order to promote and respect the children's rights and in order to increase their capacity to ensure children's participation in the implementation of the campaign. Among the actions of the campaign, informative brochures were distributed (on topics such as "Prevention and combating children exploitation; the attributions of the responsible institutions", "Protection of the victims of the trafficking in human beings", "Say NO to drug consumption!") and a leaflet of the Anti-drug / anti-trafficking County Team. These meetings gathered representatives of the local authorities, police workers, representatives of the church in order to inform them and to involve them in the actions of the Anti-drug/anti-trafficking County Team. 36 The methodology describes in detail the signs that should indicate a possible situation of risk, the signs of a child considered to be a victim of trafficking in human beings, the way these cases should be reported to the competent authorities and the measures to be adopted in order to ensure a protection of the children who belong to the target group. The normative act also establishes the actions and activities that should be performed by specialists belonging to different fields that intervene in and instrument these cases, so that a common and fluent cooperation be achieved for the best interest of the child. Another chapter is dedicated to the monitoring of the measures adopted in order to ensure a better protection of the children victims of abuse or violence or trafficking in human beings so that the risk of repeating this situation be completely excluded. Informative meetings with students, teachers and parents were also organised aiming at informing them about the risks involved by the trafficking in human beings and by the drugs consumption. 39 40 Radio and TV stations, NGOs, the Territorial Authority of Public Order from the county level, the County Council, the Labor and Social Protection Directorate, the General Directorate of Social Assistance and Child Protection, the County School Inspectorate, the cults representatives. The process of informing the citizens was realized by organizing meetings (with women, children and elders groups), round tables with local factors involved in preventing this phenomena, projection of video spots and thematic movies, marches against violence, itinerant exhibitions of drawings with preventive theme organized in different places of interest for the public. By these preventive activities, the people received information about the forms of manifestation of the domestic abuse and which are the stages in managing a case. The intervention was innovative in the sense that it practically connected the actions against the worst forms of child labour (such as the trafficking in children, begging and prostitution) with other actions (such as those against drugs consumption) which are in fact connected in the real life. In the period 2011-2012, by creating the specialized web site www.politiaromana.ro/prevenire, a new source of information and preventive recommendations was established, which can be easily accessed by any citizen, including the problem concerning the prevention of domestic violence. The project has started from the analysis of opportunities of access to the labor market of persons with disabilities in general and of those with intellectual disabilities in particular, in the context of the status of disadvantaged category of this important part of the Romanian population and it aimed, on one hand to identify solutions to improve the current legal and institutional framework and on the other hand to draw attention to the limitations and discrimination still persisting to which these persons are subjected to. 41 The goal of the project was to endorse the development of coherent policies to combat discrimination and promote equality of opportunities for persons with intellectual disabilities in Romania, by increasing the level of awareness of public opinion on abusive restrictions of the right to labor and self-determination of these persons, through the analysis of the current situation in our country from this perspective and identifying some tools for the relevant actors in the society (responsible authorities, NGOs active in the field of disability and human rights, employers, representatives of target groups). Among the key results, we mention the following: an objective and comprehensive evaluation of the situation of persons with disabilities in general and of those with intellectual disabilities from the perspective of the employment environment in Romania; conduct and implementation of a media awareness campaign among the Romanian population, regarding the rights of persons with intellectual disabilities, starting from the situations of rejection, marginalization and discrimination these persons are subjected to, taking into account their difficulties in effectively participating to the economic, social or cultural life; identification of the main obstacles that are faced with locally both the authorities competent for enforcing legislation on the rights of persons with disabilities in general and of those with intellectual disabilities in particular and non-governmental organizations active in this area and formulation of proposals of public and legislative policies; inclusion, as a result of activities conducted by the project partners of certain relevant provisions in the new law of social assistance adopted by the Romanian Parliament at the end of last year, in order to harmonize this regulatory document with European and international legislation and initiation of procedures of public consultations regarding the amendment of the framework-law on the protection of persons with disabilities. 43 Thus, the National Mental Health Programme sustained in the last 2 years several training programs for the mental health professionals (a curricula was created and over 200 professionals were trained) and a training curricula for the psycho education of patients and families for the psychiatric nurses. 42 The rules needed for the law to be implemented have to be processed now on. One of these changes in the law regarding the non-compulsive admission has been made in order to reduce the present difficulties often met in practice concerning the measures of shortening the court decision. The respect of human dignity, the promotion of non-humiliating or bad treatments, of non-discrimination, of non-abusive limitation of freedom of moving through contention and isolation - are the general principles underlined for the persons admitted in the psychiatric hospitals. 44 Among these measures, we mention the following: the introduction of concrete deadlines for the solution of the demands of former owners, the simplification of the administrative procedure for the establishment of compensation, the introduction of a deadline for the deposition of justifying papers, the payment of the compensation awards in annual instalments and the setting of a cap on the compensation awards. insisting on the need for the parties involved that every community have their own spiritual worship. 45 On the occasion of such meetings situations specific to each specific diocese were considered, 46 Up to present, meetings were held with the representatives of the Romanian Orthodox Church and of the Greek-Catholic Church, within which the following issues were discussed: aspects related to the state of solution of the requests and to the difficulties encountered in the restitution process; the situation of properties that belonged to the Greek-Catholic Church and which are currently detained by the Romanian Orthodox Church, the modification of the current legal framework allowing the solution of the situation of these properties, the acceleration of the restitution process, the legislative measures proposed by the Romanian authorities in the draft law concerning the enforcement of the aforementioned pilot judgment rendered by the ECHR. In lower secondary school, Human Rights Education is included in subject called Civic Culture that is studied compulsorily in the 7 th and 8 th grades (1–2 classes/week). Students benefit of free alternative textbooks as well. 47 In primary school, students study Child's Rights as a distinct thematic cluster integrated in Civic Education, a subject which is compulsory in the 3 rd and 4 th grades (1–2 classes/week). Children benefit of free alternative textbooks. In upper secondary education, clusters of themes on human rights education can be found in various social studies, such as: Sociology, Philosophy, Social Studies which enjoy the same regime of free alternative textbooks. 48 In this respect, it is worth mentioning the following optional subjects whose syllabi were approved by Minister's orders, as follows: * at primary school level - European Education – Minister's Order no. 5208 of 25.09.2006; * at higher secondary level – Civic Education, Intercultural Education , Education for Democracy, European Union Institutions – Minister's Order no. 5817 of 6 December 2010, International Humanitarian Law – Minister's Order no. 4202 of 17 May 2011. * at lower secondary school level- Civic Culture and Intercultural Education – Minister's Order no. 5098 of 9 September 2009. Generally speaking, human rights education has been developed throughout the pre-university educational system in a cluster- like manner obvious in all the subjects' part of social sciences: Civic Education, Civic Culture, Sociology, Philosophy, Social Studies, European Education, Intercultural Education, Education for Democracy, International Humanitarian Law and European Union Institutions etc. 50 Examples of programs: Students' Ombudsman, 3rd Millennium Leaders, Learn How to Change the World, Building Europe with and for Children, National Contest of Creativity in Producing Didactic Materials to Support Human Rights Education, Democracy, Peace Culture in Pre-university Education (organized in partnership with Romanian Institute for Human Rights). 49 Due to their impact on students' considerable involvement and disposing of substantial didactic support (methodological guidelines and manuals), these programs have been undertaken as facultative studies that were further integrated in the offer of School Based Curriculum. 51 Courses on human rights education and child's rights education can be found under various titles, such as: Human and Child's Rights Education, Civic Education for Democratic Citizenship, Modern Approaches and New Trends in Child's Comprehension, Human Rights Education, Education for Democratic Citizenship, Human Rights Education – teaching and learning human rights in preuniversity education, Human and Child's Rights Education, Human Rights and European Citizenship, Education for Democratic Citizenship, Child's Rights Education, Child's Rights Protection and Promotion etc. 1795 teachers have been trained between 2007–2012 and 46 courses have been accredited. * in 2008, within Students' Ombudsman project (developed by 21 st Agenda Association in partnership with MERYS and UNICEF Romania), 42 educational inspectors were trained as trainers in the field of child's rights education with a view to offer assistance to the development of the project at county level. 52 For example: * in 2006, MERYS and UNHCR developed a partnership project entitled "Human Rights and the Refugees' Rights", which was piloted throughout the school year 2007-2008 with the view to turning it into an optional subject. Within the project, 42 teachers (one teacher/county) and 42 schools participated to the training sessions dedicated to the refugees' rights. Regarding the professional training provided to future magistrates and to magistrates on issues related to the topic of human rights, including matters related to discrimination, in the period of reference, 2008-2012, the National Institute of Magistracy (NIM) continued to grant a special attention to it. As regards the initial training for future judges and prosecutors, starting with 2004, the mandatory study of the European Convention on Human Rights was included in the curriculum, a number of hours being allotted to this discipline exclusively – debates, as well as conferences. This number was different from one year to another, according to the training needs in the field of the ECHR (it grew, successively, from 32, to 48 hours). Starting with 2007 – 2008, the issues related to discrimination and the implications in the national legislation were included in the syllabi of the following matters: European Convention of Human Rights, European Law and Criminal Law. As for the continuous training of judges and prosecutors, in the year 2008, NIM provided training on the "European Convention on Human Rights" (for magistrates throughout organization of 21 seminars for 184 magistrates (137 judges and 47 prosecutors) and, also 9 Romanian experts from SCM and MJ. For the year 2008, a total number of 8 seminars were organized by NIM in the field of "Combating discrimination". As an element of novelty in 2009, issues of the human rights law and community law were included in the seminar's agenda devoted to specialized training of magistrates. As regards the Combating discrimination, in this period 4 seminars for a total number of 45 magistrates (27 judges and 18 prosecutors) were organized. In terms of the continuous training, in 2010 the NIM continued its approach adopted in 2009 and included as compulsory components of the agenda of the seminars dedicated to the specialized training of magistrates a number of ECHR and community law topics, while previously such topics were only a sporadic presence in the seminars, according to the specific approaches of the seminar trainers. In 2011, NIM continued to recognize the importance of training magistrates on the ECHR practice, a field in which it shall further distinct training of civil and criminal aspects of the ECHR. Being aware of the school and teachers' role in building children's civic behaviour, the aforementioned NGO Save the Children Romania continued to train, on an annual basis, 70 teachers through a child's rights course accredited by the Ministry of Education, Research, Youth and Sport. This course is available for all teaching staff (educators, schoolmasters and teachers) from preuniversity education.	<urn:uuid:82985e55-7bd8-405d-99ae-cb8886f112e4>	CC-MAIN-2024-42	https://upr-info.org/sites/default/files/documents/2013-10/ahrcwg.615rou1e.pdf	2024-10-14T03:12:56+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00168.warc.gz	530,062,244	22,180	eng_Latn	eng_Latn	0.993297	eng_Latn	0.994472	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 509, 3947, 7169, 11307, 15262, 18871, 23857, 26981, 30945, 34868, 38802, 42426, 45955, 49589, 53389, 57455, 60845, 64751, 68003, 71531, 76646, 81805, 87303, 93137, 97187, 102439, 107690, 112186, 115250 ]	[ 0.93359375, 1.3515625 ]	2	3
The Weight of Human Life How much does your life weigh? Some may say it's as light as feather, while others may say it's as heavy and big as a whale. The weight which I focus on in this work does not refer to the actual physical weight, but on the weight of life given to an individual. A human being is born with the minimum weight in life, then as they grow, they form many relationships in the society, establish and expand themselves. The life weight of an individual increases as he or she grows into a social being. Through my work, I express the invisible social and psychological weight of life which the individual feels in the society, such as the sense of responsibility, pressure and stress. No one is free from this weight and most people live their lives, bearing his or her own weight. This weight is subjective, so it's difficult to compare it or swap it with others. Nor can someone else claim the weight of another even if they wanted to. Moreover, it's difficult to live with more burden as an outcome of excessive drive and boasting. The East Asian idea of "Eop" signifies the individual's responsibilities of his own actions, and refers to a type of teaching which reflects on his wrongdoings. This idea believes that one is not controlled or dominated by someone else, but must develop him or herself through their own will and efforts. The scale of one's own "Eop", or the weight of his own life can increase or decrease. While people's lives have become more convenient in this fast pace of contemporary society, the actual psychological burden and stress has increased. My work expresses the large weight of life of contemporary human beings through miniature renderings of everyday objects, tools that represent others' work, and other various objects that symbolize human status and rank, entangled with various human figures.	<urn:uuid:720f5f2b-46ff-4395-911f-8e204a77822f>	CC-MAIN-2024-42	http://junelee.kr/wp/wp-content/uploads/2016/12/Weight-of-Human.pdf	2024-10-14T02:03:40+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	18,656,590	373	eng_Latn	eng_Latn	0.999168	eng_Latn	0.999168	[ "eng_Latn" ]	false	docling	[ 1857 ]	[ 1.953125 ]	1	5
Pre-Admission Questionnaire (Early Years) 1. Name of the child 2. Please tick: Male Female 3. Date of birth ( day / month / year) 4. What is your child’s first language? German ____ English ___ Japanese ___ Others: ___________________________ 5. Which language does the mother use when speaking to the child? 6. Which language does the child use when speaking to the mother? 7. Which language does the father use when speaking to the child? 8. Which language does the child use when speaking to the father? 9. Which language does the child use when speaking to siblings? 10. What is the family language? (e.g. the language used by everyone during meal time) 11. Where has your child lived? City/Country from to 12. Has your child ever attended nursery or kindergarten before? Yes _____ No _____ Name of institution from to 13. How did your child adjust when entering the nursery or kindergarten? 14. Does your child have siblings? Yes ___ No ___ 15. How many siblings does your child have? 16. Is your child a) the oldest child b) a middle child c) the youngest child? Please circle where applicable. 17. Excepting parents and siblings, are there any other important persons in the life of your child? Please explain. 18. Whom does your child prefer to play with? Please circle where applicable. a) My child prefers to play with other children. b) My child prefers to play with adults. c) My child prefers to play by herself/himself. 19. What are your child’s favorite activities? 20. Which activities does your child dislike? 21. Has your child experienced an important event such as divorce, accident, death of a loved one etc.? 22. Is your child in diapers? Yes ___ No ___ 23. Can your child go to the toilet independently? Yes ___ No ___ 24. Does your child have any Allergies Yes ___ No ___ Medication ____ If yes, please give details: Mobile: ______________________________ Email: _________________________________ Additional information	<urn:uuid:860ac51e-718a-4c9c-b1b9-3221ac28ce18>	CC-MAIN-2024-42	https://dskobe.org/media/forms/Pre-admission-Questionnaire-KG-2024.pdf	2024-10-14T02:51:58+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	187,821,838	452	eng_Latn	eng_Latn	0.997786	eng_Latn	0.998187	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 979, 2008 ]	[ 1.40625 ]	3	0
ATTITUDES TOWARDS HEALTHY EATING – UK – 2024 ATTITUDES TOWARDS HEALTHY EATING – UK – 2024 A renewed consumer focus on health as the cost of living crisis eases will support sales of BFY products and put pressure on those with a less healthy image. Claire Finnegan, Food & Drink Analyst ATTITUDES TOWARDS HEALTHY EATING – UK – 2024 Attitudes Towards Healthy Eating – UK – 2024 This report looks at the following areas: * The impact of consumers' financial situation on healthy eating * The latest health-led NPD trends across selected food and drink categories * An overview of consumer intentions to eat healthily * Sources consumers learn about healthy eating from, with a focus on social media * Attributes consumers associate with highly processed foods including opportunities to help brands cut through the UPF narrative A renewed consumer focus on health as the cost of living crisis eases will support sales of BFY products and put pressure on those with a less healthy image. * Consumer behaviours and attitudes related to healthy eating, such as interest in plant variety, initiatives to support healthier food choices and the interplay between enjoyment and healthy eating. Overview Rising living costs in 2022 led many people to reassess their spending, including on groceries. Many made the healthiness of their diets a lower priority, with a marked dip in those reporting to eat healthily all/most of the time. With consumer finances expected to improve gradually going forward, healthy dietary choices will become more front of mind. Some 42% of food and drink buyers report that they would step up their buying of healthy food/drink products as the cost of living crisis eases. UPFs are the latest health foe in the limelight, making headlines in 2023. This media focus has caught the attention of many consumers, 46% having noticed news/social media stories about BUY THIS REPORT NOW €2600.00 \| £2195.00 \| $2995.00* store.mintel.com Americas: +1 (312) 932 0400 China: +86 (21) 6032 7300 Germany: +49 (0) 211 3399 7411 India: +91 22 4445 1045 Singapore: +65 6653 3600 Thailand: +66 2 821 5122 UK: +44 (0) 20 7606 4533 These prices are correct at time of publication, but are subject to change due to currency fluctuations. ATTITUDES TOWARDS HEALTHY EATING – UK – 2024 UPFs recently and 64% thinking that highly processed foods are unhealthy. A renewed consumer focus on health as the cost of living crisis eases will put further pressure on brands to combat such connotations. The benefits of eating a wide variety of plants has been spotlighted of late by industry commentators and nutrition experts. This focus on plant variety builds upon the established role of fruit and vegetables in a healthy diet. Efforts to lean into the momentum around this trend should chime, 73% and 62% of adults saying that eating a wide variety of plant products is important to support general health and gut health respectively. BUY THIS REPORT NOW €2600.00 \| £2195.00 \| $2995.00 store.mintel.com Americas: +1 (312) 932 0400 China: +86 (21) 6032 7300 Germany: +49 (0) 211 3399 7411 India: +91 22 4445 1045 Singapore: +65 6653 3600 Thailand: +66 2 821 5122 UK: +44 (0) 20 7606 4533 These prices are correct at time of publication, but are subject to change due to currency fluctuations. Report Content EXECUTIVE SUMMARY Opportunities Highly processed foods come under scrutiny, additives are consumers' top marker of processed foods * Consumers learn about healthy eating from a variety of sources * Plant variety trend has gained momentum but consumers deem it costly to adopt Market dynamics and outlook * The nation continues to see high rates of overweight and obesity - Graph 1: prevalence of overweight and obesity among children in Reception and Year 6 in England, 2019/20-22/23 - Graph 2: prevalence of overweight and obesity in England, by gender, 1993-2021 * Government measures on HFSS slow to roll out * WHO recommended against use of non-sugar sweeteners What consumers want and why * Commitment to healthy eating continues to grow among consumers - Graph 3: how often people try to eat healthily, 2017-22 and 2024 * People learn about healthy eating from a variety of sources - Graph 4: sources for learning about healthy eating, 2024 Consumer markers of processed foods diverge from industry's - Graph 5: attributes associated with highly processed food and drink, 2024 Consumers welcome support to make healthier food choices - Graph 6: behaviours relating to healthy eating, 2024 * Plant variety trend has gained visibility, but many deem it costly to adopt - Graph 7: attitudes towards healthy eating, 2024 Innovation and marketing * Protein and fibre claims lead in food launches, fortification and calories in drinks - Graph 8: selected health claims in food product launches, 2018-24 - Graph 9: selected health claims in drinks launches, 2018-24 * HFSS-compliant products continue to feature prominently in NPD * Positive health NPD spans from the expected to the less common categories MARKET DYNAMICS Macro-economic factors * Economic output has stagnated since the cost of living crisis began Attitudes towards Healthy Eating – UK – 2024 - Graph 10: GDP, 2021-23 * Inflation is still the key factor affecting consumers' finances - Graph 11: CPI inflation rate, 2021-23 * Interest rates expected to fall in 2024, but borrowing pressures will remain * Food price inflation falls… - Graph 12: consumer price inflation for all food, 2022-23 * … but food and drink prices still top the list of consumer concerns - Graph 13: "Have you been affected by any of these issues over the last two months? Please select all that apply.", 2023 * Consumer sentiment: the recovery is continuing… - Graph 14: the financial wellbeing index, 2016-23 * …and people feel more confident about their financial prospects - Graph 15: the financial confidence index, 2016-23 Social, environmental and legal factors * Overall overweight and obesity levels on upward trajectory - Graph 16: prevalence of overweight and obesity in England, by gender, 1993-2021 * Government commissioned reports paints a bleak picture of shelved health plans - Graph 17: prevalence of overweight and obesity among children in Reception and Year 6 in England, 2019/20-22/23 * The cost of obesity keeps the issue firmly in the government's sights * Government measures on HFSS slow to roll out * Impact of HFSS regulations will not be felt equally * Media spotlight on ultra-processed foods * UPF spotlight supports interest in home cooking * WHO recommends against use of non-sugar sweeteners to control body weight… * … and aspartame attracts media attention * Salt reduction remains on the health agenda * Growing consumer focus on positive nutrition * Widespread experience of stress among consumers * Population is growing … - Graph 18: trends in the age structure of the UK population, 2018-28 * … with the healthy ageing trend to gain momentum WHAT CONSUMERS WANT AND WHY Healthy eating intentions * Consumer commitment to healthy eating grows - Graph 19: how often people try to eat healthily, 2017-22 and 2024 * Financial situation has a strong bearing on healthy eating - Graph 20: how often people try to eat healthily, by financial situation, 2024 * Improving consumer finances will support healthy eating habits - Graph 21: expected consumer food/drink buying in response to the to cost of living easing, 2024 * Food and drink products which marry convenience and health will chime - Graph 22: agreement with "It is too time consuming to follow a healthy lifestyle", by age, children and healthy eating, 2024 * Food and drink products which marry convenience and health will chime * Bol Foods' campaign showcases the convenience it offers to time-pressed consumers Sources for learning about healthy eating * Consumers learn about healthy eating from a variety of sources… - Graph 23: sources for learning about healthy eating, 2024 Consumers learn about healthy eating from a variety of sources… * … but this varies widely by age * Half see healthy eating media content as aspirational * Social media has most influence among younger demographics… - Graph 24: sources of education on healthy eating, by age, 2024 * … and accelerates food trends * Tie-ups with sports professionals hold potential for boosting healthy image * Media buzz about injectable weight loss drugs fuels consumer interest * …while availability remains highly limited Attributes associated with highly processed foods * Highly processed foods come under scrutiny * UPFs come under scrutiny * Highly processed foods have a negative health image among consumers * Consumer markers of processed foods diverge from industry's - Graph 25: attributes associated with highly processed food and drink, 2024 Attributes associated with highly processed foods vary by age - Graph 26: attributes associated with highly processed food and drink, by age, 2024 Additives face the most backlash * Communicate the benefits of processing, including how it can offer health benefits * Flag short ingredients lists where possible… * … but remind consumers of the benefits long ingredient lists can have Behaviours related to healthy eating * Consumers welcome support for making healthier food choices - Graph 27: behaviours relating to healthy eating, 2024 * Consumers are split on 'nanny state' healthy eating interventions… Attitudes towards Healthy Eating – UK – 2024 * … and expect the food industry to be proactive when it comes to health * Kellogg's uses art to bring its sugar and salt reduction efforts to life * Choosing healthy options in store still proves difficult for consumers * Drive visibility of the existing guidance * Use in-store signposting to guide consumers Attitudes towards healthy eating * Stress prompts consumers to search for comfort - Graph 28: attitudes towards healthy eating, 2024 * Twinings 'Moment of Calm' TV advert * Remind people that healthy food and drink can play a role in supporting feel good * Celebrate the positive emotions associated with healthy eating * Activia links healthy eating with feeling happier * Plant variety trend has gained momentum but consumers deem it costly to adopt * Plant variety trend has gained buzz… * … but many deem it costly to adopt * Examples of brands adopting the plant variety trend * Address negative perceptions around the taste of naturally high-fibre foods - Graph 29: appeal of food and drink companies replacing some sugar with ingredients rich in fibre to support healthier choices, by age, 2024* * Highlight compelling taste experience of naturally high-fibre foods * Cadbury's Brunch looks to dispel poor taste associations in BFY snacking INNOVATION TRENDS Launch activity and innovation * Health claims feature on a sizable minority of food and drink products - Graph 30: selected health claims in drinks launches, 2018-24 - Graph 31: health-related claim categories in food product launches, 2018-24 * Protein and fibre claims lead in food, fortification and calories in drinks - Graph 32: selected health claims in drinks launches, 2018-24 - Graph 33: selected health claims in food product launches, 2018-24 Launch activity and innovation – sweet treats * Minimal non-HFSS presence and few launches with 'better-for-you' claims in chocolate * Products with better-for-you positioning remain rare in sweet biscuits * Small number of launches make reduced sugar claims in cakes and sweet baked goods * Better-for-you ice cream launches range from less fat and sugar to high protein and added vegetables * Limited non-HFSS activity in desserts * Positive nutrition claims feature prominently in yogurts and yogurt drinks Launch activity and innovation – savoury foods and cereal-based products * Crisp and savoury snack brands make use of a variety of levers to become non-HFSS * Health remains a prominent theme in breakfast cereals NPD * Half of cereal/snack/energy bar launches in 2023 featured high/added fibre claims * Asda and M&S add new healthy ranges to prepared meals * Better-for-you NPD in bread puts the focus on seed content Launch activity and innovation – non-alcoholic drinks * A handful of coffee launches look to offer health benefits * Tea launches continue to mine functional claims * LNR-calorie products account for half of launches in CSDs * Surge in NPD with sugar-free claims in sports and energy drinks * Sugar-free and fortification claims continue to feature in bottled water launches APPENDIX Report scope and definitions * Market definition * Abbreviations and terms Market drivers * Categories within the scope of HFSS regulations Methodology * Consumer research methodology Disclaimer This is marketing intelligence published by Mintel. The consumer research exclusively commissioned by Mintel was conducted by a UK licensed market survey agent (See Research Methodology for more information). Terms and Conditions of use Any use and/or copying of this document is subject to Mintel's standard terms and conditions, which are available at http://www.mintel.com/terms If you have any questions regarding usage of this document please contact your account manager or call your local helpdesk. Published by Mintel Group Ltd www.mintel.com Help desk UK +44 (0)20 7778 7155	<urn:uuid:9e13d498-8d79-4e2f-9c63-01641e8e336d>	CC-MAIN-2024-42	https://clients.mintel.com/download/brochure/attitudes-towards-healthy-eating-uk-2024	2024-10-14T02:21:12+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	146,568,455	3,025	eng_Latn	eng_Latn	0.994255	eng_Latn	0.99594	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 288, 2261, 3325, 5176, 7225, 9454, 11673, 12748, 13353 ]	[ 1.71875 ]	1	0
COUNSEL Values for Living—Cadet Character Development Forum (For Online Delivery) INTRODUCTION Each Values for Living helps Civil Air Patrol members explore a virtue from multiple angles and practice that virtue through a hands-on activity. The combination of analysis and practice helps members internalize the virtue so it stays with them beyond the end of the squadron meeting. Counsel is the consideration that comes before deciding. We all know how easy it is to make decisions, even important decisions, without thinking things through. But how do we "think things through?" What questions should we ask to help ourselves make more informed and responsible decisions? How can we make a habit of asking ourselves these questions? This lesson is suitable for either online or in-person delivery. PRECLASS CHECKLIST Prior preparation is essential to success. Please prepare the following well ahead of time: All media installed and checked out Phase Three cadet orientation/training completed Participation awards such as candy or granola bar treats available Room arrangements complete ATTENTION GETTER LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER ( 5-10 MINUTES.) Option 1: Media Clip: Decisions: The Cairo Flood(with curriculum downloads). Option 2: If multimedia resources are unavailable, please read the video transcript: In 2011, the Army Corps of Engineers faced an impossible decision. The worst flood in a century swelled the Ohio and Mississippi Rivers. Floodwaters would soon overflow the levees built to protect communities along the rivers. The water had to go somewhere, which meant someone was going to get flooded. The Corps had to decide who would lose their homes. Cairo (pronounced CARE-o), Illinois, sits as the confluence of the Ohio and Mississippi Rivers. In the days of steamboat trade between New Orleans and Chicago, Cairo flourished. During the Civil War, Cairo provided a base of operations for training and supplying troops in the Mississippi Theater. After the war, railways brought even more trade and prosperity to Cairo. Its population surged to 16,000. However, as automobiles replaced steamboats and railways found shorter routes around the town, Cairo's fortunes turned. Racial violence, boycotts, and civil unrest further ravaged the community. By 2011, Cairo had a population of 2,800, with many living in poverty. Because flooding had long threatened Cairo, the Army Corps of Engineers built and maintained a floodwall to protect the town and a system of levees to protect surrounding farmland. The levees had a backup plan involving a "floodway." In the event of a catastrophic flood, the Corps could destroy part of the levees. This opening would release flood waters into an area of about 200 square miles across the river in Missouri. In 1928, the federal government paid the residents of these lands about $17 per acre for the right to flood their lands in the event of an emergency. Meanwhile, as Cairo's fortunes fell, the Missouri farmlands flourished. Though only a few hundred people lived there, they tended some of the most fertile farmland in the region. The state of Missouri depended on these farmlands as a source of income. Now, in the spring of 2011, floodwaters reached a record height of 61 feet. The levees showed signs of impending failure. The Army Corps of Engineers had to make a grave decision. If they opened the floodway, the Mississippi would cover hundreds of miles of Missouri farmland. The river would flood dozens of farmhouses and threaten the state's economy. If they didn't open the floodway and the waters continued to rise, Cairo could be submerged and 2,800 residents left homeless. How would you decide? When faced with a choice like this, most of us will stop to think through our options before deciding. In 2011as the floodwaters rose, thousands of people's homes and livelihoods, and millions of dollars in property at were stake. A situation like this is, we hope, a once-in-a-lifetime decision. Yet we make thousands of decisions every day, often without careful consideration. Some decisions are routine and don't require much thought. A study from Cornell University estimated that we make almost 300 decisions each day just about food! But many of the decisions we face result in consequences that affect our own lives and the lives of others. How often do you stop to think about your decisions? If you do stop to weigh your options, what questions do you ask yourself? What procedures do you follow before making a difficult choice? Counsel is the activity of thinking before deciding. Developing the habit of good counsel requires asking illuminating questions. Strengthening the virtue of counsel requires improving and refining your questions. In your small groups, you'll reflect on how you make decisions. Next, we'll explore several kinds of questions that can help you make better decisions. Use this discussion to start developing your own list of questions. Finally, we will return to our scenario. You will decide whether to flood the farmland or risk submerging the town. NOTE: Please do not use a personal story as the attention getter for this lesson. UNDERSTANDING THE DESIRED BEHAVIOR ONLINE GROUP OR SMALL GROUP FACILITATED BY PHASE III CADET (15 MINUTES.) Let's start by thinking generally about our decision-making. * What is the greatest amount of time you have spent thinking before making an important decision? What did you have to decide? * What questions do you ask yourself before making an important decision? * What strategies have you used to avoid making decisions? Now let's come back to the flooding scenario. * We learned in a previous lesson that effective leaders need to be aware of their own perspectives. Before we get too far into this case study, let's get a gut check. Would you flood the farms or the town? Why? * Our experiences shape our perspectives. What personal experiences might be affecting the way you understand this situation? For example, do you have any first-hand experience of floods? * Do you think you're more like the farmers or the residents of Cairo? * Do you trust the government to make this decision? * What would it take to change your mind? APPLICATION OF THE BEHAVIOR TO THEIR LIVES LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (15 MINUTES) For this discussion, all participants should have a piece of paper and a writing utensil. We will explore several kinds of questions that could help you make better decisions. Although we focus on the floods, you can easily adapt these questions to other contexts. Write down the questions that seem most revealing or helpful to you. They will be useful later! Facilitators should choose questions appropriate to the needs and abilities of their units. You may use the questions below or propose your own. Adult leaders may also wish to refer to the "PLUS" model described in CAPP 80-3 Core Values for Seniors. * The purpose of the character development program is to align our thoughts and behaviors with the Core Values. How do the Core Values apply to this situation? * We learned in our lesson on humility that humble leaders know their duties and priorities. If you are a member of the Army Corps of Engineers, what are your duties in this situation? What are your priorities? Do the residents of Cairo have a duty to the farmers? Do the farmers have a duty to the residents of Cairo? * Our understanding improves when we define relevant terms. o What exactly is a levee and what is a floodplain? What do they do and what are they for? o What exactly is "catastrophic flooding"? * We can also ask questions of comparison. o How is Cairo like the farmland? How are they different? o How is this flood like earlier floods or floods yet to come? o How would you compare the future prospects of Cairo and the farmland? o Does it matter that the floodway agreement between landowners and the government was made 83 years earlier when the land was far less valuable? o Does it matter that Cairo is mostly low-income and the surrounding farmland is mostly higher income? o Does it matter that Cairo is mostly African American and the farmers are mostly White? 1 * Questions of circumstance ask what else is happening at the same time that might inform our decision. How would you approach this decision differently… o … if some leaders, recalling Hurricane Katrina, argued that the federal government had previously failed to protect African American communities from flood damage? o … if the nation were in the midst of a food shortage? o … if the state of Missouri faced bankruptcy? * Questions of relation ask about causes and effects. o What led to this situation? Will it happen again? o What will happen if Cairo is flooded? o What will happen if the farmland is flooded? o How will this look in one month, one year, or one decade? * Questions of testimony use the knowledge or insights of others to help us make informed decisions. o What are trustworthy or informed people saying about this situation? o Who would you choose to help you make this choice and what would that person say? o What laws or precedents should inform your decision? o What historical, scientific, or statistical information would help you decide? * In our lesson on patience, we learned to be aware of negative emotions that come from hardships. Often, the principal negative emotion is fear. What are you afraid might happen? Is this a reasonable fear? When should we allow fear to influence our decisions? * In our lesson on gratitude, we saw the importance of focusing on positives and opportunities. Is there any opportunity hidden in this looming tragedy? Are there options we haven't considered? These questions may seem overwhelming. Start with a short list you can use. Practice and familiarity will make asking them second nature. Over time, you will refine your own list, adding and subtracting according to your experience and judgment. Remember, there is no perfect list of questions for making good decisions. 1 Note to facilitators: Questions of racial justice are fundamental to this dilemma. In 2011, Cairo was overwhelmingly African American; the Missouri farmers were overwhelmingly White. Ideally, questions of racial justice are considered in discussing this dilemma. However, we recognize that not all units are prepared for such a discussion. Moreover, we understand that controversies about racial justice, given the current political climate, could derail the lesson and hinder the lesson's objectives. We strongly encourage you to introduce questions of race if your unit is prepared to discuss those questions fruitfully and trust you as a facilitator to know the needs and capabilities of your members. ACTIVITY LED BY SMALL GROUP FACILITATORS OR ONLINE INSTRUCTOR (10-15 MINUTES.) Allow your participants to use their questions to address the dilemma facing the Army Corps of Engineers. Structure this activity to meets the needs of your unit. Here are two possibilities: * Give each small group ten minutes to debate and decide whether to flood the farms or risk flooding Cairo. Each group will appoint a representative to address the unit. The representative should explain how the group reached its decision. Which questions had the greatest influence on the group? * Divide participants into three groups. One group will represent the residents of Cairo. A second group will represent the Missouri farmers. A third group will assume the role of the Army Corps of Engineers. Allow the residents of Cairo and the farmers five minutes to make their case the Engineers. Give the Engineers another five minutes to deliberate and decide. In all cases, insist that participants articulate the reasons for their decisions. Which questions clarified the situation and helped them reach a decision? This lesson should help participants develop a process for considering difficult choices. A list of helpful questions is a first step toward developing that process. LESSON SUMMARY AND WRAP-UP LARGE GROUP FACILITATED BY CHAPLAIN/CDI/COMMANDER (2 MINUTES) Option 1: Media Clip: Wrap-up: The Cairo Flood (with curriculum downloads). Option 2: If multimedia resources are unavailable, please read the video transcript: You are probably wondering what happened with the flood. By 02 May 2011, the waters reached nearly 62 feet and had already breached the levee in two places upstream of Cairo. Maj Gen Michael Walsh of the Army Corps of Engineers ordered three detonations to open the levees. Floodwaters covered hundreds of square miles of farmland. Instead of being praised for saving Cairo, General Walsh was criticized for failing to open the floodway sooner. Today, Cairo remains a struggling small town. It has lost another 25% of its population since the 2011 flood. Over half of its children live in poverty. The surrounding farmland suffered millions of dollars in damages but less than 1% of the farmland was permanently damaged. Some farmers are still seeking compensation for their losses. Although you may never have to make such a grave decision, you will make thousands of decisions every day. We all want to make better decisions. The key to making better decisions is practicing counsel, making a habit of asking deliberative questions. You can practice counsel even when facing simple, everyday decisions. Should I have dessert tonight? Should I send a thank you card? Should I seek a leadership position in the squadron? Should I wake earlier to exercise or stay up later to practice a musical instrument? Should I post this to a social media account? Use your questions from this lesson to improve your deliberation. Practicing counsel doesn't guarantee that you'll make the right decision every time. However, as you practice asking questions, you'll tend to make better decisions and make them more consistently. You'll also be better prepared to explain your decisions. Practicing counsel will help you become a responsible and trustworthy leader. QUOTABLE QUOTES "Plans fail when there is no counsel." ― Proverbs 15:22 "In the midst of shouting, the advantageous course is not to be seen, but as one reasons with oneself, it shines out clear." ― Menander "On an important decision one rarely has 100% of the information needed for a good decision no matter how much one spends or how long one waits." ― Robert K. Greenleaf "Not making a decision means forgoing an opportunity." ― Oscar Auliq-Ice "Counsel woven into the fabric of real life is wisdom." ― Walter Benjamin "Deliberation and debate is the way you stir the soul of our democracy." ― Jesse Jackson	<urn:uuid:692b8e1a-845b-4f56-9ac6-e59c0e4dcc04>	CC-MAIN-2024-42	https://www.gocivilairpatrol.com/media/cms/Counsel_3862C1B2CF7E4.pdf	2024-10-14T01:39:43+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	683,868,925	2,966	eng_Latn	eng_Latn	0.997199	eng_Latn	0.997837	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1997, 5190, 7870, 10764, 13702, 14653 ]	[ 2.546875 ]	2	1
Echium plantagineum Common name: Patersons Curse, Salvation Jane, Murrumbidgee bluebell, Palatability to Livestock: Moderate at flowering. Toxicity to Goats: Moderate risk. Toxicity to Other Species: Horses, pigs, cattle, and in excess to sheep. Poisonous Principle: Pyrrolizidine alkaloids. Echiumine and echimidine alkaloids. Effects: Signs and symptoms; . Loss of condition and depression. . Acute jaundice, . Photosensitisation. . Colic and staggers. Health and Production Problems; . Chronic ingestion may lead to liver, gall bladder and spleen damage. . May accumulate excess copper, which can kill the animal. . Convalescence takes time. Treatment; . None. Integrated Control Strategy: . Use goats to prevent seeding. . Cultivate, spot spray with glyphosate, or 2,4-D at the rosette stage of growth in autumn and spring. . Biological control agents are being tested. Try a combination of these, herbicides and cultivation, but do not kill the "bugs". . Declared "Noxious" in most states. Comments: . Sheep in general are tolerant of this weed. . If there is sufficient alternate fodder, and copper/cobalt/molybdenon salt licks, goats will demolish this weed, preventing the biennial growth and flowering. . For sheep and goats it can be a useful fodder plant, but toxicity varies between areas, and years. . There are two growth stages, rosette, and flowering stages; forms rosettes, with broad oval leaves, later forming a stem. . An erect annual, or biennial herb, up to a metre high, with a high seeding rate, seeds can live for up to 7 years. . Seeds can germinate at any time, and may stay dormant in the soil for up to 5 years. . Several stems rise from a rosette, covered with hairs; it has a long deep red taproot. . Leaves are alternate, hairy and long. . Purple flowers in spring and early summer. . All plants die after flowering, in summer. . In horses, a loss of condition, appetite and circling, known as "Walkabout Disease" . Used by beekeepers as a source of pollen and nectar. . Called "Salvation Jane" in SA. Picture: Echium plantagineum Weeds of the Hunter and Central Coast. Further Reading: . Blood. Environmental Weeds for SE Australia. CRC Weed Management Systems. 2003 . Cunningham, Mulham, Millthorpe and Leigh, Plants of Western NSW. 1999 . Huggins and Lucy. Weeds of Southern Qld. 1997 . Kohnke. Feeding and Nutrition of Horses. 1998 . McBarron. Poisonous Plants, Handbook. 1983 . Adult goats graze the flowers first, preventing seeding. . Parsons and Cuthbertson. Noxious Weeds of Australia. 2001 Wilson. Some Plants are Poisonous. 1997 Information included in this Info Sheet was obtained from the source documents, and no responsibility will be accepted by the compiler.	<urn:uuid:dd69102b-2e6f-428a-ba4e-82b0a70d5371>	CC-MAIN-2024-42	https://weeds.mangrovemountain.net/data/Echium%20plantagineum%20-%20Patersons%20Curse.pdf	2024-10-14T01:29:15+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	536,538,817	678	eng_Latn	eng_Latn	0.992495	eng_Latn	0.992495	[ "eng_Latn" ]	false	docling	[ 2736 ]	[ 2.140625 ]	1	7
Free Improvisation as a Tool to Develop Interaction, Musical Identity and Musicianship among Jazz Students Gonçalo Prazeres (INET-md, Universidade Nova de Lisboa, Portugal) [email protected] BIBLID [2605-2490 (2024), 7; 117-131] Free Improvisation as a Tool to Develop Interaction, Musical Identity and Musicianship among Jazz Students This article examines interaction processes in free improvisation of the jazz idiom, and their relationships to the musical identity of each participant in the context of jazz education. Along with improvisation, interaction is fundamental to jazz, impacting the development of musical identity, akin to how social interactions shape individual identities. The study utilizes a case study approach with a group of jazz students, employing a multi-layered methodology to meet the research objectives. Keywords: Interaction, Musical Identity, Improvised Jazz Music, Improvisation, Jazz Education, Practice Research. La improvisación libre como herramienta para el desarrollo de la interacción, la identidad musical y la musicalidad entre estudiantes de jazz Este artículo examina los procesos de interacción en la improvisación libre del lenguaje del jazz y sus relaciones con la identidad musical de cada participante en el contexto de la enseñanza del jazz. Junto con la improvisación, la interacción es fundamental en el jazz, ya que inﬂ uye en el desarrollo de la identidad musical, de forma similar a cómo las interacciones sociales perﬁ lan las identidades individuales. El texto utiliza un enfoque de estudio de caso con un grupo de estudiantes de jazz, empleando una metodología de múltiples niveles para cumplir los objetivos de la investigación. Palabras clave: interacción, identidad musical, música de jazz improvisada, improvisación, enseñanza de jazz, investigación en la práctica. Inprobisazio librea jazz ikasleen artean elkarrekintza, musika identitatea eta musikaltasuna garatzeko tresna gisa Artikulu honek jazz inprobisatuko musikako elkarrekintza-prozesuak eta parte hartzaile bakoitzaren nortasun musikalarekin dituen harremanak aztertzen ditu, jazzaren irakaskuntzaren testuinguruan. Inprobisazioarekin batera, elkarrekintza funtsezkoa da jazzean, eragina baitu musika-identitatearen garapenean, gizarte-interakzioek identitate indibidualak taxutzen dituzten antzera. Azterlanak kasua aztertzeko ikuspegi bat erabiltzen du jazz-ikasle talde batetik, eta hainbat geruzatako metodologia erabiltzen du ikerketaren helburuak betetzeko. Gako-hitzak: elkarrekintza, musika identitatea, jazz musika inprobisatua, inprobisazioa, jazz irakaskuntza, praktikaren ikerketa. As a professional jazz musician, I view this journey as resembling a continuous learning experience, comparable to being in a perpetual school. The pursuit of innovative approaches and improvisation concepts is ongoing and involves navigating diverse musical challenges, staying updated on new music, and more. While the foundational years of formal training hold great importance, my development took a diff erent turn when I engaged in free improvisation of the jazz idiom (Dias, 2019) sessions. I refer to freeely improvised music rooted in the jazz tradition, involving musical improvisation "liberated" from almost all traditional musical conventions, from the perspective of a jazz musician (Pressing, 2002). These free improvised sessions, with their collaborative nature and lack of pre-composed restrictions common in standard jazz practice 1 , allowed for the development of musical communication, interaction skills, and shaping of my musical identity. In this article, I view musical identity as an ongoing artistic and personal process involving constant communication, construction, and negotiation within the immediate sociocultural environment. In my nearly two decades as a music teacher, I've observed that students more easily develop certain musical characteristics through the practice of free improvisation. Engaging in improvisation at various education levels is crucial, as emphasized by authors including Gordon (2012), Azzara (2002), and Hargreaves (2011). From my teaching experience, I've noticed signiﬁ cant beneﬁ ts when students engage in free improvisation during lessons, which allows them to enhance musicality without the pressure of playing correct notes and rhythm, while being in tune. It can foster skills such as expression, listening, and creativity, helping students to establish a diff erent relationship with musical "mistakes" 2 and contributing to a more conﬁ dent and relaxed posture during their performances. In jazz education, engaging in free improvisation off ers a distinct avenue to hone interactive skills and various musical attributes, fostering the development of students' musical identities. I argue that practicing free improvisation is an essential tool for developing jazz students' musicianship and interaction skills, as well as cultivating their musical identity. The musical concepts gained through free improvisation are not deeply distinct from those obtained without such experience. Still, I believe delving deeper into these tools is more achievable through this practice, particularly in the early 1. Four common characteristics are typically observed in standard jazz practices: an ensemble, often including a rhythm section with one or more instruments with each musician playing a somewhat deﬁ ned role; performances following a standard sequence–melody, improvised solos, melody, with slight variations possible; and interpretations based on a piece with melody and harmonic progression. These characteristics are applicable across various jazz styles (Hodson, 2007). 2. I use the term "mistake" to describe notes that unintentionally resonate outside the musical context of the performance, typically viewed as a musical error. stages of musical learning. Importantly, the proﬁ ciency level on the instrument does not hinder the possibility of participating in free improvisation sessions. This exploratory article contributes to my ongoing doctoral thesis, focusing on the dynamics of interaction in free improvisation of the jazz idiom performance and its correlation with the musical identities of jazz students and professionals jazz musicians. The study involves participating in free improvisation sessions with students, followed by critical listening and interviews, and employs ethnographic methodology for qualitative data collection and analysis. Like improvisation, interaction stands as an essential and central component of jazz and improvised music (Sawyer, 1992; Berliner, 1994; Monson, 1996; Hodson, 2007). It plays a critical role in informing the musical identity of each musician during performances and mirrors the process of shaping individual identity in our everyday social interactions (Frith, 1996; Hargreaves et al., 2002). Interaction is crucial in the collective practice of free improvised music, which represents a model of interaction (Healey et al., 2005). This practice involves unique moments of shared musical creation, eased by the limited constraints present in diverse free improvisation idioms. The musical identity of each musician is negotiated and altered through this interactive process. Examining musical improvisation can shed light on other diverse areas of human activity, a concept that has been extensively discussed and theorized by scholars (Bastian & Hostager, 1988; Sawyer, 1992; Borgo, 1997; Sawyer, 2006; Mazzola et al., 2009). After introducing central concepts of the research, and describing the methodology, I reﬂ ect on the insights provided by the participants in the interviews, weaving them together with my own perspectives on these topics. Interaction Interaction involves the mutual inﬂ uence among various elements within a group, and in activities characterized by ample improvisation, the ﬁ nal outcome is shaped by the combined impact of all the involved elements. In free improvisation, participants share complex interactions, generating new musical ideas while also adapting to the input of other musicians in the ensemble (Bastien & Hostager, 1988). The social interaction of a group of improvisors contributes to the creative act at the moment it occurs (Sawyer, 1992). The history of jazz has traditionally highlighted individual creativity and expression, often overlooking the equally intrinsic collective nature of this art form (Whyton & Gebhardt, 2015). However, unless musicians perform exclusively as soloists, each one engages in the creative, collective, and inseparable context of a group, since Jazz-hitz, 07 (2024), pp. 117-131 ISSN 2605-2490, e-ISSN 2605-2555 one improvised solo is typically accompanied by improvised comping from the other musicians (Bastien & Hostager, 1988; Sawyer, 2006; Hodson, 2007). This real-time interaction shapes the composition and development of the music, inﬂ uencing various musical characteristics in the moment through the interaction of distinct musical identities (Monson, 1996). In free improvisation, each musician's improvisation assumes the role of a composed piece of music through an ongoing process of interaction. Hence, free improvised music can represent the pinnacle of the improvisational and creative impulse in jazz, off ering a radical reconﬁ guration of performance with emphasis on the interactive and improvisational process (Hodson, 2007). Musical Identity Based on my experience as a professional jazz musician and also drawing on the work of Simon Frith (1996) and Luís Figueiredo (2016), I conceptualize musical identity as an ongoing artistic and personal process entwined in constant communication and negotiation with the surrounding social and cultural environment that inﬂ uences various conﬁ gurations of musical and artistic concepts. The context inﬂ uences the construction of musical identity and creative expression, but its impact depends on the subjective experience of the individual (Figueiredo, 2016). Both authors assert that assuming the sonic product must directly represent or reﬂ ect the producer is limiting. Thus, acknowledging the context's inevitable inﬂ uence is important in creative processes without overlooking its signiﬁ cance. Musical identity is a facet of personal identity, intertwined with various forms of collective identity. Recognizing the signiﬁ cance of categories such as gender, race, nationality, among others, is crucial in discussions about identity, including musical identity, and understanding their intersections. Identity is an ongoing process, reconstructed and renegotiated based on the experiences, situations and social interactions. Music plays a pivotal role in shaping, negotiating, and preserving personal identity and contributes to an individual's sense of self (Frith, 1996; MacDonald et al., 2002; Hargreaves et al., 2002). As an aesthetic practice, music involves a blend of group relationships and individuality, inﬂ uencing the comprehension and expression of social, ethical codes, and ideologies (Frith, 1996). In improvised music, proﬁ ciency goes beyond musical and technical skills, extending to improvisers' life choices and sociocultural affi liations (Lewis, 1996). This stresses the importance of both musical and individual identity in this artistic practice. The recurrent theme of musical identity in jazz studies literature, under various labels, reﬂ ects its pivotal role in performative practices within jazz and improvised music communities. Research Design My study is based on improvisation sessions and interviews with jazz students in Lisbon, Portugal. One of the main concerns has been to understand students' opinions about these concepts. Therefore, this practice research 3 ethnography 4 , is based in several free improvisation sessions conducted with the research participants. After each session, I led critical listening sessions and semi-structured interviews (Adams et al., 2015; Chang, 2016; Bell, 2018). The consistent factor across the case studies is my role as an improviser propelling each improvisation. Despite the natural relation of the concepts discussed and the ﬂ uid transition between topics, the semi-structured interviews held four primary themes: interaction, musical identity, the interplay between these two concepts, and the musical skills acquired through the practice of free improvisation. Other thoughts and perspectives related to these topics emerged naturally during the interviews. The jazz students in this study had diverse levels of improvisation experience in jazz and improvised music, either being enrolled in a jazz school or in the early years of a jazz degree. Their ages ranged from 16 to 26 years old. Exploring these topics with students provides insight into the development of musical identity and its relationship with interaction at a stage where this correlation is crucial for the musical development of each individual. Participating in collective free improvisation nurtured personal relationships among participants, fostering an environment for discussing and debating research topics. Exchanges with jazz students after the free improvisation sessions off ered insights into prevalent discourses and concepts, including their takes on music, improvisation, interaction, and musical identity. Analysis Interaction The interviews initially aimed to dig into participants' perspectives on interaction and explore their thoughts on related issues. Drummer Saïd Bouhamara instantly delved 3. Practice research employs practice as its primary method, incorporating diverse investigation modes and methodologies. It integrates practice development with literature research on the subject (Nelson 2013) and is widely recognized in the social sciences (Ellis & Bartleet, 2009; Chang, 2016; Hughes & Pennington, 2016; Ellis & Adams, 2021). 4. Schechner, 2002; Taylor, 2015. 122 into the deﬁ nition of interaction: "In the abstract, interaction is communication with something external to me, which will provoke changes in my core. My reactions will be felt by others and vice versa, in other words, there is a mutual exchange." This deﬁ nition aligns with the one proposed earlier, also emphasizing the inﬂ uence that interaction can have on our identities, or our "core", as Saïd stated. Despite varied experience and levels of playing, all students highlighted the signiﬁ cance of interaction while improvising in a group. At their current stage of development, many ﬁ nd it challenging to be attentive to other musicians' input during a performance, given their ongoing concerns such as working through harmony or ensuring a good time feel. Drummer Gonçalo Nunes confessed that sometimes he is too focused on his own part and may not hear what others are doing, complementing: "when I remember, I try to listen and interact with the others." Double bassist Lara Pereira concurred and acknowledged that she only considers interaction when she feels the aptitude for it, adding: "if I am obviously too focused on my part, I don't have the capacity to interact because I am too focused on my monologue." Saxophonist Eduardo Aguilar summarized: "We cross this intersection of questions and answers, akin to a game. Sometimes we're thinking about it; sometimes we focus solely on our individual playing, not on our collective performance." Saxophonist Teresa Brandão stated that "when there is little interaction, everyone is in their own world, and it shows in the music. There are two extremes: you can feel it when we're playing and there's no interaction, and you can also feel it when there's a lot of interaction." Lara expressed the same feeling and affi rmed: "when it happens, it's special, and I remember." As a double bassist, she likes to be accompanied during her solos because: "if I'm alone, there's less interaction. I have fewer creative tools than if someone is accompanying me and responding to me." In some cases, participants conveyed conﬁ dence in the constancy of interaction, making an eff ort to be mindful of it and emphasizing increased playing experience or heightened awareness of this concept. For double bassist André Ferreira, interaction is matter of reacting, as he ellaborated: "There is not much prior planning, and it's more about improvisation in the moment when it is happening." Pianist Rita Caravaca, agreed, declaring: "I think about interaction every time I prepare to play. I know I'll react automatically because I aim to respond, imitate, ﬁ ll, or complement what others are doing by utilizing their input for my own performance." In the same frame of mind, Saïd complemented: "When I am playing, I listen to the music happening and ﬁ nd ways to complement or sometimes introduce changes." These musicians recount that they improvise by using the musical input of the other performers. Almost all participants underlined the varying levels of interaction they perceive when playing free improvisation compared to playing jazz standards. Many expressed that it is more natural to be attentive and responsive free improvisation as it inherently thrives on interaction, as Teresa mentioned. In this context, there is an expectation of interaction, whereas in standard jazz practice, attention is primarily focused on negotiating the existing restraints rather than emphasizing communication and interaction in the performance. Leonor Esteves, guitarist, described this situation after our improvised music session: In a session like the one we had, I feel more at ease listening to what others are doing, and it's because we're not following anything speciﬁ c. If we're playing more "normal" music, I'll be more focused on what I'm playing, and maybe I can't hear as much of what you are playing. Referring to the elevated importance of interaction in improvised music, Rita added: "Everyone is listening and interacting to hold onto something because we have nothing; it starts from zero. We only have each other, basically." Despite recognizing and reﬂ ecting on the importance of interaction, many participants are uncertain about eff ective ways to practice it, with some exceptions. Some attempt to derive ideas from canonical jazz albums, others from concerts and jam sessions, and a few incorporate it into their practice during sessions with peers. Upon hearing something intriguing in a recording, students strive to comprehend the aspects of interaction and then endeavour to incorporate them into a live performance. Some expressed interest in playing along with the album, as Gonçalo Nunes stated: "imagine that I'm inside the recording, playing along." When discussing the practice of interaction through playing along with an album, a unique question emerged during one of the interviews: Are we truly practicing interaction when playing along with a recording? Saïd articulated the following: When listening to and playing along with an album, I engage with it, but I don't inﬂ uence changes on the other side. Practically, I'm not fully interacting with the musicians on the album because my actions can't be heard, and they can't respond to what I'm doing. It's a one-way interaction; I can only react to what they are doing. Playing along with a recording, Saïd suggests, helps us learn a musical language, enabling more eff ective interaction with those "who speak that language or want to speak that language," as he articulated. Saïd suggested that the recording can shape his musical identity through interaction, a viewpoint I fully support. Learning the jazz language from recordings enriches our vocabulary, facilitating more eff ective communication and interaction with other jazz musicians and also informing our musical identity. 124 Yet playing only with recordings has limitations in developing performers' ability to interact with others. Indeed, all jazz students in the study recognize that the most eff ective way to practice interaction is by playing with other musicians. The signiﬁ cance of interaction is uniquely expressed by each participant, with Gonçalo off ering a great example: In a solo, when someone plays a cool phrase, even if it goes unnoticed initially, if there's a response, the soloist tends to seize the idea and expand upon it. If they were alone, perhaps this wouldn't occur, and a valuable idea might go unnoticed. Leonor further noted that playing in a group that lacks dynamics or interaction can be monotonous. Drawing a parallel, she contrasts it with practicing using a backing track app, highlighting the diffi culty in generating innovative ideas because it tends to be repetitive. She expressed that in a more interactive group "everything becomes clearer for me. I feel more at ease to play and have more musical ideas." Regarding extramusical interaction, social interaction emerged as the most crucial. All participants highlighted the importance of feeling validated by other players' attitudes toward their playing, directly inﬂ uencing their sense of acceptance and self-esteem. Non-verbal cues, such as eye contact and facial expressions, were recognized by the students as having a signiﬁ cant impact in creating, as Lara relates, "a much more musical connection and much more chemistry among everyone." Social interaction occurs every time we play with someone, even without verbal communication. This is evident in contexts like a jam session, for example, where there is no chance for prior verbal communication. As drummer João Ventura noted: "just the way you are greeted by other musicians when going up on stage can inﬂ uence your openness to interact during the performance." Extra-musical interaction strongly impacts musicians' playing and, alongside musical interaction, can signiﬁ cantly shape a musician's musical identity. To provide jazz students with a more comprehensive musical education and enhance the potential advancement of this art form, it's essential to focus on developing both musical interaction skills and navigating non-musical interactions. In my view, the practice of improvised music in jazz education is one of the most eff ective tools to achieve this goal. Musical identity My research on musical identity aimed to grasp participants' perspectives on its characteristics and signiﬁ cations for them. Nearly all participants deﬁ ned musical identity as evident through a musician's sound and phrasing, their approach to interaction, and how they perform a particular composition. André succinctly described it as: "the way a person interacts with the music they play and listen to." Rita added: "I think that taste is also part of musical identity—what you enjoy playing and what you enjoy listening to." Double bassist Lara agreed, but also declared to understand musical identity as something more. In her words: "I see it connected to everything else at the musical level." When relating interaction with musical identity, Saïd commented that our identity thrives on interaction: "Existing in isolation means lacking identity. In a sense, if you don't interact with the world, you don't truly exist." Therefore, playing with other musicians is crucial to developing our musical identity. Certain students acknowledged that their musical identity is context-dependent and closely connected to their personal identities. For example, Leonor noted that external concerns aff ect her focus and playing. Drummer Gonçalo confessed that a successful performance positively inﬂ uences his attitude in the "outside world", stating that "what happens here also inﬂ uences the daily life." Lara admitted that musical identity is ﬂ uid, considering it a positive trait because, as she puts it: "if it's static, it doesn't necessarily show evolution." She also uttered the signiﬁ cance of the context and our own personal characteristics, aligning with Frith and Figueiredo's works: "we have our core, our foundation, but depending on the context we are in, the moment in our lives, I think it varies [the way] we present ourselves and relate to music." João added: "It is the representation of our experiences and what we do. You imprint your inﬂ uences, references, and experiences in everything you do. And in music it is more present because it is a form of expression." About the link between personal and musical identities, Teresa highlighted: "The energy a person brings to their playing seems to mirror their personal interactions." Pianist Rita also agreed that our personal traits can be evident in the way we play, stating: "if you are a person who cannot listen to ideas from others or lacks the ability to compromise in life in general, for example, I think that also appears in music." When asked to reﬂ ect on their musical identity, students acknowledged they are still working on it and aren't comfortable detailing the attributes associated with it. Gonçalo Nunes confessed: "I think it's still a bit complicated because we're still students discovering our musical identity. Through interaction with teachers, various inﬂ uences shape it, and we are still building it here at school." Gonçalo's reﬂ ection reinforces the idea that musical identity is also shaped by interaction. During a performance, students acknowledged engaging in multiple negotiations. Drummer Saïd likened improvised music to a conversation, stating: "there is as much negotiation in improvised music as there is in this conversation." He sees negotiation as a way to speak, listen, and interact with others, not just at a musical level. In his words: "this kind of negotiation is something that applies to both music and relationships with other people." Also, double bassist André, compared improvisation with a dialogue as a way to negotiate ideas and musical identity, stating: "Improvisation goes beyond initiating ideas; it's about starting a dialogue. In essence, when I have an idea, I aim to introduce it in a manner that engages in a conversation with the other musicians." Negotiation may require adapting to the musical inputs of others. In this context, double bassist Lara, noted: "If the drummer is out of sync and unresponsive to ﬁ nding common ground, I choose to suppress my musical identity, aligning with the drummer to enhance the overall ensemble sound." Drummer Gonçalo added: "Sometimes it's better to maintain the groove and not follow; pursuing someone else who is out of sync can keep the music from sounding good." He also commented: "I try to support the soloists, but I don't want to overshadow them. I want to let them do whatever they want and try to respond in the best way I can." However, when he senses that the soloists aren't making progress with their solos, he attempts to introduce some ideas to stimulate creativity. For drummer João, it is crucial that everyone is not attempting to impose their ideas simultaneously. He believes that, to establish a musical direction, someone has to concede letting others lead momentarily, especially in an improvised music context. João stated that the most important part is to hear what others are playing. For that reason, he opts regularly to not play immediately and "wait to see where it goes." Saxophonist Teresa pointed out that "You can't have a very speciﬁ c expectation of what will happen because you're not in control of it", suggesting that "sometimes it is important to give up your space." She highlighted that jazz and improvised music are art forms, and the perception by both players and the audience is highly subjective. At times, she added: "it might seem like a lack of interaction, but it sounds great to those on the outside!" Discussing intention, Rita suggested that being aware enables an understanding of the level of intention behind a given musical idea that is played. According to her: "this intention facilitates the acknowledgment of the idea being played by other musicians." Trumpeter Maria Fonseca assumed: "I want to have a direction and an intention in what I'm going to play. And to know what that sounds like!" Saïd agreed and mentioned that, for him, it depends on whether he is playing what he intended or not. In my opinion, being mindful of our playing enhances our intention and ideas, leading to clearer musical communication. Again, I believe this feature can be strongly built through the practice of improvised music. Musical tools In the interviews, my goal was to understand the musical elements students acquired through practicing free improvisation and their awareness of these elements. Some students mentioned learning diverse ways of playing their instruments, including extended techniques and sonic devices, through what André described as "musical and instrument exploration." Through the practice of free improvisation, Rita believes that the interaction process introduces new ideas, expanding the range of musical options. In her words: "You go down that path because that person opened that door for you. When those doors open, I appreciate it because you're exploring things you wouldn't on your own. Others provide unique tools and perspectives." The participants agreed that free improvisation raised their awareness, listening skills and interaction abilities —skills transferable to other improvisational settings, such as playing jazz standards. For Teresa, playing free improvised music enhances her awareness of other musicians' inputs during standard jazz practice. However, she perceives that the constraints of this practice make it challenging, for her, to be creative. Therefore, immersing herself in free improvisation allows Teresa to explore her musical intentions, ideas, and delve into her musical identity. Saïd feels it is a two-way relation. For him, practicing free improvisation is a good tool to explore and develop his competences for interaction. However, he learns more than interacting: "It's about learning to communicate with others and respecting the direction of the conversation. On one hand, I also believe I develop an awareness of what I want to hear; however, this doesn't solely come from improvisation." Conversely, he believes that playing standards also provides him with inspiration for improvising freely when the occasion arises. André agrees and sums it up: "Jazz is technically just improvisation with constraints, and when you engage in a more freeform improvisation, there's always a lot to take away from it." Rita declared that free improvisation exponentially improved her way of playing with other musicians and taught her to develop her intention, by which she refers also has "the way you intervene in the music." Free improvised music allowed Maria to, in her words: "have a more open mind and improvise things that go beyond the harmony, when improvising over more common, tonal harmonies." For her, this happens because in free improvisation the harmony is more open and freer, which helps to develop her listening faculties. Guitarist Francisco Carrapa mentioned that, despite his limited experience in playing free improvisation, it has off ered a space to explore voicings on his instrument and discover sonorities that he enjoys and can apply in common jazz practice contexts. In some interviews, students noted that the practice of free improvisation helped them manage occasional musical mistakes. This approach provides a safe space for playing notes or melodies outside the harmonic context with less judgment, facilitating the exploration of ways to contextualize those notes. Maria comments that, in free improvisation: "we ﬁ nd a way to make the note ﬁ t in. So, if I deviate from the harmony when playing a standard, it is easier to hear how the melodic phrase can resolve." With experience, an error can be seized to create a new path in the performance. Learning to deal with error, which is a common consequence of free improvisation practice (Gioia, 1988), alters its negative connotation to being viewed as a font of unique and valid content (Arnaut, 2020). Based on my experience as a teacher, I know that some students prefer musical restrains, considering it a more creative and challenging way to develop their musicianship and personal voice. Conversely, others opt for practicing free improvisation for the same purpose. It is essential to achieve the right balance and use the most suitable approach for each individual. Conclusions The ﬁ ndings in this paper substantiate my initial claim that free improvisation is a valuable tool for cultivating interaction, musical identity, and musicianship among jazz students. It's intriguing to observe the depth with which students delve into these matters, showcasing their awareness of interaction during improvisation, the concept of musical identity, and the potential beneﬁ ts of engaging in improvised music practice. If interaction is, along with improvisation, an intrinsic characteristic of jazz and improvised music, it is important to develop the ability to interact throughout our musical growth, our musical education, and the learning of jazz. It is through playing as much as possible with other people that this ability is reﬁ ned, but I believe that the practice of free improvisation, as described by the students, can aid in its development. The fear of not being able to play the instrument well, remembering tunes, or dominating musical languages can be ideally set aside when engaging in sessions of improvised music. As Saïd astutely proposed, engaging in completely improvised music shapes one's approach to playing other genres, and conversely, the reverse is also true. From this statement, one can posit that various musical practices mutually inﬂ uence each other, which shows the importance of keeping a harmonious balance among them. In jazz education, mastering scales, chords, melodies, rhythms, jazz standards, and one's instrument are all crucial. However, the true learning of playing together and interacting, that I view as a central basis for developing one's musical identity, can only be achieved through active engagement with others. While one eff ective method for improvisation development involves practicing within creative constraints, interestingly, the absence of constraints in free improvisation becomes a constraint in itself, emphasizing the need for interaction. Without it, musicality often cannot ﬂ ourish, possibly leading to disjointed or superﬁ cial improvisations. References Adams, T. E., Holman Jones, S., & Ellis, C. (2015). Autoethnography. Oxford University Press. Arnaut, L. (2020). O papel da improvisaç ã o livre no ensino da mú sica - O ponto de vista da comunidade e trê s casos de estudo. (Master thesis). Escola Superior de Mú sica de Lisboa. Azzara, C. (2002). Improvisation. In Colwell, R. and Richardson, C. (Eds), The new handbook of research in music teaching and learning (p. 171-187). Oxford University Press. Bastien, D. T., Hostager, T. J. (1988). Jazz as a Process of Organizational Innovation. Communication Research, 15(5), 582-602. Sage Publications. Bell, C. L. (2018). Critical Listening in the Ensemble Rehearsal: A Community of Learners. Music Educators Journal, 104(3), 17–25. https://doi.org/10.1177/0027432117745951 Berliner, P. (1994). Thinking in Jazz: The Inﬁ nite Art of Improvisation. The University of Chicago Press. Borgo, D. (1997). Emergent qualities of collectively improvised performance: A study of an egalitarian intercultural improvising trio. Paciﬁ c Review of Ethnomusicology (8), 23- 40. Chang, H. (2016). Autoethnography as Method. Taylor & Francis. Dias, J. (2019). Jazz in Europe: Networking and negotiating identities. Bloomsbury Academic. Dias, J. (2020). Texture, time, and meaning: composing music for animation, ﬁ lm and television through an improviser's perspective. Jazz-Hitz, (3), 91-108. http://jazz-hitz. musikene.eus/index.php/jazz-hitz/article/view/69/41 Ellis, C., & Bartlett, B. L. (Eds.). (2009). Music autoethnographies: Making autoethnography sing/ making music personal. Australian Academic Press. Ellis, C, Adams, T. E., (Eds.). (2021). Handbook of Autoethnography. Taylor & Francis. Figueiredo, L. (2016). Jazz, Identidade Musical e o Piano Jazz em Portugal. [PhD Thesis], Communication and Art department, Universidade de Aveiro. http://hdl.handle. net/10773/16212 Frith, S. (1996). Music and Identity. In Hall, S. & Du Gay, P. (Eds.), Questions of cultural identity (p. 108-127). Sage. Frith, S. (1996). Performing Rites: On the value of popular music. Harvard University. Gioia, T. (1988). The Imperfect Art: Reﬂ ections on Jazz and Modern Culture. Stanford Alumni Association in arrangement with Oxford University. Gordon, E. (2012). Learning sequences in music: A contemporary music learning theory. GIA Publications, Inc. (originally published in 1980). Hargreaves, D., Miell, D. & MacDonald, R. (2002). What are musical identities, and why are they important? In MacDonald, R., Hargreaves, D. & Miell, D. (Eds.), Musical identities (pp. 1-20). Oxford University Press. Hargreaves, David J. (2011). Criatividade, bem-estar e improvisação musical das crianças, em casa e na escola. Revista da Associação Portuguesa de Educação Musical, 137. Healey, P.G., Leach, J., & Bryan-Kinns, N. (2005). Inter-Play: Understanding Group Music Improvisation as a Form of Everyday Interaction. Proceedings of Less is More - Simple Computing in an Age of Complexity. Microsoft Research Cambridge. Hughes, S. A., & Pennington, J. L. (2016). Autoethnography: Process, Product, and Possibility for Critical Social Research. SAGE Publications. https://doi.org/10.4135/9781483398594. Lewis, G. E. (1996). Improvised music after 1950: Afrological and Eurological perspectives. Black Music Research Journal, 16(1), 91-122. MacDonald, R., Wilson, G. (2005). Musical identities of professional jazz musicians: a focus group investigation. Psychology of music, 33(4), 395-417. Mazzola, G., Cherlin, P., Rissi, M. & Kennedy, N. (2009). Flow, Gesture, and Spaces in Free Jazz Towards a Theory of Collaboration. Springer. Hodson, R. (2007). Interaction, Improvisation, and Interplay in Jazz. Routledge. Monson, I. (1996). Saying Something: jazz improvisation and interaction. The University of Chicago Press. Nelson, R. (2013). Practice as Research in the Arts: Principles, Protocols, Pedagogies, Resistances. Palgrave Macmillan. Pressing, J. (2002). Free Jazz and the avant-garde. In M. Cooke (Ed.), The Cambridge Companion to Jazz (202-216). Cambridge University Press. doi.org/10.1017/CCOL9780521663205 Sawyer, K. (1992). Improvisational Creativity: An Analysis of Jazz Performance. Creativity Research Journal, 5 (3), 253-263. Sawyer, K. (2006). Group creativity: musical performance and collaboration. Psychology of Music, 34 (2), 148-165. DOI: 10.1177/0305735606061850 Schechner, R. (2002). Performance studies: an introduction. Routledge. Taylor, D. (2015). Performance. Duke University Press Books. Whyton, T. & Gebhardt, N. (eds.). (2015). The Cultural Politics of Jazz Collectives: This is Our Music. Routledge. Interviews and personal communications Brandão, T. & Bouhamara, S. (January 2024). Personal communication (In-person collective interview). Caravaca, R. & Ferreira, A. (January 2024). Personal communication (In-person collective interview). Free Improvisation as a Tool to Develop Interaction, Musical Identity and Musicianship among Jazz Students Esteves, L., Pereira, L., Aguilar, E. & Nunes, G. (June 2023). Personal communication (In-person collective interview). Fonseca, M., Ventura, J. & Carrapa, F. (January 2024). Personal communication (In-person collective interview). Delivery date: 31/01/2024 Review date: 05/04/2024 Acceptance date: 12/04/2024 ISSN 2605-2490, e-ISSN 2605-2555	<urn:uuid:dbd5074c-1e91-4413-8c26-2f0d96b46bf5>	CC-MAIN-2024-42	https://jazz-hitz.musikene.eus/index.php/jazz-hitz/article/download/149/89/173	2024-10-14T01:59:13+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	295,837,553	8,555	eng_Latn	eng_Latn	0.835046	eng_Latn	0.994459	[ "eus_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2641, 5854, 8685, 11515, 13912, 17501, 19750, 22717, 25985, 28356, 31196, 33753, 36644, 39267, 39724 ]	[ 1.40625, 1.1796875 ]	1	0
Diversity and Human Rights Consortium: What is Cultural Competency? by Jason Mak, Lane Community College Cultural competence is defined as an ongoing process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, sexes, ethnic backgrounds, religions, sexual orientations, abilities and other diversity factors "in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each." (NASW, 2001) Operationally speaking, culturally competent organizations and individuals are able to integrate and transform knowledge about diverse groups of people into "specific standards, policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services; thereby producing better outcomes." (Davis & Donald, 1997) There are many developmental models of cultural competency in the multidisciplinary field of diversity. However, a commonly used and referenced model has been the Cross Model. The Cross Model of Cultural Competence by Terry Cross (1988) offers both an institutional and individual framework to help gauge progress on various diversity initiatives. It describes cultural competency as movement along a continuum that is based on the premise of respect and appreciation of individuals and cultural differences. It is important to note that institutions and individuals can be at different stages of development simultaneously on the Cross continuum. For example, an institution or an individual may be at the Basic Culturally Competent stage with reference to race, but be at the Cultural Incapacity stage with regard to sexual orientation issues. Striving to approach the stage of "Advanced Cultural Competency" for all dimensions of diversity should be the goal of all DHRC partners as we seek to meet the needs of all of our clients and constituents. Below is the continuum of the Cross Model. Note that while some of the labels used by Cross for the stages of cultural competence are inappropriate (e.g., "blindness"), the model is still useful to help guide the development of cultural competency trainings, policies and other action plan items for the DHRC as it addresses both the personal and systemic characteristics of each stage. The Cross Model consists of six stages: 1. Cultural Destructiveness; 2. Cultural Incapacity; 3. Cultural Blindness; 4. Cultural Pre-Competence; 5. Basic Cultural Competence; and 6. Advanced Cultural Competence. 1. Cultural Destructiveness This is the most negative end of the continuum. Individuals in this phase: Diversity and Human Rights Consortium: What is Cultural Competency? a) view culture as a problem; b) believe that if culture or population can be suppressed or destroyed, people will be better off; c) believe that people should be more like the "mainstream"; and d) assume that one culture is superior and should eradicate "lesser" cultures. At the organizational level, this viewpoint taken to the extreme leads to such things as genocide and the boarding schools mandated in the late nineteenth and early twentieth centuries by the Bureau of Indian Affairs. These schools attempted to destroy the cultures of many Native American tribes. 2. Cultural Incapacity Individuals in this phase: a) lack cultural awareness and skills; b) may have been brought up in a homogeneous society, been taught to behave in certain ways, and never questioned what they were taught; c) believe in the racial superiority of a dominant group and assume a paternalistic posture toward others; and d) maintain stereotypes. At the organizational level this translates into supporting segregation or having lower expectations of persons from other cultures. 3. Cultural Blindness Individuals in this phase: a) see others in terms of their own culture and claim that all people are exactly alike; b) believe that culture makes no difference ("we are all the same"); and c) believe that all people should be treated in the same way regardless of race, etc. At the organizational level, services are so ethnocentric that they are virtually useless to all but the most assimilated. 4. Cultural Pre-Competence Individuals in this phase: a) recognize that there are cultural differences and start to educate themselves and others concerning these differences; b) realize their shortcomings in interacting within a diverse environment; but c) may become complacent in their efforts. At the organizational level, this phase leads institutions to attempt to address diversity issues by, for instance, hiring a diverse staff, offering cultural sensitivity training, promoting diverse staff to upper management, and so on. 5. Basic Cultural Competence Individuals in this phase: a) accept, appreciate, and accommodate cultural differences; b) value diversity and accept and respect differences; c) accept the influence of their own culture in relation to other cultures; d) understand and manage the dynamics of difference when cultures intersect; and e) are willing to examine components of cross-cultural interactions (communication, problem solving, etc.). At the organizational level, this phase leads to an effort to hire unbiased employees, to seek advice from communities of color (and others), and to assess what can be provided to diverse clients. 6. Advanced Cultural Competence Individuals at this phase: a) move beyond accepting, appreciating, and accommodating cultural difference and begin actively to educate less informed individuals about cultural differences; b) seek out knowledge about diverse cultures, develop skills to interact in diverse environments, and become allies with and feel comfortable interacting with others in multicultural settings. At the organizational level, this translates into conducting research on diversity, hiring staff who are specialists in cultural competence practices, and acting as an advocate for historically underrepresented groups and for multiculturalism. In surveying different models of cultural competency, listed below are the basic set of common skills that individuals need to interact in a culturally competent manner (Anand, 2000): 1. Being aware of one's own culture, values, and biases. 2. Being aware of and working at controlling own biases and how these may affect interactions with others. 3. Culture-specific knowledge. 4. Knowledge of institutional barriers that prevent some populations from accessing resources. 5. Ability to build strong cross-cultural relationships and to be at ease with difference. 6. Flexibility and ability to adapt to diverse environments. 7. Ability and willingness to be an ally to individuals who are different from oneself. 8. Effective communication skills across differences. 9. Able to mediate cross-cultural conflicts. Remember that cultural competency is much less an outcome than it is a process that seeks to continually improve and adapt interactions, relationships, services, coalitions, and planning for a more equitable, caring and inclusive future. References Anand, Rohini. (2000). Teaching Skills and Cultural Competency: A Guide for Trainers. Fourth Edition. Washington, DC: National Multicultural Institute (NMCI) Publications. Cross, Terry. (1988). Services to minority populations. Cultural competence continuum. Focal Point, 3, pp. 1–9. Davis, P., & Donald, B. (1997). Multicultural counseling competencies: Assessment, evaluation,education and training, and supervision. Thousand Oaks, CA: Sage Publications. NASW National Committee on Racial and Ethnic Diversity. (2001) NASW Standards for Cultural Competence in Social Work Practice. http://www.naswdc.org/pubs/standards/cultural.htm in Western Michigan http://www.wmich.edu/hhs/ProjectAGE/focus_toc.html WMU Project AGE. Developing Cultural Competence. University Project AGE's website at	<urn:uuid:c269f47b-0ef0-4b64-95e1-5cba0b07a6c2>	CC-MAIN-2024-42	https://blogs.lanecc.edu/engaging-diversity/wp-content/uploads/sites/76/2014/06/Cross-Model-Cultural-Competency-Jason-Mak.pdf	2024-10-14T02:14:42+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00167.warc.gz	113,564,586	1,528	eng_Latn	eng_Latn	0.956324	eng_Latn	0.992717	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2548, 4360, 6873, 7920 ]	[ 1.6328125 ]	2	1
Can GMOs HELP PROTECT THE ENVIRONMENT THEY ALREADY DO. Contrary to myths about GMOs hurting the environment, GMOs allow farmers to preserve the land while doing more with less resources. The Environmental CHALLENGE: POPULATION BY 2050 INCREASE 1 HIGHER DEMAND FOR 20% FOOD 2 POTENTIAL PATHS 1 FUEL and FIBER 2 Convert more land, like forests and prairies, into agricultural production Use agricultural technologies like GMOs to increase crop yields on existing farmland GMOS are ONE SOLUTION In 2020, GMOs allowed farmers to use Without access to GMOs, farmers would have needed to plant an additional: 57.8 MILLION less acres of land That's more than the entire state of Idaho!² to produce the same amount of food, fuel and fiber crops 21 MILLION acres of corn 28.7 MILLION acres of soybeans 6.9 MILLION acres of cotton 1.2 MILLION acres of canola to keep up with global production levels in 2020 2.	<urn:uuid:3db491bc-a3c0-4870-bde9-8931f10fe78f>	CC-MAIN-2024-42	https://www.bayer.com/sites/default/files/How%20GMOs%20Protect%20the%20Environment%202022.pdf	2024-10-14T01:47:30+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	577,482,142	249	eng_Latn	eng_Latn	0.991372	eng_Latn	0.991372	[ "eng_Latn" ]	false	docling	[ 932 ]	[ 2.265625 ]	1	1
Effective Teaching at RHHS Our policy for Teaching and Learning At Ribston Hall, we provide an education that gives students opportunities to develop: Cognitive Fluency Students become effective, autonomous learners who have developed skills that enable them to learn with cognitive fluency. They will have high aspirations and will work hard to achieve their goals; Personal Character Students develop their personal character. They will have high expectations of themselves and their behaviour. They will show good judgement, confidence and self‐belief; Compassion & Tolerance Students develop compassion, tolerance and a strong social conscience. In both the local and global community, they will take opportunities to improve the world through their careers and relationships. Aim: to unlock academic potential and ignite intellectual curiosity This will be realised through: - Studying a powerfully diverse and inclusive knowledge centred curriculum Our Curriculum has been designed in order to provide a deep and broad academic experience within each Key Stage. High quality teaching and learning strategies have been deliberately sequenced to enhance the acquisition, retention and transfer of subject knowledge / skills. - Cultivating cognitive fluency through developing effective learning behaviours Academic excellence is cultivated through the explicit teaching and regular assessment of cognitive qualities. Students and teachers share a common language that empowers students to articulate how and why they are learning. - Supporting Recovery through regular diagnostic assessment that identifies and then acts upon misconceptions and knowledge / skills gaps Our flexible and adaptable curriculum provides regular formative assessment opportunities that consolidate, strengthen and deepen subject knowledge / skills. After receiving specific feedback on how to improve, students complete a Directed Improvement and Reflection Task that moves learning forward. Effective Teaching at RHHS Our policy for Teaching and Learning Positive Learning Climate - The teacher has high expectations of all students and their capabilities - The physical classroom environment is organised and presented in a way which supports learning and development of knowledge, skills and understanding - Specific SEND, PP, HPA, LPA and EAL data informs teaching strategies in order to secure an inclusive environment where all students can achieve their potential - Teacher uses behaviour policy to facilitate learning of all students - Students invest in the learning intentions and are effectively managing themselves - Students demonstrate perseverance and resilience when faced with challenge - Culture of mutual respect, consistency of treatment and fairness established - Effective and targeted use of praise Acquisition of knowledge / skills - Current knowledge is linked to prior knowledge in order to build extensive schemata - Prior assessment or baseline data informs teaching strategies - Success criteria of task(s) is explicitly shared with the students - Lesson is placed within wider context of the curriculum map in order to strengthen connections - A variety of challenging tasks are placed within the zone of desirable difficulty and are sensitive to cognitive load implications - Challenging tasks facilitate cognitive fluency within the discipline and provide opportunities to develop cognitive qualities - Students are given opportunities for structured pair / group work / independent work that strengthens, broadens and deepens schemata - Opportunities are utilised for strengthening literacy, numeracy and cultural capital Teachers use a variety of questioning techniques within the lesson to check the understanding of all learners - - Probing questions are used to promote elaboration and connected, flexible thinking among learners - Teachers demonstrate a deep and fluent knowledge and flexible understanding of the content they are teaching - Teachers generate varied explanations and multiple representations/analogies/examples for the ideas they are teaching - Hinterland knowledge is employed to strengthen core knowledge to cultivate epistemic curiosity - Teachers demonstrate knowledge of common student strategies, misconceptions and sticking points in relation to the content they are teaching - A range of model responses and a range of modelling strategies are used to facilitate learning - Scaffolds / worked examples are employed to support all students in the production of high-quality responses - Scaffolds / worked examples are removed at the appropriate time in order to prevent expertise reversal effect - Teacher metacognitive talk explicitly states the most effective cognitive strategies required for the tasks Maintenance of knowledge / skills - Using a variety of activities, prior knowledge is activated in order to build extensive schemata - Teacher tests students using cognitive science principles in order to improve the retention of subject knowledge - Teacher ensures the active retrieval of the most effective cognitive strategies prior to completion of tasks - Teacher explicitly provides strategies that facilitate independence within learning (specifically in relation to the organisation, management and adaptability of learning) Transfer of knowledge / skills - Teacher cultivates self-efficacy through regular activities that enhance the planning, monitoring and evaluation of work - Guided practice / independent practice within class is being employed according to the needs of the learner - Teacher facilitates a culture of feedback that moves learning forward and activates learners as owners of their own learning - Through specific guidance, students are confident when delivering academic judgments in peer and self-assessment - Detailed feedback is given in order for specific student action(s) to be completed in a Directed Improvement and Reflection Time (DIRT) task - Self-reflection tasks facilitate pupils' ability to set their own targets - Within feedback, variety of model responses used as gateways to improvement - Link between attainment and Ribston Cognitive Qualities explicitly stated Effective Teaching at RHHS Our policy for Teaching and Learning Shared Language Everyday, across all subjects and in all classrooms, learners hear the same language being used within their lessons. These terms strengthen our community of practice and facilitate reflective metacognitive learning. \| \| Acquisition of \| \| knowledge (Attend / Access / Acquire) \| \|---\|---\|---\|---\| \| Scaffold \| \| Temporary support in order to assist you in the completion of \| \| \| \| \| task or the acquisition of a skill \| \| \| Long term memory \| \| Where the subject knowledge and skills are stored in your mind \| \| \| Working memory \| \| Where the subject knowledge and skills needed for a particular \| \| \| \| \| task are stored in your mind \| \| \| Cognitive Load \| \| How much information the working memory can hold \| \| \| Models \| \| The use of completed responses / partial responses to \| \| \| \| \| demonstrate what the success criteria looks like in practice \| \| \| Schema \| \| Connected web of knowledge \| \| \| Knowledge Organiser \| \| \| \| \| Mnemonics / acronyms \| \| \| \| \| \| \| assists in remembering something \| \| \| Success criteria \| \| The standards by which to judge whether an outcome has bee \| \| \| \| \| achieved/successful \| \| \| Guided practice \| \| Practise of the skills or concepts learnt from a lesson with teacher \| \| \| \| \| support \| \| \| \| Maintenance of knowledge (Retrieve / Revisit / Retain) \| \| \| \| Self-testing \| \| \| \| \| Mapping \| \| \| \| \| Dual coding \| \| \| \| \| Interleaving \| \| \| \| \| Spaced practice \| \| \| \| \| \| Transfer of knowledge (Explore / Evaluate / Extend) \| \| \| \| Independent practice \| \| Practise of the skills or concepts learnt from a lesson without \| \| \| \| \| teacher support \| \| \| Self-regulation \| \| Controlling your emotion, thoughts and behaviour to help you \| \| \| \| \| learn independently \| \| \| Self-reflection \| \| Ability to review work, reflect on learning and measure progres \| \| \| Self-efficacy \| \| \| \| \| Editing \| \| \| \| \| \| \| product \| \|	<urn:uuid:9b835904-9201-4aa0-b3f7-07d8bba1581d>	CC-MAIN-2024-42	https://www.ribstonhall.gloucs.sch.uk/attachments/download.asp?file=2902&type=pdf	2024-10-14T02:17:38+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00166.warc.gz	823,297,646	1,719	eng_Latn	eng_Latn	0.994553	eng_Latn	0.994763	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1990, 6196, 8226 ]	[ 2.84375 ]	1	0
Welcome to the Catalight Youth Wellbeing Scale This questionnaire is specifically designed for individuals who are neurodivergent between the ages of 12 and 19. The purpose of this scale is to help you evaluate your overall sense of wellbeing, which is related to your overall happiness and positive outlook on life. It is important that you answer the questions yourself to ensure accurate ratings. The next series of questions looks at your wellbeing. \| \| Strongly Disagree \| Disagree \| Neutral \| Agree \| \|---\|---\|---\|---\|---\| \| \| 1 \| 2 \| 3 \| 4 \| \| I can say what I want to say \| \| \| \| \| \| I try to be nice to other people \| \| \| \| \| \| I am good at solving problems \| \| \| \| \| \| I am free to choose what I like to do \| \| \| \| \| \| My parents/caregivers treat me fairly \| \| \| \| \| \| I make good choices \| \| \| \| \| \| I have enough free time \| \| \| \| \| \| \| Strongly Disagree \| Disagree \| Neutral \| Agree \| \|---\|---\|---\|---\|---\| \| \| 1 \| 2 \| 3 \| 4 \| \| I have a friend or pet that makes me happy \| \| \| \| \| \| I can control my emotions \| \| \| \| \| \| I like the things I do \| \| \| \| \| \| People understand me \| \| \| \| \| \| I am aware of how my emotions affect me \| \| \| \| \| \| I think there are many things I can be proud of \| \| \| \| \| \| I feel close to other people \| \| \| \| \| \| I know that I am important \| \| \| \| \| Total Score W 0 43 and above Your wellbeing is comparable to other youth your age with autism or I/DD. 32-42 Your wellbeing is a little lower than other youth your age with autism or I/DD. 31 and below Your wellbeing is a lot lower than other youth your age with autism or I/DD.	<urn:uuid:018e093f-1db6-438d-85f3-d267a21db1ba>	CC-MAIN-2024-42	https://www.catalight.org/wp-content/uploads/2024/02/CL-24-012_Wellbeing_Forms_youth_interactive.pdf	2024-10-14T03:09:41+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	593,129,468	510	eng_Latn	eng_Latn	0.991876	eng_Latn	0.997601	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 877, 1648 ]	[ 1.734375 ]	1	0
NEWHAM PRIMARY SCHOOL Green Purchasing Policy INTRODUCTION The purpose of this Green Purchasing Policy is to provide a purchasing structure that will reduce Newham Primary School's negative impact on the environment and promote the sustainable use of resources. Newham Primary School aims to do this by supporting all staff in selecting products that minimise waste, pollution, habitat loss, toxicity and soil degradation and maximum water efficiency. This policy aims to establish a green purchasing culture in our school's work environment. RESPONSIBILITIES Currently both teaching and administration staff are responsible for purchasing. Purchasing decisions are to be made on the basis of environmental considerations and value for money, rather than just the cheapest up-front purchase price. Our purchasing decisions can improve markets for environmentally preferred products, enhance environmental quality, be resource responsible and contribute to progress toward sustainability. GUIDELINES Newham Primary School prefers to purchase environmentally preferred products whenever they perform satisfactorily and are available at a reasonable price. Purchasing decisions shall be made in the context of the waste hierarchy to avoid, reduce, reuse and recycle. AVOID – Identifying ways of carrying out a function or task without using materials that generate waste. An example is sending information electronically instead of on paper. REDUCE – Using less in the first place and avoiding waste. Examples of this include purchasing in bulk to reduce packaging and the purchase of printing equipment that prints double sided copies. REUSE – Using the same item more than once, and extending the useful life of products and equipment before replacing an item. Aim to re-use or repair an existing product. Ensure that new purchases are durable, have a long service life and are easy to maintain and upgrade. RECYCLE – Purchasing products that contain recycled materials or those that have or can be remanufactured or recycled. Newham Primary School will minimise greenhouse gas emissions, habitat destruction, toxicity, soil degradation and maximize water efficiency by purchasing: * Energy efficient products and materials by checking that the energy rating and efficiency features are the best available for the cost over the lifetime of the product; * Goods that are produced locally in preference to those that have high kilometers associated with them. * A preference for paper and wood products obtained from post-consumer recycled, plantation, salvaged or renewable sources as well as being FSC (Forestry Stewardship Council) approved. This policy is written in consultation with DET Guidelines. Green cleaning products that don't result in discharges of toxic chemicals to waterways. * Materials and products that are free of toxic or polluting materials; * Products that conserve water or use water in an efficient way. OBJECTIVES The objectives of this Green Purchasing Policy are to: A. Eliminate unnecessary purchasing; B. Reduce our impact on the environment; C. Reduce our impact on human health; D. Create a better market for environmentally preferred products; E. Develop a green purchasing culture throughout our school. IMPLEMENTATION To achieve the above objectives, Newham Primary School will: A. Establish a staff education program to raise awareness about this policy; B. Ensure that all staff, where appropriate have access to information on environmentally preferred products; C. Require that all contractors and consultants are aware of the current purchasing policy and green purchasing options and work with our school community to meet the objectives of the Green Purchasing Policy within their contracts; D. Establish a system to track and report on the outcomes of this policy; E. Actively promote environmental purchasing to the community. F. Encourage staff to find and share information about recycled and environmentally preferable products and specifications; G. Encourage innovativeness among staff for environmental purchasing. REVISION HISTORY \| \| Name Policy \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| Version \| \| Date Created \| Date Ratified at School Council (if required) \| Revisions Made \| Leader of Policy \| \| 1 \| \| 22/6/2015 \| 22/6/2015 \| \| Sam Harrison \| \| 2 \| \| 8/6/2018 \| 18/6/2018 \| \| Sam Harrison \| \| 3 \| \| 11/8/2022 \| \| \| Libby Fullard \| *This policy is written in consultation with DET Guidelines.	<urn:uuid:fe503f11-6b79-4085-aaee-7b4ed58a18d4>	CC-MAIN-2024-42	https://www.newhamps.vic.edu.au/_files/ugd/f1142a_73da6bf054f644bfbc3591a7af4d4709.pdf	2024-10-14T02:56:14+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	767,126,720	890	eng_Latn	eng_Latn	0.993798	eng_Latn	0.994606	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2717, 4484 ]	[ 2.4375 ]	1	0
Herpetological G ALLOT IA GALLOTI (Canary Islands Lizard). N E C T A R F E E D I N G . A l l four species of Callotia (Lacertidae) currently liv ing in the Canary Islands have been reported to eat a substantial amount of vegetable food (Kreffl 1950. Zool. Anz. 145(SuppL.):42^ 444; IVloliaaBorja 1991, Vieraea 20: 19; MoJinaBorja and Barquin 1986. Vieraea 16:233236; Naranjo et al.1991— Rev, Esp. Herp. 6:4548). Plant parts consumed include leaves, flow ers, flower buds, fruits and seeds, but there are no published ac counts of any Callotia feeding on nectar. In fact, observations of nectarivory in lizards are scarce and only a handful of species, mostly geckos, are known to regularly visit flowers to feed on nectar (Whitaker 1987. N. Z. J. Bot. 25:315328). Here we report observations of nectar feeding m G. g allot i, a mediumsize la cert id (145 mm maximum SVし)inhabiting the westernmost islands of the Canarian archipelago (Barbadilio 1987. L a Guia de Tncafo de los Anfibios y Reptiles de la Peninsula Iberica, Fslas Baleares y Cananas. Incafo, Madrid, 694 pp.). Observations were conducted in Loro Parque, a privately owned zoological park located in the Punta Brava district of Puerto de la Cruz (Tenerife, Canary Islands). Gallotia galloti occur at relatively high densities throughout the parにbut they are most conspicuous alongside the walkways in plots dominated by cacti and palm trees {Phoenix sp.)， with no ground cover. The lizards are relatively undisturbed and tolerate closerange inspection by an observer. Adult G. galloti were seen carrying dates and other fruit in their mouths and occasionally picking up handouts provided by the visi tors. Between 1400 and 1500 h on 23 August 1992 we noticed severalC. galloti climbing through a hedgerow of crown of thorns (Euphorbia miln (= E. splendens), Euphorbiaceae), a thorned, woodystemmed spurge from Madagascar, As many as five lizards were observed clinging to the shrubs, some ca. 50 cm from the Review 26(1)>.1995 35 ground, sequentially lapping the nectar from several flowers. A l l the lizards foraging for nectar were juveniles; the dense branching and the sharp thorns may limit access to the flowers to all but the smallest individuals. Although E. milii is an exotic ornamental, the Canarian flora is rich in indigenous Euphorbiaceae that may be exploited as a natural source of nectar. Previous reports described adults of G. galloti feeding on leaves and flowers of Euphorbia baisamifera (Molina-Borja 1981.Donana, Acta Vertebrata 8:43-78), adult G. stehlini from the island of Gran Canaria eating buds of E. obtusifolia and dry [eaves of Ricinus comunis (Molina-Borja 1986. Vieraea 16:23-26), and juvenile G. simonyi from E l Hierro Island taking flowers of E. obtusifolia (Machado 1985. Bonn. Zool. Beiu. 36:429470). Most observations of lizard nectarivory have occurred on islands (e.g., geckos: Whitaker, op. cit.\ Cnemidophoms murinus: Dearing 1993. J. Herpetol.27:111—114). Among lacertids, nectar feeding has been described in Podarcis dugesii, the Madeiran lizard (Elvers 1978. Botaniska Notiser1.31:159-160), a n d l l i f o r d i from Nitge (Menorca, Balearic Tslands) (Brown et al. 1992. Oecologia 91:500-504). This note documents nectar feeding in another insular lizard species and reiterates the ability of Gallotia galloti to exploit a variety of food sources. We thank Matt Kramer, Statistical Research Division, U.S. Bureau of the Census, for his comments on this manuscript. Submitted by E N R I Q U E F O N T and M A R I A J O S E F E R R E R , Departamento de Biologia Animal, Universidad de Valencia, 46100 Burjasot, Valencia, Spain. 36 Herpetological Review 26(I),1995	<urn:uuid:4649ac61-8085-4b10-8db2-f75f318c5580>	CC-MAIN-2024-42	https://lacertilia.de/AF/Bibliografie/BIB_17201.pdf	2024-10-14T02:10:07+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	303,412,601	1,074	eng_Latn	eng_Latn	0.80999	eng_Latn	0.879934	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2010, 3698 ]	[ 1.40625 ]	1	6
EYE Berlin European Youth Parliament Local EYE (European Youth Event) co-funded and supported by the European Parliament April 18th - April 20th, 2024 The European Youth Parliament (EYP) has been selected to organise its largest event to date open to everyone in and outside of EYP. In cooperation with the European Parliament, the EYP will host one of the four local editions of the EYE (European Youth Event) in 2024. The EYE is a biennial youth festival that brings thousands of young people from all over Europe to Strasbourg to share and shape their ideas on the EU's future. Every other year, the European Parliament supports youth organisations to host local editions of the EYE, allowing for a more accessible and representative event. EYP has been selected to organise a Local EYE in Berlin, titled EYE Berlin, which will bring together 1,700 physical and 500 online participants for three days of workshops, discussions, and cultural programme. The event will take place from April 18th, to April 20th, 2024, being the 18th dedicated to accreditations. The European Youth Parliament The European Youth Parliament (EYP) is one of Europe's largest youth platforms for civic education, intercultural encounters, and the exchange of ideas – run by young people, for young people. The EYP is represented in 40 countries and has over 25,000 yearly participants in our activities. Our mission is to inspire and empower a young generation of informed, open-minded, responsible, and active citizens that shape society and drive impact. Event Description The central mission of EYE Berlin is to bring together around 1,700 young people from all over Europe physically in Berlin, as well as 500 participants digitally, to collaboratively explore and experience Europe, and to engage with and empower each other. With the European Elections 2024 fast approaching, it is crucial to provide young Europeans with the opportunity to connect with EU policy-makers and civil society organisations, but also with each other. The three-day event will be held in several locations across Berlin in spring 2024 and will allow its participants to partake in a programme showcasing the rich landscape of youth and civil society organisations across Europe, to foster international connections with each other, and to get to know and discuss the issues at the forefront of the EU's agenda. EYE Berlin will include workshops, debates, and trainings of different sizes, but also dedicated spaces for networking, cultural exchange activities, and leisure. Thematically, EYE Berlin will be based around five pillars: * European Elections * United Europe * Sustainable Europe * Innovative Europe * Capacity-building of youth NGOs This last pillar underscores our commitment to fostering the growth and influence of other youth organisations, making the EYE Berlin truly unparalleled in its scope and impact. EYE Berlin is co-funded and supported by the European Parliament and organised by the European Youth Parliament team of Schwarzkopf Foundation. 2 Objectives of the EYE Berlin * Provide young Europeans with the opportunity to engage with EU policy-makers, civil society organisations, and their peers, fostering international dialogue and connections; * Empower the European youth to bring forward their priorities, ideas, and opinions and influence EU policy; * Create dynamic, interactive, and multicultural spaces where European youth can express their views, share experiences, and collaborate on solutions to shared challenges; * Allow youth organisations from across Europe to shape and create EYE Berlin programme, enabling them to present their own work and reach out to young Europeans; Programme Details The programme will include activities happening simultaneously at different locations in Berlin, allowing for a dynamic and diverse event. Both days of EYE Berlin will host thematic workshops under five pillars as well as cultural and social events with music and dancing. April 19th * Opening Ceremony; * Job Fest: A space for young people to meet potential employers and find career opportunities; * Plenary Session: Interactive panels with MEPs; April 20th * Active Europe Fair: Platform for participating youth organisations to present their work; * Euroconcert: A reimagining of the EYP tradition, offering musical performances by participants from various countries; * Youth-led Plenary Session: A summary of the findings of the workshops held and discussion with experts and young people on the EYE Berlin's pillars; * Closing Ceremony. 3	<urn:uuid:0a3165a7-3a25-49c5-8583-d4a75921af91>	CC-MAIN-2024-42	https://eyp.org/content/uploads/2024/02/eye-berlin-concept-note.pdf?x71636	2024-10-14T03:23:16+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	212,751,817	897	eng_Latn	eng_Latn	0.979605	eng_Latn	0.996727	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 153, 3048, 4570 ]	[ 1.3828125 ]	1	1
TOPIC SURE START 1A blog site My blog 1B photos and My study space descriptions Socialising Photostory - see under MULTIMEDIA) Scenario Culture 2A article 2B London page Photostory Stuff class survey WORDLIST Module 1 MULTIMEDIA (short answers), \| CLOUDBOOK \| \| \| \|---\|---\|---\| \| E-READER \| \| \| \| ONLINE TRAINING \| LISTENING FOR COMMUNICATION & EXAMS \| \| \| \| PRONUNCIATION \| \| \| \| VIDEO ACTIVITIES \| \| \| \| EXTRA PRACTICE \| \| \| CYBER HOMEWORK \| Unit 1 \| Cyber Homework A Dialogue: My favourite...; Grammar: Subject pronouns, The verb be, The verb be (short answers); Vocabulary: Countries and nationalities \| \| \| Unit 2 \| Cyber Homework A Dialogue: Socialising; Grammar: have got, have got (questions and short answers), Possessive 's; Reading: Buckingham Palace; Vocabulary: Family \| \| CULTURE & CLIL PROJECTS \| \| \| ENTRY TEST TOPIC 3A home 3B Photostory Giving basic information Scenario Culture 4A Exchange ask & tell the time \| ask & tell free time activities 4B Brighton world ACCURACY FLUENCY Module 2 MULTIMEDIA like / don't \| CLOUDBOOK \| \| \| \|---\|---\|---\| \| E-READER \| \| \| \| ONLINE TRAINING \| LISTENING FOR COMMUNICATION & EXAMS \| \| \| \| PRONUNCIATION \| \| \| \| VIDEO ACTIVITIES \| \| \| \| EXTRA PRACTICE \| \| \| CYBER HOMEWORK \| Unit 3 \| Cyber Homework A Dialogue: In the gym; Grammar: Present simple forms, Present simple; Listening: Students; Vocabulary: Rooms in a house, Furniture, Things in the house \| \| \| Unit 4 \| Cyber Homework A Dialogue: Where do you live?; Grammar: Adverbs of frequency; Listening: The quiz; Vocabulary: Phrases, before / after \| \| CULTURE & CLIL PROJECTS \| \| \| TOPIC 5A 5B 6A life 6B & S write a webpage W WORDLIST Module 3 MULTIMEDIA for \| CLOUDBOOK \| \| \| \|---\|---\|---\| \| E-READER \| \| \| \| ONLINE TRAINING \| LISTENING FOR COMMUNICATION & EXAMS \| \| \| \| PRONUNCIATION \| \| \| \| VIDEO ACTIVITIES \| \| \| \| EXTRA PRACTICE \| \| \| CYBER HOMEWORK \| Unit 5 \| Cyber Homework A Dialogue: Going shopping; Grammar: Present continuous, Possessive pronouns; Reading: Jenny Williams; Vocabulary: Clothes, Party \| \| \| Unit 6 \| Cyber Homework A Dialogue: A quiz; Grammar: Comparatives; Listening: Comparing things; Vocabulary: Adjectives \| \| CULTURE & CLIL PROJECTS \| \| \| TOPIC 7A 7B article Scenario map Culture London 8A article 8B entry INTEGRATED SKILLS Lost in musicarticle W Exmulti-word verbs R & S Searching for Rodriguez \| L going to your first concert \| W describe a musician/band COMPETENCE ZONEwrite about a musician, band or singer PRONUNCIATION -ed ACCURACY review past & present tenses, past simple questions & answers BONUS GRAMMAR Past continuous L understanding specific information \| Wwriting sentences FLUENCY Narrating events in the past: The storyA nightmare journey I had was when…, A few weeks/months ago… / Last year…, We decided to…, When we got to…, The journey took… (hours) Moving the story onAnyway,… Then… So,…Now,… By this time…Ending the story Eventually,… In the end,…. Involving your listenerAnd guess what! And worst of all… But it was too late! It was a nightmare / awful / terrible Showing interestWhat did you do? What happened (next)? I'm not surprised. Oh dear! / Oh no! You poor things! WORDLIST Module 4 MULTIMEDIA \| CLOUDBOOK \| \| \| \|---\|---\|---\| \| E-READER \| \| \| \| ONLINE TRAINING \| LISTENING FOR COMMUNICATION & EXAMS \| \| \| \| PRONUNCIATION \| \| \| \| VIDEO ACTIVITIES \| \| \| \| EXTRA PRACTICE \| \| \| CYBER HOMEWORK \| Unit 7 \| Cyber Homework A Dialogue: Asking for directions; Grammar: Past simple of verb be; Listening: An unusual lifestyle; Vocabulary: Transport \| \| \| Unit 8 \| Cyber Homework A Dialogue: The day I lost my backpack; Grammar: Past simple questions, Past simple short answers; Listening: A new band; Vocabulary: Musical instruments \| \| CULTURE & CLIL PROJECTS \| \| \| TOPIC SURE START 9A Photostory messages 9B questionnaire Eating out Photostory MULTIMEDIA) restaurant Scenario Culture 10A Photostory see under MULTIMEDIA) do S 10B article article ACCURACY FLUENCY \| Modal verb must / mustn’t be allowed to \| Talking about obligation \| Parts of the body head, neck, chest, arm, finger, stomach, hand, knee, shoulder, elbow, back, leg, foot, heel W Ex so (conjunction) \| \|---\|---\|---\| \| \| \| W Ex apparently \| \| review a range of tense and modals, verbs of obligation BONUS GRAMMAR modal verb should \| \| \| \| \| Suggesting ideas Why don’t we…? Shall we…? / Should we…? But surely… I like Harry’s idea. Responding to ideas That’s a good idea / That’s true. I see your point, but… I’m not sure. I still think… Asking opinions What about you? What do you think about…? Any ideas? Are you sure? Summarising Do we all agree? OK, so that’s… Let’s do that then Describing a picture on the left / on the right, in the middle, at the top / at the bottom, in the foreground/background, There’s a… There are some… He’s/She’s/It’s got… I can see…There’s a man cooking dinner on a camp stove. A woman is drinking a coffee. \| \| Module 5 MULTIMEDIA; TOPIC SURE START 11A to be different with holiday ideas 11B article Photostory Scenario Culture barbecue 12A questionnaire you ever…? a student's L 12B London Page Photostory Summer fun ACCURACY FLUENCY Module 6 MULTIMEDIA ?; Present perfect vs. past \| CLOUDBOOK \| \| \| \|---\|---\|---\| \| E-READER \| \| \| \| ONLINE TRAINING \| LISTENING FOR COMMUNICATION & EXAMS \| \| \| \| PRONUNCIATION \| \| \| \| VIDEO ACTIVITIES \| \| \| \| EXTRA PRACTICE \| \| \| CYBER HOMEWORK \| Unit 11 \| Cyber Homework A Dialogue: Making arrangements; Grammar: be going to, Present continuous for future; Reading: My holiday at home; Vocabulary: Holidays and travel \| \| \| Unit 12 \| Cyber Homework A Dialogue: Using natural expressions; Grammar: Present perfect (questions and short answers), Present perfect; Reading: A fantastic holiday; Vocabulary: Animals \| \| CULTURE & CLIL PROJECTS \| \| \|	<urn:uuid:e13bf008-2f64-4d1b-9f9f-c82968b9ac57>	CC-MAIN-2024-42	https://www.helbling.com/sites/default/files/media/documents/SURE_Elementary_Scope_%26_Sequence.pdf	2024-10-14T02:33:10+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	708,384,597	1,796	eng_Latn	eng_Latn	0.80132	eng_Latn	0.937152	[ "eng_Latn", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 198, 219, 853, 865, 1012, 1051, 1660, 1711, 1714, 2276, 2348, 3269, 3878, 4055, 5048, 5070, 5231, 5292, 5954 ]	[ 2.125 ]	1	0
\| Diocese of Wheeling-Charleston \| \| \|---\|---\| \| CASE Unit Planner \| \| \| Name of Teacher: Erika Maynard \| Grade Level: 5th Grade \| \| Subject Area: Reading/Language Arts \| Cross Curricular Opportunities: Social Studies, \| \| \| Spelling \| \| Unit Title: Learn from the past, to have the ability to take action in the future! \| Estimated Duration of Unit (between 2-9 weeks): \| \| \| 5 weeks \| Overview of Unit: Students will read the novel Number the Stars by Lois Lowry within cooperative learning groups. As students read the book within their designated groups, students will complete the job description of their assigned role. Every four chapters, students will rotate their responsibility (Discussion director, Travel tracer, Content connector, Vocabulary enricher, etc.) so as to increase understanding. A portfolio of the work completed will be compiled to serve as a review for the students to refer back to. Students will apply critical thinking skills to connect the story with what occurred during World War II and how the time period and setting impacts the novel. Literary elements, such as figurative language, will be addressed within the text. Students will take a deeper look at the history of World War II, the causes, and those involved. Timelines and maps will also be utilized to allow students to comprehend the time period and the places that were affected during the events of World War II. Primary sources, such as FDR's address to congress and quotes of Anne Frank, and propaganda elements will be reviewed as well. The novel allows for students to see a small glimpse into unfortunate circumstances of the Jewish community in Europe. Forms of Text (nonfiction/fiction): Number the Stars by Lois Lowry, The Diary of Anne Frank, Grandpa's Angel by Jutta Bauer, The Yellow Star: The Legend of King Christian X of Denmark by Carmen Agra Deedy, The Boy in the Striped Pajamas by John Boyne, War Boy: AWartime Childhood by Michael Foreman, The Churchill Factor: How One Man Made History by Boris Johnson, The Greatest Generation Speaks: Letters and Reflections by Tom Brokaw, World War II Eyewitness Books by Dorling Kindersley Teaching Strategies: Literature Circles, Student-led activities, Project-based, Direct Instruction, Researchbased, Cooperative groups, Technological skills, Hands-on activities, Critical thinking approach, Discussion, Read-alouds, and Vocabulary enrichment Catholic Identity Connections: The idea of equality is brought to life when discussing the topic of the Holocaust. Morals and the idea of treating others as one would want to be treated associated with Catholic Identity. The concept that we are all equal in God's eyes is another imperative element addressed throughout the duration of the unit. The idea of all people living together with one another in peace is an essential element. No one person is better than another. War is also another topic that enables students to show compassion for mankind. It allows the opportunity for students to discuss other alternatives, as opposed to instant violence. Assessment (authentic/published - summative/formative): Authentic, Summative, and Formative -- throughout the duration of the unit, comprehension activities are pulled from various resources: group work, discussion, PowerPoint presentations, and writing samples to name a few. These activities are generally completed in class, or for homework. Students are given a passage on a certain Lexile level and they are expected to be able to go within the text and find the correct answer. Students are then expected to write the correct answer in a complete sentence. Scholastic Newspapers are utilized as well. Students will be able to constantly recall information as we work through the unit. Each class will start with reviewing information taught the previous day. Being repetitive with facts and encouraging students to repeat the information allows for them to remember crucial details. At the end of each week, students will also take a teacher created spelling tests generated from cross-curricular terms and words utilized in all subject areas. Students will not only be responsible for knowing the appropriate spelling of each word, but the definition of each term as well. \| Standard \| Standards \| Description of Activity \| Resources \| Date of \| \|---\|---\|---\|---\|---\| \| Number \| \| \| \| Completion \| \| ELA.5.SL.C1 \| Engaged \| To engage student interest in the upcoming unit, allow \| \| \| \| 3.1 \| effectively in a \| students to utilize the mini iPads, computers, \| US War Monuments \| \| \| \| range of \| Encyclopedias, and their textbook to examine war \| \| \| \| \| collaborative \| \| \| \| \| \| \| memorials with a partner. Students are encouraged to look \| \| \| \| \| discussions (one- \| \| \| \| \| \| on-one, in groups, \| at various monuments from the various wars and discuss \| \| \| \| \| and teacher-led) \| how these war memorials commemorate soldiers, our \| \| \| \| \| with diverse \| nation, and the community. Does this justify the sacrifices \| \| \| \| \| partners, building \| that were made? Once students have had a few minutes to \| \| \| \| \| on other’s ideas \| browse the web on their own and partake in discussion, \| \| \| \| \| and expressing \| \| \| \| \| \| \| give each pair a specific monument to look at and \| \| \| \| \| their own clearly. \| \| \| \| \| \| \| research. Students will then take turns telling a different \| \| \| \| \| [Ongoing \| \| \| \| \| \| throughout the \| partner about their monument and sharing what they \| \| \| \| \| entire unit]. \| have learned (smaller version of the Jigsaw method). \| \| \| \| \| Draw on \| \| \| \| \| ELA.5.R.C3. \| \| The class will then come together as a whole and share \| \| \| \| \| information from \| \| \| \| \| 3 \| \| their information, while pictures of the various war \| \| \| \| \| multiple print or \| \| \| \| \| \| \| memorials are displayed upon the Smart Board. As \| \| \| \| \| digital \| \| \| \| \| \| informational \| discussion ensues, have students compare memorials \| \| \| \| \| sources, \| from different wars. What materials are the monuments \| \| \| \| \| demonstrating the \| made of? Size of the monument? Surroundings? \| \| \| \| \| ability to locate an \| Inscriptions? Why do you think some wars have been \| \| \| \| \| answer to a \| \| \| \| \| \| \| better remembered than others? Do all of the memorials \| \| \| \| \| question quickly or \| \| \| \| \| \| to solve a problem \| seem to have fulfilled their purpose, are they \| \| \| \| \| efficiently. \| appropriate? \| \| \| \| \| [Ongoing \| \| \| \| \| \| throughout the \| Students will complete an Exit slip to share three things \| \| \| \| \| unit] (CCSS RI.5.7) \| \| \| \| \| \| \| they have learned and one thing they are still interested \| \| \| \| \| \| in learning. \| \| \| \| \| Write opinion \| \| \| \|---\|---\|---\|---\| \| ELA.5.W.C9 \| pieces on topics or \| \| \| \| .1 \| texts; supporting a \| \| \| \| \| point of view with \| \| \| \| \| reasons and \| \| \| \| \| information. \| \| \| \| SS.5.E.4 \| Assess the \| Before getting started, refer back to the previous day(s) \| \| \| \| resources (e.g., oil, \| discussion, specifically focusing on WWII. Talk about the \| \| \| \| land, gas, etc.) of \| \| WWII History Channel Short \| \| \| \| significance of the monument. \| \| \| \| the geographic \| \| \| \| \| regions (e.g., \| \| WWII Timeline \| \| \| \| Within their cooperative learning groups, students will \| \| \| \| Midwest, Middle \| \| \| \| \| East, etc.) of the \| complete a KWL chart about WWII. Students will then \| \| \| \| United States and \| watch a short video from the History Channel about the \| \| \| \| the world and \| history of WWII and observe if any of their questions \| \| SS.5.G.2 explain their impact on global economic activities. Summarize the significance of large-scale immigration and the contributions of immigrants to America in the early 1900s, (e.g., the countries from which they came, the opportunities and resistance they faced when they arrived and the cultural and economic contributions they made to this nation, etc.). have been answered. Students will then review a timeline of events with WWII. The Britannica Kids site will provide a deeper insight to the chief occurrences during World War II. The related articles listed will be review as well. Students will be asked to pay attention to terms such as, Allies, Axis, surrender, invasion, evacuation, etc. (for spelling/vocabulary test purposes). ELA.5.R.C1. 5 ELA.5.W.C1 1.1 Determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text. (CCSS RI.5.2) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of Using the Smart Board, students will observe and take notes on WWII. Students will learn the causes of World War II through acronyms. Students will make specific note of terms such as appeasement, fascism, totalitarianism, and dictatorship. The Axis powers: Germany, Italy, and Japan along with their rulers will be addressed. Hitler’s reign in Germany and his invasion of Poland was the lead cause of WWII. Hitler’s tactics were overwhelming to the nations and the Allies declared war on Germany. With all of the new vocabulary terms, each student will complete a vocabulary booklet complete with a definition and example of how to use the term or a picture. Students will share their work with one another to help build understanding (continuous activity that will be done throughout the duration of the unit to keep adding new World War II PowerPoint WWII Mapping Activity and SS.5.G.4 SS.5.G.9 ELA.5.R.C1. 6 a topic. (CCSS W.5.7) Measure distances in latitude and longitude using a scale on a variety of maps and globes, and transfer the concept of cardinal and intermediate directions to describe the relative location of countries by hemisphere and proximity to the equator. Display information on maps, globes, geographic models and in graphs, diagrams and charts (e.g., designing map keys and legends, etc.). Using an informational text, explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or terms learned). Students will then complete the Map Activity assignment. Students will read the information at the top of the sheet independently, then with a partner, students will fill out the blank map to label the various countries involved in WWII and more specifically, the Axis and Allie members. Using the activity, discussion from the past few days, and any other resource students will complete the five questions with the mapping assignment on a separate sheet of paper. Displayed on the ELMO will be a map with the correct answers, students will check the work on their map to ensure they have completed it accurately. The questions completed will be done so in complete sentences, and students will share their answers with one another and later the whole class. When discussing WWII and Hitler's rise to power, the Holocaust is a solemn subject that must be addressed. Children recognize prejudices at an early age, but that can quickly turn into hate. Students will look up the term prejudice and explain what it means to them. Discussion should ensue. Why do certain prejudices exist? Can it lead to hate? Can this hate turn to violence? As Christians, how can we ensure this behavior doesn't occur? We should share messages of love and acceptance. We are called to love one another as He loves us. Questions Holocaust PowerPoint Holocaust Survivor Stories Holocaust Encyclopedia Copies of the story of the Holocaust (Holocaust Encyclopedia) will be read aloud in groups. Student-led discussion will occur, with higher-level thinking questions being presented. Examine how the Holocaust affected the world. Devise a plan to stop the atrocities. Explain how something like this could happen. With the Smart board, students will observe the Holocaust Power Point that gives a brief overview of the treatment of Jewish individuals in Europe during WWII. Because of intolerance for a specific religious group, terrible atrocities occurred during the duration of WWII. Students will answer the essay question at the end of the Power Point in paragraph form. Students will research the idea of victims, perpetrators, bystanders, and rescuers. What do these terms mean, and how do they apply to the Holocaust? In this instance, is being a bystander a bad thing? (Add these terms to the vocabulary booklet). Holocaust survivor stories will be read by students as well. Students will come together to share what they have read and create a whole class Venn Diagram. This will allow students to compare and contrast the stories that they have read. Anne Frank is a famous Holocaust survivor. Allow students to look up her quotes about happiness. Students will create a 3x5 essay explaining how one could have such a positive outlook on life with facing unbelievable adversity. Students will choose their own quote, explain what it means, and how they can apply it to their own life (this will be an ongoing assignment throughout the duration of the unit as well). The writing process will also be reviewed (with the document students will be given at the beginning of the year Writing Process Document \| \| defined in \| to keep in their binders and continuously refer back to) to \| \| \|---\|---\|---\|---\| \| \| objectives 1–3 in \| reiterate expectation and proper writing tools. \| \| \| \| Text Types and \| \| \| \| \| Purposes.) (CCSS \| \| \| \| \| W.5.4) \| \| \| \| ELA.5.W.C \| \| \| \| \| 10.2 \| With guidance \| \| \| \| \| and support from \| \| \| \| \| peers and adults, \| \| \| \| \| develop and \| \| \| \| \| strengthen \| \| \| \| \| writing as \| \| \| \| \| needed by \| \| \| \| \| planning, \| \| \| \| \| revising, editing, \| \| \| \| \| rewriting, or \| \| \| \| \| trying a new \| \| \| \| \| approach. \| \| \| \| \| (Editing for \| \| \| \| \| conventions \| \| \| \| \| should \| \| \| \| \| demonstrate \| \| \| \| \| command of \| \| \| \| \| Language \| \| \| \| \| objectives up to \| \| \| \| \| and including \| \| \| \| \| grade 5.) (CCSS \| \| \| \| \| W.5.5) \| \| \| \| ELA.5.R.C2. \| Determine the \| When explaining how something, such as the Holocaust, \| Nazi Propaganda \| \| 4 \| meaning of \| could occur the idea of propaganda should be addressed. \| \| \| \| general academic \| \| Children of Genocide Script \| \| \| and domain- \| Students will analyze WWII posters from a variety of online \| \| \| \| specific words \| collections. These posters will help students to understand \| Children of Genocide Power Point \| \| \| and phrases in an \| how persuasion and propaganda differ and relate. How do \| \| \| \| informational \| the ideas of propaganda relate to the Holocaust? Was this \| \| \| \| text relevant to \| \| \| \| \| \| one of Hitler’s methods to become elected? Students will \| \| a grade 5 topic or subject area. (CCSS RI.5.4) then read about Nazi propaganda from the Holocaust Encyclopedia. To ensure students fully understand the concept, students will create their own propaganda posters. Referring back to the terms of victims and bystanders, students will be assigned various parts to complete in Readers' Theater. The pieces are centered on children of genocide and their literal roles played. Before students carry out their parts, a Power Point will be reviewed to show students that the characters they are playing are actual individuals. It allows for the student to put a face with a name to make the experience more meaningful. The Power Point refers to the multiple instances of genocide that have occurred throughout the world, but the Holocaust will be specifically highlighted. Instances such as Rwanda and Darfur will be mentioned to stress the importance of learning from he past and being informed citizens. Being that is was a World War, students will learn about America's involvement. Peal Harbor will be the next topic of study. Students will take notes on the Power Point about Pearl Harbor, while questioning occurs. Students will refer to what they have learned in previous classes to help understand the reasoning behind this attack. Students will then pretend that they are a reporter and it is their job to describe the event to the American public. How will they be able to describe such an enormous loss? What information Pearl Harbor Power Point Pearl Harbor Information FDR's Message to Congress World War II Information \| \| \| should they provide about the sinking of the USS Arizona? \| \|---\|---\|---\| \| ELA.5.R.C1. \| Quote accurately \| What about casualties? Students may work in pairs to come \| \| 4 \| from an \| up with a couple paragraphs describing the occurrence. \| \| \| informational \| \| \| \| text when \| Students will also analyze FDR’s message to Congress \| \| \| explaining what \| \| \| \| \| (review process of declaring war: see Constitution unit). \| \| \| the text says \| \| \| \| \| What does he mean by, “a day that will live in infamy?” \| \| \| explicitly and \| \| \| \| \| Why is this primary source document? Should America \| \| \| when drawing \| \| \| \| \| have gone to war with Japan? How does this carry over into \| \| \| inferences from \| \| \| \| \| the war that had been going on? \| \| \| the text. (CCSS \| \| \| \| RI.5.1) \| \| \| ELA.5.SL.C1 \| Include \| To conclude the study on WWII, in pairs, students will read \| \| 4.2 \| multimedia \| the closing information about the end of the war. Some of \| \| \| components \| the information provided will be a review to reiterate \| \| \| (e.g., graphics, \| several points made throughout the unit. \| \| \| sound) and visual \| \| \| \| displays in \| Referring back to the World War II Power Point, students \| \| \| presentations \| will discuss the cost of war (billions of dollars – discuss \| \| \| when \| \| \| \| \| place value) and the number of casualties several countries \| \| \| appropriate to \| \| \| \| \| faced. Why is this information important? What was the \| \| \| enhance the \| \| \| \| \| overall impact/affect of WWII on the United States, and the \| \| \| development of \| \| \| \| \| world? Students will also look at the pictures from these \| \| \| main ideas or \| \| \| \| \| years of war and discuss what the mean. What are they \| \| \| themes. (CCSS \| \| \| \| \| portraying? \| \| \| SL.5.5) \| \| \| ELA.5.W.C1 \| Draw evidence \| To enable students to have a deeper insight into the \| \| \|---\|---\|---\|---\| \| 1.3 \| from literary or \| occurrences of WWII and what was happening to the \| \| \| \| informational texts \| \| \| \| \| \| citizens of European countries, students will be placed into \| \| \| \| to support analysis, \| \| \| \| \| \| cooperative learning groups to read the novel Number the \| \| \| \| reflection, and \| \| \| \| \| \| Stars. Students will meet with their literature groups every \| \| \| \| research. \| \| \| \| \| \| couple of days to discuss their readings and complete the \| \| \| ELA.5.R.C1. \| Determine a \| various activities assigned. To keep conversation and \| \| \| 2 \| theme of a story, \| discuss occurring throughout the novel, each student will be \| \| \| \| drama or poem \| given a job to carry out when the group meets (Discussion \| \| \| \| from details in a \| director, Travel tracer). Each time the students meet, the job \| \| \| \| literary text, \| will change. \| \| \| \| including how \| \| \| \| \| characters in a \| \| Literature Circle Roles Sheet \| \| \| story or drama \| \| \| \| \| respond to \| \| \| \| \| challenges or \| \| \| \| \| how the speaker \| \| \| \| \| in a poem \| \| \| \| \| reflects upon a \| \| \| \| \| topic; summarize \| \| \| \| \| the text. (CCSS \| \| \| \| \| RL.5.2) \| \| \| \| ELA.5.L.C15 \| Demonstrate \| Spelling words will come from the vocabulary booklet \| Number the Stars Activities \| \| .1 \| command of the \| created during the unit study and vocabulary terms learned \| (The above activities must be \| \| \| conventions of \| \| \| \| \| \| from the novel. For example, sabotage, ration, and \| purchased before use.) \| \| \| Standard English \| \| \| \| \| \| devastating are just a few words used for the twelve to \| \| \| \| grammar and \| \| \| \| \| \| fifteen word lists. \| \| \| \| usage when writing \| \| \| \| \| or speaking. \| \| \| \| \| [Ongoing \| Comprehension quizzes will be given after every few \| \| \| \| throughout entire \| chapters are completed and discussed. \| \| \| \| duration of the \| \| \| \| \| unit]. \| \| \| \| \| \| Students will take into consideration the atmosphere, \| \| \| \| \| setting, and time. Why/How does this matter for the story? \| \| \| ELA.5.R.C3 \| Explain how an \| \| \| \| .4 \| author uses \| \| \| \| \| \| Character analysis will occur, as well as literary element \| \| ELA.5.R.C1. 3 ELA.5.R.C3. 5 evidence to support particular points in an informational text, identifying which reasons and evidence support which point(s). (CCSS RI.5.8) Compare and contrast two or more characters, settings or events in a story or drama, drawing on specific details in the literary text (e.g., how characters interact). (CCSS RL.5.3) Integrate information from several informational texts on the same topic in order to write or speak about the subject knowledgeably. CCSS RI.5.9) ( review. The reasoning behind the title of the book will also be addressed. Predictions, tone, theme, conflict, climax, and mood are also parts that will be reviewed. Grammar will be brought into the lesson through DOL (Daily Oral Language (Color the Rainbow)/A teaching strategy that is carried out at the beginning of every class). Students will correct sentences that are generated from or about the book. Figurative language will be reviewed as well. The various activities (besides the quizzes), will be compiled into a portfolio for students to refer back to while the unit study continues and further on. Upon completion of the novel/unit study, students will complete a project of their choice from the approved list to show their understanding of this time period in history. If a student would like to do a different project, it must first be cleared by the instructor. Students will create a booklet with four pages. One page will be a facts and opinions page. The top half of the page will include five facts that the students have learned from the unit and the bottom half of the page will require five opinions that the student personally has about the WWII Unit Study Project \| \| Read and interpret \| Holocaust, Nazis, Hitler, and Europe during the time period, \| \|---\|---\|---\| \| SS.5.G.8 \| information from \| etc. The remaining pages of the book will be filled with a \| \| \| photographs, \| \| \| \| \| diary entry, novel review, comic strip, etc. The students \| \| \| maps, globes, \| \| \| \| \| may focus solely on Number the Stars or do a compilation \| \| \| graphs, models and \| \| \| \| \| of the unit. The goal is for students to depict their \| \| \| computer \| \| \| \| programs. \| understanding and have the ability to share their finished \| \| \| \| product with their classmates. \| \| \| \| Work completed will be graded by a rubric. \| \| \| \| The final assessment will be a student created test. Every \| \| \| \| student must create a test based off of the information they \| \| \| \| have learned during the unit. The test must contain at least \| \| \| \| twenty questions (this will also be graded with a rubric). \| \| \| \| Students will then trade their test with a peer and once the \| \| \| \| test is returned back to them, they will grade it. \| Differentiated Instruction Opportunities/Overview: Placing students in ability groups will allow for extensions and revisions of what is to be expected. For example, an extension could be having students create a five paragraph essay; while other groups construct a three paragraph essay. The same expectations are present; the only element of change is the required length. Multiple choice questions could have fewer options for some students, also additional tools can be provided to aid the students in finding the correct answer. When given the study guide, an adjusted version can be provided, or a list of the answers and the students must decide where to place them on the study guide. Extra time may also be given to complete assignments. Allowing pacing for certain reading material also provides a great way to differentiate instruction. Accommodations do not equal lower expectations. Teaching Strategies Checklist \| X \| \|---\| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \|---\| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| Technology \| \| X \| \| X \| \| X \| \| X \| \| Differentiated Instruction \| \| X \| \| X \| \| X \| \| X \| \| X \| \| Assessment \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| \| X \| Presentation \| \|---\|---\| \| X \| Journal \| \| X \| Think, pair, share \| \| X \| Summary \| \| X \| Oral questioning \| \| \| Analogy \| \| \| PowerPoint, or movie maker \| \| Authenticity \| \| \| X \| Various activities \| \| X \| Inquiry, research and evidence \| \| X \| Evidence of time management and planning \| \| X \| Problem solving strategies \| \| Summary of unit upon completion: \| \|	<urn:uuid:41907da2-e93e-43ec-8481-cff52b01c907>	CC-MAIN-2024-42	https://wvcatholicschools.org/download/Number-the-Stars-Unit.pdf	2024-10-14T03:01:05+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	531,859,124	6,213	eng_Latn	eng_Latn	0.998078	eng_Latn	0.998248	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 3642, 6772, 7677, 9610, 11619, 13337, 14901, 16459, 18319, 20667, 22380, 24432, 24650, 25025 ]	[ 4.5625, 3.578125 ]	1	0
Lucindy Lawrence Jurdon Interview with Lucindy Lawrence Jurdon —Preston Klein, Lee County, Alabama IT AIN'T DE SAME Lucindy Lawrence Jurdon bustled feverishly about her tiny Lee County cabin when she learned her picture was "goin' to be tuk." She got out her old spinning wheel; sat down before it and beamed. Her daughter coming in from the field, exclaimed: "Ma, I done tol' you dis lady was comin' to see you; an' you wouldn't believe me." After she had posed, she seated herself to tell about slavery days. Her oldest grandson was sick in the next room with pneumonia; the cabin was stuffy and bare. Lucindy said: "Honey, I was borned in Macon, Georgy, on de twenty-eighth day of some month or other; I can't 'member which. But de year was 1858. "My pappy an' mammy, Emanuel and Patsy Lawrence, come from Jasper County, Georgy. I had a sister named Jennie an' a brother named Phillip, but I was de oldest. "Ol' Marster had 'bout three or four hundred acres on his plantation. His name was Marster LeRoy Lawrence, and he shorely was good to all us niggers. His daddy was Mr. Billy Lawrence; an' de marster had four chilluns. "Us lived in a two-room log house wid a lean-to next it. Us was well off in dem times, but us didn't have sense enough to know it. I 'members dat us always had plenty of good victuals. "Honey, us had meat broiled on hot rocks, roasted 'taters, ash-cake and sech. On Sunday us had ashcake cooked in collard leaves; an' beef was served us when de killin' time come. Marster always gived de niggers plenty to eat. "I can sit here an' picture dat house of marster's; a big, six-room house wid wide plank weatherboarding. Beside de house was a big garden, and it had palings 'round it. "My mammy was a fine weaver and did de work for both white an' colored. Dis is her spinning wheel, an' it can still be used. I use it sometimes now. Us made our own cloth an' our stockings, too. Lucindy Lawrence Jurdon, Lee County, Alabama "No'm, us never did learn nothing. If us tried to read or write dey would whack our forefingers off. Us lived forty miles from de town an' it would take more dan two days to git to town. De women folks had to fix lunches every time dey went. "My grandmammy had sixteen chilluns. I 'members dat when us courted us went to walk an' hunted chestnuts. Us would string dem an' put 'em 'round our necks an' smile at our fellers. "On Sattidy nights dey would have dances an' dance all night long. Somebody would clap hands, beat pans, blow quills or pick de banjer strings. When us had cornshuckin's, dey would pile de corn up, ring 'round it an' shuck, drink likker an' holler: 'Boss man, boss man, please gimme my time; Boss man, boss man, fer I'm most broke down.' "I 'members dat one ol' sick man was freed 'fore freedom come. Dey let him go whar he wanted to, so he dug a hole in de ground an' used it fer a room. He put rafters inside to help hold it up an' it slanted down at de back." Lucindy mused a moment, concluded: "Dem was good days, honey; mighty good. But us shorely is in a bad fix now an' needs help mighty bad. It jest ain't de same no more."	<urn:uuid:40e61e90-61f9-4bd1-bcf3-e73ca75766d1>	CC-MAIN-2024-42	https://dunnhistory.com/wp-content/uploads/2022/01/Lucindy-Lawrence-Jurdon.pdf	2024-10-14T02:16:43+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	186,168,145	822	eng_Latn	eng_Latn	0.854492	eng_Latn	0.982639	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1909, 3115 ]	[ 1.5 ]	2	1
Sola Lectionary Text Study Pentecost 15, Proper 17 September 1, 2024 Proclamation Points The following are some thoughts and questions to be used for a text study on the weekly lessons, or for jump-starting the imagination of the preacher and hearer in preparing for the proclamation event. Deuteronomy 4:1-2, 6-9 When you were a child, did you ever sit with your grandparents and look through scrap books and old photos and listen to their stories of the "good old days"? Perhaps they were immigrants, or the children of immigrants who had interesting accounts of making their way to a new land. In this passage, through a sermon given by Moses, God calls Israel to obedience as the promised land is coming into sight. The people were cautioned not to add or subtract anything from God's law, but to remember all that they had seen and been through in the past forty years of wandering. Moses instructed the people to tell their children these stories so they would know and remember their history. * Why is it so important for us to remember where we've been and what we have learned from those experiences? Are we more apt to repeat old mistakes when we fail to recall how God has been with us through the highs and lows? * What do you think it means when God says through Moses, "You shall not add to the word that I command you, nor take from it"? Why is this important — in either direction? Psalm 119:129-136 In this section of what is a very long acrostic psalm, the psalmist sings of God's transformative power over him that comes through the holy Word. God's Word sheds light on people and situations where there was only darkness and misunderstanding. God's Word brings wisdom and understanding to even the simplest of minds. The psalmist longs for the Lord's words and keeps his direction, even while it pains him to see others who do not value the same holy Word of God. * Do you share the psalmist's love for God's Word? In what ways do you find yourself hungry for more and more understanding of the Bible? * How does engaging in study and dwelling in God's word through prayer actual help us understand God's will for our lives? What is wrong with quicker, more "magical" ways of attempting to divine our destiny? The psalmist declares, "Your promise is well tried" — indicating that God's Word is something that can be trusted; it has been proven repeatedly that God is true to his promises. Because so much depends on God's Word that no holy day is sanctified without it, we must realize that God wants this commandment ("remember the Sabbath day and keep it holy") to be kept strictly and will punish all who despise his Word and refuse to hear and learn it, especially at the times appointed. - Martin Luther - The Ten Commandments, The Large Catechism (Kolb, Wengert) Ephesians 6:10-20 Martin Luther was known for using battle imagery in his writing, especially his best known hymn "A Mighty Fortress is Our God." Luther knew that the Christian life was not an easy one; himself suffered the brutal attacks of the devil. In Paul's final words in his letter to the Ephesians, he too speaks of battle and the armament that has been given to believers by God. These tools are both defensive in nature and offensive — a warrior doesn't simply wait for an enemy to attack but prepares to go on the offensive. Paul wanted the believers to know that Christ had already won the fight at Calvary, but that would not prohibit the principalities and powers of darkness from attacking believers. They must be ready! The gospel is what makes believers ready; constant prayer and supplication, being in the Word, walking in love, all these are weapons against the rulers of this world. * Does the imagery of warfare as a metaphor for faith bother you? Why or why not? How does the image of the armor of God help you in your daily walk through life? * How have you seen the enemy attack as you've been drawn closer to the heart of Christ? Mark 7:14-23 The word used in this passage for "defile" is koinoς (koinos)in the Greek. It means literally "to make something common." To the Pharisees who challenged Jesus about his disciples' failure to wash their hands, the issue at stake was that they were impure. The actual ritual involved wiping one hand that was balled into a fist so that water neither dripped onto the forearm or back onto the hand after it was washed. This action was not written in the Law but rather was a tradition passed on from generation to generation by the scribes so that people's hands would be ritually clean. Jesus was upset by their criticism because they were more focused on human traditions than they were the commandments of God. He challenged them on their thinking by saying that what comes from the outside does not defile, but it is what comes from the inside (the heart) that poisons and makes unholy. * In what ways do you know for certain that God's promises are trustworthy and true? Do you ever doubt that fact? If so, what makes you doubt? What helps your faith in this regard? * Can you think of any human traditions in the church that get in the way of true devotion to God? * How have you seen Jesus' assessment about the heart of a person being the source of purity or defilement to be true? Sola Worship Resources (www.solapublishing.com) — © 2021 Sola Publishing. Permission granted to active subscribers to photocopy for congregational use.	<urn:uuid:a0d16a9a-08cd-463a-9aab-d52097f89f65>	CC-MAIN-2024-42	https://www.crosslutheranpigeon.org/_files/ugd/eeb350_ece57aaa9da6484b85ff57d117786162.pdf	2024-10-14T01:03:56+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	634,919,114	1,193	eng_Latn	eng_Latn	0.999017	eng_Latn	0.999017	[ "eng_Latn" ]	false	docling	[ 5424 ]	[ 1.3828125 ]	1	0
Example - Fairy Tales Little Ceri looked at her empty bowl and burst into tears. "I know. I know" said her mother patting her hand. "Someone or something has had a go at my breakfast too." "We're poor. We've nothing to steal, why do this to us?" grumbled Ceri's father. "It was only gruel." "It was probably that damn sorceress' pet." sighed Ceri's mother. "The slug?" Ceri's father scratched behind one of his pointed ears and raised a shaggy eyebrow. "The slug. The blue one. She promised she would control it better after last time it came over here and ransacked our grain bin." "We should be able to find its trail." suggested Ceri's father rifling through a box of cast off plastic baubles and trinkets. He pulled out a slightly scratched magnifying glass. "Ah here it is." Ceri couldn't maintain her sadness when her father turned around and pulled a distorted face at her through the magnifying glass. "Shall we find that dastardly slug's tracks?" Ceri and her father looked around the room and soon discovered a trail of slime crossing the floor from the table to the wall, then up the wall and through a gap in the floor joists that supported their ceiling. Outside their home the trail continued, stopping here and there to investigate some morsel or other as it made for the sorceress' home, finally ending near the house's front door step. Objects: A bowl of gruel Objects: A dragon's tooth Characters: Challenges: Events: Challenges: Objects: The sorcerer with the strange pet Something special was missing Someone begins to cry They renege on a promise A looking glass Locations: Endings: Endings: Under the floor The fool became the wisest of the ruler's advisors There would be no rest for them ever again This story snippet is the Copyright of the Author, Hamish Trolove.	<urn:uuid:621ec802-cad0-4fc9-ae10-f8f3abfd7584>	CC-MAIN-2024-42	https://www.techmonkeybusiness.com/pdfs/StorySoup_Example-Fairy_Tales.pdf	2024-10-14T03:18:11+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	854,086,829	423	eng_Latn	eng_Latn	0.997341	eng_Latn	0.999702	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1754, 1822 ]	[ 1.8671875 ]	1	0
RELATIONSHIP GOALS by Michael Todd Discussion Questions 1. What was the last post you saw with the hashtag #RelationshipGoals? What does this post say about the culture that surrounds us? 2. Name up to three other misleading images of the "perfect" relationship that you have seen in the media lately— whether in a movie, on a billboard, on social media, or elsewhere. Do you believe the images we see of "perfect" relationships are dangerous, neutral, or helpful in our own relationships and friendships? Why? 3. What rules of romantic relationships did you hear growing up? In what ways were you taught or shown how to follow them? 4. What examples of healthy relationships— whether parent/child, husband/wife, or friendships— did you have around you as you grew up? How do you think they influenced your view of relationships today? 5. In what ways have the church and Jesus followers influenced your view of relationships? 6. In general, are you the kind of person who likes to set goals or the kind of person who likes to wing it? What about in relationships, specifically? 7. Describe a time when having a clear relationship goal helped you achieve what you wanted. Or describe a time when not having a clear relationship goal led to trouble. 8. Michael introduces the idea that our relationship goals are supposed to be in alignment with our major life purposes and the dreams God has planted in us. As you see it, what is the connection between relationships and purpose? 9. "Progression, not perfection" is Michael's mantra for relationship goals. Is that encouraging to you? If so, why? 10. What does getting a win in relationships mean to you?	<urn:uuid:cb9845f5-a3de-48b8-9e21-9ccace9fabf6>	CC-MAIN-2024-42	https://promo.booksamillion.com/BookClub/DiscussionQuestions/Relationship_Goals_Discussion_Questions.pdf	2024-10-14T01:58:59+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00172.warc.gz	407,142,917	346	eng_Latn	eng_Latn	0.99885	eng_Latn	0.99885	[ "eng_Latn" ]	false	docling	[ 1656 ]	[ 1.4609375 ]	1	0
the alienation of labor in art frankie flood Dedication to work and responsibility to the ideals of a work ethic have served as national traits unique to the American experience. The social, political, and economic relevance has held the attention of scholars and artists; the social practice of labor has never been of interest. The visual culture of labor and the representation of the worker in late capital America are concepts relevant to my Master of Fine Arts thesis work. Labor as a cultural practice in relation to art is the focus of this research. In her book, Visualizing Labor in American Sculpture, Melissa Dabakis states, "During the late 1800's and early 1900's, the image of the artisan embodied the traditional values of dignity, morality and diligence; the traits which were associated with the work ethic ideology." These traditional values were core to the republican economy and ideals of an agrarian based society in antebellum America. The belief in the work ethic held the notion that the worker owned his toil, reaping the successes of his effort. Labor was a meaningful social philosophy which people organized their lives around. The traditional hierarchy of the skilled trades – master craftsman, journeyman, and apprentice – served as the organizing principle of both social and economic life in pre-industrial economy (Debakis 15). Labor not only created the structure of society, but also lent psychological stability to the individual and represented national progress (Dormer 33). The industrialization of America meant changes economically, politically and socially and work became a key area of political and economic debate during the nineteenth century. There was an economic conflict between labor and capital (those who owned the means of their production and those who sold their labor). Wage labor was looked upon as a system of slave labor; a system that cheated, demoralized, and enslaved the worker. The repetition of mundane tasks and the use of scientific management began to regulate the lives of most industrial workers. Karl Marx wrote Alienated Labor in 1844 and believed that they who controlled work – the means of production – controlled the world. Marx's theory of alienation connected work conditions to the decline of the human psyche: The worker is related to the product of his labor as to an alien object…The worker puts his life into the object; and now it no longer belongs to him, it belongs to the object…The externalization of the worker into his product does not only mean that his work becomes an object, an external existence, but that it exists outside him independently, as something alien to him, as confronting him as an autonomous power…The alienation of the worker in his object is expressed within the laws of political economy thus: the more the worker produces, the less he has to consume; the more values he creates, the less value, the less dignity, he has… (Kamenka 134-135). Why would a worker show care in his daily work routine when his job had been designed to rule out any sense of individuality? Influential in the Arts and Crafts context, concepts in John Ruskin's The Nature of the Gothic was similar to Marx's observations. Ruskin discussed mans' inability to be constantly precise in his actions and the de-humanizing effect of this type of work. Ruskin argued that the way people work, the conditions they work under and the way they make things, is fundamental to the well being of society. William Morris, also a key figure in the development of these ideas, believed creative work would improve the environment, generate psychologically fulfilled peoples and create a more honest economic system. It was essential to the [capitalist] system that the free labourer should no longer be free in his work; he must be furnished with a master having complete control of that work, as a consequence of his owning the raw material and tools of labour; and with a universal market for the sale of the wares with which he had nothing to do directly, and the very existence of which he was unconscious of. He thus gradually ceased to be a craftsman, a man who in order to accomplish his work must necessarily take an interest in it… Instead of a craftsman he must now become a hand, responsible for nothing but carrying out the orders of the foreman (Dormer 34). Ruskin and Morris called for rebellion against the constraints of machinery and the division of labor in British social life. Furthermore, Ruskin and Morris condemned industrial capitalism for degrading work, despoiling nature and inhibiting creativity (Debakis14). During the revival of handicraft, the attempt of the worker [to have some share of the joy of the artist in his work] was a protest against the domination of modern commercial and industrial systems for the production of profit. These systems created the era of technological advance and of machine utilitarianism, merged into what we now see as the beginning of the age of machine implemented culture (Cheney 26). This culture is marked by mass fabrication of materials, mass production of parts, mechanical assembly, and division of labor by specialization. In a society where objects were once made unique and precious and stamped with the mark of the artist's personality, today's requirement of the object is for impersonality. Working on an assembly line in a factory and experiencing the alienation of the worker firsthand had a prolific effect on my artistic endeavors. Beginning at age fourteen I worked full-time in the summer months and part-time during the academic year. As a child, my family stressed the financial and moral rewards of hard work. My father was the provider for our family. He worked at a printing factory where he entered into an apprentice program at age twenty four. He played a pivotal role in my development. During my childhood my father spent his spare time working on cars, carpentry, and knife making. He showed me how to "fix things" and how to "use my hands". In order to accomplish a task, it was important to have the appropriate tool. Since we had little to spend on tools, we would make the tools we needed. The act of making tools provided the opportunity to understand how machines worked. Through knife making and participation with hobbies my father enjoyed, craftsmanship and function were instilled in me. The objects we made needed to function well necessitating good craftsmanship and attention to detail. When I became employed, I took pride in working to my highest potential. This was necessary to be able to stand-out in a sea of people who were "all the same". To be the most skilled, most productive, and most efficient gave me a sense of individuality within the mass of workers. A sense of purpose was selfcreated. While working at a lighting factory I became proficient at every task on the assembly line. Additionally, I found my mind wandering while I worked. Initially, I would think about how I could be more productive at whatever task I was doing and how the assembly line might operate more effectively. These thoughts faded and I found myself thinking about what I was going to do when my workday was over. I would dream of my leisure time and how I would spend it. This helped to pass time and make the day shorter. Leisure time became an extension of working time in that I became the owner of my production. I used my hands and the skills that I "practiced" at work to produce things that I wanted to make. Industry and the machine became the provider of work and the source of recreation after work. I filled my summers by working on old motorcycles; this enabled me to get through the endless days of factory work, and to fulfill my need to create. I took an interest in vintage motorcycles and restored them to working condition using the skills that my father had taught me, the skills that I was learning in college, and the new found processes at the factory. The need to create and to own the means of my production in my spare time was what appeased me during the mundane repetitive days of anonymous factory life. While in college, I continued to hold a job in a local factory that made a variety of things: lighting fixtures, bleacher seats, children's playground equipment, motorcycle parts, and government contracted objects. The factory served as inspiration for what was possible in terms of production, process, craftsmanship, and utility. Daily, I was exposed to many types of processes in the manufacturing of goods, and I was intrigued by the creation of something out of nothing, the attention to detail, and the skill in execution and craftsmanship to create a functional object. I questioned the use of advanced technological skills to reproduce the same object repetitively. Why couldn't the skills of the workers be put to use in a creative manner? I was also exposed to the people who embodied my father's ideals; people who worked hard for a living and possessed skills that were phenomenal, yet overlooked by their employer and dismissed by themselves. For practical reasons, I majored in art education, with the hopes of securing a high school teaching position. After enrolling in a Jewelry class I became enthralled by the techniques that were taught, the tools that were used, and the attention to detail and craftsmanship that was stressed. Functionality through design and craftsmanship was something that I had always been exposed to, although I had never realized what it was. I became enthused with every aspect of the metals field including its history. I realized there were parallels that existed between what my father did as a hobby, the labor of a skilled worker, and the function of art. During graduate studies at the University of Illinois I questioned the role of craft within art. The means of labor and production that held so much meaning and passion for me was virtually disregarded by some members of my faculty. As Paul Greenhalgh writes in his essay on the history of craft, "The celebration of unfettered creative thought led inevitably to the development of artistic processes that eliminated the manual vehicle of artistic expression: skill" (Dormer 42). To have concern with skill or labor was not inline with the avant-garde model; it was a constraint. In order to come to terms with this, I embarked on the creative research that culminated in a thesis. The need for tools and their usefulness grew out of instinct. This instinct is the basis of humankind; the tradition of tool making is what shaped metalsmithing's history. My choice of pizza cutters stems from the history of metalsmithing and the humanly inherent need for tools. Since the beginning of time, tools have been used to perform specific tasks. The tool becomes an extension of the hand and enables tasks which would not be possible by the hand alone. Although tools are a part of metalsmithing's history, the use of industrial techniques to create a one of a kind object is not. The elemental tools created from stone, wood, and clay have made way to machine-age materials and instruments. My work investigates one of a kind objects and their role in a world based on mechanical reproduction. Industry has removed the aura from objects and stripped them of their individuality. My pizza cutters seek to demolish the sterile conformity of mass produced objects. The decade after World War II brought a level of conformity that has continued to shape a nation which once celebrated regional and personal differences. Franchises became the norm and television advertising infused a system of identical vision to create a homogeneous culture. The constricting nature of conformity gave way to the emergence of fringe culture groups and nonconformist rebellion against authority. These groups deliberately opted for an outlaw lifestyle and defined themselves through their style of dress and mode of transport. Eileen Boris writes about the development of cultural identity in America based on the Ruskin/Morris model in her book Art and Labor: At first glance, the story of what happened in America is a story of failure, of a twisted dream, of how what began as a critique of art and labor under industrial capitalism turned into a style of art, leisure activity, and personal and social therapy. But seen from another angle, the devotion of the craftsman ideal provides a key to understanding cultural identity and class formation during a crucial period of social transformation. The history of the arts and crafts movement belongs to the history of the middle class, its fear and hatred of class conflict, its own loss and redefinition of autonomy and independence, its somewhat uncomfortable search for bodily ease, its creation of rebels within its own midst (Boris XIV-XV). The outlaw biker image is a break from the conformity that has taken over America since industrialization. The chopper motorcycle represents the antithesis of convention and conformity. The "over the top design", use of gaudy ornamentation and over-exaggerated form of choppers in the fifties and sixties represented a means of escape from everyday responsibilities and blue-collar jobs. The chopper became a uniquely American backlash against the engineering comforts of the post-economic boom. The custom bike became a way of transcending the mundane existence of the work week through the close identification with a highly personalized vehicle. My work represents the stylistic and flamboyant embellishment of these groups who live on the fringe of popular culture. The pizza cutters and chopper motorcycle I created for the MFA thesis embodies these same ideals and at the same time becomes an alternative to the conformity of the so called avant-garde and their production of commodity (Image 1, page 8). My machined pizza cutters draw inspiration from chopper motorcycles that are built by people in a subculture that attempts to reclaim the mythology and economic usefulness of the American worker as patriarch; translating machine or functional object into flesh and blood (Image 2, page 9). The outlaw as defiant nonconformist, as well as social outcast is a parallel to being an artist who makes functional objects and an individual who takes pride in the power of labor, invention, and skill. Works Cited Boris, Eileen. Art and Labor: Ruskin, Morris, and the Craftsman Ideal in America. Philadelphia, Temple University Press, 1986. Cheney, Sheldon and Martha. Art and the Machine: An Account of Industrial Design in 20th-Century America. New York, Whittlesey House, 1936. Dabakis, Melissa. Visualizing Labor In American Sculpture: Monuments, Manliness, and The Work Ethic, 1880-1935. Cambridge, United Kingdom, Cambridge University Press, 1999. Dormer, Peter. The Culture of Craft: Status and Future. Manchester and New York, Manchester University Press, 1997. Kamenka, Eugene. The Portable Karl Marx. New York, Penguin Books, 1983. Rodgers, Daniel R. The Work Ethic in Industrial America 1850-1920. Chicago, University of Chicago Press, 1978. Ruskin, John. The Stones of Venice. New York, Penguin Books, 1960.	<urn:uuid:ba898d06-c004-4a36-ba14-e3099be96622>	CC-MAIN-2024-42	https://www.frankieflood.com/_files/ugd/84a541_ff7f732bceb1422c834182bb577cb33c.pdf	2024-10-14T01:40:44+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	656,691,453	3,036	eng_Latn	eng_Latn	0.922216	eng_Latn	0.998981	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2959, 6480, 9075, 12065, 14311, 15140 ]	[ 1.59375 ]	1	1
YEAR 9 Algebra 7 Modelling with Graphs Number 6 Multiplication and Division by Fractions Algebra 8 Arithmetic and Geometric Sequences Shape and Space 9 Polygons and Constructions Ratio and Proportion 6 Scales, Bearings and Measures Algebra 11 Linear Inequalities Probability 2 Probability Diagrams Shape and Space 8 Circles, Arcs and Sectors Algebra 10 Algebraic Factors Shape and Space 7 Further Transformations Number 8 Calculating with Standard Form Statistics 2 Correlation Ratio and Proportion 5 Percentage Change Algebra 9 Algebraic Manipulation Number 7 Permutations Multiplying Fractions Geometric Sequences Percentage Change Product Rule Standard Form Correlation Expanding Brackets Area of Circles Frequency Trees Inequalities Triangles Bearings	<urn:uuid:72796731-2708-4ad8-8a4d-8c0aba454759>	CC-MAIN-2024-42	https://www.harrogategrammar.co.uk/seecmsfile/?id=3021	2024-10-14T03:10:35+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00172.warc.gz	685,347,117	214	eng_Latn	eng_Latn	0.53351	eng_Latn	0.53351	[ "eng_Latn" ]	false	docling	[ 756 ]	[ 2.28125 ]	1	0
Oshawa N.A.S.C. Hockey Parent's Code of Conduct Please Read Carefully Hockey, by the very nature of the game, is a very physical and aggressive sport. When a game is as fast-paced as hockey, it is sometimes inevitable that tempers will flare and poor judgment will occur. As parents or guardians, it is our responsibility to encourage our children/players to play by the rules. We must remember that children learn best by example. By adults showing positive attitudes toward the game all participants will benefit. It is not the intention of the Code of Conduct to stop or hinder supportive parents. It is the intention to stop unwanted, uncalled for and even illegal behaviour of some individuals who will not or cannot control themselves while attending minor hockey games. As a parent or guardian of a participant in N.A.S.C. Hockey, I agree to adhere to the N.A.S.C. Parent's Code of Conduct. I agree to the following: Participation in N.A.S.C. Hockey is not a right; it is a privilege. - Respect and adhere to all ideals, policies and rules regulated by Hockey Canada, O.M.H.A. and N.A.S.C. Hockey. - Exhibit a high degree of sportsmanship, teamwork and positive attitude at all times when representing my child and our Hockey Association. - Show respect for the decisions, judgment and authority of all officials and timekeepers. - Maintain self-control at all times. - Refrain from yelling at, threatening, bullying or harassing; referees, timekeepers, opposing players, coaches, members of the N.A.S.C. Hockey Executive, or any other person before, during or after games or practices. - Refrain from physical abuse of any other person. - Refrain from demonstrations of frustration or anger after a game loss. - Respect the facilities, either home or away, in which my child is privileged to play. - That the referee's change room is private and not to be entered by non-officials. - Refrain from congregating in the dressing room areas of any arena, with the exception of picking up or dropping off your child. (i.e. the dressing room corridor of Harman Arena.) - Encourage my child to attend as many games and practices as reasonably possible in a timely manner and to notify the coach ahead of time if they will be absent. - Show respect for the feelings and abilities of my child, my child's teammates and the players on the other team. - Accept the abilities of my child and other players and refrain from any form of criticism. - Ensure that my child's equipment is complete, safe and in good condition. - Avoid unnecessary or exaggerated celebration of a goal scored or a game won that would embarrass or demean the opposing team. - Refrain from approaching the bench during a game situation unless summoned by a coach. - Avoid confusing my child by coaching from the stands. - Support all children, regardless of team (home or away) with positive encouragement. - Violation of any provision of this Code of Conduct by any parent, guardian or relative of a participant may result in an immediate suspension or expulsion from attending N.A.S.C. Hockey events and/or arenas by that person for the remainder of the current and subsequent seasons by the offending individual. In severe cases this suspension or expulsion may include a family (including player) suspension or expulsion from N.A.S.C. Hockey events and/or arenas for the remainder of the then current and subsequent seasons. - Wait 24 hours after a game to contact a hockey chairperson, coach or the league to voice a concern. The following are Guidelines for Disciplinary Action that may be enforced for a Violation of the Code of Conduct: - 1 st Offence - Offender not being permitted in the rinkside area or in the rinkside stands for the duration of the season. - 2 nd Offence - Ejection of the offender from the arena for the remainder of the season. - 3 rd Offence - Ejection of the offender and their child from N.A.S.C. Hockey for the remainder of the season and subsequent seasons. We hope you and your child have a great year ! www.naschockey.com	<urn:uuid:c29a93d4-53a6-43ae-9ff1-60f056cd7852>	CC-MAIN-2024-42	https://www.naschockeyoshawa.org/_files/ugd/e9fe70_f5180d8a5d5944a5a8fe383b54f8b285.pdf	2024-10-14T03:00:39+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	792,815,872	859	eng_Latn	eng_Latn	0.997859	eng_Latn	0.997859	[ "eng_Latn" ]	false	docling	[ 4049 ]	[ 1.484375 ]	1	0
IN & OUT WINDOW You can make pictures to stick on your window that can be seen from both the inside and the outside. There is plenty of clear plastic, so other whanau, no matter what age, may like to also have a go. If you find you need more stickers, please pm me the colours, quantity needed, and your address and I'll drop off to you. It looks easy, BUT… READ THE INSTRUCTIONS FIRST! 1. Think about what you want to create. You might have other stickers at home you could also use. 2. Think about the layers. For instance, if you are making a bird, you would do the body, then on top of the body you would do the feathers, add a tail, add a beak, add the eyes. 3. It is a good idea to draw the layers on card to trace around. 4. Choose a sheet of clear plastic and cut it the size you want, or wait and trim it when your picture is finished. Make sure it will fit on the window you have chosen! 5. Choose your first colour: Fold two stickers together and trace around your card shape. 6. CUT THE TWO STICKERS AT THE SAME TIME! In that way, they will match when you do the reverse side. DON'T do letters….it doesn't work on the other side...except for some very special words like AHA. I wonder why that is! 7. Put one sticker on to the clear plastic where you want it. 8. Turn the clear plastic over and put the other sticker you cut at the same time on top of the first sticker as accurately as you can, so you have the colour on both sides. 9. Continue building up your picture in this way until you are happy with it. You can use a vivid for highlighting. 10. If needed, trim the clear plastic so it is closer to the picture. 11. Use a few of the clear stickers to attach your picture to a window. 12. If you are comfortable to do so, post a photo of your picture onto the school website. HAVE FUN!	<urn:uuid:fc808ede-617d-4afb-9b43-d0f35634cda0>	CC-MAIN-2024-42	https://www.koraunui.school.nz/assets/Uploads/Learning-at-home/craft-homework-tasks/2021/Instructions-In-and-Out-Window-Art.pdf	2024-10-14T03:05:49+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00172.warc.gz	727,484,124	435	eng_Latn	eng_Latn	0.998852	eng_Latn	0.998852	[ "eng_Latn" ]	false	docling	[ 1815 ]	[ 2.4375 ]	1	0
CHARLES P. BALCH, farmer, druggist and prominent business man of Dufur, Wasco county, and one of the leading citizens of the community, was born in Wisconsin, April 21, 1860. His parents were John A. and Caroline (Stevenson) Balch, the father a native of Vermont and the mother of the state of New York. The father was, by trade, a millwright. The Balch family is one of the most distinguished in the United States, and its members have contributed much to the history of the country. Members of the family were participants in the Revolution and the War of 1812. Captain Balch was with General Knox during the former war. He died in June, at Iola, Wisconsin. The father of Caroline (Stevenson) Balch, mother of our subject, was a native of England; her mother of Scotland. She died in 1878 at Iola. In the latter town our subject was reared until he had reached the age of eleven, and the family then removed to Oshkosh, Wisconsin, where he attended graded and high schools. He followed various employments after leaving the educational institutions, and in 1883 came to Oregon. He located in Wasco county, on the Des Chutes river and filed on a claim which he improved and sold later. He then removed to Dufur and engaged in the drug business, continuing in the same ten years. He disposed of this property, but three years later purchased a half interest in this business which he still retains, but taking no active part in its conduct. Principally he is engaged in stock raising in company with A.J. Dufur. They winter between three and four hundred head of cattle. Mr. Balch has four sisters; Jennie, wife of J.W. Bishop, of Wausau, Wisconsin, a prominent mining man; Clara, wife of E.J. Goodrick, an attorney, residing in Wisconsin; Elizabeth E., wife of A.K. Dufur, of California; and Kittie, married to George Rock, a railroad engineer, living at Spooner, Wisconsin. At Dufur, June 28, 1889. Mr. Balch was united in marriage to Lois Dufur, born in Portland, Oregon, the daughter of Andrew J., Jr., and Mary M. (Stansbury) Dufur. The father is a native of Vermont, mentioned elsewhere, and the mother of Indiana. Mrs. Balch has one sister. Fraternally Mr. Balch is a member of Wasco Lodge No. 15, A.F. & A.M., at The Dalles; R.A.M., Ridgeley Lodge No. 71, I.O.O.F., A.O.U.W., W.O.T.W., and the United Artisans, all of Dufur. He is a stanch Republican, and has frequently served his party as delegate to county conventions. [HOME] © Jeffrey L. Elmer RootsWeb is funded and supported byAncestry.com About Us\|Contact Us Corporate Information and our loyal RootsWeb community. \|Copyright \|Privacy\| \|Report Inappropriate Material Terms and Conditions\|CCPA Notice at Collection Learn more.	<urn:uuid:b8bb7958-9419-41d5-8ad7-37378d7cf1ae>	CC-MAIN-2024-42	https://orgenweb.atwebpages.com/wasco/cent-or-bios/bcpbalch.pdf	2024-10-14T01:42:59+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	393,475,044	676	eng_Latn	eng_Latn	0.997436	eng_Latn	0.997436	[ "eng_Latn" ]	false	docling	[ 2704 ]	[ 1.75 ]	1	0
Do Not Share... Utensils Drink Water bottles Lip Balm Cigarettes Hand Washing... Use soap & water, scrub for 20 seconds Wash your hands often Cover Your Mouth... Use a tissue Use your elbow Wash your hands Disinfect ... Gym equipment Door handles If no water is available, use alcoholbased hand sanitizer Keyboards/phones Bathrooms STOPPING MUMPS STARTS WITH YOU!	<urn:uuid:20fa9d2b-9d72-4838-b61c-01c150c03a55>	CC-MAIN-2024-42	https://www.wm.edu/news/documents/2018/stoppingmumpsflyer.pdf	2024-10-14T03:13:11+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00169.warc.gz	916,008,300	101	eng_Latn	eng_Latn	0.971476	eng_Latn	0.971476	[ "eng_Latn" ]	false	docling	[ 371 ]	[ 2.640625 ]	1	1
飯疏食、飲水、曲肱而枕之、楽亦在其中矣。「述而」 Gee, Jesus, where's my Cheese? I can't see it! Why me? 備え有れば憂い無し（備え有っても憂い有り。備えなければ、憂いばかり。）Providing is Preventing.有備無患油断大敵！ Security is the greatest enemy. 麻痹大意是大敌! 「Who Moved My Cheese? 市販本の日本語訳（チーズはどこへ消えた？）」は１９９８年出版されて以来、わずか数年の間に、老若男女を問わず、また教育者からビジネスマンに至るまで、数千万の人々に読まれています。仕事上、生活上の変化を客観直視し、積極的・建設的に対処できる驚嘆すべき方法として絶賛されています。本テキストは英語原本からの日本語訳です。できるだけ、文法理解に役立つように配慮しましたが、不自然な場合は意訳しました。下線を施していますので、日本語と英語の文構造に注意できるようにしています。最近、中国では「心の糧」の必要性が強調されていて、本書が歓迎されています。したがって、中国語訳本が出ていますので、それを原本にして、できるだけ忠実に日本語に訳して、中国語・日本語の翻訳学習に使用することにしました。したがって、英・中・日の言語学習者には３か国語の比較学習ができると思います。授業などで使用しながら、不都合な部分は改善してゆければと願っています。ご指摘・ご意見をいただければ、幸甚です。２００５年４月８日清辰薬応書院泉原益応この本を読んで、先ず思いついたのは、「♪Amazing Grace♪」の構成との類似、次には、本書の扉で筆者が最初に掲げたロバート＝バーンズの言葉「ネズミや人間が周到に建てた計画は、往々にして迷子になってしまうものだ（完璧に練り上げた計画でも失敗することがある）」でした。彼は「ほたるの光」で知られる「 Auld Lang Syne = the good old days」の作詩・作曲者とされています。その歌の題名と内容は本書とは非常に対照的なものですが、それは最後の筆者の言葉と関係しているのでしょうか？一方、本書の内容は、約2,500 年前の「論語」の中でも、頻出しています。古人の知恵や心得が現在に生かされず、アメリカ人の新刊書が「単純に」歓迎されるのは何か笑えない喜劇のような感じがしてなりませんが、、、？天は自らを助く者を助く。Heaven helps those who help themselves. 天助自助. We have God to help us, but first we have Got to help ourselves. 温故知新可以為師矣仁仁人怨者為不逝新しきを知らばもて師となすべし斯如乎不昼舎夜ゆもくのかはくごき日知其所亡月無忘其所能のとか Not a long day, but a good heart. 由己而人有乎？をすなはに己よりて天不人尤下而を天うみらず人とをがず学上め達日知其所亡、月無忘其所能「子夏」古をきあたためて昼を夜おずか下し学て達上すにらよず忘ることなし月そにのくよすとるこをろ日そにのきなとろこをり知 Who Moved My Cheese? is a story about change that takes place in a Maze where four amusing characters look for "Cheese" ― cheese being a metaphor what we want to have in life, whether it is a job, a relationship, money, a big house, freedom, health, recognition, spiritual peace, or even an activity like jogging or golf. Each of us has our own idea of what Cheese is, and we pursue it because we believe it makes us happy. If we get it, we often become attached to it. And if we lose it, or it's taken away, it can be traumatic. The "Maze" in the story represents where you spend time looking for what you want. It can be the organization you work in, the community you live in, or the relationships you have in your life. Who Moved My Cheese? The Story An A-Mazing Way To Deal With Change In Your Work And In Your Life. by Spencer Johnson, M.D. ONCE, long ago in a land far away, there lived 4 little characters who ran through a Maze looking for cheese to nourish them and make them happy. Two were mice named "Sniff" and "Scurry" and two were Littlepeople―beings who were as small as mice but who looked and acted a lot like people today. Their names were "Hem" and "Haw". (英語⇒日本語翻訳泉原益応) 「誰がチーズをとったのか？」は、「変化」についての「物語」です。物語はある迷宮内で起こり、そこで４匹の愛らしいキャラクターが「チーズ」を探し求めるのです。物語の「チーズ」は私達が人生において手に入れたいと願う物の一種の比喩なのです。それは仕事でもあるし、人間関係でもあり、お金でも、豪邸でも、さらには、自由や、健康や、社会的な認知や精神面での安らぎでもあるし、またあるいは、ジョギングやゴルフなどのようなスポーツであってもいいのです。私達は誰でも、「チーズ（＝何よりも大切な物事）」が何であるかわかっていて、それを探し求めます。なぜなら、それが私達を幸せにしてくれると信じているからです。しかし、もし手に入れると、往々にして依頼し執着することになります。そういう時に、もし突然に、（それを）失ったり、あるいは、持ち去られたら、（私達は）そのために極めて深い精神的障害を被ることがあるのです。物語の「迷宮」は、あなたがほしいものを探し求める場所です。あなたが働く職場や住んでいる地域、あるいは生活上の人間関係でもあるのです。物語「誰がチーズをとったのか？」人生や仕事においての変化に対処できる驚嘆すべき方法むかしむかし、はるかかなたの地に４匹の生き物が住んでいました。毎日近くの不思議な迷宮の中を行ったり来たりして、空腹の心配もなく楽しく幸せにしてくれるチーズを探していました。２匹はネズミで、「スニッフ」、もう一匹は「スカリー」といいました。他の２人はネズミと同じ大きさの小人で、かっこうも行動も、現在の人間にとっても似ていました。２人は「ヘム」、「ホー」といいました。 Due to their small size, it would be easy not to notice what the four of them were doing. But if you looked closely enough, you could discover the most amazing things! Every day the mice and the Littlepeople spent time in the Maze looking for their own special cheese. The mice, Sniff and Scurry, possessing simple brains and good instincts, searched for the hard nibbling cheese they liked, as mice often do. The two Littlepeople, Hem annd Haw, used their complex brains, filled with many beliefs and emotions, to seach for a very different kind of Cheese―with a capital C―which they believed would make them feel happy and successful. As different as the mice and Littlepeople were, they shared something in common: every morning, they each put on their jogging suits and running shoes, left their little homes, and raced out into the Maze looking for their favorite cheeses. The Maze was a labyrinth of corridors and chambers, some containing delicious cheese. But there were also dark corners and blind alleys leading nowhere. It was an easy place for anyone to get lost. However, for those who found their way, the Maze held secrets that let them enjoy a better life. The mice, Sniff and Scurry, used the simple trial-and-error method of finding cheeses. They ran down one corridor, and if it proved empty, they turned and ran down another. They remembered the corridors that held no cheeses and quickly went into new areas. 彼等はほんとうに小さかったので、何をしたところで、まわりの注意をひくことはありませんでした。しかし、もし近くに寄って、じっくり見れば、思いもつかないすばらしいことがいくつもあるのに気づくことでしょう。２匹のネズミと２人の小人は毎日、迷宮の中で過ごし、その中でめいめいの好きなチーズを探し求めるのでした。ネズミのスニッフとスカリーは、頭は単純でしたが、すばらしい直感を持っていて、他のネズミ同様、歯ごたえのある硬めのチーズを探しました。しかし、２人の小人、ヘムとホーは、多種多様の考えや感情がいっぱいに詰まった頭を使って、「C」という文字のついているとても変わった種類のチーズを探しました。そのチーズによって幸福になり、成功できると信じていたのです。このようにネズミたちと小人たちはまったく異なっていますが、しかし、共通点もありました。それは、毎朝、運動服を着て、運動靴を履いて、家を出て、迷宮に駆け込んで、各自の好きなチーズを探し求めるのです。その迷宮は廊下や部屋がたくさんある迷路で、その中のいくつかの部屋にはおいしいチーズが貯蔵されていたのです。しかし、まっくらな角や（行き止まりの）袋小路などがいっぱいあって、そこに入り込んだ者がすぐに迷ってしまう場所でした。しかしながら、出口を見つけた者には、すばらしく幸福な生活を与えてくれる秘密の力をもっていたのでした。スニッフとスカリーはチーズを見つけるのに単純な試行錯誤の方法を使いました。１つの廊下に駆け込んで行って、もし空っぽだったら、すぐに引き返し、ほかの廊下に行って探すのです。チーズのない通路はみんな覚えて、すぐさま別の新しい区域に行くのでした。 Sniff would smell out the general direction of the cheese, using his great nose, and Scurry would race ahead. They got lost, as you might expect, went off in the wrong direction and often bumped into walls. But after a while, they found their way. Like the mice, the two Littlepeople, Hem and Haw, also used their ability to think and learn from their past experiences. However, they relied on their complex brains to develop more sophisticated methods of finding Cheese. Sometimes they did well, but at other times their powerful human beliefs and emotions took over and clouded the way they looked at things. It made life in the Maze more complicated and challenging. Nontheless, Sniff, Scurry, Hem and Haw all discovered, in their own way, what they were looking for. They each found their own kind of cheese one day at the end of one of the corridors in Cheese Station C. Every morning after that, the mice and the Littlepeople dressed in their running gear and headed over to Cheese Station C. It wasn't long before they established their own routine. Sniff and Scurry continued to wake early every day and race through the Maze, always following the same route. When they arrived at their destination, the mice took off their running shoes, tied them together and hung them around their necks―so they could get to them again. Then they enjoyed the cheese. In the beginning Hem and Haw also raced toward Cheeses Station C every morning to enjoy the tasty morsels that awaited them. スニッフがすぐれた鼻を生かして、チーズの大体の方向を嗅ぎ出すと、スカリーが駆け出して先導するのです。しかし、当然のことながら、迷って、まちがった方向を行ってしまったり、よく壁にぶつかってしまうことがあったのです。しかし、しばらくしてすると、道を見つけ出しました。一方、２人の小人、ヘムとホーもやはり同様に自分達の過去の経験を考えたり、学んだりするのです。しかしながら、２人は複雑な頭脳に頼って、もっと洗練された効率のよい方法を工夫してチーズを探すのでした。うまく行く時もありましたが、しかし２人の強力な信念や感情のせいで、物事を見る目が曇ってしまう時もありました。そのために、迷宮での生活はいっそう複雑になり、骨の折れるものになってしまいました。にもかかわらず、スニッフとスカリー、ヘムとホーのみんなは、各自異なった方法で自分の探していた物を発見しました。ある日のこと、Ｃチーズステーション内の廊下の端で、自分達のほしかったチーズを見つけたのです。そのあと毎朝、みんなは運動服を着て、Ｃステーションに向かうのでした。まもなく、それぞれの日課ができあがりました。スニッフとスカリーは同じように毎日早起きして、それからいつも同じ道を通って迷宮に走って行くのです。ネズミたちは目的地に到着すると、運動靴を脱いで、結び合わせて、首に掛けました。それはすぐに履けるためでした。そのあとで、チーズを味わうのでした。初めのうちは、ヘムとホーも同じように行動して、毎朝、Ｃステーションに走って行って、そこにあるご馳走を味わうのでした。 But after a while, a different routine set in for the Littlepeople. Hem and Haw awoke each day a little later, dressed a little slower, and walked to Cheese Station C. After all, they knew where the Cheese was now and how to get there. They had no idea where the Cheese came from, or who put it there. They just assumed it would be there. As soon as Hem and Haw arrived at Cheese Station C each morning, they settled in and made themselves at home. They hung up their jogging suits, put away their running shoes and put on their slippers. They were becoming very comfortable now that they had found the Cheese. "This is great," Hem said. "There's enough Cheese here to last us forever." The Liittlepeople felt happy and successful, and thought they were now secure. It wasn't long before Hem and Haw regarded the Cheeses they found at Cheese Station C as their cheese. It was such a large store of Cheeses that they eventually moved their homes to be closer to it, and built a social life around it. To make themselves feel more at home, Hem and Haw decorated the walls with sayings and even drew pictures of Cheese around them which made them smile. One read: "Having Cheese Makes you Happy." Sometimes Hem and Haw would take their friends by to see their pile of Cheese at Cheese Station C, and point to it with pride, saying, "Pretty nice Cheese, huh?" Sometimes they shared it with their friends and sometimes they didn't. しかし、しばらくすると、小人たちの日課は変わりました。毎日少し遅く起きて、のんびりと運動服を着て、それから、Ｃステーションに歩いて行きました。（それというのも）結局のところ、（今では）チーズのある場所も行き方もわかっているからでした。「チーズがどこから来たのか？、誰がそこに置いたのか？」など、思いもつきませんでした。チーズはいつまでもそこにあるのだろうと思うだけでした。毎朝、ヘムとホーはＣステーションに着くとすぐに、くつろいでしまって、のんびりと過ごすのでした。運動服を脱いで、靴を脱ぎ捨てて、スリッパに履き替えました。チーズを見つけたので、今では心から安心しきっていたのでした。「ほんとによかった！一生食べて行けるほどあるよ。」とヘムは言いました。小人たちは幸福と成功の気持ちでいっぱいでした。もう何の心配もないんだと思いました。まもなく、ヘムとホーは、Ｃステーションで見つけたチーズは「自分達の」チーズなんだと考えるようになりました。チーズの量がそんなにも豊富だったので、それで、Ｃステーションの近くに引っ越して、そこで新しい生活を始めました。もっとくつろげるように、２人は「金言名句」などを書いて壁を装飾し、そのうえ、それらを囲むようにチーズの絵まで画いて、ニコニコするのでした。そのうちの１つはというと、「チーズがあるということは、幸せであるということだ。」時には、友人たちを連れて来て、Ｃステーションのチーズの山を見せて、それを指さして自慢して言うのでした、「とてもすてきなチーズでしょ？」時には、友人たちといっしょに味わったりすることもありましたし、自分たちだけで食べることもありました。 "We deserve this Cheese," Hem said. "We certainly had to work long and hard enough to find it." He picked up a nice fresh piece and ate it. Afterward, Hem fell asleep, as he often did. Every night the Littlepeople would waddle home, full of Cheese, and every morning they would confidently return for more. This went on for quite some time. After a while Hem's and Haw's confidence grew into the arrogance of success. Soon they became so comfortable they didn't even notice what was happening. As time went on, Sniff and Scurry continued their routine. They arrived early each morning and sniffed and scratched and scurried around Cheese Station C, inspecting the area to see if there had been any changes from the day before. Then they would sit down to nibble on the cheese. One morning, Sniff and Scurry arrived at Cheese Station C and discovered there was no cheese They weren't surprised. Since they had noticed the supply of cheeese had been getting smaller every day, they were prepared for the inevitable and knew instinctively what to do. They looked at each other, removed the running shoes they had tied together and hung conveniently around their necks, put them on their feet and laced them up. The mice did not overanalyze things. To the mice, the problem and the answer were both simple. The situation at Cheese Station C had changed. So, Sniff and Scurry decided to change. 「このチーズはボクらのものだよ。見つけるのに本当に長い間、苦労したんだから。ボクらには当然、保有する権利があるんだよ。」とヘムが言いました。そして、おいしいそうな一切れをつまんで、味わうのです。その後、ヘムはいつものように、眠るのでした。毎晩、小人たちはチーズでおなかいっぱいになって、よたよたと家に帰って行き、朝になると、もっと多くのチーズを味わえるのだと信じてＣステーションに行くのでした。このような状況がかなり長い間、続きました。ヘムとホーの自信はしだいに増大して、自分たちは成功したのだと思い上がるようになりました。まもなく、そんなにも安心しきってしまったので、２人には何かが起こっていることに気がつきすらしませんでした。（一方、）時が流れていっても、スニッフとスカリーは来る日も来る日も、同じ日課を続けました。毎朝早く、Ｃステーションに着くと、その周囲で匂いをかいだり、ひっかいたり、行ったり来たりして、そのあたりが前日と何か変わったことがないかを調べました。それから、腰を下ろしてチーズをかじるのでした。ある朝、スニッフとスカリーは、Ｃステーションに着いた時、チーズがなくなっているのを発見しました。２匹は驚きませんでした。チーズの量が日毎に少なくなっているのに早くから気づいていたので、その避けられない状況について、準備をしていたし、どうすればいいかも、本能的にわかっていたからでした。２匹はお互いに顔を見合わせると、結び合わせて首に掛けていた靴をはずして、それを履いて靴紐をしっかりと結びました。２匹は物事を過度には分析しませんでした。ネズミにすれば、問題も解答も両方とも単純だったので、Ｃステーションの状況に変化が起こったのだから、自分たちもそれに応じて変化することに決めたのです。 They both looked out into the Maze. Then Sniff lifted his nose, sniffed, and nodded to Scurry, who took off running through the Maze, while Sniff followed as fast as he could. They were quickly off in search for New Cheese. Later that same day, Hem and Haw arrived at Cheese Station C. They had not been paying attention to the small changes that had been taking place each day, so they took it for granted their Cheese would be there. They were unprepared for what they found. "What? No Cheese?" Hem yelled. He continued yelling, "No Cheese? No Cheese?" as though if he shouted loud enough, someone would put it back. "Who moved my Cheese?" he hollered. Finally, he put his hands on his hips, his face turned red, and he screamed at the top of his voice, "It's not fair!" Haw just shook his head in disbelief. He, too, had counted on finding Cheese at Cheese Station C. He stood there for a long time, frozen with shock. He was just not ready for this. Hem was yelling something, but Haw didn''t want to hear it. He didn't want to deal with what was facing him, so he just tuned everything out. The Littlepeople's behavior was not very attractive or productive, but it was understandable. Finding Cheese wasn't easy and it meant a great deal more to the Littlepeople than just having enough of it to eat every day. ２匹は迷宮の奥のほうに目をやりました。スニッフが鼻を上にして匂いをかぎ、スカリーに向かってうなずくと、スカリーはすぐさま迷宮中を駆けめぐり、スニッフができるかぎり遅れないようについて行くのでした。２匹は迅速に行動して、ほかの場所に行ってチーズを探し始めました。その日の遅くに、ヘムとホーもＣステーションにやって来ました。２人はそこで毎日生じているごく小さな変化に少しも注意していませんでしたし、当然、チーズがまだそこにあるものと思っていました。自分たちが目にしていることにはまったく準備ができていませんでした。「あれっ？チーズがないじゃないか？」とヘムは叫びました。そのあと、何度も何度も大声で叫ぶのでした。「チーズがないよ！チーズがないよ！」それはまるで大声で叫べば、誰かがチーズを返しに来るというみたいでした。「チーズを誰がとったんだ？」と大声でどなりました。最後には、両手を腰にあてて、顔じゅう真っ赤にして、声を張り上げて叫びました。「不公平だよ！」ホーは信じられなくて首を横に振りました。彼も以前と同じようにそこにチーズがあるものと思い込んでいました。長い間そこに立ったまま、ショックで動くこともできませんでした。そんなことになるとは思いもつかなかったのでした。ヘムは何かどなっていましたが、ホーは聞きたくありませんでした。目の前の事実を直視したくなかったので、一切の物を無視したのです。彼等の行動はあまりほめられたものではないし、建設的なものでもありませんでしたが、しかし、やはり理解し得るものでした。チーズを見つけることは容易なことではなかったし、２人の小人にとっては、毎日充分にチーズを食べられることを意味するだけでなく、もっともっと多くの意味を持つものだったのです。 Finding Cheese was the Littlepeople's way of getting what they thought they needed to be happy. They had their own ideas of what Cheese meant to them, depending on their taste. For some, finding Cheese was having material things. For others it was enjoying good health or developing a spiritual sense of well-being. For Haw, Cheese just meant feeling safe, having a loving family someday and living in a cozy cottage on Cheddar Lane. To Hem, Cheese was becoming a Big Cheese in charge of others and owning a big house atop Camembert Hill. Because Cheese was important to them, the two Littlepeople spent a long time trying to decide what to do. All they could think of was to keep looking around Cheeseless Station C to see if Cheese was really gone. While Sniff and Scurry had quickly moved on, Hem and Haw continued to hem and haw. They ranted and raved at the injustice of it all. Haw started to get depressed. What would happen if the Cheese wasn't there tomorrow? He had made future plans based on this Cheese. The Littlepeople couldn't believe it. How could this have happened? No one had warned them. It wasn't right. It was not the way things were supposed to be. They went home that night hungry and discouraged. But before they left, Haw wrote on the wall: The More Important Your Cheese Is To You, The More You Want To Hold Onto It. チーズを見つけることは彼等が幸福になるのに必要だと思うものを手に入れる方法だったのです。２人はそれぞれ好みが違うので、チーズの持つ意義もめいめいの違った考えを持っていました。ある人々にすれば、チーズは物質的な満足を表わし、またほかの人々にすれば、チーズはすなわち健康な生活を楽しみ、あるいは精神的な安らぎを深めるのでした。ホーにすれば、チーズは安全を意味し、いつかある日、愛する家庭を持ち、チェダー通りにある快適な別荘で生活することを意味しました。ヘムにすれば、チーズは、多くの人間を指導する大人物になり、カマンベールの丘に壮麗な邸宅を所有することを意味したのです。チーズは彼等にとって重要だったので、２人の小人は長い時間をかけてどうするべきかを決めようとしました。しかし、彼等に考えつくことができたのは、Ｃステーションのまわりを捜して、チーズがほんとうになくなってしまったのかどうかを見るだけでした。スニッフとスカリーがすでにすばやく行動しているのに、ヘムとホーはいつまでもぶつぶつ言いながら、ぐずぐずしていました。２人は「まったく不公平だ」と大声で非難しました。ホーは意気消沈しはじめました。明日もしチーズがなかったら、一体どうなるんだろう。彼は将来の計画をそのチーズを基盤にして立てていたのでした。２人の小人たちには信じられなかったのです。こんなことがどうして起こり得たのだろうか？誰も警告してくれなかった、間違ってるよ。物事というものはこんなふうであるべきはずではないんだ。その日の夜、ヘムとホーはお腹をすかせて、しょんぼりと家にもどって行きました。ホーは出る前に壁に書き残すのでした：「チーズが大切であればあるほど、それだけ（それに）すがりつきたくなるものだ。」 The next day Hem and Haw left their homes, and returned to Cheese Station C again, where they still expected, somehow, to find their Cheese. The situation hadn't changed, the Cheese was no longer there. The Littlepeople didn't know what to do. Hem and Haw just stood there, immobilized like two statues. Haw shut his eyes as tight as he could and put his hands over his ears. He just wanted to block everything out. He didn't want to know the Cheese supply had gradually been getting smaller. He believed it had been moved all of a sudden. Hem analyzed situation over and over and eventually his complicated brain with its huge belief system took hold. "Why did they do this to me?" he demanded. "What's really going on here?" Finally, Haw opened his eyes, looked around and said, "By the way, where are Sniff and Scurry? Do you think they know something we don't?" Hem scoffed, "What would they know?" Hem continued, "They're just simple mice. They just respond to what happens. We're Littlepeople. We're smarter than mice. We should be able to figure this out." "I know we're smarter," Haw said, "but we don't seem to be acting smarter at the moment. Things are changing around here, Hem. Maybe we need to change and do things differently." "Why should we change?" Hem asked. "We're Littlepeople. We're special. This sort of thing should not happen to us. Or if it does, we should at least get some benefits." 翌日、ヘムとホーは家を出て、またＣステーションにもどりました。そこへ行けば、なんとかチーズを見つけられるだろうと願ってのことでした。状況には変化はなく、チーズはやはりありませんでした。２人にはどうすればいいかわかりませんでした。ヘムとホーはそこに立ったまま、２体の彫像みたいに動きもしませんでした。ホーは目をぴったり閉じて、両手で耳をおさえました。すべての物から逃れたいと願うだけでした。彼はチーズの量がしだいに少なくなっているのを認めたくはなかったのです。それよりは、突然、全部持ち去られたのだと信じたのでした。ヘムは何度も何度も状況を分析しつづけたあげく、最後には巨大な思考システムをもった複雑な大脳が一時停止しました。「あいつらはどうしてこんなことをするんだ？」と聞くのでした。「一体どうなってるんだ？」ついに、ホーは目を開き、周囲を見回しました。「ところで、スニッフとスカリーはどこにいるんだい？彼等はボクたちがまだ知らないことを何か知ってるんじゃないかな。」「何も知るもんか」と、ヘムは冷笑して言いました。彼は続けて言いました、「あいつらは頭脳の単純なネズミだよ。起こった事に単純に反応するだけなんだよ。しかし、ボクらは小人なんだ、ネズミよりずっと利口なんだ。ボクらにはこの状況を理解することができるはずなんだ。ボクらが利口なのはわかってるよ」とホー、「しかし、ボクらは今のところ、あまりかしこく行動していないみたいだよ。周囲の状況はすでに変化しているんだよ、ヘム。たぶん、少し改めて、やり方を変えるべきじゃないだろうか？」「なぜ変えなければならないんだよ？」とヘム。「ボクらは小人なんだよ。特別なんだよ。こんなことはボクらの身の上には起こるはずがないんだよ。たとえ起こったとしても、少なくとも何らかの補償がもらえるはずなんだよ。」 "Why should we get benefits?" Haw asked. "Because we're entitled," Hem claimed." "Entitled to what?" Haw wanted to know. "We're entitled to our Cheese." "Why?" Haw asked. "Because, we didn't cause this problem," Hem said. "Somebody else did this and we should get something out of it." Haw suggested, "Maybe we should simply stop analyzing the situation so much and go find some New Cheese?" "Oh, no," Hem argued. "I'm going to get to the bottom of this." While Hem and Haw were still trying to decide what to do, Sniff and Scurry were already well on their way. They went farther into the Maze, up and down corridors, looking for cheese in every Cheese Station they could find. They didn't think of anything else but finding New Cheese. They didn't find any for some time until they finally went into an area of the Maze where they had never been before: Cheese Station N. They squealed with delight. They found what they had been looking for: a great supply of New Cheese. They could hardly believe their eyes. It was the biggest store of cheese the mice had ever seen. In the meantime, Hem and Haw were still back in Cheese Station C evaluating their situation. They were now suffering from the effects of having no Cheese. They were becoming frustrated and angry and were blaming each other for the situation they were in. 「どうして何らかの補償がもらえるはずなんだい？」とホー。「なぜって、ボクらにはその権利があるんだよ。」「どんな権利があるの？」と、ホーが聞きました。「『ボクらのチーズを所有する』という権利があるんだ。」「なぜ？」ホーにはやはりわかりませんでした。「なぜって、この問題は僕らが起こしたんじゃないんだよ。」とヘム、「ほかの誰かがこんなことをやったんだよ。だから、ボクらは補償してもらうべきなんだ。」「状況の分析なんかはこれくらいでやめて、急いで新しいチーズを見つけに出発するべきだよ。」とホーが言いました。「いやだ！」とヘムは反対しました、「この問題の根本原因を探し出すんだ。」。ヘムとホーが、どうするべきかを決めるために言い争っている時、スニッフとスカリーはすでにだいぶ前進していました。２匹は迷宮内をもっと奥に進んで入って、通路をいくつも行ったり来たりして、チーズステーションを見つけるたびに、その中でチーズを探しました。新しいチーズを探し出す以外には、ほかの事は何も考えませんでした。しばらくの間、２匹には何も見つかりませんでしたが、ついに迷宮内の以前に行ったことのない区域に入って行きました。それがN ステーションだったのです。２匹はうれしさのあまり叫びました。ついにそれまでずっと探し求めていたものを発見したのです。それは大量の新鮮なチーズでした。２匹にはまったく自分の目が信じられませんでした。それは２匹がそれまでに目にしたことのないほど大量のチーズでした。ちょうどその頃、ヘムとホーはやはりまだＣステーションでぐずぐずしていて、状況を色々と推測していました。彼等はチーズをなくしてしまったためにとても苦しんでいました。やりきれない気持ちや怒りのために、眼前の窮地に陥ったことについてお互いを責め合うようになっていました。 Now and then Haw thought about his mice friends, Sniff and Scurry, and wondered if they had found any cheese yet. He believed they might be having a hard time, as running through the Maze usually involved some uncertainty. But he also knew that it was likely to only last for a while. Sometimes, Haw would imagine Sniff and Scurry finding New Cheese and enjoying it. He thought about how good it would be for him to be out on an adventure in the Maze, and to find fresh New Cheese. He could almost taste it. The more clearly Haw saw the image of himself finding and enjoying the New Cheese, the more he saw himself leaving Cheese Station C. "Let's go!" he exclaimed, all of a sudden. "No," Hem quickly responded. "I like it here. It's comfortable. It's what I know. Besides it's dangerous out there." "No, it isn't," Haw argued. "We've run through many parts of the Maze before, and we can do it again." "I'm getting too old for that," Hem said. "And I'm afraid I'm not interested in getting lost and making a fool of myself. Are you?" With that, Haw's fear of failing returned and his hope of finding New Cheese faded. So every day, the Littlepeople continued to do what they had done before. They went to Cheese Station C, found no Cheese, and returned home, carrying their worries and frustrations with them. They tried to deny what was happening, but found it harder to get to sleep, had less energy the naxt day, and were becoming irritable. 時折、ホーはネズミたちのことを思い出して、もうチーズを見つけ出しただろうかなどと思っていました。２匹はとても困っているかもしれないと思いました。迷宮を通りぬけるにはどうしても多くの予想しがたいことに直面することになるからです。しかし、そのような困難はほんのわずかの間しか続かないものだということは彼にもわかっていました。時々、ホーはスニッフとスカリーがすでに新しいチーズを見つけ出し、味わっているありさまが目に浮かぶのでした。迷宮内での探検に出かけ、新しいチーズを見つけることがどんなにすばらしいかを考えました。そう思うと、もう自分が新しいチーズを味わうことができた気持ちがするほどでした。新しいチーズを見つけて、味わっている自分がはっきり目に浮かべば浮かぶほど、それだけますますＣステーションを離れる自分が目に浮かぶのでした。「出かけようよ！」ホーは突然、叫びました。「いやだ！」ヘムはすぐに反対しました。「ボクはここが好きなんだ。ここはとても気持ちがいいんだ。知っているんだよ。それに、外は危険だよ。」「そんなことないよ」とホー、「以前には、ボクらも迷宮内の多くの区域に行ったじゃないか、だから、もう１度できるよ。」「もう、そんなことできる年じゃないんだよ」と、ヘム、「それに道に迷ったり、バカをみるようなことはもうしたくないんだ。」ヘムの話を聞くと、失敗する恐怖にまた襲われて、新しいチーズを見つけるという望みはしだいに消えてしまうのでした。そうして毎日、小人たちはひきつづいて以前していたことをするのでした。つまり、毎日Ｃステーションに行き、やはりチーズがないのを見て、そのあと、心配とやりきれない気持ちで家にもどるのでした。２人は起こっていることを否認しようとしましたが、なかなか眠れなくなって、日に日に元気をなくし、その結果、いらいらするようになっていきました。 Their homes were not the nurturing places they once were. The Littlepeople had difficulty sleeping and were having nightmares about not finding any Cheese. But Hem and Haw still returned to Cheese Station C and waited there everyday. Hem said, "You know if we just work harder we'll find that nothing has really changed that much. The Cheese is probably nearby. Maybe they just hid it behind the wall." The next day, Hem and Haw returned with tools. Hem held the chisel, while Haw banged on the hammer until they made a hole in the wall of Cheese Station C. They peered inside but found no Cheese. They were disappointed but believed they could solve the problem. So they started earlier, stayed longer, and worked harder. But after a while, all they had was a large hole in the wall. Haw was beginning to realize the difference between activity and productivity. "Maybe," Hem said, "we should just sit here and see what happens. Sooner or later they have to put the Cheese back. Haw wanted to believe that. So each day he went home to rest and returned reluctantly with Hem to Cheese Station C. But Cheese never reappeared. By now the Littlepeople were growing weak from hunger and stress. Haw was getting tired of just waiting for their situation to improve. He began to see that the longer they stayed in their Cheeseless situation, the worse off they would be. ２人の家はもはや気持ちよく安らげる場所ではありませんでした。眠ることもむつかしくなり、眠れたとしてもやはり、チーズを見つけられない悪夢を見るのでした。しかし、２人はあいかわらず毎日、Ｃステーションに行って、そこで待つのでした。ヘムが言いました、「いいかい、もしもうちょっと努力したら、ほんとは何もそんなに変化なんかしていないことがわかると思うよ。チーズはきっとすぐ近くにあるんだと思うよ。たぶん、壁の向こうに隠されただけかもしれないよ。」次の日、ヘムとホーは道具を持って、Ｃステーションに行きました。ヘムはのみを持って、ホーはかなづちを使ってたたいて、壁に穴を１つ開けました。中をのぞきましたが、チーズはありませんでした。とてもがっかりしたけれども、問題は解決できるはずだ、と信じていました。それで、もっと早くから作業を始め、時間を長くし、さらに努力しました。しかし、しばらくしたあと、彼等が得たものは一個の大きな空洞だけでした。ホーは努力と成果の間には違いがあることに気づき始めました。「多分、」とヘムが言いました、「ボクらはただここに坐って、何が起こるのか見てみたほうがいいかもしれないよ。いつかは、彼等がチーズを戻しに来るにちがいないよ。」ホーはそれが本当であってほしいと願いました。それで毎日、家に戻って休み、そのあと、しかたなくヘムについてＣステーションに行くのでした。しかし、チーズは２度と現われませんでした。今では焦りと飢えのために、２人の小人はいくらか弱ってしまっていました。ホーは状況がひとりでに好転するのをただ待ちつづけるのにウンザリしてきました。Ｃステーションに留まっている時間が長くなればなるほど、状況はそれだけどんどんと悪くなってゆくだけだということに気づきはじめました。 Haw knew they were losing their edge. Finally, one day Haw began laughing at himself. "Haw, Haw, look at us. We keep doing the same things over and over again and wonder why things don't get better. If this wasn't so ridiculous, it would be even funnier." Haw did not like the idea of having to run through the Maze again, because he knew he would get lost and have no idea where he would find any Cheese. But he had to lugh at his folly when he saw what his fear was doing to him. He asked Hem, "Where did we put our running shoes?" It took a long time to find them because they had put everything away when they found their Cheese at Cheese Station C, thinking they wouldn't be needing them anymore. As Hem saw his friend getting into his running gear, he said, "You're not really going out into the Maze again, are you? Why don't you just wait here with me until they put the Cheese back?" "Because, you just don't get it," Haw said. "I didn't want to see it either, but now I realize they're never going to put yesterday's Cheese back. It's time to find New Cheese." Hem argued, "But what if there is no Cheese out there? Or even if there is, what if you don't find it?" "I don't know," Haw said. He had asked himself those same questions too many times and felt the fears again that kept him where he was. ホーには自分たちが不利になっていっていることがわかりました。ついに、ある日、ホーは自嘲し始めたのです。「ホーよ、ホー、何というざまだ！毎日毎日、何度も同じ事を繰り返し、なぜ状況が好転しないのだろうかと不思議がっていてどうするんだ？ばかげてるのでなければ、こっけいというものだ。」彼はもう二度と迷宮を駆けずりまわりたくはありませんでした。迷うだろうということがわかっていたし、そのうえ、いったい、どこに行って新しいチーズを探せばいいのかもわからなかったからです。しかし、恐怖感のために自分がどんな状態になっているのかに気づいた時、自分の愚かさをあざ笑わずにはいられなかったのです。ヘムに聞きました、「運動靴はどこにやってしまったのかな？」服や靴を取り出すのに長いことかかりました。Ｃステーションでチーズを見つけたあと、靴も何もかもしまってしまったからでした。なぜなら、そんなものは二度と必要にならないだろうと思ったからでした。ヘムはホーが運動服を着ているのを見て、聞きました、「まさかほんとうに迷宮に行くつもりじゃないだろう？なぜここにいて、ボクといっしょに、あいつらがチーズを戻しに来るのを待たないんだい？」なぜって、君にはわかっていないんだよ？」と、ホーは言いました、「ボクも認めたくはなかったんだ。しかし、もうはっきりとわかっったんだ。誰も昨日のチーズを戻しになんか来ないよ。もう新しいチーズを探しに行く時なんだよ。」ヘムは言い返しました、「もし外にチーズがなかったらどうするんだい？あるいは、たとえあったとしても、見つけ出せなかったらどうするんだい？」「わからないよ」とホー。彼はもう何度も同じ問題を自問してきたのです。またあのぐずぐずと前進を阻む恐怖を感じました。 He asked himself, "Where am I more likely to find Cheese ― here or in the Maze? He painted a picture in his mind. He saw himself venturing out into the maze with a smile on his face. While this picture surprized him, it made him feel good. He saw himself getting lost now and then in the Maze, but felt confident he would eventually find New Cheese out there and all the good things that came with it. He gathered his courage. Then he used his imagination to paint the most believable picture he could― with the most realistic details―of him finding and enjoying the taste of New Cheese. He saw himself eating Swiss cheese with holes in it, bright orange Cheddar and American cheeses, Italian Mozzarella and wonderfully soft French Camembert Cheese, and … Then he heard Hem say something and realized they were still at Cheese Station C. Haw said, "Sometimes, Hem, things change and they are never the same again. This looks like one of these times. That's life! Life moves on. And so should we." Haw looked at his emaciated companion and tried to talk sense to him, but Hem's fear had turned into anger and he wouldn't listen. Haw didn't mean to be rude to his friend, but he had to laugh at how silly they both looked. 彼は自問しました、「どこに行けばチーズが探せるだろうか？――ここでだろうか、それとも迷宮内でだろうか？」頭の中に１つの光景を思い描きました。自分が微笑みながら迷宮で探検しているのが目に浮かびました。その光景を目にしてビックリしましたが、それでも、気分はよくなったのでした。時折、迷宮内で迷う自分の姿が見えましたが、最後にはそこで新しいチーズを見つけ出し、あらゆるすばらしい事がつづいて次々と起こることを確信したからでした。彼は勇気を奮い起こしました。そして、できるだけ自分の想像力を発揮して、頭の中でもっとも信頼でき、もっとも現実感のある光景を細かく、つまり、自分が新しいチーズを探し出し味わっている光景を思い描くのでした。彼には自分が穴のあいたスイス・チーズ、あざやかなオレンジ色の英国チェダー・チーズ、アメリカのチーズやイタリアのチーズ、それにとろけるほどにまろやかなフランスのカマンベール・チーズなどを食べているのが目に浮かびました。その時、ヘムが何か言っているのを耳にして、はじめて自分がまだＣステーションにいるのに気づいたのです。ホーは言いました、「ヘム、時には、物は変わるんだよ。そして変わったら、二度ともとにはもどらないんだよ。現代の状況はまさにそれなんだよ。それが世の中なんだよ。世の中というものは動いて行くんだよ、だからボクらも変わらなければだめなんだよ。」ホーはやつれてしまった友だちを目にして、何とか納得させようと思った。しかし、ヘムは今ではこわがるどころか、憤慨してしまっていたので、何を言っても耳に入りませんでした。ホーは友だちを侮辱するつもりはありませんでしたが、あまりに自分たちがバカに見えたので、思わず苦笑せずにいられませんでした。 As Haw prepared to leave, he started to feel more alive, knowing that he was finally able to laugh at himself, let go and move on. Haw announced, "It's Maze Time!" Hem didn't laugh and he didn't respond. Haw picked up a small, sharp rock and wrote a serious thought on the wall for Hem to think about. As was his custom, Haw even drew a picture of cheese around it, hoping it would help Hem to smile, lighten up, and go after the New Cheese. But Hem didn't want to see it. It read: If you do not change, you can become extinct. Then haw stuck his head out and peered anxiously into the Maze. He thought about how he'd gotten himeself into this cheeseless situation. He had believed that there may not be any Cheese in the Maze, or he may not find it. Such fearful beliefs were immobilizing and killing him. Haw smiled. He knew Hem was wondering, "Who moved mny cheese?" but Haw was wondering, "Why didn't I get up and move with the Cheese, sooner?" As he started out into the Maze, Haw looked back to where he had come from and felt its comfort. He could feel himself being drawn back into familiar territory ―even though he hadn't found Cheese here for some time. Haw became more anxious and wondered if he really wanted to go out into the Maze. He wrote a saying on the wall ahead of him and stared at it for some time: What would you do if you weren't afraid? ホーは出発の準備をしているうちに、全身に力があふれてきたように気がしました。ついに、自分のことを笑い、過去にいつまでもとらわれずに、前進することができるのがわかりました。「迷宮時代なんだよ！」と宣言しました。ヘムは笑いも、返事もしませんでした。ホーは先のとがった小石を拾い上げて、心からの言葉を壁に書きました。それはヘムに考えてもらうためでした。いつもの習慣で、その言葉を囲んでチーズの絵を画きましたが、ヘムがこの絵を見て微笑み、気が楽になって、新しいチーズを探しに行けるようになればと願ってのことでした。しかし、彼は壁に目をやろうとはしませんでした。壁に書かれた言葉＝「もし変わらなければ、消滅してしまうだろう。」それから、ホーは首をつきだして、心配そうに迷宮内をのぞきこみました。以前、どういうふうにＣステーションに入れたのかを思い出そうとしたのです。以前は迷宮内にはもうチーズ少しもないかもしれない、あるいは、永久にチーズを見つけられないかもしれないと思っていました。そういった恐怖心のために動くこともできず、死にそうな気持ちになっていました。しかし、ホーは微笑むのでした。「いったい、誰がチーズを持って行ったんだろう？」とヘムがまだ不思議がっているのはわかっていましたが、しかし、自分でも不思議に思うのでした、「どうしてもっと早く起き上がって、チーズといっしょに移動しなかったのだろうか？」と。迷宮に入って行こうとする時、振り返ってそれまで住んでいた場所を見ると、その居心地のよさが思い出されました。何かそのなつかしい場所に引き戻されるような気持ちがしたのです。もちろん、そこではもう長い間、チーズを見つけることができなかったのですが。また心配になってきました。ほんとうに迷宮に入って行きたいのかどうかはっきりとはわからなくなりました。それで、目の前の壁に言葉を書きつけ、しばらくの間、それを見つめていました：「もし、恐ろしくなければ、どういうふうにするだろうか？」 He thought about it. He knew sometimes some fear can be good. When you are afraid things are going to get worse if you don't do something, it can propmt you into action. But it is not good when you are so afraid that it keeps you from doing anything. He looked to his right, to the part of the Maze where he had never been, and felt the fear. Then, he took a deep breath, turned right into the Maze, and jogged slowly, into the unknown. As he tried to find his way, Haw worried, at first, that he might have waited too long in Cheese Station C. He hadn't had any Cheese for so long that he was now weak. It took him longer and it was more painful than usual to get through the Maze. He decided that if he ever got the chance again, he would get out of his comfort zone and adapt to change sooner. It would make things easier. Then, Haw smiled a weak smile as he thought, "Better late than never." During the next several days, Haw found a little Cheese here and there, but nothing that lasted very long. He had hoped to find enough Cheese to take some back to Hem and encourage him to come out into the Maze. But Haw didn't feel confident enough yet. He had to admit he found it confusing in the Maze. Things seemed to have changed since the last time he was out here. この言葉を前にして、考えをめぐらすのでした。時には、恐れることにも利点があるのだということは、わかっていました。何かしなければ、状況がどんどん悪くなっていくのを恐れる時、その恐怖心によって、奮起して行動を起こす場合もあるからです。しかし、もしあまりこわがりすぎて、何の行動も起こすことができなければ、恐怖心はいいものではなくなります。彼は右側の方、今までに行ったことのない迷宮内の区域を見ましたが、やはり、こわい気持ちが起こりました。それでも、深呼吸をして、右に曲がってに向かっ迷宮内へと、そして、ゆっくりと走りだし、その未知の区域に入って行くのでした。道を見つけ出そうとしているとき、最初のうちは、自分がＣステーション内であまりにも長い間ぐずぐずしていたのかもしれないと心配しました。なぜならそんなにも長い間チーズを少しも食べていなかったので、今では体が衰弱していたからでした。だから、迷宮内を通り抜けるのに、以前よりもずっと大変でしたし、時間も長くかかったのです。もし万一また機会があるとすれば、必ずもっと早く、気楽な環境から出て、物事の変化に適応するのだと決心するのでした。そうすれば、物事はずっと容易になることだろう。そして、「遅くともしないよりはまし」と思って、弱々しく笑うのでした。それからあとの数日間、周辺で、あちこちでチーズを少し見つけましたが、それも長くは持ちませんでした。彼が以前に願ったのは、たくさんのチーズを見つけ、ヘムに持って帰ってあげて、彼を元気づけて、出てきて迷宮に来させたいというものでした。しかし、ホーにはまだ、充分な自信が持てませんでした。迷宮内が、わかりにくくなっているのを認めざるを得ませんでした。以前そこにいた時とは、状況が変わってしまっているように思えたのです。 Just when he thought he was getting ahead, he would get lost in the corridors. It seemed his progress was two steps forward and one step backward. It was a challenge but he had to admit that being back in the Maze, hunting for Cheese, wasn't really as bad as he feared it might be. As time went on he began to wonder if it was realistic for him to expect to find New Cheese. He wondered if he had bitten off more than he could chew. Then he laughed, realizing that he had nothing to chew on at that moment. Whenever he started to get discouraged, he reminded himself that what he was doing, as uncomfortable as it was at the moment, was in reality much better than staying in the Cheeseless situation. He was taking control, rather than simply letting things happen to him. Then he reminded himself, if Sniff and Scurry could move on, so could he! Later, as Haw looked back on things, he realized that the Cheese at Cheese Station C had not just disappeared overnight, as he had once believed. The amount of Cheese that had been there toward the end had been getting smaller, and what was left had grown old. It didn't taste as good. Mold may even have begun to grow on the Old Cheese, although he hadn't noticed it. He had to admit however, that if he had wanted to, he probably could have seen what was coming. But he didn't. かなり先まで進んで来たと思ったとたん、廊下の間で迷ってしまうのでした。まるで二歩進んで、一歩下がっているみたいでした。骨の折れるものでしたが、迷宮に戻ってチーズを探すことは、実は彼が想像していたほどは恐いものではないことにも気がつきました。時間がたつにつれて、少し疑問を感じはじめました、「新しいチーズを見つけ出すのを期待するのは無理なのだろうか。」（時には、）幻覚を見ることもありました。それは、口いっぱいにチーズをほおばりすぎて噛み下せるだろうかと、思っているのです。その時、口の中には何もないのに気づいて、思わず苦笑してしまうのでした。彼は落ち込みはじめるといつも、いま何をしているのかを自分に言い聞かせるようにしました、「今のところはこんなに苦しいけれども、自分が今していることは、実際、チーズの無い場所にとどまっているよりはずっとすばらしいことなんだ。自分の意志でコントロールしているのであって、単に何もしないで、成り行きにまかせてなんかいないんだ」と。さらに自分に言い聞かせるのでした、「もしスニッフやスカリーにできるのなら、ボクにもできるはずだ！」あとになって、過去の事を振り返ってみて、気づいたことは、Ｃステーションのチーズは以前に信じていたように、一夜の間に突然消えてしまったのではなかったということでした。そこにあったチーズの量は次第に減っていって、最後に完全になくなったのでした。そして、残されたのは古くなってしまっていたからでした。前ほどおいしくはなくなっていたのでした。それらの古くなったチーズの表面にはひょっとしたら、カビすら生え始めていたかもしれない、ただ、気がつかなかっただけなのでした。しかしながら、その気持ちさえあれば注意することができたし、それらの変化に気づくことができただろうことも認めねばなりませんでした。しかし、注意しようとしなかったのでした。 Haw now realized that the change probably would not have taken him by surprise if he had been watching what was happening all along and if he had anticipated change. Maybe that's what Sniff and Scurry had been doing. He decided he would stay more alert from now on. He would expect change to happen and look for it. He would trust his basic instincts to sense when change was going to occur and be ready to adapt to it. He stopped for a rest and wrote on the wall of the Maze: Smell the Cheese often, so you know when it is getting old. Sometime later, after not finding Cheese for what seemed like a long time, Haw finally came across a huge Cheese Station, which looked promising. When he went inside, however, he was most disappointed to discover that the Cheese Station was empty. "This empty feeling has happened to me too often," he thought. He felt like giving up. Haw was losing his physical strength. He knew he was lost and was afraid he would not survive. He thought about turning around and heading back to Cheese Station C. At least, if he made it back, and Hem was still there, Haw wouldn't be alone. Then he asked himself the same question again, "What would I do if I weren't afraid?" Haw thought he was past his fear, but he was afraid more often than he liked to admit, even to himself. He wasn't always sure what he was afraid of, but, in his weakened condition, he knew now he was simply fearful of going on alone. Haw didn't know it, but he was running behind because he was still weighed down by fearful belief. ホーが今になってわかったことは、もしずっとそれらの変化を観察していて、しかもそれらを予見できていたら、変化したからといって、驚かされることもなかっただろう、ということでした。多分、スニッフとスカリーはずっとそうしていたのかもしれない。彼は決心しました、「今後は、必ず常に警戒するようにしよう。変化が起こるのを予期し、変化を追い求めよう。自分の直感を信じ、いつ変化が起こるのかを感知し、それに適応できるように準備を充分にしよう。」立ち止まって少し休み、それから、迷宮の壁に書きました：「常にチーズの匂いを嗅ぎなさい、そうすれば、いつ変質し始めるのかを知ることができる。」しばらくして、もう長い間チーズを見つけることができずにいるような感じがしましたが、ちょうどその時、巨大なチーズステーションに出くわしました。それは見たところ、非常に望みが持てそうなものでした。しかしながら、入って行くと、中が空っぽなのを知ってまったくがっかりしてしまうのでした。「この空しい感じは、ボクにはいつものことなんだ」と、嘆きました。自分がすぐにでも、あきらめてしまうような気がしました。ホーの体力は段々となくなっていきました。自分が迷子になって、死んでしまうのではないだろうかと心配していることに気づきました。振り向いて、Ｃステーションにもどって行きたくなりました。少なくとも、そこにもどって、ヘムがまだそこにいれば、ホーは一人ぼっちではなくなるでしょう。その時、彼はいつもの同じ問題を自問するのでした、「もし恐れなければ、どういうふうに行動するだろうか？」自分は恐怖を超越している思っていましたが、しかし、自分で認めることすらできないほどこわくなってしまっていたのです。自分が何をこわがっているのかが、いつもはっきりしているわけではありませんでしたが、衰弱しているので、１人ぼっちで前進するのがこわいことだけははっきりとわかりました。ホーにはわかりませんでしたが、自分が遅れがちで（前進できない）あるのは、やはりまだ恐怖の念にかられていたからなのです。 Haw wondered if Hem had moved on, or if he was still paralyzed by his own fears. Then, Haw remembered the times when he had felt his best in the Maze. It was when he was moving along. He wrote on the wall, knowing it was as much a reminder to himself as it was a marking for his friend Hem, hopefully, to follow: Movement in a new direction helps you find New Cheese. Haw looked down the dark passageway and was aware of his fear. What lay ahead? Was it empty? Or worse, were there dangers lurking? He began to imagine all kinds of frightening himself to death. Then he laughed at himself. He realized his fears were making things worse. So he did what he would do if he weren't afraid. He moved in a new direction. As he started running down the dark corridor, he began to smile. Haw didn't realize it yet, but he was discovering what nourished his soul. He was letting go and trusting what lay ahead for him, even though he did not know exactly what it was. To his surprise, Haw started to enjoy himself more and more. "Why do I feel so good?" he wondered. "I don't have any Cheese and I don't know where I am going." Before long, he knew why he felt good. He stopped to write again on the wall: When you stop being afraid, you feel good! Haw realized he had been held captive by his own fear. Moving in a new direction had freed him. ヘムがすでにＣステーションを出たのか、あるいは、やはりまだ自分の恐怖心に圧倒されてすくんでいるのかどうか知りたくなりました。そして、迷宮で過ごしたもっともすばらしい日々を思い出したのです。それは、チーズを探し求めていた日々だったのでした。彼はまた、壁に言葉を書きましたが、それはヘムがついて来られるための目印であるとともに、自分に言い聞かせるための注意書きでもあったのです。「新しい方向に向かって前進すれば、新しいチーズが発見できるだろう。」真っ暗な廊下の内部をのぞきこみましたが、やはり恐怖に襲われました。前方には何があるのだろう？空っぽだろうか？それどころか、危険がひそんでいるのだろうか？あらゆるこわいことを次から次へと想像して、自分で自分を死ぬほどこわがらせ始めるのでした。するとその時、自分のバカさを笑っていたのでした。そして、気がつくのでした、「恐怖は状況をさらに悪化させるだけなんだ」と。それで、恐ろしいと思わない場合にとるような行動をとったのでした。つまり、新しい方向に向かって行ったのです。真っ暗な廊下を走り始めたとき、微笑んでいるのでした。彼自身はまだ気づいていなかったのですが、自分の魂を豊かにするものを見つけているところだったのです。過去にとらわれず軽やかな気持ちで、自分を待ってくれているものを信じていました。それが何であるのか、はっきりとはわかっていなかったのですが．思いがけなく、自分自身に対して、ますます満足するのでした。「どうしてこんなに気持ちがいいのだろう？」、彼にはわかりませんでした、「チーズを見つけてもいないし、しかも、今どこに行っているのかもわからないのに。」まもなく、どうしてそんなに気分がいいのかわかりました。彼はまた立ち止まって、壁に書きました、「こわがることをやめれば、気分がよくなるんだ！」「ずっと自分自身の恐怖感の囚（とりこ）になっていたのだ。しかし、今は、新しい方向に邁進しているので、自由になったんだ」ということに気がついたのでした。 Now he felt the cool breeze that was blowing in this part of the Maze and it was refreshing. He took in some deep breaths and felt invigorated by the movement. Once he had gotten past his fear, it turned out to be more enjoyable than he once believed it coud be. Haw hadn't felt this way for a long time. He had almost forgotten how much fun it was to go for it. To make things even better, Haw started to paint a picture in his mind again. He saw himself in great realistic detail, sitting in the middle of a pile of all his favorite cheeses from Cheddar to Brie! He saw himself eating the many cheeses he liked, and he enjoyed what he saw. Then he imagined how much he would enjoy all their great tastes. The more clearly he saw the image of himself enjoying New Cheese, the more real and believable it became. He could sense that he was going to find it. He wrote: Imagining Yourself Enjoying Your New Cheese Leads You To it. Haw kept thinking about what he could gain instead of what he was losing. He wondered why he had always thought that a change would lead to something worse. Now he realized that change could lead to something better. "Why didn't I see this before?" he asked himself. Then he raced through the Maze with greater strength and agility. Before long he spotted a Cheeses Station and became excited as he noticed little pieces of New Cheese near the entrance. その時、そよそよと吹く涼風を感じましたが、とても気持ちのよい風でした。何度か深呼吸すると、とても元気が出てきました。一旦恐怖を克服すると、思いもかけず、恐怖そのものが以前に想像していたよりもずっと楽しめるものになったのです。もう長い間、そんな気分になったことはありませんでした。積極的に進んで行くことがいかに楽しいものか、もう少しで忘れるところだったのです。事がさらに順調に運ぶように、彼はまた頭の中に光景を思い浮かべ始めました。できるだけ具体的に詳細に、想像しました。自分は大好きな様々のチーズのまんなかにすわっています。チェダー・チーズからブリー・チーズまであるのです！大好きなチーズをいっぱい食べている自分が見えました。そのような光景を思い浮かべるだけでとてもうれしかったのです。そして今度は、それらのチーズをみんな好きなだけ味わえるんだと想像するのでした。そのように新しいチーズを味わっているありさまがはっきり見えれば見えるほど、それはきっと実現するんだとますます信じるようになるのでした。今では、すぐにチーズを見つけだせるんだという感じがしていました。それで、また書きました、「新しいチーズを味わっていると想像すれば、それは見つかるだろう。」ホーは何を失うのだろうかということではなく、何を得ることができるのかについて考え続けていました。ホーにはなぜ変化すると物事がさらに悪くなるだろうと以前に考えたのかわかりませんでした。今では、変化が物事をいっそうよくすることもあるのだということに気づきました。「どうして以前にはこのことがわからなかったのかなあ？」と自問するのでした。それから、さらにいっそう力強く軽快に、迷宮内を駆けて行きました。まもなく、チーズステーションを１つ見つけました。その入口近くで新しいチーズのかけらをいくつか見つけた時、ワクワクしました。 They were types of cheese he had never seen before, but they looked great. He tried them and found that they were delicious. He ate most of the New Cheese bits that were available and put a few in his pocket to have later and perhaps share with Hem. He began to regain his strength. He entered the Cheese Station with great excitement. But, to his dismay, he found it was empty. Someone had already been there and had left only the few bits of New Cheese. He realized that if he had moved sooner, he would very likely have found a good deal of New Cheese here. Haw decided to go back and see if Hem was ready to join him. As he retraced his steps, he stopped and wrote on the wall: The Quicker You Let Go Of Old Cheese, The Sooner You Find New Cheese. After a while Haw made his way back to Cheese Station C and found Hem. He offered Hem bits of New Cheese, but was turned down. Hem appreciated his friend's gesture but said, "I don't think I would like New Chese. It's not what I'm used to. I want my own Cheese back and I'm not going to change until I get what I want. Haw just shook his head in disappointment and reluctantly went back out on his own. As he returned to the farthest point he had reached in the Maze, he missed his friend, but realized he liked what he was discovering. Even before he found what he hoped would be a great supply of New Cheese, if ever, he knew that what made him happy wasn't just having Cheese. それは今までに見たことのないチーズでしたが、おいしそうでした。味見すると、とてもすばらしいものでした。ほとんど食べてしまいましたが、残りはポケットに入れました。あとで、たぶんヘムといっしょに食べるためでした。体力は回復してきていました。ドキドキするほど期待しながら、中に入りました。しかし、またしてもがっかりするのでした。中はからっぽだったのです。すでに誰かに先を越されて、小さなチーズのかけらしか残っていませんでした。もっと早く行動していれば、きっとここでたくさんの新しいチーズを見つけることができたのに、と思うのでした。ホーはもどって、ヘムがいっしょに行動する用意ができているかどうか見てみることにしました。もどる途中、立ち止まって、壁に書きました、「古くなったチーズは早く捨てれば捨てるほど、それだけ早く新しいチーズを見つけることができるのだ。」しばらくしてから、彼はＣステーションにもどって、ヘムに会いました。新しいチーズのかけらをあげたけれど、断られました。ヘムはホーの好意がうれしかったけれど、こう言うのでした、「新しいチーズは好きじゃないんだよ。ボクの食べなれたチーズじゃないんだ。ボクは自分のチーズを取り返したいんだよ。ほしいものが手に入らないかぎり、考えを変えるつもりはないよ。」ホーはがっかりして首をふるのでした。しかたなしに、１人でもどってゆきました。迷宮のいちばん奥のところまで来ると、ヘムのことが気に掛かりましたが、しかし、自分は、今見つけようとしているものを気に入っているのだということに気づきました。自分の願う物が大量の新しいチーズであることに気づく以前にすら、自分が喜びとするものはただ単にチーズを得ることだけではないことがわかっていたのです。＊たとえそうであったとしても He was happy when he wasn't being run by his fear. He liked what he was doing now. Knowing this, Haw didn't feel as weak as he did when he stayed in Cheese Station C with no Cheese. Just realizing he was not letting his fear stop him, and knowing that he had taken a new direction, nourished him and gave him strength. Now he felt that it was just a question of time before he found what he needed. In fact, he sensed he had already found what he was looking for. He smiled as he realized: It Is Safer To Search In The Maze Than Remain In A Cheeseless Situation. Haw realized again, as he had once before, that what you are afraid of is never as bad as what you imagine. The fear you let build up in your mind is worse than the situation that actually exists. He'd been so afraid of never finding New Cheese that he didn't even want to start looking. But since starting his journey, he had found enough Cheese in the corridors to keep him going. Now he looked forward to finding more. Just looking ahead was becoming exciting. His old thinking had been clouded by his worries and fears. He used to think about not having enough Cheese, or not having it last as long as he wanted. He used to think more about what could go wrong than what could go right. But that had changed in the days since he had left Cheese Station C. He used to believe that Cheese should never be moved and that change wasn't right. 二度と自分自身の恐怖にあやつられていないので、うれしかったのです。自分が現在していることが気に入っていたのです。このことがわかったので、チーズのないＣステーションにいた時のように弱気になることはありませんでした。もう二度と恐怖にかられてあきらめてしまうことなどはないだろうと実感し、自分は新しい方向を選んだのだということがわかっているだけで、元気が出て、力も湧いて来るのでした。＊気弱くは感じませんでした。今では、自分が必要とするものを見つけ出すのは時間の問題だという気がしていました。実際、探し求めていたものはすでに見つけたんだと感じていました。そのことに気づいた時、思わず微笑んで、壁に書きました、「迷宮内で捜し求めることはチーズのない場所に留まるよりもずっと安全なのだ。」以前に気づいたことを改めて実感したのだが、それは、「自分が恐れているものは想像するほど恐ろしいものではないんだ。心の中で自分がつくりあげた恐怖のほうが実際に存在する状況よりももっと危険なものなのだ」ということでした。かつては新しいチーズが見つけられないことをあんなにもこわがって、捜すのを始めることすらしたくもなかったのでした。しかし、探検の旅に出て以来、前進を続けるのに十分なチーズを迷宮の廊下で見つけてきたのでした。今では、もっと多くのチーズが見つかると期待しているのです。前向きに行動するだけで、気持ちがワクワクしてくるのでした。彼の過去の考えは恐怖と心配で目がふさがっていました。以前にはいつも、チーズが足らないとか、あるいは、いつまでもチーズがあるだろうとかばかり考えていました。いつも、うまくいかないのではないだろうかいう気はしても、うまく行くんだとは考えなかったのでした。しかし、そんなことは、Ｃステーションを出てからの日々の間に、変わってしまいました。以前はいつも、チーズはけっして持ち去られるべきではないし、変化することはまちがっているんだと思いこんでいました。 Now he realizes it was natural for change to continually occur, whether you expect it or not. Change could surprize you only if you didn't expect it and weren't looking for it. When he realized he had changed in his beliefs, he paused to write on the wall: Old Beliefs Do Not Lead You To New Cheese. Haw hadn't found any Cheese yet, but as he ran through the Maze, he thought about what he had already learned. Haw now realized that his new beliefs were encouraging him to behave in a new way. He was behaving differently from the way when he had kept retuning to the same cheeseless station. He knew that when you change what you believe, you change what you do. You can believe that a change will harm you and resist it. Or you can believe that finding New Cheese will help you and embrace the change. It all depends on what you choose to believe. He wrote on the wall: When You See That You Can Find And Enjoy New Cheese, You Change Your Course. Haw knew he would be in better shape now if he had dealt with the change much sooner and left Cheese Station C earlier. He would feel stronger in body and spirit and he could have coped better with the challenge of finding New Cheese. In fact、 he probably would have found it by now if he had expected change, rather than wasting time denying that the change had already taken place. しかし、今ではわかったのです、「私達が望むと望まざるにかかわらず、変化はつねに起こるし、それが世の中なのだ。変化を予期せず、変化を追い求めていない時にのみ、変化に驚かされることになるのだ」と。ホーは自分の信念に変化が生じたことに気づいて、立ち止まって、壁に書きました、「古くなってしまった考えに頼っていては新しいチーズを見つけることはできない。」ホーはまだチーズを見つけていませんでしたが、迷宮内を通りぬけながら、自分は何を習得したのだろうかと考えました。彼は気づきました、「新しい信念に元気づけられて、新しい行動をするようになった」と。チーズのないステーションにもどろうとばかりしていた時とは違った行動をしていました。「自分の考えを変えれば、行動も変えることができるのだ」ということを知ったのです。変化というものは有害と思って、拒絶することもできる。あるいは、新しいチーズを探すのはいいことだと信じて、そういう変化を大切にすることもできるのです。それらはすべて、あなたが何を信じるものとして選ぶどうかによって決まるのです。そこで、また壁に書きました、「新しいチーズを見つけ、それを味わうことができるとわかれば、自分の進路を変更するだろう。」ホーは思いました、「もしもっと早くあの変化に対処して、もっと早くＣステーションを離れていれば、状況はずっとよくなっていただろう。身も心もずっと充実していて、新しいチーズを探し出すという骨の折れる作業にも、もっとうまく対抗できただろう。実際、変化がすでに発生していることを否定するのに時間を浪費などせずに、変化を予知していれば、今ごろにはもうチーズを見つけていただろう」と。 He used his imagination again and saw himself finding and savoring New Cheese. He decided to proceed into the more unknown parts of the Maze, and found little bits of Cheese here and there. Haw began to regain his strength and confidence. As he thought back on where he had come from, Haw was glad he had written on the wall in many places. He trusted that it would serve as a marked trail for Hem to follow through the Maze, if he ever chose to leave Cheese Station C. Haw just hoped he was heading in the right direction. He thought about the possibility that Hem would read The Handwriting On The Wall and find his way. He wrote on the wall what he had been thinking about for some time: Noticing Small Changes Early Helps You Adapt To The Bigger Changes That Are To Come. By now, Haw had let go of the past and was adapting to the present. He continued on through the Maze with greater strength and speed. And before long, it happened. When it seemed like he had been in the Maze forever, his journey―or at least this part of his journey―ended quickly and happily. He proceeded along a corridor that was new to him, rounded a corner, and found New Cheese at Cheese Station N! When he went inside, he was startled by what he saw. Piled high everywhere was the greatest supply of Cheese he had ever seen. He didn't recognize all that he saw, as some kinds of Cheese were new to him. もう１度想像力をはたらかせて、新しいチーズを見つけて賞味している自分を見るのでした。迷宮内のもっと多くのまだ行ったことのない場所に入って行って、あちこちで、ときたまチーズの小片を見つけました。彼はまた体力と自信を取り戻しはじめました。どうやってここまで来たのかを思い出していると、（通って来た）多くの場所の壁に言葉を書き記したことがうれしくなりました。もしヘムがＣステーションを離れることにしたら、それらの言葉が目印になって、彼が迷宮を通りぬけるのに役立つだろうと信じていました。自分が正しい方向に進んでいるのを願うのみでした。彼はまた、「壁に書き記した言葉」をヘムが読んで、それにしたがって、前進することができるだろうと考えました。そこで、ここしばらくの間、ずっと考えていたことを壁に書きました、「小さな変化に早く気づいていれば、将来に起こり得るもっと大きな変化に対処するのに役立つだろう。」その時すでに、彼は過去の殻から抜け出て、現在に適応していたのです。今では、ずっと力強く、またスピードも増して、迷宮内を前進し続けているのでした。するとまもなく、ついに起こったのです！迷宮内をなにか永久に前進しているように思えた時、ホーの旅は、少なくとも彼の旅の現段階が、ふいに、それも喜びのうちに結末を迎えたのでした。彼は今までに来たことのない廊下に沿って前進していましたが、角を一曲がりすると、Ｎステーションで新しいチーズを見つけたのです。中に入って行くと、目の前の光景にあっけにとられました。どこもかしこも山のようにチーズが積まれていたのです！そんなに大量のチーズを今までに見たことがありませんでした。それらのチーズをみんな知っているわけではなく、中にはまったく新しいチーズもありました。 Then he wondered for a moment whether it was real or just his imagination, until he saw his old friends Sniff and Scurry. Sniff welcomed Haw with a nod of his head, and Scurrty waved his paw. Their fat little bellies showed that they had been here for some time. Haw quickly said his hellos and soon took bites of every one of his favorite Cheeses. He pulled off his shoes, tied the laces together and hung them around his neck in case he needed them again. Sniff and Scurry laughed. They nodded their heads in admiration. Then Haw jumped into the New Cheese. When he had eaten his fill, he lifted a piece of fresh Cheese and made a toast. "Hooray for Change!" As Haw enjoyed the New Cheese, he reflected on what he had learned. He realized that when he had been afraid to change, he had been holding on to the illusion of Old Cheese that was no longer there. So what was it that made him change? Was it the fear of starving to death? Haw smiled as he thought it certainly helped. Then he laughed and realized that he had started to change as soon as he had learned to laugh at himself and at what he had been doing wrong. He realized the fastest way to change is to laugh at your own folly ― then you can let go and quickly move on. 少しの間、まごつきました、というのは、現実なのか、あるいは、幻覚にすぎないのかどうか、決めかねたからです。友達のスニッフとスカリーを見て、やっと現実のことなんだと信じられたのでした。スニッフはホーに向かってうなずいて歓迎し、スカリーはホーに向かって前足を振ってあいさつしました。ネズミたちのまるまると太ったおなかを見て、２匹がかなり長い間そこにいることがわかりました。ホーはすぐにあいさつして、それから、急いでお気に入りのチーズをみんなかじりました。靴を脱いで、靴紐で結んでいっしょにして、首に掛けました、必要になれば、すぐに見つけられるようにしたのです。スニッフとスカリーは笑いました。そして、感心したようにうなずくのでした。ホーはチーズの中に飛び込みました。おなかいっぱいに食べたあと、うれしそうに新鮮なチーズの一切れを持ち上げて、歓呼するのでした、「変化万歳！」ホーは新しいチーズを味わいながら、何を学びとったのかを考えました。そして、気がつきました、「変わるのをこわがっていたとき、彼はもはや存在しもしないチーズの幻覚にしがみついていて、抜け出すことができなかったのだ」と。それでは、何が原因で彼は変わったのだろうか？飢え死にするのがこわかったからだろうか？ホーは笑うのでした。それは、そのような恐怖がたしかに助けになったと思ったからでした。＊彼を変えたのは何だったか？笑っていて、はっと気がついたのは、「自分のことや自分のまちがいを自嘲できるようになると同時に自分が変わり始めた」ということでした。自分を変えるいちばん速い方法は自分のバカさ加減を自嘲することなのです。そうしてこそ、（物事の移り変わりに対して）こだわることなく、すばやく前進することができるのです。 He knew he had learned something useful about moving on from his mice friends, Sniff and Scurry. They kept life simple. They didn't overanalyze or overcomplicate things. When the situation changed and the Cheese had been moved, they changed and moved with the Cheese. He would remember that. Haw had also used his wonderful brain to do what Littleperople do better than mice. He envisioned himself―in realistic detail―finding somehing better―much better. He reflected on the mistakes he had made in the past and used them to plan for his future. He knew that you could learn to deal with change. You could be more aware of the need to keep things simple, be flexible, and move quickly. You did not need to overcomplicate matters or confuse yourself with fearful beliefs. You could notice when the little changes began so that you would be better prepared for the big change that might be coming. He knew he needed to adapt faster, for if you do not adapt in time, you might as well not adapt at all. He had to admit that the biggest inhibitor to change lies within yourself, and that nothing gets better until you change. ホーは前進し続けるための有益なことをスニッフとスカリーに教えてもらったと信じています。２匹の人生は単純明快なのです。物事を過度に分析もしないし、複雑化することもしません。状況が変わって、チーズが持ち去られたとき、自分たちもすぐに変わり、チーズといっしょに移動したのです。ホーはそのことを忘れることはないでしょう。ホーはまた、ネズミたちよりももっとうまく行動するために聡明な頭脳を使いました。もっと、もっとすばらしいものを見つけている自分の姿が、まざまざと克明に、目に浮かぶのでした。過去のまちがいを反省して、それを役立てて将来の計画を建てました。変化に対処することはできるのだとわかりました。＊温故知新（まず最初にはっきりと認識しなければならないことは、）「時には問題を単純化し、融通性を備えて、すばやく行動する必要があるのだ」（ということです。）（つまり、）物事を過度に複雑化したり、あるいは、やみくもにこわがってしまって、あわてふためく必要はないのです。（その次に必要なことは、）わずかの変化の始まる時に気づいて、将来に起こるかもしれない大きな変化のためにしっかり準備できるようにすることです。もっとすばやく適応する必要があることも知りました。というのは、もし、手遅れにならないうちに自分を変えることができなければ、永遠に自分のチーズを見つけることなどはできないかもしれないからです。（最後に、）必ず認めねばならないことは、それはつまり、自分が変わるのを阻む最大の原因は、まさに自分自身にあるのだということと、自分自身が変わってこそ、状況ははじめて好転するということです。 Perhaps most importantly, he realized that there is always New Cheese out there whether you recognize it at the time, or not. And that you are rewarded with it when you go past your fear and enjoy the adventure. He knew some fear should be respected, as it can keep you out of real danger. But he realized most of his fears were irrational and had kept him from changing when he needed to. He didn't like it at the time, but he knew that the change had turned out to be a blessing in disguise as it led him to find better Cheese. He had even found a better part of himself. As Haw recalled what he had learned, he thought about his friend Hem. He wondered if Hem had read any of the sayings Haw had written on the wall at Cheese Station C and throughout the Maze. Had Hem ever decided to let go and move on? Had ever entered the Maze and discovered what could make his life better? Or was Hem still hemmed in because he would not change? Haw thought about going back again to Cheese Station C to see if he could find Hem ― assuming that Haw could find his way back there. If he found Hem, he thought he might be able to show him how to get out of his predicament. But Haw realized that he had already tried to get his friend to change. Hem had to find his own way, beyond his comforts and past his fears. No one else could do it for him, or talk him into it. He somehow had to see the advantage of changing himself. おそらく、もっとも重要なことは、私達がその存在に気づく気づかないにかかわらず、新しいチーズはいつもどこかに存在するということです。そしてまた、自分の恐怖心を乗り越え、進んで冒険してこそ、褒美として与えられるということなのです。彼がさらに気づいたことは、ある種の恐怖は大切にすべきで、そういう恐怖のおかげで、現実の危険を回避できることもあるからです。しかし、大部分の恐怖は意味のないもので、それらは自分が変わらねばならない時に、障碍になるだけだということでした。以前には、変化が気に入りませんでしたが、しかし、今では変化というものが、もっとすばらしいチーズに導いてくれる「形を変えた神の恵み」であるのだと悟ったのです。モグモグはすでに自分のすぐれた面さえ発見していたのです。自分が学んだことを思い出していると、友達のヘムのことを思い出すのでした。ヘムはＣステーションや迷宮内の壁に書いておいた言葉を読んだだろうか？ヘムはもう過去にとらわれず、新しく行動を開始しただろうか？新たに迷宮の中に入って、そして、人生をさらによくしてくれるものを発見しただろうか？あるいは、変わろうとしないで、やはりまだあそこで遅々としてぐずぐずしているのだろうか？ホーはＣステーションにもどって、ヘムを見つけようかと考えました。もちろんそれは、彼自身がここへの戻りの道を見つけられることを仮定してのことでしたが。もしヘムを見つけたら、苦境から救い出してやれるかもしれないと思いました。しかし、以前に彼を変えさせようと（して失敗）したいきさつを思い出すのでした。ヘムは安逸にふけらず、恐怖を乗り越えて、自分自身の道を自分で発見しなければならないのです。彼の代わりにそのことができる者や、あるいは、彼に指図してそうさせる者などは１人もいないのです。彼は何とかして、自分を変えることによって得る利点に気づかねばならないのです。 Haw knew he had left a trail for Hem and that he could find his way, if he could just read The Handwriting On The Wall. He went over and wrote down a summary of what he had learned on the largest wall of Cheese Station N. He drew a large piece of cheese around all the insights he had become aware of, and smiled as he looked at what he had learned: [ The Handwriting On The Wall ] Change Happens They Keep Moving The Cheese Anticipate Change Get Ready For The Cheese To Move Monitor Change Smell The Cheese Often So You Know When It Is Getting Old Adapt To Change Quickly The Quicker You Let Go Of Old Cheese, The Sooner You Can Enjoy New Cheese Change Move With The Cheese Enjoy Change! Savor The Adventure And Enjoy The Taste Of New Cheese Be Ready To Change Quickly And Enjoy It Again & Again They Keep Moving The Cheese Haw realized how far he had come since he had been with Hem in Cheese Station, but knew it would be easy for him to slip back if he got too comfortable. So, each day he inspected Cheese Station N to see what the condition of his Cheese was. He was going to do whatever he could to avoid being surprised by unexpected change. ホーには、自分がすでにヘムに道しるべを残してきたし、もし壁に書いておいた言葉を彼が読みさえすれば、きっと迷うことはないだろう、とわかっていました。そして、Ｎステーションのいちばん大きな壁の前に行き、道中で修得した心得や体験の要点を書き記しました。そして、彼自身、心底から感銘している「心得書」を囲むように大きなチーズを描きました。そして、それらの心得書を読んでいると、自然に笑みがこぼれるのでした。【壁に書かれた言葉】変化は起こるものだ。チーズはつねに持ち去られるものだ。変化を予測しなさい。チーズが持ち去られることへの準備をしなさい。変化を監視しなさい。常にチーズの匂いをかいで、それがいつ変質するのかを知るようにしなさい。すばやく変化に適応しなさい古くなったチーズは早く捨てれば捨てるほど、それだけ早く新しいチーズを味わうことができるのだ。変化しなさい。チーズの変化に応じて変化しなさい。変化を楽しみなさい！冒険を楽しみ、新しいチーズのおいしさを味わうのだ。迅速に変化する準備をしっかりして、何度も何度も変化することを楽しみなさい。チーズは常に持ち去られるものなのだ。＊A rolling stone gathers no moss. 転石に苔は生さず。ホーにはＣステーションでヘムと一緒にいた時にくらべて、自分がいかに遠くまでやってきたかに気づきました。しかし、もし再び、安楽な生活に過度に溺れれば、すぐにもとのような苦境に滑り落ちることがはっきりとわかっていました。だから、毎日、Ｎステーションを検査し、チーズの状況を見ました。思いがけない変化のためにあわてふためくことのないように、できる限りのことをするのでした。 While Haw still had a great supply of Cheese, he often went out into the Maze and explored new areas to stay in touch with what was happening around him. He knew it was safer to be aware of his real choices than to isolate himself in his comfort zone. Then, Haw heard what he thought was the sound of movement out in the Maze. As the noise grew louder, he realized that someone was coming. Could it be that Hem was arriving? Was he about to turn the corner? Haw said a little prayer and hoped― as he had many times before―that maybe, at last, his friend was finally able to … Move With The Cheese And Enjoy It! 大量のチーズのたくわえがまだあるときに、彼はつねに出て行って、迷宮内の新しい区域を探索し、自分の周囲に起こる変化を理解するようにしていました。実際的な選択肢を把握していることは、気楽な環境に自分を孤立させてしまうよりはずっと安全なのことなのだと悟ったのです。その時、迷宮内で何か動く音を耳にしました。その音が大きくなるにつれて、誰かがこちらに向かって来るのだとわかりました。ヘムが来たのだろうか？あの角を曲がって来るのだろうか？ホーはお祈りを唱え、以前に何度も願ったように、お願いしました。つまり、もしかしたら、ついに、友達にもできますように、チーズの変化に応じて変化して、変化を楽しむことが！ The end … or is it a new beginning? 終わり―――あるいは新しい始まりなのでしょうか？「備考」作者が最後で述べているように、この本の内容で解決できない問題は、無数にあることは否定来ませんが、この本を読んで、積極的に、力強く人生を生きて行ける人も多いことでしょう。訳者が、最初にに感じたのは、ミケランジェロの青年期のピエタ像と老年期のピエタ像です。また。マーク＝トウェインの晩年の人間不信、ヘミングウェイの自殺、また、日本では太宰治、芥川龍之介、桂枝雀など、非常に建設的で、明るい業績を残し、すぐれた知力や強靭な精神力を持った人々が、最後まで持ちこたえられなかった原因はなぜなのでしょうか。もちろん、筆者はそういうことを念頭において、最後の「段落」を表現したことだと思われます。序文のところでも、ロバート＝バーンズ(1759—1796) の言葉を掲げているのは、その故だからでしょう。ちなみに、彼は「ほたるの光 = Auld Lang syne = the good old daysなつかしい昔」の作詩作曲者だと言われています。酔いもせずんヒ Auld Lang Syne スコットランド Robert Burns ---- ｢蛍の光｣の原曲 Should auld acquaintance be forgot and never brought to mind? Should auld acquaintance be forgot and days of auld lang syne? and days of auld lang syne, my dear, and days of auld lang syne Should auld acquaintance be forgot and days of auld lang syne? Should auld acquaintance be forgot and never brought to mind? Should auld acquaintance be forgot and days of auld lang syne For auld lang syne, my dear, for auld lang syne We'll take a cup of kindness now for auld lang syne 嬉しきに悲しきにつけ偲ばるる人になりたし今日をつとめむ ♪Row, row, row your boat(live your life), gently down the stream, merrily, merrily, merrily, merrily, life is but a dream. ♪ ヱモズセン浅き夢見じ浅キ夢見ジ今日越えてケフ越エテ有為の奥山ウヰノ奥山常ならむハは散我世色色ガタ常ナラムゾ匂どニヘホドレリルヌヲへ我が世誰ぞ散りぬるをイロハ歌	<urn:uuid:7252a9cc-ee0c-4052-9b25-0bed2e5db476>	CC-MAIN-2024-42	http://cal-gpc.org/materials/nailao-e-j8p%202.pdf	2024-10-14T01:02:42+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	4,430,481	24,516	eng_Latn	eng_Latn	0.511654	jpn_Jpan	0.550665	[ "jpn_Jpan", "jpn_Jpan", "eng_Latn", "eng_Latn", "eng_Latn", "jpn_Jpan", "jpn_Jpan", "eng_Latn", "eng_Latn", "jpn_Jpan", "eng_Latn", "jpn_Jpan", "eng_Latn", "jpn_Jpan", "jpn_Jpan", "jpn_Jpan", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "jpn_Jpan", "jpn_Jpan", "eng_Latn", "eng_Latn", "jpn_Jpan", "sco_Latn" ]	false	docling	[ 1452, 3376, 5560, 7755, 9937, 12135, 14250, 16385, 18624, 20779, 23069, 25237, 27336, 29340, 31600, 33675, 35847, 38303, 40546, 42765, 44999, 47296, 49389, 51570, 53593, 55455, 57723, 59658, 61089, 61913 ]	[ 2.515625, 1.9453125 ]	3	0
Glossary of Key Terms and Concepts Related to the COVID-19 Pandemic Asymptomatic: Defined by the National Library of Medicine as individuals who do not have symptoms of an illness or disease. Asymptomatic individuals include those who have been infected with a disease but are not showing symptoms or those who have recovered from a disease. In the case of COVID-19, recent studies show that infected individuals without symptoms can spread the disease to others. Close contact is defined by the CDC as "a) being within approximately 6 feet (2 meters) of a COVID-19 case for a prolonged period of time; close contact can occur while caring for, living with, visiting, or sharing a healthcare waiting area or room with a COVID-19 case, or b) having direct contact with infectious secretions of a COVID-19 case (e.g., being coughed on)." Coronavirus: "Coronaviruses are a large family of viruses which may cause illness." They are named for the crown-like spikes on their surface. Several coronaviruses are known to cause respiratory infections ranging from the common cold to more severe diseases such as Middle East Respiratory Syndrome (MERS) and Severe Acute Respiratory Syndrome (SARS). The most recently discovered coronavirus causes coronavirus disease COVID-19." WHO and CDC. COVID-19: COVID-19 is the infectious disease caused by the most recently discovered coronavirus. This novel (new) coronavirus was first reported in China in December 2019. The World Health Organization announced COVID-19 as the official name of the disease in February 2020. Other names used to refer to COVID-19 include SARS-CoV-2 and 2019-nCoV. Community spread: means people have been infected with COVID-19 in a particular area, including some who are not sure how or where they became infected. CDC Disease cluster or infection cluster is a group of similar health events that have occurred around the same time, geographic area, and/or common exposure, according to the CDC and WHO. Elective procedure/surgery: is defined by the American Hospital Association as any procedure that is "scheduled rather than a response to an emergency." Due to the COVID-19 outbreak, the federal government and several state governments and professional associations are recommending or requiring that hospitals and dentists postpone elective procedures, except in the case of patients whose condition cannot wait until the health care system returns to normal operations. Epidemic: "An epidemic occurs when an infectious disease spreads rapidly to many people." An epidemic is generally larger and more severe than an outbreak, but less severe than a pandemic. APIC Flattening the Curve: This concept is the goal of social distancing. Although the overall goal of fighting a pandemic or epidemic like COVID-19 is to stop the spread of the disease entirely, slowing the spread is critical. The virus will spread very fast without measures to reduce transmission, resulting in a high curve or peak in number of cases at one time, and can overwhelm the healthcare system. By decreasing opportunities for transmission by symptomatic and asymptomatic individuals, spread of the disease will be slower and the rate of new cases per day will be lower, hence a flatter curve. Anderson et al., 2020. Handwashing guidelines: Proper handwashing reduces the spread of COVID-19. "Wash your hands often with soap and water for at least 20 seconds especially after you have been in a public place, or after blowing your nose, coughing, or sneezing. If soap and water are not readily available, use a hand Last updated: 3/26/2020 sanitizer that contains at least 60% alcohol. Cover all surfaces of your hands and rub them together until they feel dry." CDC Higher risk populations: individuals who are at a higher risk for developing severe illness from COVID-19 include: older adults age 65 and older, and people of any age with serious underlying conditions such as lung disease, heart disease, diabetes, or who are immunocompromised. CDC How COVID-19 spreads: COVID-19 is thought to primarily spread through person-to-person contact, either "between people who are in close contact with one another (within about 6 feet)", or through respiratory droplets that are produced when an infected person coughs or sneezes and can land in the mouth, noses, or eyes of nearby people. The virus can also spread through contaminated surfaces, where it may be present for a few hours or even a few days. CDC and van Doremalen et al., 2020. Immunocompromised: Individuals with a weakened immune system. Immunocompromised individuals "have a reduced ability to fight infections and other diseases" and are more likely to experience severe illness from COVID-19. NIH and CDC Incubation period is defined by the CDC as the time from exposure to an agent, such as a virus, until the first symptoms develop. Recent studies have found the incubation period of COVID-19 to be 1-14 days and is most commonly around 5 days. WHO Isolation is "the separation of a person or group of people known or reasonably believed to be infected with a communicable disease and potentially infectious from those who are not infected to prevent spread of the communicable disease. Isolation for public health purposes may be voluntary or compelled by federal, state, or local public health order." CDC Outbreak: the occurrence of cases in excess of what would normally be expected in a defined community, geographical area or season." An outbreak is similar to an epidemic, but usually occurs in a smaller area. WHO and CDC Pandemic: A global spread of disease to several countries or continents, usually affecting a large number of people. A pandemic affects a greater geographical area and a greater number of people than a outbreak or epidemic. The World Health Organization (WHO) classified COVID-19 as a pandemic on March 11, 2020. CDC Prevention methods: The CDC recommends several actions that individuals should take to protect themselves from COVID-19 and to reduce transmission. 1. Clean your hands often (see handwashing techniques) and avoid touching your eyes, nose, and mouth. 2. Avoid close contact (6 ft) with others and practice social distancing. 3. Cover your mouth and nose with a tissue when you cough or sneeze or use the inside of your elbow, and immediately wash your hands. 4. Stay home if you are sick. 5. Wear a facemask if you are sick around other people. Individuals do not need to wear a facemask if they are not sick. 6. Clean and disinfect frequently touched surfaces daily, including tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, and sinks. Quarantine generally "means the separation of a person or group of people reasonably believed to have been exposed to a communicable disease but not yet symptomatic, from others who have not been so exposed, to prevent the possible spread of the communicable disease." CDC Last updated: 3/26/2020 Self-Observation: according to the CDC, means "people should remain alert for subjective fever, cough, or difficulty breathing. If they feel feverish or develop cough or difficulty breathing during the selfobservation period, they should take their temperature, self-isolate, limit contact with others, and seek advice by telephone from a healthcare provider or their local health department to determine whether medical evaluation is needed." Severe illness: Those who develop severe illness from COVID-19 are more at risk of complications from the disease. Complications can include pneumonia in both lungs, organ failure in several organs, and death. Older adults and those with underlying conditions are more at risk of developing severe illness from COVID-19. Mayo Clinic. Social Distancing is the act of remaining out of crowded public places where close contact with others may occur, "avoiding mass gatherings, and maintaining distance (approximately 6 feet or 2 meters) from others when possible." CDC Stigma "occurs when people associate a risk with a specific people, place, or thing – like a minority population group – and there is no evidence that the risk is greater in that group than in the general population. Stigmatization is especially common in disease outbreaks." Stigma hurts everyone by creating fear or anger towards other people. Some groups of people who may be experiencing stigma because of COVID-19 include: persons of Asian descent, people who have traveled, emergency responders or healthcare professionals. CDC Symptoms: The "most common symptoms of COVID-19 are fever, tiredness, and dry cough. Some patients may have aches and pains, nasal congestion, runny nose, sore throat or diarrhea. These symptoms are usually mild and begin gradually." Symptoms range from mild to severe and may appear 1-14 days after exposure. In some cases, infected individuals report no symptoms. CDC and WHO. Testing and diagnosis of COVID-19: Laboratory tests can identify current infection with the virus that causes COVID-19 in respiratory specimens. These tests are Real-Time Reverse Transcriptase (RT)-PCR Diagnostic Panels, and can produce results in 4 to 6 hours. Testing is performed by state and local health departments, as well as some medical providers. CDC has guidance for who should be tested, but decisions about testing are at the discretion of state and local health departments and/or individual clinicians. Those who test negative for COVID-19 probably were not infected that the time they were tested, but a negative test result does not rule out getting sick later. Another type of test is soon to be available. Blood serum tests are being developed to test for antibodies to COVID-19, which are produced when a person's immune system responds after an infection. This type of test can identify who was previously infected with COVID-19 and has since recovered, as well as those that have an active infection. CDC and AAAS. Treatment of COVID-19: "While some western, traditional or home remedies may provide comfort and alleviate symptoms of COVID-19, there is no evidence that current medicine can prevent or cure the disease. However, there are several ongoing clinical trials that include both western and traditional medicines." WHO Underlying conditions are pre-existing health conditions. Persons with serious underlying medical conditions, as well as older adults, are more at risk of developing serious illness from COVID-19 than others. Serious underlying health conditions that make a person more at risk for developing severe Last updated: 3/26/2020 illness include: chronic lung disease, moderate to severe asthma, heart disease with complications, high blood pressure, diabetes, severe obesity (BMI ≥40), renal disease, liver disease, or those who are immunocompromised due to conditions such as receiving cancer treatment. CDC. Virus: Viruses are very tiny germs that are made of genetic material inside of a protein coating. Viruses invade living, normal cells inside your body and can kill, damage, or change the cells and make you sick. Different viruses attack certain cells in your body such as your liver, respiratory system, or blood. Viruses cause infectious diseases such as the common cold, flu, warts, and HIV. COVID-19 is a virus that affects the respiratory system. NLM. Last updated: 3/26/2020	<urn:uuid:d5551734-130d-4efb-aec7-f2cf9e1038fe>	CC-MAIN-2024-42	https://patientnavigatortraining.org/wp-content/uploads/2020/03/Glossary-of-Key-Terms-Related-to-the-COVID19-pandemic.pdf	2024-10-14T02:21:06+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	386,286,224	2,334	eng_Latn	eng_Latn	0.997517	eng_Latn	0.998189	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3595, 6969, 10577, 11341 ]	[ 2.8125 ]	1	3
St. Mary's Preparatory School (inc EYFS) English as an Additional Language (EAL) Policy September 2024 1 Introduction 1.1 The purpose of this policy is to outline the school's approach to identification and meeting the needs of pupils who are classified as having English as an additional language. 1.2 This policy applies to all pupils, including those in the early years. 2 Definition 2.1 In defining EAL we have adopted the following definition: 'An EAL pupil is a pupil whose first language is not English. This encompasses pupils who are fully bilingual and all those at different stages of learning English.’ 2.2 EAL pupils may be: * Newly arrived from a foreign country and school; * Born abroad, but moved to the UK at some point before starting school; or * Newly arrived from a foreign country, but an English speaking school; * Born in the UK, but in a family where the main language is not English. 2.3 EAL pupils will need varying levels of provision. 3 Recognition 3.1 Our school seeks to ensure that all pupils are enabled to have access to a broad, balanced and relevant curriculum. English is best learnt through the curriculum and EAL pupils should be encouraged to play a full part in all learning opportunities. 3.2 EAL learners make the best progress within a whole school context, where pupils are educated with their peers. 3.3 The school environment promotes language development through the rich use of language. 3.4 The school structure, pastoral care and overall ethos help EAL pupils integrate into the school whilst valuing diversity. 3.5 Bilingualism is viewed as a positive and life enriching asset. 3.6 Parents and prospective parents will be provided with the particulars of our EAL provision. 4 Identification and Assessment 4.1 Identification and assessment is carried out with the purpose of providing the most appropriate provision for each pupil. 4.2 In assessing the nature and extent of the pupil's grasp of English the following methods may be used: * Information from the application form; * Information from initial assessment papers; and/ * Information from interviews with parents/guardians; * Information from the previous school. 4.3 Whenever possible, assessment is undertaken as a partnership between the class teacher, EAL Coordinator, parents/guardians and pupil. 4.4 In assessment of EAL pupils, competence in English is categorised on a five point scale. 3 5 EAL Classification Codes 5.1 The Department for Education uses the following EAL classification codes. These are the reference points for pupils on the EAL register. The pupil may: * Use first language for learning and other purposes. * Remain completely silent in the classroom. * Be copying/repeating some words or phrases. * Understand some everyday expressions in English but may have minimal or no literacy in English. Needs a considerable amount of EAL support The pupil may: * Follow day-to-day social communication in English and participate in learning activities with support. * Begin to use spoken English for social purposes. * Understand simple instructions and can follow narrative/accounts with visual support. * Have developed some skills in reading and writing. * Have become familiar with some subject specific vocabulary. Still needs a significant amount of EAL support to access curriculum The pupil may: * Participate in learning activities with increasing independence. * Be able to express self orally in English, but structural inaccuracies are still apparent. * Be able to follow abstract concepts and more complex written English. * Literacy will require ongoing support, particularly for understanding text and writing. Requires ongoing EAL support to access curriculum fully * Oral English developing well, enabling successful engagement in activities across the curriculum. * Can read and understand a wide variety of texts. * Written English may lack complexity and contain occasional evidence of errors in structure. * Needs some support to access subtle nuances of meaning, to refine English usage, and to develop abstract vocabulary. Needs some/occasional EAL support to access complex curriculum material and tasks * Can operate across the curriculum to a level of competence equivalent to a pupil who uses English as first language. Operates without EAL support across the curriculum. 4 6 Provision 6.1 Provision for learning needs is best expressed in terms of 'learning support' - an umbrella term indicating the provision for a variety of types and levels of need, including SEN, EAL and Higher Achieving Pupils. This provision encompasses curriculum planning, support for individual pupils or groups of pupils within the classroom in terms of differentiation, support for those responsible for teaching these pupils, and supplementary provision. 6.2 EAL pupils will be provided with opportunities to make good progress. 6.3 EAL children in the Early Years will be provided with reasonable steps to learn and play in their home language, we will support language development at home and support children in reaching a good standard in English. Where appropriate, we will assess understanding in the home language in order to inform an assessment judgement in the early stages of English language learning. 6.4 Classroom teachers have responsibility for ensuring that pupils can participate in lessons and will have awareness of good practice in providing for EAL pupils within the classroom setting. 6.5 Our school aims to address the needs of EAL pupils within the classroom. However, there will be times when it will be appropriate for children to be withdrawn from lessons to receive focused support. 7 Monitoring and Recording 7.1 Class teacher * It is the responsibility of the class teacher (with the support of the EAL Coordinator) to maintain up to date records of EAL pupils in their class whilst they are in their care. * An Individual Educational Plan (IEP) is maintained for all EAL pupils assessed as having a competency in English at Stage A, B or C. This is reviewed on a termly basis. 7.2 EAL Coordinator * Where there is no specific EAL Coordinator, this role is fulfilled by the SENCO. * A register of EAL pupils (identifying stages) is maintained centrally by the school and monitored by the EAL Coordinator. * The EAL Coordinator collates information and arranges a baseline for EAL pupils. 8 Special Educational Needs and Differentiation 8.1 EAL pupils are not children with SEN and our school recognises that most EAL pupils needing support with their English do not have SEN needs, but have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English. 8.2 Some EAL pupils may have a special educational need and in such cases pupils will have equal access to school SEN provision, in addition to EAL support. 8.3 EAL pupils with a special educational need will be identified as part of normal assessment procedures as outlined in our SEND Policy. 8.4 EAL pupils considered to be more able or to have an individual talent will be identified as part of normal assessment procedures as outlined in our Able, Gifted and Talented Policy. 9 Communication 9.1 Parents and teachers will work together in the best interests of pupils with EAL. 9.2 Teachers will meet with parents on a termly basis to inform them of progress made and discuss strategies in place if there is an Individual Education Plan in place where appropriate. 10 Source of Information 10.1 The NALDIC website is the main source of information for all matters connected to EAL provision: https://naldic.org.uk/ 6 September 2022	<urn:uuid:c5c20a37-b0ec-47be-96ce-3a8aea3242f7>	CC-MAIN-2024-42	https://www.stmarys-henley.co.uk/wp-content/uploads/sites/115/2024/09/EAL-Policy-Sept-2024.pdf	2024-10-14T01:57:18+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	845,176,096	1,538	eng_Latn	eng_Latn	0.899788	eng_Latn	0.997645	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 104, 2419, 4359, 7384, 7724, 7743 ]	[ 1.8984375 ]	133	0
Should Christians Judge? "Judge not according to the appearance, but judge righteous judgment." —John 6:24 A CULTURE OF TOLERANCE DEFINITIONS "rightly dividing": "judge": CONTEXT What was Jesus speaking against? Jesus was laying out the steps for making a _____________ judgment. Matthew 7:5 "Then thou shalt see _________________________." MATTHEW 7:6 HOW TO BEWARE OF DOGS AND PIGS? _____________________ _____________________ ____________________________________ Biblically, there is a __________ way and a ______________ way to judge. JUDGING IN THE WRONG WAY Hypocritical: Judging Motives: Superficial Judging: Wrong Attitude & Motivation: Matters of Conscience: "Judge not, that ye be not judged." —Matthew 7:1 Youth Bible Study Being Judgmental: DISCERNMENT (SPIRITUAL JUDGING) "discernment": We must ___________ in discernment; senses trained to discern (Hebrews 5:12-14). Discernment requires the ________ & the ____________. Never lose sight of our goal: "pointing people to __________________." HOW DID JESUS JUDGE? John 8:7 – self examination (mote and beam; speck and 2x4). What were the motives of the scribes & Pharisees? (John 8:6) When the woman did not leave, this gave Jesus a _____________. Jesus started a conversation first, "Where are your _______________?" Compare the actions of Jesus and the actions of the scribes and Pharisees. Which caused the woman to want to "sin no more"? Did Jesus condone her sin? RIGHTEOUS JUDGMENT 1. What is my motive? Does it make me feel superior? Am I being critical? Do I have respect of persons? Am I striving for unity? 2. Is it my place? Discerning & addressing are two different things. Am I a spiritual leader? Was I asked? 3. Have I examined myself first? Am I measured up? What is my attitude? Am I open to correction? 4. Have I prayed about it & given it time? Could I have misjudged or misunderstood? Could I be jumping to conclusions? Could it be that God wants to work with them? 5. Is God's Spirit leading me? There is a time to speak & keep silent. Could my life (not my words) be the best judgment (2 Corinthians 3:2)? Is it "lawful" AND "expedient"? Lawful: _____________________ Expedient: __________________ Does it "edify not" (1 Corinthians 10:23)? Have I counseled with a spiritual leader? 6. What is my approach? Finger-pointing or gentle? Am I "shewing all meekness"? Am I keeping in mind my own faults? "We ourselves also were sometimes ..." (Titus 3:3). Am I speaking the truth in love (Ephesians 4:15)? "A brother offended is harder to be won than a strong city" (Proverbs 18:19).	<urn:uuid:074da0d2-17ef-4571-9af7-38a297d4aa70>	CC-MAIN-2024-42	https://www.gods-acres.com/uploads/5/1/3/0/51300023/shouldchristiansjudge.handout.pdf	2024-10-14T01:28:42+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	667,466,028	676	eng_Latn	eng_Latn	0.994152	eng_Latn	0.997986	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 737, 2612 ]	[ 1.359375 ]	1	1
415 SEPTEMBER- OCTOBER 2020 One God of Many Names Swami Sundarananda The Virtues of Yama or Self-control Chandra Kumari Handoo. M.A. Divine Wisdom Illustrated Tales and Parables of Sri Ramakrishna - 12 Court marriage and you court servitude It is 'woman and gold' that binds man and robs him of his freedom. It is woman that creates the need for gold. For woman one becomes the slave of another, and so loses his freedom. Then he cannot act as he likes. The priests in the temple of Govindaji at Jaipur were celibates at first, and at that time they had fiery natures. Once the King of Jaipur sent for them, but they did not obey him. They said to the messenger, "Ask the king to come to see us." After consultation, the king and his ministers arranged marriages for them. From then on, the king didn't have to send for them. They would come to him of themselves and say: "Your Majesty, we have come with our blessings. Here are the sacred flowers of the temple. Deign to accept them." They came to the palace, for now they always wanted money for this thing or 415 SEPTEMBER - OCTOBER 2020 Contents \| 194 \| Editorial: Mantra Japa or Repetition of the Holy Name – 1 \| \|---\|---\| \| 196 \| One God of Many Names Swami Sundarananda \| \| 202 \| The Virtues of Yama or Self-control Chandra Kumari Handoo. M.A \| \| 209 \| The Worship of God as Mother Swami Ghanananda \| \| 222 \| Enablement through Education Srinivas Venkatram \| \| 234 \| Kali Worship—Swami Vivekananda’s ‘Special Fad’ Dr. Umesh Gulati \| Mantra Japa or Repetition of the Holy Name – 1 A mantra is a holy name or a combination words signifying God with or without form or attribute. In Hinduism, Buddhism, Jainism, Sikhism, and to some extent in the Eastern Orthodox Church and Latin Western Church, repetition of the Holy Name or ceaseless prayer to God form one of the most important spiritual practices undertaken by an aspirant. In Hinduism, this practice comes from the central belief proclaimed in the Vedas that the nama – the name is not different from the nami – the named. Mantra Japa or repetition of the Holy Name is thus a spiritual practice that unites the aspirant with God through the repetition of the mantra. The term 'mantra' is derived from two roots in Sanskrit 'man' (to think) and 'trai' (to protect). The term mantra means "that which protects its votary." In this ever-changing world or nature (Prakriti) there cannot be any permanent security or protection. The ultimate protection is in transcending Nature or Prakriti in its entirety and uniting the individual soul with Purusha or Brahman (God). Mantra Japa is one of the easiest ways to seek true security and everlasting peace. In the Hindu tradition Brahman is described as the Supreme Sound (Shabda Brahman). It is from this concept of Shabda Brahman that the deep reverence for the Holy Name has sprung. Mantra can be just one word or a combination of two or more words. Swami Vivekananda says in his book Bhakti Yoga, "But we are now considering not these Mahâ-purushas, the great Incarnations, but only the Siddha-Gurus (teachers who have attained the goal); they, as a rule, have to convey the gems of spiritual wisdom to the disciple by means of words (Mantras) to be meditated upon. What are these Mantras? The whole of this universe has, according to Indian philosophy, both name and form (Nâma-Rupa) as its conditions of manifestation. In the human microcosm, there cannot be a single wave in the mind-stuff (Chittavritti) unconditioned by name and form. If it be true that nature is built throughout on the same plan, this kind of conditioning by name and form must also be the plan of the building of the whole of the cosmos. यथाएकेनमृत्पिण्डेनसर्वंमृन्मयंविज्ञातंस्यात् — "As one lump of clay being known, all things of clay are known", so the knowledge of the microcosm must lead to the knowledge of the macrocosm. Now form is the outer crust, of which the name or the idea is the inner essence or kernel. The body is the form, and the mind or the Antahkarana is the name, and sound-symbols are universally associated with Nâma (name) in all beings having the power of speech. In the individual man the thought-waves rising in the limited Mahat or Chitta (mind-stuff), must manifest themselves, first as words, and then as the more concrete forms. Om is the most sacred word of the Vedas. It is considered to be one with Brahman – the highest Reality, personal or impersonal. Om is the Logos, the undifferentiated word from which all the manifested universe has been created. We also read in the Bible, "In the beginning was the Word, and the Word was with God, and the Word was God." About 'Om' Swami Vivekananda further says, "In the universe, Brahmâ or Hiranyagarbha or the cosmic Mahat first manifested himself as name, and then as form, i.e. as this universe. All this expressed sensible universe is the form, behind which stands the eternal inexpressible Sphota, the manifester as Logos or Word. This eternal Sphota, the essential eternal material of all ideas or names is the power through which the Lord creates the universe, nay, the Lord first becomes conditioned as the Sphota, and then evolves Himself out as the yet more concrete sensible universe. One God of Many Names Swami Sundarananda A comparative study of different religions satisfactorily proves that they differ only in the language and the emphasis, while the ideas conveyed are much the same intrinsically. The Sanskrit word Parama means great and Iswara means God. In conjunction, Parameswara means the Great God. Similarly, in Arabic Akbar means great and Allah means God. Allahu Akbar means the same: Great God. To sincere religious men all over the world, the art of seeking such points of agreement among the different religions is a pleasant pastime and the opposite process of dwelling upon their differences is sheer pain. In China, when savants of different religions meet, it is their custom to ask each other, "To what sublime religion do you belong?" The first savant is perhaps a Confucian, the second is a Taoist and the third a disciple of the Buddha. Each begins with a panegyric on religions generally, not on his own particular religion. After that they repeat in chorus, "Religions are many; reason is one; we are all brothers." "The teachings of sects", said Sin Shun Yan, a distinguished Buddhist scholar, "are not different. A large-hearted man regards them as embodying the same truths and a narrowminded person observes only their differences." Separatism, dogmatism, and fanaticism characterize the lay mind; the enlightened mind feels oneness, non-separateness, unity, and all-inclusive sympathy. The word religion which is in use in the Christian world is derived from Latin re and ligare. Re means again and ligare means to bind. Religion, therefore, means that which binds human beings in bonds of love and sympathy, and binds them to God. The corresponding Vedic word is dharma, which is derived from the root dhri, to hold. The Buddhist dhamma in the Pali language has the same significance. The word Islam has a profound and noble meaning which by itself is the quintessence of religion. Derived from salaam (peace) or salama (to submit to God), it means the peaceful acceptance of God, the calm resignation and surrender of the smaller self to the greater Self, the letting out of egoism and the letting in of God. This resignation, embodied in the saying "Thy Will be done", is the essence of Christianity also. Khristos means the anointed one or one bathed in divine wisdom. Vedic dharma, derived from vid to know and dhri to hold, etymologically means the religion of knowledge and wisdom. Vedic religion, also called Sanatana Dharma, means the Eternal Religion, or the way to the knowledge of the eternal Self, or the way to Existence-Knowledge-Bliss Absolute, or the way to freedom from all bondage. The religion preached by Lao-Tse in China is Tao, which again points to the way of freedom from bondage. The whole problem of religion and philosophy lies in solving the riddle of three, and finding unity in the trinity of God, nature and man. The eternal quest of all philosophical systems of thought from time immemorial has been to find an explanation of these three different entities. In India, as far back as the Rig-Vedic period, these questions were raised, and their solutions offered. The answer found was that man was in essence one with God, and nature also was God's nature. Nature is the ever-changing garment of the unchanging Self. The meaning and purpose of life is that God has hidden Himself in man and that man has to find Him out again. All the religions state this truth in different languages and in different ways. For instance, the fundamental principle of Vedanta has been embodied in the cryptic saying, "Brahman is real; the world is unreal (ever changing); the jiva (individual self) is nothing but Brahman." This universe is a projection of the supreme Reality. This world, the manifested universe, is (in the spiritual sense) only an appearance. Behind this appearance of names and forms He dwells, not only as an immanent but also as a transcendental Entity. Due to our ignorance we do not see Him, but when this veil of ignorance shall be removed, we shall see Him in all things and in all beings. There is no real difference between jivatman (individual self) and Paramatman (supreme Self) except in the sense that the individual has taken a covering of limitations in the shape of name, form and various qualities, while the supreme Self is beyond all limitations. It is the same conscious Spirit which exists in both; only in one case it shines partially owing to limitations and in the other it shines fully and freely. Consequently, when through purity of character and through wisdom man finds his real Self, this veil of ignorance drops off by itself. Then man and God, or the apparent self and the eternal Self, merge, as it were, becoming one and inseparable. "The knower of Brahman becomes one with Brahman." The sage who attains this highest stage declares, "I am He." The Holy Koran, the revealed book of Islam, hints at the same truth: "Close is He to us, closer than the very artery of our napes." "I am in you, but the blind, ye see Me not." Again, in another context: "He who hath known himself hath known God." A Sufi saint says, "Nearer am I to thee than thine own heart." We find the Jewish saying, "The spirit of man is the candle of the Lord." Jesus the Christ said: "I and my Father are one," and "The kingdom of God is within you." The Old Testament of the Jewish faith, especially the book of Isaiah, gives out the same truth repeatedly: "I am God and there is none else." And St. Paul said: "The spirit of God dwelleth in you." In one of the Udanas, the Buddha, rising from samadhi, uses the exact words found in the Upanishads. The only difference is that the Buddha's words are in Pali. The words are: "That Brahman may give to Himself the name of Brahman." In a similar mood of exaltation, Bayazid-al-Bistami re-echoed, "How wonderful am I, salutation unto Me." The Ormazd Yasht of the Zoroastrian religion declares, "My first name is Ahmi" (Sanskrit: asmi, I am). The Taoist says, "Find the Tao in yourself and you know everything else." Confucius declares: "What the undeveloped man seeks in others, that the advanced man seeks in himself." So, where is the difference amongst different religions so far as the highest ideal is concerned? There is absolutely no difference in ideal. Only languages and expressions differ but the ultimate truth referred to is the same. There are more points of agreement to be found even in the details of different religions. The liberated soul who attains this realization of the Oneness of all life, this inseparable connection with all other living beings, is called a Mukta by the Hindus. Supreme love of God as embodied in the life of Chaitanya points to the same Mukta state. The Buddhists call the Muktas either Buddhas or Arhats, which correspond to the Jaina Tirthankaras, the helpers-across, the ferrymen of the unliberated, the Messiahs and Christs in Christianity. Islam calls them Isan-ul-Kumil, Mard-i-tamam, Muzhar-i-Atamm. For a perfect realization of the identity of the individual self with the universal Self, every soul passes through three main stages. In terms of knowledge they constitute three main views or visions, respectively: darsanas or systems of thought, known in India as Dvaita (Dualism); Visishtadvaita (Qualified Monism); and Advaita (Monism). Islam's ljadiyah, Shuhadiya and Wajadiah bear the same meaning. The ways of attainment of Oneness are described by the Hindus as the path of knowledge, the path of devotion and the path of selfless work, which correspond to haquiquat, tariquat and shariat of Islam, respectively. The way of knowledge, the way of devotion or mysticism, and the way of charity in Christianity have the same significance. In the Buddhist eightfold path, the three most prominent ones under which they may be included are right knowledge, right desire and right action, and they are the same as the Vedic ways. The Jaina right vision, right idea and right way convey the same significance. These religions recognize three principal layers or koshas (sheaths) in the make-up of man. Vedanta calls them physical, subtle and causal bodies. Islam describes them as nap, dil and ruh. The Sufi sect uses the words jism-i-kul, rah-i-kul and agl-i-kul. The Jainas know them as oudarik, tejas and karmanyas. The Buddhist nirmanakaya, sambhogakaya and dhammakaya correspond to the Christian body, mind and soul, respectively. The Jewish mystics designate them as nafesh, ruah and neshamah. The five yamas of Yoga philosophy correspond to the five shilas of the Buddhists. They are also five of the ten commandments of Moses which were repeated and confirmed by the Christ. The same process is to be found in the Koran as well. Mohammed too enjoins fiqr and shukr, which are complete renunciation of property and cultivation of utmost contentment, known in the Hindu scriptures as aparigraha and Santosh, respectively. Jesus said, "Resist not evil." The Buddha advised, "Conquer hatred with love." Mohammed enjoined, "Recompense evil; conquer it with good." The Vedas say, "Conquer hatred by love, untruth by truth." Lao-Tse taught, "Recompense injury with justice." Confucius admonished, "Reward injury with kindness." Lao-Tse's disciple, Chuang Tse, answered, "To the good I would be good, and to the not-good I would also be good in order to make them good." I shall conclude by repeating a short but interesting story illustrative of the unity of all religions, from Maulana Rumi, a Sufi saint. It is the Persian counterpart of the well-known Vedantic story of the six blind men who felt with their hands the different limbs of an elephant and disputed among themselves about it, until they were enlightened by a man gifted with eyesight. Once upon a time an Arab, a Turk, a Persian and a Rumi happened to become fellow travellers on the road of life. The long trek in the sun made them hungry and thirsty. So, all of them thought of purchasing grapes, which would serve the purpose of both food and drink. The Arab cried out enab, the Turk said in a loud voice lizam, the Persian shouted angur and the Rumi roared astapil. They frowned, their eyes reddened, and they clenched their fists. A fruit-vendor happened to pass along that road at the time. He had to deal with many foreign customers. Naturally, he knew many languages. He rushed in between them and placed before them his basket of fruits. Forthwith the clenched fists were loosened, their voices became sweet, their eyes softened, and their faces beamed with smiles. Each one of them found in the basket the self-same thing of his choice in the shape of sweet grapes. From the above story we get an idea of how the different religions of the world are not at all contradictory. No doubt they differ in non-essentials, but they equally emphasize essential points. The life of Sri Ramakrishna in India was a practical demonstration of the fact that the different religions lead men to the same goal. He said from his spiritual experiences that the different religions of the world are not contradictory or antagonistic to one another. The one eternal religion has been existing through all ages and will ever exist, and this one religion is expressing itself in various ways in various countries. Therefore, instead of being intolerant, we must show sincere sympathy with all, knowing that as long as differences of nature and temperament continue in this world, the same eternal religion will require different adaptations and interpretations to suit different times and temperaments. (Reprinted from Vedanta for East and West, July-August 1955) The Virtues of Yama or Self-control Chandra Kumari Handoo. M.a. F reedom in the choice of one's spiritual path is an integral part of Hinduism; and since a great deal of scope is given to individual talent, education and inherent capacity, some difference in outlook even amongst the followers of the same path is more or less inevitable. This becomes all the more striking when the paths are numerous and varied. Notwithstanding these differences however, there is also an underlying unity which should not be overlooked in dealing with the subject. It runs like a thread through all forms of sadhana, binding them together and giving to Hinduism its tolerance, coherence, and strength. Certain rules of conduct known as yama and niyama are the starting point of all sadhanas worth the name. They are of universal application and each consists of five virtues. We shall now deal with them one by one: (i) Ahimsa, harmlessness or non-violence, is a positive virtue with a negative name; though literally meaning not to harm or hurt anyone, it includes compassion, forgiveness and love for all living creatures, in thought, word and deed. But by the common consent of civilized humanity, and also on the strength of the scriptures, it is recognized to be the highest expression of a truly religious life; it is the firm belief of Hinduism, exemplified in the lives of its saints, that the mere presence of a man of ahimsa is sufficient to wipe out all thoughts of violence and retaliation in the hearts of men and even beasts. In literature and mythology favourite illustrations of this truth are the tiger and the deer. It is said that both lived amicably, grazing on the grassy meadows of the anchorites' ashrama, forgetful of the inborn desire to devour its prey on the part of the one, and fear on the part of the other. But to the struggling aspirant ahimsa presents great difficulties in practical life; for instance, can we stop the killing of the numerous micro-organisms which fill the air and the water? Even the strictest adherents of ahimsa like the Jains cannot eliminate this form of himsa (injury) from the food they eat and the air they breathe. The question arises again, should you allow a thief or a dacoit to rob or kill you, your family, or your neighbours? Our common sense answers a hundred times, 'no'. Thus it seems that discrimination is necessary even in the application of this great maxim of ethics. Each concrete ease must be judged in its totality, and the spirit of the law rather than the letter must claim our loyalty and devotion. A very good example of the conflict that ahimsa can create in the heart of an earnest seeker is to be found in the life of Balaram Bose, a disciple of Sri Ramakrishna. Born in a Vaishnava family he scrupulously observed ahimsa in his daily life. One day, when mosquitoes were troubling him whilst he was at prayers, it suddenly occurred to him that there could be no harm in killing a few mosquitoes if by doing so, he could concentrate his mind on God. The idea was a revolutionary one and created a conflict in his mind. With a view to solving this problem he went to Sri Ramakrishna, and to his great surprise, he found the Master busy killing bugs from his own pillow. His doubts were cleared at once, and from the new light that he received he was able to understand higher truths in their proper perspective. (ii) Satya or truth came into existence before the world. The root meaning of satya is that which exists or that which never ceases to exist. So, truth is identical with the ultimate reality and is the Para-Brahman Itself. "Satyam vada", or "speak the truth" is the highest law, and in this dark age of Kali (Iron Age), it constitutes a sadhana by itself which can be practised even in the midst of a worldly life. Speech is the medium of man's activities; so, Manu the lawgiver says, '' Speak only that which has been purified by truth (Satya putam vaded vacham)." B. G. Tilak has devoted a chapter in his Gita Rahasya to the discussion of the moral law He makes a distinction between verbal truth and practical truth; the former being confined to truthfulness of speech belongs to a lower category, while that which is beneficial to humanity is denoted by the latter. Practical truth is the highest law and verbal truth must ever remain subservient to it. Tilak gives a quotation from Narada, who in the Santi Parva of the Mahabharata says to Suka, "Speaking the truth is the proper thing; but rather than truth speak that which will lead to the welfare of all; because that in which the highest welfare of all consists is in my opinion the real truth." (Gita Rahasya,1.47) He also gives relevant quotations from some Western scholars, one of which is as follows: " We do not think that truth ought always to be told to children or madmen, or invalids, or by advocates: and we are not sure that we are bound to tell it to enemies or robbers, or even to persons who ask questions which they know they have no right to ask." (Gita Rahasya,1.47) Penances were prescribed by the Shastras so that truth might not be neglected or overlooked for trivial reasons; good men also willingly accepted any punishment, human or divine, which was meted out to them for the breaking of the moral law, if by doing so they could mitigate the suffering of others. The conflict that truth was bound to create led the Upanishads to formulate another law which says, "Speak the truth, speak sweet words, but do not speak the unpleasant truth. Speak sweet and true words only, for this is the eternal dharma". Once I had the good fortune of discussing the same topic with a senior Swami of the Ramakrishna Order, well-versed in scriptures and respected by all for his austere and saintly life. My contention was that Truth is sometimes necessarily harsh and bitter. He was firmly of the opinion that provided our efforts were sincere, a way could always be found of avoiding the unpleasant truth. A difficult case soon arose. Though sceptical of the result, I was determined to give his words a trial, and was very surprised when his formula worked. Since then I also have been converted to his view which conforms to the Upanishadic text quoted above. Truth protects its votary in a miraculous manner. Sri Ramakrishna also considered truth to be the highest law. He said that after the vision of the Divine Mother, he could surrender everything to Her excepting Truth. He did not mind giving up knowledge and ignorance, holiness and unholiness, good and evil, but he ended by saying, " I gave up everything at Her feet but could not bring myself to give up truth". (Gospel of Sri Ramakrishna, p. 855) (iii) Brahmacharya is perfect chastity in thought, word, and deed. A life of complete continence gives great intellectual and spiritual powers. It helps to collect the scattered energy of the mind and develop the will power and memory. It is not to be imagined that brahmacharya, a source of creative power and energy, is a mere negation. It has a positive aspect which by far outweighs the negative one. Spiritual life aims at reducing the consciousness of the body to a minimum by fixing the mind on God. The soul is sexless, and it would be derogatory to the dignity of its real nature to identify the pure Atman or spirit with its gross physical form. The divinity and animality of man are his dual inheritance, and due to the antithesis, that they present he is destined to struggle throughout life. This struggle is the first condition of human progress and can only be slowly overcome by proceeding oil the spiritual path. By constant dwelling on God the physical awareness recedes, and the sexual energy is slowly transformed and sublimated into spiritual energy. Swami Vivekananda says, "If the performance of Yajnas is the corner-stone of the work portion of the Vedas, as surely is brahmacharya the foundation of the knowledge portion." (Complete Works,IV.250). The Gita (VIII.11) also says that the Imperishable is reached by the self-controlled through the practice of brahmacharya. If complete brahmacharya is the law of monastic life, the ideal of the Hindu marriage is also very closely allied to it. Continence is enjoined on married couples also and is to be broken only for procreation which also is an act of sacrament. Self-control and the giving up of sense pleasures is the aim of both the recluse and the householder. In the one case it is rigid and severe while it is a gradual process in the other. Purity of the mind is held to be greater than mere physical continence; for instance, the chastity of the married woman known as pativrata (the vow of fidelity to the husband) has been looked upon as a path by which one may attain Self-realization. The unsullied purity of the Hindu wife is a byword in the Indian tradition and has been exquisitely described in our own times by Sister Nivedita. She says of her, "The ideal that she like the nun pursues, is that of a vision which merges the finite in the infinite, making strong to mock at separation, or even at change. And the point to be reached in practice is that where the whole world is made beautiful by the presence in it of the beloved, . . . and where, above all, the sense of unrest and dissatisfaction is gone for ever, in the overflowing fulness of a love that asks no return except the power of more abundant loving". (The Web of Indian Life, p. 51-52) Sri Ramakrishna also advised householders saying, "After the birth of one or two children, husband and wife should live as brother and sister and only talk of God. Then both their minds will be drawn to God, and the wife will be a help to the husband on the path of spirituality." (The Web of Indian Life, p. 51-52) (iv) Asteya or non-stealing includes a complete lack of covetousness, for the good of others. Covetousness arises from unrestrained desires and shows an absence of mental discipline. In an essay entitled, A Free Man's Worship, Bertrand Russell talks of unfettered thoughts "not weighted by the load of eager wishes". He continues to say, "Freedom comes only to those who no longer ask of life that it shall yield to them any of those personal goods that are subject to the mutations of time ." (The Web of Indian Life, p. 51-52) The mind has several layers of consciousness and each one of them is filled with innumerable desires, which may even be contradictory to one another. Our birth in the world is itself the result of our past desires, and they are so many that even eternity cannot satisfy them. No sooner are the gross ones eliminated or controlled than the subtle ones begin to show up. These can play havoc with the mind because the subtler they are, the greater the difficulty in detecting and controlling them. Only the sadhaka who is constantly alert and introspective can follow the mind in its vagaries and restrain it from the sin of covetousness. Stealing also may be of many kinds. The commonest refined form of stealing of which we all are more or less guilty, is that of ruining another man's reputation through idle gossip, envious criticism or an obstinate habit of fault-finding. Knowing the weakness of human nature in this direction, the saint Tulsidas prayed significantly in one of his songs: " May I not look upon the virtue of others as vice, for by following the footsteps of the holy ones in this manner I am sure to attain devotion to the Lord ". (v) Aparigraha or not receiving or expecting gifts even in time of necessity, comes last on the list of the virtues of yama. But in no way is it implied that it is the least of them all. That aparigraha should be held in such high esteem seems strange at first until one thinks over it deeply and assesses its influence on the life of the struggling seeker. Firstly, the idea is that with every gift, some impurity of the giver contaminates the mind of the receiver. Gifts are seldom given without any purpose, so in most cases the sensitive receiver feels obliged to fulfil the desire in return for the gift. If the desire is for knowledge and spiritual enlightenment the teacher is only too glad to instruct him. But sometimes in the case of a worldly man the desire is to gain health, wealth or children. This is greatly to be deplored; the man who gives with such motives cannot be regarded as a seeker of religion and he handicaps the sadhu in his spiritual life, adding to those very fetters which the latter is trying to get rid of. Hence all good monks are extremely reluctant to accept anything in cash or kind from all and sundry. It is said in the scriptures that by observing aparigraha for twelve years we develop the memory of our past lives. We then understand that we have been coming into the world over and over again, suffering the pangs of birth and death and the many ills of life on earth. It is then only that dispassion is truly born in our hearts, which in turn pushes us onwards, enabling us to pursue our path with renewed vigour and enthusiasm. As a rule, life in the world follows a way that is entirely opposed to aparigraha. There is no relationship which does not demand or expect something in return for the affection or care that is given to the loved one; the best of us would be satisfied with loyalty, gratitude or attention, but not so the ordinary man. Most disappointments or frustrations in life are due to expectations that have not received fulfilment; a great deal of cynicism and bitterness may also be traced to the same source. As the Sanskrit saying goes, "Verily, hope or expectation is the greatest sorrow and to be without it the greatest joy." This brings us to the second aspect of aparigraha. In acting as a check upon our desires it resembles the principle of asteya. The greatest asset a man of aparigraha has is his independence. He is manly and strong and looks to no man for petty favours. The eyes of the average man are always turned towards his fellow human beings who constitute his world. But the spiritual man is made of sterner stuff; undaunted by the taunts or criticism of the weaklings of the world and equally unmoved by their applause or appreciation, with confidence in himself and faith in God, he marches forward towards his desired goal. (Reprinted from Vedanta for East and West, Nov-Dec 1955) The Worship of God as Mother Swami Ghanananda In the West, God is usually adored as the Father, although millions are drawn to the worship of God through the Divine Child. In India, from very ancient times, He was worshipped in a variety of relationships, namely as the Creator, the Master, Friend and Companion, Child (Son or Daughter), Parent (Father or Mother), and as the Beloved. Of all these relationships, that of God as Mother has a peculiar fascination for millions of people in India. Who is this Divine Mother? She is the Primal Cause as Power. I Tyndall's little book on the conservation of energy mentions two great teachings of modern science, namely: A. That the sum total of energy in the universe is the same, B. That this is indestructible. We need not consider matter and energy to be different. The progress of science has brought about the disappearance of the dividing line between matter and force, between the living and the non-living. In the words of Herbert Spencer, "We are able to regard every phenomenon as a manifestation of some Power by which we are acted upon; although Omnipresence is unthinkable, yet as experience exposes no bounds to the diffusion of phenomena, we are unable to think of limits to the presence of this Power: while the criticisms of science teach us that this Power is incomprehensible. And this consciousness of Incomprehensible Power called Omnipotent from inability to assign its limits, is just that consciousness on which religion dwells." II We have references to this mighty Power behind the universe in the Upanishads and other ancient books. In the first question in the Prashna Upanishad, Katyayana Kabandhin asks his teacher Pippalada, "Venerable Sir, whence are these creatures born?" And the answer is given, "The Creator (Hiranyagarbha), desirous of creatures, performed penance. Having performed penance, He created the pair, Matter and Energy, thinking that they together would variously produce creatures for Him." Indeed, the ancient seers came face to face with the mighty Power of the God of gods. Creation, preservation, and destruction are three successive expressions of the same Infinite Power. The Kena Upanishad tells the following story of the gods and their defeat, in glorification of this Power of Brahman (the Absolute): 'It is said that Brahman once won a victory for the gods (over the demons). Although the victory was due to Brahman, the gods became elated by it, and thought, "Truly this victory has been won by us. Ours is the glory of it." Brahman knew their vanity, and He appeared before them, but they did not understand who that adorable Spirit was. The gods said to Fire: "O all-knowing Fire, find out who this adorable Spirit is." He agreed. Fire hastened to the Spirit. The Spirit asked him who he was. Fire replied, "Verily, I am Fire, the omniscient." "What power resides in such as you?" asked the Spirit. "Why, I can burn up everything, whatever there is on earth," replied Fire. The Spirit put down a straw before him and said, "Burn it!" Fire dashed at it, but he was unable to burn it. So, he returned to the gods, saying, "I could not find out who that adorable Spirit is." Then the gods said to Wind: "O Wind, find out who this adorable Spirit is." He agreed. Wind hastened to the Spirit. The Spirit asked him who he was. Wind replied, "Verily, I am Wind, the King of the air." "What power resides in such as you?" asked the Spirit. "Why, I can blow away everything, whatever there is on earth," said Wind. The Spirit put down a straw before him and said, "Blow that away!" Wind dashed at it but was unable to move it. So, he returned to the gods, saying, "I could not find out who that adorable Spirit is." Then the gods said to Indra (the chief of gods): "O Indra, find out who this adorable Spirit is." He agreed and hastened towards the Spirit, but the Spirit disappeared from his view. And in that very spot he beheld a woman wondrously fair, the daughter of the snowy mountain Himavan. And of Her he asked, "Who could this adorable Spirit be?" "Brahman!" She exclaimed. "Indeed, through Brahman's victory have you attained greatness!" Then alone he understood that the Spirit was Brahman.' III The primal principle of creative energy remains sometimes in the potential form and sometimes in the kinetic. Sri Ramakrishna therefore compared it to the serpent at rest and the serpent in motion. It has no beginning in time, and it returns to and remains in the Absolute Being or Brahman at the end of each cycle of its manifestation or differentiation. Any form of energy, physical, mental or spiritual, comes from that primal source of all energies, i.e. Shakti (Divine Power), manifesting in that form. This Shakti is All-Power, All-Intelligence and All-Love. Unlike mechanical power which by itself has no consciousness, this Divine Power is the Power of Consciousness and therefore not blind but is AllIntelligence. This Shakti corresponds to the Prakriti of the Sankhya and to the Maya of the Vedanta. This Power becomes kinetic at the beginning of a cycle, but at the end of it remains latent in Brahman. Brahman is to Shakti as fire is to its burning property, milk is to its whiteness, and a gem is to its lustre. Brahman and Shakti are inseparable. It is believed by the followers of the Tantrik School that this Energy exists in Brahman the Absolute (although Advaita Vedanta does not accept any power as an integral part of Brahman). Otherwise, query the Tantriks, how can the cosmos come, as the Absolute is beyond the activity of creation, preservation, and destruction? And this Power has no beginning, for if it had any, we should have to admit a beginning for the whole cosmos and for the soul, and to admit that God Himself is cruel and partial. But, says Vedanta, as there is no knowledge of this Energy at all in samadhi (super-consciousness), it is real only up to the point of our reaching samadhi, unreal in the state of samadhi, and becomes real again when we leave samadhi. The intellect itself being a relative thing, it cannot grasp this Power. Indeed, this Power is mysterious. To millions of people the Supreme appeals as Infinite Power, and to others as Infinite Being. And those in India, to whom the Power aspect of the Supreme appealed more, developed a system of disciplines consisting of the practice of repetition of sacred words, rituals and meditation, by which to capture this divine Power in their hearts and raise themselves to a spiritual plane. IV The highest teaching of Vedanta is usually expressed in the words "Thou art THAT". It is called the Brahman beyond attributes, name, and form. It is this non-dual Brahman that is indicated in the words, "Then was not non-existence nor existence . . . THAT only breathed by its own nature: apart from THAT was not.” One mysterious sound alone, OM, denotes THAT. Moreover, it is taught: "All this is verily Brahman." "This" is used for the universe and the universe is Brahman, because from 'It' it is born, into 'It' it is merged, by 'It' it is maintained. All that man sees around him has come forth from that Fullness which is Brahman and is as the shadow of that Substance. We need not go far to seek the Truth, "this my Self within the heart, this (is) Brahman". This is the supreme wisdom, and it is to be gained by purity, devotion, self-sacrifice, and knowledge. We also read: "Verily O Satyakama, this Omkara is the Supreme and the lower Brahman." And again: "There are two states of Brahman, one with form and another formless, one changing and the other unchanging, one finite and the other infinite, one existent and the other beyond existence. This second Brahman is not another but is Brahman conditioned and therefore limited and manifesting. It is called Saguna Brahman, that is, Brahman with attributes." This universe existed in its unmanifest condition as MulaPrakriti, the Root of Matter. This becomes manifest only when the Lord shines forth. The emergence is simultaneous, because He cannot become manifest except by clothing Himself in this, and this cannot become manifest save as ensouled by Him. This universe therefore is the body of God and He its soul. The Self and the non-Self, the Purusha and Prakriti, Sat and Asat, everlasting but appearing and disappearing, this two-in-one is the cause of all things. He is the Saguna Brahman, He has been declared in His own nature as Sat, Chit, Ananda—Pure Being, Pure Consciousness, Pure Bliss. He is the Akshara, the Indestructible One on Whom Prakriti is woven. The eternal Subject is the Spirit, the Self; the eternal Object being Matter, Mula-Prakriti, the non-Self. The Divine Power which is the cause of all things is the second member of the Duality. This Divine Power, the will of Ishwara, making Prakriti manifest, is called Maya. Maya is allegorically considered feminine and is inseparable from Ishwara. The unity of God and His Power is like that of the moon and its light, that of a word and its meaning. This will-power is Uma, the Eternal Virgin. While inseparable from the Lord, when directed towards Him, she is called Mahavidya, the Great Knowledge, and when turned away from Him, she is also called Avidya (Nescience) and Mahamaya (the great Illusion), as She permeates Mula-Prakriti and becomes inseparable from it. Thus, vidya and avidya, knowledge and ignorance, are both manifestations of Maya. Krishna teaches "Earth, water, fire, air, ether; Manas, Buddhi also, and Ahamkara, these are the eightfold divisions of My Prakriti". This is the lower Prakriti. He then adds: "Know my other Prakriti, the higher, the life-element, O mighty-armed, by which the universe is upheld." This other Prakriti is called by Krishna, "My divine Prakriti", His own power, his Yoga-Maya by which this universe is upheld. Maya is Prakriti: its possessor is the great Lord. The Lord and Maya are inseparable. Says the Devi-Bhagavata: "She (is) Bhagavati, the Goddess, the cause of all. Mahavidya, Mahamaya, the Fullness, the imperishable Prakriti ..." "The Will of the Supreme Self verily (is She), in Her nature (uniting) the ever-lasting and the ever-passing ..." "(Her) embryo is the Veda, the long-eyed, the primal Goddess of all." "At the Pralaya, having rolled up the universe, She sports, hiding within Her own body the types of all living beings ... Mula-Prakriti is she indeed, ever united with Purusha. Having made the world-systems, she shows them to the Supreme Self ... The cause of it (is) She, the All, Maya, the benignant All-Ruler." "She, Maya, is ever in the Supreme Essence, whose nature is Consciousness, subordinate to Him and by Him ever sent forth among jivas (beings)." "Therefore, should be worshipped that Consciousness, whose nature is Sat, Chit and Ananda, Lord of Maya, the Divine, with Maya, the Supreme Lady." Maya is the illusion-producing power and is therefore known as the cause of bondage and also as the path to liberation. As avidya She deludes man. As vidya She leads him to Her Lord, and as She vanishes in Him the Atman knows Itself as free. Says the Devi-Bhagavata: "He (the Lord) by His Maya, conjoined with kama and karma, because of the samskara of past experience, and the ripeness of time and karma, and because of non-differentiation of the tattvas, becomes desirous of creation. This emanation, O King of mountains, is not preceded by buddhi. This transcendental form of Mine that I have described to thee is the undifferentiated Avyakta, and the Maya-coloured; in all the teachings is it described as the Cause of all causes, and the first Element of all the elements, the embodiment of Sat-Chit-Ananda ... the base of iccha, jnana and kriya. It is declared by the mantra HRING and is called the Adi-tattva." "From it was born akasa, in the form of the tanmatra of sound. Thereafter arises vayu, of the nature of touch. Then tejas, of the nature of vision. Then water, of the nature of taste. And then earth, of the nature of smell ... From them arose the great Thread, which is called the Linga. It is declared to possess the nature of all. It is the subtle body of the Atman. The Avyakta is the causal body, declared before, in which the world exists as a seed, from which the Linga arises, wherefrom (arise) the gross elements in the way of panci-karana (quinduplication) ..." We have already pointed out that the Devas were taught that all power comes from Brahman and that no power belongs to them, as they are but vehicles or manifestations of the Power of Brahman. This teaching, according to the Kena Upanishad, was imparted to the Devas by Lima, who is also known as Durga. The identity of Uma is not explained by the Upanishads, but She is not only the Teacher, through whom the Devas learnt the greatest lesson of their lives, but also the Power of Brahman Itself. This Power (Shakti) is all comprehensive as It comprises all kinds of powers, physical, mental, moral, and spiritual, in man and is the Power that creates, preserves, and dissolves the universe. The Power of God in Itself is beyond the thought of all genders, yet It is associated with the feminine form of Uma or Durga; and It manifests through the working of the feminine principle in nature. This Power is called the Mother, because it is a natural law that it is the mother that brings forth children, tends them and nurses them to strength, and if any of them happens to pass away unfortunately, it is she who does the final service by folding the dead body of the little one in clothes and taking it to the burial or cremation ground. Thus, from beginning to end it is the mother that plays the vital part in the life of the children. It is to her that they look in moments of fear, distress, or helplessness. It is from her that they learn about their father, their brothers and sisters, relatives, and friends. Even if the mother chides them or punishes them, they do not leave her, for even while punishing she keeps them in her arms or on her lap! The whole universe being a manifestation of the Divine Power, the Mother is present in both animate nature and inanimate nature, or rather it would be more correct to say that both animate nature and inanimate nature are the Mother Herself. Attraction is power, repulsion is power, movement is power, life is power, and death too is power. As the Divine Power is abstract, it is difficult for beginners to realize It, but It can be intellectually comprehended to some extent. Therefore, the devotee is advised to think of this Power as expressed through any of the spiritual or divine forms which are Its expressions. Indeed, all manifestations of God in the Hindu pantheon such as Brahma, Vishnu and Shiva, as well as all the Incarnations or Saviours such as Rama, Krishna and Ramakrishna, are all expressions of that supreme Power of Brahman, nay, that Power Itself. Yet as this Power Brahman is associated with the feminine form, so Uma or Durga and other feminine forms of the divine have a special meaning for the devotee. Supreme Love, which is the highest form of devotion to God, is possible only if directed to the infinitely beautiful. And the highest beauty is always associated with the Divine Mother. Who else is more beautiful than She? It is Her beauty that is seen everywhere in nature as the majesty of heaven and the sublimity of mountains, as the loveliness of flowers and the golden hue of fruits, the music of streams and the breathing of the ocean waves. The external manifestations of an infinitesimally small part of this Divine Beauty madden men. Its mental manifestations make them geniuses in science, philosophy, and arts. Its moral and spiritual manifestations make them saints and holy men. It has been aptly said that if a man becomes a saint and his spiritual influence is felt within a radius of a hundred miles, the spiritual influence of a holy woman works over a radius of a thousand miles. There is much truth in this observation. The power to draw to the Divine the souls of men, if possessed by a woman, is many times greater than the power of man to draw souls to God. VI There has been a spiritual tradition amongst Indian women even from the Vedic times. We see the working of this tradition in the days of the virgin philosopher Gargi, as well as Maitreyi, whose husband Yajnavalkya wanted to settle on her a share of the property and take leave of her before renouncing the world and embracing the monastic ideal, but who asked him: "If, indeed, venerable sir, this entire earth filled with wealth were mine, would I become immortal through it?" Yajnavalkya: "No, like the life of the rich even so would your life be. Of immortality, however, there is no hope through wealth." Maitreyi: "Then what shall I do with that by which I cannot become immortal? Tell me, venerable sir, of that alone which you know to be the only means to immortality." In answer to this question Yajnavalkya imparts to his wife the great teachings of Vedanta. Right through the ages India has given birth to great women mystics, thinkers, and devotees, who realized God in some aspect or other. Each of them had great qualities of head and heart, and helped to keep up the spirit of Hinduism and enrich it by her life, spiritual struggles, illumination, and teachings. All of them accepted celibacy as the grand means by which body and mind could be purified with a view to realizing the highest goal of life. This spiritual ideal has produced among Indian women Brahmacharinis and Brahmavadinis, who studied and discussed scriptures and philosophies, practised severe austerities, profound meditation and Yoga disciplines. Sri Sarada Devi was an embodiment of all those qualities and virtues which made Indian women great. Her life was unique. It has become a source of inspiration to men and women, the married and the unmarried, the laity and the monks. She was born on December 22nd, 1853 in the hamlet of Jayrambati, in the district of Bankura, Bengal. At the age of five she was betrothed to Sri Ramakrishna, who had then been practising such intense spiritual disciplines that he was taken for a maniac. The betrothal was arranged by his parents, who hoped that his mind would come down to normal and be cured of its strange ways and moods brought on by his mad passion for God. After the betrothal he returned to Dakshineswar, the scene of his austerities. For the first time after the betrothal Sarada met him when she was seven. They met again when she was fourteen, and he then taught her all that a Hindu girl should learn—everything from cookery to meditation. After a few months he returned to Dakshineswar and continued his spiritual disciplines. Four years passed and she became a woman at the age of eighteen. Some months later she went to Dakshineswar, accompanied by her father and other relatives, to meet her husband, as it was rumoured that he had become insane and she wanted to ascertain the truth. He received her and her relatives with great kindness and hospitality, and arranged for her rest and treatment, as she was very tired after the journey and had come to Dakshineswar with an anxious mind. She was greatly relieved to find that he was the same to her as before and that he was absolutely free from all traces of insanity, which was attributed to him by people without understanding, who did not know what they were saying. Sri Ramakrishna had by now finished practising all the disciplines of Hinduism and attained a variety of experiences, nay more, as he had realized the truths of other religions as well and the underlying harmony of all faiths. He was then thirty-six years of age. After the betrothal, when Sri Sarada Devi was growing into womanhood, he had fervently prayed to the Divine Mother to remove all traces of carnality from her mind so that she might remain pure and immaculate. During the early days of her stay at Dakshineswar, he once asked her whether she had come to drag him down to the worldly life, but she replied: "Why should I do it? I have come only to help you in the path of religious life." It was during these early days of her stay in the same premises as Ramakrishna that he performed a form of worship known as Shodashi Puja. On the seat intended for the Divine Mother to be worshipped he asked Sarada Devi to sit. The worship began at about 9 p.m. with the usual rituals and mantras. She was in a mood of spiritual fervour throughout. After sprinkling holy water on her several times, he invoked in her the Divine Mother by addressing the following prayer: "O Divine Mother, Thou Eternal Virgin, the Mistress of all powers and abode of all beauty, deign to unlock for me the gate to perfection. Sanctifying the body and mind of this woman, do Thou manifest Thyself through her and do what is auspicious." All through the worship Sri Sarada Devi was in a state of semi-absorption, and when the worship was over, she went into deep samadhi. It was a transcendental union of the worshipper and the worshipped who realized their identity of being as Brahman. A long time passed in that state of spiritual absorption. Late in the second watch of the night Sri Ramakrishna regained a little of physical consciousness. Then he resigned himself completely to the Divine Mother, and in a supreme act of consecration, offered to the Deity manifest before him the fruits of his austerities, his rosary, himself, and everything that was his. He then uttered the following mantra: "O Goddess, I prostrate myself before Thee again and again—before Thee, the eternal Consort of Shiva, the three-eyed, the golden-hued, the indwelling Spirit in all, the giver of refuge, the accomplisher of every end, and the most auspicious among all auspicious objects." In the course of ritualistic worship, it is usual for the worshipper to invoke the Deity in him, and when the worship is over to pray to the Deity to mingle again with the universe from which It came. Although the worshipper feels his identity with the Deity for a while, he is soon overpowered again by worldly consciousness and completely forgets his spiritual identity with the Divine. When Ramakrishna invoked the Divine Mother in Sarada Devi, she attained a high state of spiritual experience. When she came to, she did not lose sense of her identity with the Divine but retained it throughout life. Further, the worship symbolized her participation in Ramakrishna's life, and in the fruits of his own austerities and in his spiritual ministry. Henceforth, her body and mind became the instruments of that Energy which is known as the Divine Mother and which played through the body and mind of Ramakrishna. They saw in each other only the Divine Mother. Their minds never once came down to a lower level. She was holy as he was holy. He was the "divine man", and she the "divine woman". She was a mother to his disciples and their disciples as much as to her own. Nay, she was more than a mother, for through her that Energy known as the Mother whom Ramakrishna worshipped and realized was made manifest. It is no wonder that she is known today as the Holy Mother—a name which at once evokes mingled feelings of love and reverence, of affection and adoration. (Reprinted from Vedanta for East and West, September-October 1954) Enablement through Education Srinivas Venkatram T o understand the idea of enablement, we begin with a simple, but quite powerful, model of the human personality. In this model, the human personality comprises two broad zones of learning, reflection and growth—the zone of being and the zone of function. The zone of 'function' is accessed when we ask the question: "what do I do?" This question brings forth answers related to our profession, our training, skills and competencies, our roles in the workplace, our visible achievements, and so on. The zone of 'being' is accessed when we ask the question: "who am I?" Answering this question brings forth answers related to our aspirations, our values and ideals, our choices, our identities related to our colour and race, our religions, our social affiliations, among others. Our education system systematically prepares and develops people at the function level but is largely blind to helping people develop at the being level. To elaborate, we emphasize strengthening and developing people at the function level, going to great lengths in helping people to develop their skills, competencies, and professional capabilities, etc. On the other hand, we pay far less attention to strengthening and developing people at the 'being' level. We do not systematically help people to clarify and develop 'being' level capabilities such as the capability to respond to life, build positive identities and self-esteem, to clarify their vision of themselves and the lives they really want to lead. Our education system thus prepares people to create and deliver value to society but does not necessarily teach people to live lives of intrinsic value to themselves. The world has dimly recognized this one-sided vision of education for a long time but has not felt an urgency to do something about it. But things have changed. The world is transforming faster than even the most astute observers are able to comprehend. Size is now as much a disadvantage as it is a resource. And people need to be curious, adaptive, agile and resilient, besides being competent at their jobs. In such a world, training and strengthening people at the functional level but letting people sink or swim at a deeper being level is no longer an option. There is a necessity to enable and strengthen people at the being level on a systematic and scalable basis, so that a whole generation becomes capable of navigating an uncertain world, and is able to deal with the human consequences of bewildering environmental complexity. The forms of enablement How do we strengthen people at the 'being level' on a systematic and scalable basis? Where do we start? In the rest of this essay, we explore four types of enablement that will help strengthen people at the being level. 1. Identity level enablement The first form of enablement is identity level enablement—giving people the freedom to be who they want to be. An identity that is functional is inherently self-limiting. Individuals who identify with a set of skills and professional expertise often end up excluding the possibility of learning or growing in a new area of their life. People have to develop identities that are beyond a particular professional skill. This keeps them open to growing and learning all the time. Consider the case of people who take voluntary retirement in organizations. They have been employees for 20-30 years when suddenly at the age of 45-50 they have to do something new in their lives. There is a search for a new identity. Another example is where whole technologies undergo a change. In the software industry, for example, entire generations of technology are rendered redundant because of changes that take place. Employees who have identified themselves with a specific set of technologies or software skills may suddenly find their entire domain area redundant or worthless. When the search for a new identity comes, people cannot be trapped with an earlier identity. They need a freedom space which says "I can be many things. I do not have to be one thing alone." So, even if someone, for whatever reasons, has become an engineer or a doctor, that person must have the courage to say "I don't want to be that tomorrow" and be something else altogether. This can take place if and only if they do not have a self-limiting identity. If people have to reinvent themselves in a fast-changing society, they must learn to adopt identities that are not potentially selflimiting. An individual who is trapped by a self-limiting identity based on a specific domain (for example, healthcare), or a specific set of skills or a narrow specialization, may find that the very identity that gave them self-esteem or pride is becoming a cage from which they cannot escape. To enable them to make this shift, they need to be helped o shift the very basis of their identities from functional or competence/professional/role/positio nal) identities hat allow them to see themselves as learners, adaptors, growth-oriented individuals—all of which are associated with who they are rather than with what they do. This helps people to change, and over time to stay open to new possibilities in this lifetime. That freedom to become who you want to become only comes when you operate at a being level. This is the first and most fundamental form of enablement: to enable people to be free to take on different identities and roles as society changes, and to be free to grow themselves, to morph themselves, depending on lifestyle situations. If they are themselves trapped in an internal mental form and shape and with a limited set of attributes, they will be incapable, at an identity level, of coping with any kind of response in the world. 2. Behaviour level enablement The second kind of enablement is giving people enablement at a behavioural level. Behaviour level enablement should not be confused with behaviour change. Rather it should be seen as freeing people to design their own responses to life. In a study on the quality of interactions between the police force and citizens of one of India's major metros, it was found that, on average, a police officer had around 5 negative or unpleasant interactions in a single day. In a police force comprising 40,000 police officers, this adds up to nearly 200,000 negative interactions every single day, all over the country. What was interesting was not the number of negative interactions, but the diversity of the interactions. There was, in fact, very little diversity in the reactions. A traffic police officer would face almost the same kind of situations every day, and would react in the same way every time when provoked—all while trying to control the chaotic roads of an Indian city. This means that most of the police personnel had slipped into repeating patterns of response to the challenges from the environment. The situations were similar. The reactions were almost programmed, and the emotional and psychological impact of these reactions on the police personnel was adding up day after day, leading to them feeling trapped by their own response patterns. This is a "habit of response". Every time a person faces a similar challenge, that person does not solve or pause to reflect, but acts out of the same "habit or response". While most people were trapped by their habits of response, some seemed to be different. They chose not to 'react' but to 'respond' to the environment. They developed simple but effective ways to handle the various types of people they encountered—people who wanted 'immediate solutions', people who wanted to be treated differently or especially, people who genuinely needed attention and engagement, and so on. By designing responses to these different types of people and their behaviours, this small group of effective police officers had transformed their own work day. They had not quantitatively transformed the situation (they faced the same people and situations that others do), but qualitatively transformed the interactions and their own life. Each one of us faces our own universe of challenges. Behaviour enablement means giving people like us that magic space of reflection and design in our day-to-day behaviour. In the diagram, the dotted circle is a small island which represents space. Thus the whole idea is to give people those little islands where there they can sit quietly when the torrent of life is going on around them. That is also enablement. Behaviour enablement also means giving people the space to respond. 3. Knowledge enablement This is the third kind of enablement: people have an asset view of knowledge. Skills, concepts, information are all knowledge assets. Degrees and certificates are also assets. While millions of people across the globe collect knowledge assets, only a small proportion of people are able to translate these knowledge assets into contribution and value. Many of us have learnt physics, chemistry, maths, social sciences, and several other subjects. But few of us use more than a small fraction of our knowledge effectively in the way we deal with the environment or solve problems we face in everyday situations. This gap between what we know and how much we end up using effectively is called the "learning-doing" gap. The learningdoing gap is the gap between what we know and what we are able to translate into superior quality of thought or action. This gap is somewhat addressed at a functional level. But it remains completely unaddressed at the being level of our personality. Why? We understand how to use knowledge as long as it is objective, but when new knowledge forces us to challenge our way of thinking, our cherished opinions, mental beliefs, the way we live and deal with other human beings, goals we pursue, and our willingness to put others before ourselves, then we find that we know much but translate little into doing or living more effectively. People therefore need to be enabled to learn new ways of thinking and responding, to be open-minded to alternative perspectives and narratives, to adapt psychologically to changing circumstances, and to self-reflect and discover their own tacit values and aspirations, so that they can live lives aligned to who they are. This will help to build an education system that not only gives people knowledge, ideas and skills, but also enables people to make wiser choices, more enlightened choices which include not just their own narrow interests but also the larger interests of the community and of society. This needs one more kind of enablement that can be called knowledge enablement. Through knowledge enablement, people will be helped to bridge that gap which then enables them to answer questions such as How do I use what I know most effectively? How do I use what I know to contribute effectively to society and participate in solving the wicked challenges of our times? How do I use what I know to become a different/better person? The reservoir of water is there; all people have to do is to create the pipeline and the tap, so that water can then be used for washing, for bathing, or for whatever purpose it is needed. Teaching people to build the bridge between knowledge and a better life is called the third form of enablement. 4. Mindset level enablement The fourth kind of enablement speaks to our mode of engagement with life. How many people do you know who complain about life and other people? How many people do you know who live in the past or are attached to older ways of thinking and working? They often feel, psychologically, that they are trapped. They are locked up in history, in memory, in a reactive behaviour. They are locked up in the 'process of life' spoken of earlier. This is the picture that describes them. Many of them carry a belief that life is out of control, that they have no say, no ability to influence, that they cannot really make a difference. "I would like to, but it is far beyond me." "There is somebody out there who is far more powerful." Only the rich and powerful can make a difference. For example, in a conversation with a group of people who were senior leaders of a large organization, I found many of them referring to 'senior management'. Even senior people who are considered powerful by people junior to them feel powerless. That is a victim mindset. If someone above me is going to be more powerful, it means that person is going to take responsibility and that person is going to take all the decisions. This is also a victim mindset. So, this victim mindset is not restricted to one group of people in society. Similarly, a person may be brilliant academically, but they could still be a psychological victim when it comes to society and the world around them. If someone is a victim, that individual cannot contribute, cannot consciously adapt and respond to a changing world; instead they will be trapped in reactive modes of mind. Releasing people from that victim mindset into a world of imagination, of possibilities, where they can actually make a difference, releasing them into a mode where they can be free to grow—"I am free to think about and reflect about who I am"—this is the definition of enablement. So, if we really want to bring about change, if we really want to have a different society, we also need to bring about enablement at this level. People who are enabled to be 'creators of their destiny' recover for themselves their own hidden resilience, their own adaptive capacities, their own capacity to heroically transform the life and circumstances in which they find themselves. People cannot be creators of their destiny only during a war or a crisis. They also need to be in that state of mind if they are to ride the waves of change sweeping across the world. The Education for Enablement vision We need an education system that goes beyond building capacities and skills at the function level alone and starts investing in enabling young people to develop the deeper being level dimensions of their personality. We need an education system that helps people to build identities that enable them to grow and reinvent themselves; a system that gives people the power to design responses to challenges, instead of being trapped by their own habits and patterns of thinking; a system that helps people to break free of their own psychological cages that make them feel powerless and victims of life; and, most importantly, a system that helps people to build a bridge between all that they are taught into the lives they lead and the choices they make. Kali Worship—Swami Vivekananda's 'Special Fad' Dr. Umesh Gulati I n the early part of 1884, Narendra (Swami Vivekananda), just before he received the result of his B.A. examination (which, of course, he passed), his father, Vishwanath, suddenly died. Narendra, being the eldest son, suddenly became the only support of his mother and brothers. When the time came to look into his financial assets, Narendra found that his father spent more than his income and had left nothing but debts. And besides, some relatives tried to get a share in the family's property, though they lost the suit in the court. Even before the prescribed period of mourning was over, he began to go from one office to another in search of a job, but to no avail. Some mornings when he got up, he would find not enough food for all the five or six members of the family, so he would feign that a friend had invited him to his house for lunch and therefore he was going there. In fact, during such days he had nothing to eat, for he had no money in his pocket, and he was too proud to talk to anyone about it outside the family. Sometimes, rich men would invite him into their houses to sing and play at their parties, which he usually did, but those rich people seldom asked him how he was getting along. A very few used to ask, "Why do you look so pale and sad today?" But only one of them actually found out the reason how things really were, but not through Narendra himself. That friend started sending money to his mother from time to time, anonymously. "I am under an eternal debt to him," Narendra recalled. Despite all this, he never lost faith in the existence of God and His divine Providence. Besides, his determination to preserve his moral and sexual purity never wavered. People would invite him to drink wine and go to places of ill fame, but Naren shunned these invitations without giving them a second thought. A distorted version of these events, including Naren turning into an atheist, not to mention even some silly rumours about his character entertained by some devotees, reached Sri Ramakrishna. Some of those devotees had even gone to the Master to tell him about it. And when one of those devotees wept and said, "Sir, we never dreamed Naren would sink so low!", the Master cried out excitedly, "Silence, you scoundrels! Mother has told me that Naren could never do such things. If you talk about this anymore, I won't have you in the room!" What faith the Master had in his beloved Naren! But even when Naren had in fact talked about turning into an atheist, it was merely to assert his boldness and pride before these so-called friends. As Naren himself put it: "The experiences I had had from my childhood and, most of all, since meeting the Master, rose vividly into my mind in the brightest colours and I said to myself, 'God certainly does exist - otherwise, what is life for, what is it worth? The path to God has to be found, no matter how great the struggle'." The summer season had passed, and the rainy season had begun in Bengal. Naren continued looking for a job as before. One night when he was completely drenched in the rain, and had not eaten all day, he was returning home and exhausted. He lay down like a log in the open veranda of a neighbour's house and lost his external consciousness. All kinds of thoughts and pictures were going through Naren's mind, which he did not have the power to ignore. Then suddenly it occurred, or rather was revealed, to him that one cannot ignore the divine Providence; and God's justice indeed does exist. He was beside himself with joy. Afterward, when he continued his walk home, he found that there wasn't an iota of fatigue in his body and his mind was filled with infinite peace and strength. Naren was firmly convinced that he was not born to earn money to support the family or to enjoy worldly fame. Rather, he secretly began preparing himself to renounce the world like his grandfather had done, and decided to become a wandering monk. And then he heard that very day the Master was coming to the house of a devotee in Kolkata. He thought it would be very nice to see the Master in the neighbour's house before leaving his own house for ever. But as soon as Naren met Sri Ramakrishna (from whom nothing could be hidden!), the latter told him that he was going to Dakshineswar and Naren must go with him too. Despite Naren's various excuses, the Master insisted that he must accompany him in the carriage; and Naren had no alternative but to give in. When they arrived, they both went into the Master's room. Some other devotees were also sitting there. Then the Master went into an ecstasy, and suddenly taking Naren's hand he began to sing, with tears pouring down his face: I am afraid to speak, I am afraid not to speak, For the fear rises in my mind That I shall lose you Up until this time, Naren had fought back strong emotions, but he could not do so any longer, and tears poured down his cheeks. At night, the Master called Naren to his side and said with great feeling: "I know you are born for Mother's work. I also know that you will be a monk. But stay in the world as long as I live, for my sake at least." The Master wept again. Soon after that Naren got a temporary job, which was barely sufficient for hand to mouth living for the family. One day Naren asked the Master that since Kāli the Divine Mother listened to his prayer, why shouldn't the Master himself ask that favour of the Divine Mother to relieve Naren of his poverty. When he put the suggestion to Sri Ramakrishna, the Master told Naren that he (Naren) suffered because he did not acknowledge Kāli as the sovereign Mistress of the Universe. The Master added, "Today is a Tuesday, an auspicious day for the Mother's worship. Go to her shrine in the evening, prostrate yourself before the image, and pray to Her for any boon; it will be granted. Mother Kāli is the embodiment of Love and Compassion. She is the power of Brahman (the Impersonal God; Mother Kāli is the personal God). She gives birth to the world by her mere wish. She fulfils every sincere prayer of Her devotees." At nine o'clock in the evening, Narendranath went to the Kāli temple. Passing through the courtyard, he felt in himself a surge of emotion, and his heart stirred with joy in anticipation of the vision of the Divine Mother. Entering the temple, he cast his eyes on the image and found the stone figure to be nothing else but the living Goddess, the Divine Mother Herself, ready to give him any boon he wanted—either a happy worldly life or the joy of spiritual freedom. He was in ecstasy. He prayed for the boon of knowledge, wisdom, renunciation, and Her uninterrupted vision, but forgot to ask the Deity for money. He felt great peace within as he returned to the Master's room. The Master asked if had prayed for money, but he replied that he forgot to ask. So the Master sent him back again, and told him to ask the Divine Mother for money. Naren did as he was bidden, but every time he went in front of the Mother, he forgot to ask for money; instead, he asked for discrimination, wisdom and renunciation. Suddenly, however, Naren realized that Sri Ramakrishna himself made him forget to ask the Divine Mother for worldly things; perhaps he wanted Naren to lead a life of renunciation. So, he now asked Sri Ramakrishna to do something for the family. The Master told the disciple that it was not Naren's destiny to enjoy worldly life but assured him that his family would be able to eke out a simple existence. Previously, Narendra's idea of God had been confined either to that of a vague Impersonal Reality or to that of an extra-cosmic Creator removed from the world. He now realized that Godhead is immanent in the creation, which after projecting the Universe from within Itself has entered into all created entities as life and consciousness, whether manifest or latent. The same immanent Spirit or the World Soul, when considered as a Person creating, preserving and destroying the creation, is called the Personal God, and is worshipped by different religions as the father, mother, king or beloved. These relationships have their appropriate symbols, and Kāli is one of them. Embodying in Herself creation and destruction, love and terror, life and death, Kāli is the symbol of the total universe. In one respect She is death, without which there cannot be life. She is smeared with blood, since without blood the picture of the phenomenal world cannot be complete. To the wicked who have transgressed Her laws, She is the embodiment of terror, and to the virtuous, She is the benign Mother. She contains within Her womb the seed of the universe, which is left from the previous cycle. After the manifestation of the universe She preserves and nourishes it, and at the end of the cycle She draws it back within Herself and remains the undifferentiated Sakti, the creative power of Brahman. She is non-different from Brahman. When free from the acts of creation, preservation, and destruction, the Spirit in Its cosmic aspect is called Brahman; otherwise it is called the World Soul or the Divine Mother of the universe, or, as in the words of Sri Ramakrishna, Shakti. She is, therefore, the doorway to realization of the Absolute (Brahman). To the daring devotee who wants to see the transcendental Absolute, She reveals that by withdrawing Her phenomenal aspect. Brahman is Her transcendental aspect. She is the Great Fact of the universe, the totality of all created beings. She is the Ruler and the Controller. All this had been previously beyond Narendra's comprehension. He had accepted the reality of the physical world and yet denied the reality of Kāli. He had been conscious of hunger and thirst, pain and pleasure, and the other characteristics of the world, and yet he denied the Mother, who controlled them all. That is why he suffered. But on that auspicious Tuesday evening the scales dropped from his eyes. He accepted Kāli as the Divine Mother of the universe and became Her ardent devotee. Many years later, Swami Nikhilananda in his book, Vivekananda, A Biography (page 47), wrote: 'Swami Vivekananda (Narendra) wrote to an American lady, "Kali worship is my special fad." But he did not preach about Her in public, because he thought that all that modern man required was to be found in the Upanishads. Further, he realized that the Kāli symbol would not be understood by humanity at large.' It is amazing that unlike ordinary devotees who would accept readily whatever their Guru says, Swami Vivekananda was clearly no ordinary disciple of Sri Ramakrishna. If Swamiji's father had not died and therefore he would not have had to look for a job to support his mother and siblings, would the "Kali worship be his 'special fad'." But Providence has Its own way of accomplishing Its task! It was not the first time, however, that Swamiji accepted something that Sri Ramakrishna had cherished very much. A few months before the above event unfolded, "Kali worship is my special fad", the Master wanted to train Narendra in the teachings of non-dualistic (Advaita) Vedanta. But Narendra found such teaching atheistic and blasphemous. Talking to a friend, he said: "How silly! This jug is God! This cup is God! … And we too are God! Nothing could be more absurd." The Master came out of his room and gently touched Narendra. Spellbound, he immediately perceived that everything in the world was indeed God. Returning home in a dazed state, he found the food, the plate, and people around him were God. When he walked in the street, he saw that the cabs, the horses, the streams of people were all Brahman. While walking in Cornwallis Square (in Kolkata), he struck his head against the iron railings to see if they were real or just a dream. Such a state lasted for several days, and he soon realized that the words of the Master were indeed true. From then on, he never doubted the veracity of his Master's words on Advaita Vedanta, the religion of Oneness. In fact, it is this, the crown jewel of Hinduism, which he preached in the West. He never failed to impress on all people the moral implications of strength, unselfishness, fearlessness, and love that flow from Advaita. When he returned to India, he embarked on a lecture tour throughout the country, which can be read in a book, Lectures from Colombo to Almora. These lectures show the patriotic side of Swami Vivekananda, his love for his country, which had remained under foreign domination for centuries. Said the patriot-saint Swami: "What our country now wants is muscles of iron and nerves of steel, gigantic will, which nothing can resist, which will accomplish their purpose in any fashion … That is what we want, and that can only be created, established, and strengthened by understanding and realizing the ideal of Advaita, the ideal of oneness of all. … Our aristocratic ancestors went on treading the common masses of our country underfoot till they became helpless, till they forgot that they were human beings. … Let them [people] hear of the Atman— that even the lowest of the low have the Atman within, who never dies and never is born—Him whom the sword cannot pierce, nor the fire burn, nor the air dry, immortal without beginning or end, the all-pure, omnipotent, and omnipresent Atman." another—the building of a house, the rice-taking ceremony of their babies, or the rituals connected with the beginning of their children's education. This Sphota has one word as its only possible symbol, and this is the ओं (Om). And as by no possible means of analysis can we separate the word from the idea this Om and the eternal Sphota are inseparable; and therefore, it is out of this holiest of all holy words, the mother of all names and forms, the eternal Om, that the whole universe may be supposed to have been created. But it may be said that, although thought and word are inseparable, yet as there may be various word-symbols for the same thought, it is not necessary that this particular word Om should be the word representative of the thought, out of which the universe has become manifested. To this objection we reply that this Om is the only possible symbol which covers the whole ground, and there is none other like it. The Sphota is the material of all words, yet it is not any definite word in its fully formed state. That is to say, if all the peculiarities which distinguish one word from another be removed, then what remains will be the Sphota; therefore, this Sphota is called the Nâda-Brahma, the SoundBrahman. Vedanta is a bi-monthly magazine published, since 1951, by the Ramakrishna Vedanta Centre, Bourne End, Buckinghamshire SL8 5LF, U.K. Phone: (01628) 526464 www.vedantauk.com Subscription rate for 6 issues: £9 or $17.50 post free. Now, as every word-symbol, intended to express the inexpressible Sphota, will so particularise it that it will no longer be the Sphota, that symbol which particularises it the least and at the same time most approximately expresses its nature, will be the truest symbol thereof; and this is the Om, and the Om only; because these three letters अ उ म(A.U.M.), pronounced in combination as Om, may well be the generalised symbol of all possible sounds. The letter A is the least differentiated of all sounds, therefore Krishna says in the Gita "I am 'A' among the letters." Again, all articulate sounds are produced in the space within the mouth beginning with the root of the tongue and ending in the lips — the throat sound is A, and M is the last lip sound, and the U exactly represents the rolling forward of the impulse which begins at the root of the tongue till it ends in the lips. If properly pronounced, this Om will represent the whole phenomenon of sound-production, and no other word can do this; and this, therefore, is the fittest symbol of the Sphota, which is the real meaning of the Om. And as the symbol can never be separated from the thing signified, the Om and the Sphota are one.	<urn:uuid:5ffeb05e-e941-4ceb-b61f-d0c3d019c842>	CC-MAIN-2024-42	https://vedantauk.org/Magazines/2020/Sep-Oct2020.pdf	2024-10-14T03:01:52+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	535,263,149	18,868	eng_Latn	eng_Latn	0.989226	eng_Latn	0.998727	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 136, 1070, 1501, 3685, 5227, 7988, 9061, 11199, 13238, 15368, 16854, 19425, 20808, 22973, 26273, 27757, 29847, 31146, 33464, 34551, 36295, 38094, 40572, 41713, 43498, 46183, 47637, 49220, 51120, 52907, 54442, 55992, 57389, 59235, 60200, 61765, 63010, 63650, 65096, 65752, 67247, 67851, 69070, 71566, 72831, 74767, 76623, 78638, 80990, 82412, 83887, 85089 ]	[ 1.3359375, 0.93359375 ]	2	1
To cite: Hill M, Hall A, Williams C, et al. Impact of co-occurring hearing and visual difficulties in childhood on educational outcomes: a longitudinal cohort study. BMJ Paediatrics Open 2019;3:e000389. doi:10.1136/ bmjpo-2018-000389 - Additional material is published online only. To view, please visit the journal online (http://dx.doi.org/10.1136/ bmjpo-2018-000389). Received 16 October 2018 Revised 30 January 2019 Accepted 6 February 2019 © Author(s) (or their employer(s)) 2019. Re-use permitted under CC BY. Published by BMJ. 1Centre for Child and Adolescent Health, University of Bristol, Bristol, UK School of Life and Health 2 Sciences, Aston University, Birmingham, UK Correspondence to Dr Matilda Hill; matildahill84@ gmail.com Impact of co-occurring hearing and visual difficulties in childhood on educational outcomes: a longitudinal cohort study Matilda Hill, 1 Amanda Hall, 2 Cathy Williams, 1 Alan M Emond 1 Abstract What is already known on this topic? - Mild hearing and visual difficulties are common in childhood. - The most common cause of hearing difficulties in childhood is chronic otitis media with effusion, which may be associated with lower academic performance. BackgroundMild hearing and visual difficulties are common in childhood, and both may have implications for educational achievement. However, the impact of co-occurring common hearing and visual difficulties in childhood is not known. MethodsThe sample was drawn from the Avon Longitudinal Study of Parents and Children, a longitudinal birth cohort study in England. The exposures were hearing and visual difficulties at age 7 (defined as conductive hearing loss or otitis media with effusion, and amblyopia, strabismus or reduced visual acuity, respectively). The outcomes measured were achievement of level 4 or above at Key Stage 2 (KS2) in English, Maths and Science, respectively, at age 11, and attainment of five or more General Certificate of Secondary Education (GCSEs) at grades A–C at age 16. Multiple logistic regression models assessed the relationship between hearing and visual difficulties and educational outcomes, adjusting for potential confounding factors. ObjectiveTo determine the prevalence and impact of co-occurring common hearing and visual difficulties of childhood on educational outcomes in primary and secondary school. Results2909 children were included in the study; 261 had hearing difficulties, 189 had visual difficulties and 14 children had co-occurring hearing and visual difficulties. Children with co-occurring hearing and visual difficulties were less likely to achieve the national target at KS2 compared with children with normal hearing and vision, even after adjustment for confounding factors (OR 0.30, CI 0.15 to 0.61 for KS2 English). Differences in IQ, behaviour, attention and social cognition did not account for this relationship. The impact of co-occurring hearing and visual difficulties on GCSE results was explained largely by poor performance at KS2. ConclusionsCo-occurring hearing and visual difficulties in childhood have an enduring negative impact on educational outcomes. Identification of affected children and early intervention in primary school is essential. Introduction Hearing and visual difficulties are prevalent among children in the UK. The majority of affected children have mild, temporary difficulties, which may not be formally diagnosed Hill M, et al . BMJ Paediatrics Open2019; 3 - The impact of common co-occurring hearing and visual difficulties on educational outcomes is not known. What this study hopes to add? - Children with co-occurring mild hearing and visual difficulties have poorer educational outcomes than children with isolated hearing or visual difficulties. - Mild visual difficulties alone do not negatively impact on academic performance at school. and for which they do not receive additional educational support. However, there is evidence that even mild deficits in hearing or vision can have implications for learning and development throughout childhood. 1–5 The most common cause of chronic hearing loss in childhood is persistent otitis media with effusion (OME, 'glue ear'). There is ongoing controversy regarding the impact of OME on language development and cognition. While several large studies have found no association between OME and language or academic attainment, 6 7 few of these studies have considered concurrent hearing loss or chronicity of OME. Conversely, a number of studies have demonstrated an association between persistent OME-related hearing loss, cognitive development, reading ability and behavioural problems. 2–4 8 The impact of common visual difficulties on academic attainment in childhood is not well characterised. 9 Decreased visual acuity in childhood is associated with reduced literacy, 1 :e000389. doi:10.1136/bmjpo-2018-000389 1 but the consequences of more common visual difficulties are not clear. Amblyopia and strabismus are two of the most common visual difficulties encountered in childhood, 10 which often occur in the context of conditions which may in themselves affect development and educational achievement, such as prematurity and low birth weight 11 12 ; thus, rigorous adjustment for confounding factors is required to establish the functional impact of these visual difficulties in of themselves. The impact of co-occurring common hearing and visual difficulties on educational outcomes in childhood has not previously been studied. However, it is well established that integration of auditory and visual information is essential for many cognitive processes, in particular speech perception, and key for the development of language and communication skills. 13 14 A deficit in one of these domains in childhood may therefore hinder developing literacy and render an individual vulnerable to the cumulative effect of an additional sensory deficit. The aim of this study is to investigate the prevalence and impact of co-occurring common hearing and visual difficulties in childhood on educational outcomes at primary school and secondary school using a large population cohort. We hypothesise that children with co-occurring mild hearing and visual difficulties are more likely to have poorer language and communication skills, and thus lower levels of academic attainment, relative to those with a single sensory deficit or children with normal hearing and vision. Methods Study participants The Avon Longitudinal Study of Parents and Children (ALSPAC) is a longitudinal, population-based birth cohort study. All pregnant women residents in Avon, UK, with expected dates of delivery between 1 April 1991 and 31 December 1992 were eligible for participation, resulting in an enrolment of over 14 000 live births. 15 16 Please note that the study website contains details of all the data that are available through a fully searchable data dictionary and variable search tool: http://www.bristol. ac.uk/alspac/researchers/our-data/. Patient and public involvement ALSPAC participants advise on ALSPAC studies through the original cohort advisory panel and contribute to the ALSPAC ethics and law committee. ALSPAC participants were not directly involved in the design of this study. Hearing and vision assessments All participating children in ALSPAC were invited to attend a research clinic at 7 years of age. Of the children, 59.3% (8299 children) attended during the period September 1998–September 2000, of whom 98.9% (8205 children) were eligible for inclusion (see figure 1). The clinics included a comprehensive assessment of vision and 2 hearing, the details of which are included in appendix A of the online supplementary material. Definition of hearing difficulties Hearing difficulties were defined as the presence of mild-moderate conductive hearing loss and/or OME in either ear, characterised by air conduction greater than 20 dB and less than 70 dB averaged across 500 Hz, 1 kHz, 2 kHz and 4 kHz (based on the British Society of Audiology definitions 17 ), or the presence of a type B tympanogram, respectively. The prevalence of OME decreases with age after the first 2 years of life 18 ; children with evidence of OME at age 7 are likely to have persistent OME, which is associated with conductive hearing loss in over 70% of cases. 19 20 However, hearing loss may be fluctuant and thus not captured by a single clinic assessment, hence the utilisation of both air conduction tests and tympanometry to identify children with hearing difficulties. A total of five children with sensorineural hearing loss, defined by bone conduction greater than 30 dB at either 1 kHz or 4 kHz, were excluded from this analysis. Definition of visual difficulties Children with 'clinically significant' strabismus, amblyopia or mild-moderate reduced acuity (based on the WHO International Classification of Diseases-11 definition 21 ) were defined as having visual difficulties. 'Clinically significant' strabismus comprised all children with manifest strabismus or previously defined large latent deviations (≥10 prism dioptre if convergent and ≥15 prism dioptre if divergent). 10 Amblyopia was defined as a history of patching treatment and/or an interocular difference in acuity of >0.2 logarithm of the minimum angle of resolution (logMAR) units, where the worstseeing eye had an acuity of >0.3 logMAR. Reduced acuity was defined by reduced distance acuity of the betterseeing eye≥0.3 logMAR. Acuity was assessed with glasses if worn ('habitual' state), and in the 'habitual state plus pinhole', as a proxy for full refractive correction. Refractive errors were not included in our definition of visual difficulties as these are potentially correctable with glasses and have already been studied extensively in the context of educational achievement, with myopia being linked with higher educational achievement. 22 23 Nineteen children with known ocular pathology or severe visual impairments (>1.0 logMAR) were excluded. Triplets, quadruplets and children with Down's syndrome or cerebral palsy were also excluded from this analysis. Educational outcomes Educational outcomes at primary school were assessed using Standardised Assessment Test results, obtained from the National Pupil Database (NPD). 24 Key Stage 2 (KS2) tests are undertaken during the final year of primary school (year 6) at age 10–11. The national expected standard is achievement of national curriculum level 4 or above, and we therefore used achievement of level ≥4 at KS2 in English, Maths and Science as our three Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 Figure 1 Study sample flow chart showing the inclusion and exclusion criteria. educational outcomes in primary school; performance in each subject was analysed separately. Educational outcomes in secondary school were assessed using General Certificate of Secondary Education (GCSE) results at Key Stage 4 (KS4). GCSEs are taken at the end of compulsory schooling (year 11) at age 16 and are graded A–G. Achievement of 5 or more GCSEs (including Maths and English) at grades A–C is the national benchmark measure of achievement, and we used this as our single outcome at secondary school. We adjusted outcomes for KS2 attainment, as performance at KS2 is well known to predict performance at GCSEs. 25 Information on children receiving Special Educational Needs (SEN) support was provided by the Pupil Level Annual School Census (PLASC). SEN status was obtained for each child at KS2 and KS4, with information on the level of individual educational support being provided. We dichotomised these data into children receiving no special provision and those receiving some level of support. Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 NPD and PLASC data were not available for children attending independent schools, or schools outside of England, and these children were excluded from this analysis. Confounding and mediating factors Gender, prematurity, low birth weight, admission to a special care baby unit (SCBU), maternal age, parity, smoking during pregnancy, duration of breast feeding and socioeconomic status were selected as potential confounding factors, based on their previously identified associations with hearing or visual difficulties in childhood and well-established links with academic performance. 10–12 26–29 The ALSPAC Family Adversity Index, derived from a questionnaire about socioeconomic status completed by mothers at 2–4 years, was used as a measure of family adversity. The Indices of Multiple Deprivations at age 7, a census-derived score of relative deprivation of a neighbourhood, was used as a measure of social deprivation. 3 IQ, attention, social cognition and behaviour were selected as potential mediating factors, as they may be influenced by visual and hearing difficulties and can impact on educational achievement. 1 3 4 8 Reading ability was not included due to high rates of missing data. These domains were tested during a research clinic to which all participating children were invited and 7488 children (53.5%) attended at 8 years of age. Further information on these assessments is provided in appendix B of the online supplementary material. Analyses Binary univariate logistic regressions were used to calculate ORs and 95% CI to assess the relationship between hearing and visual difficulties and educational outcomes. The analyses were repeated, controlling for all potential confounding factors significant at the 5% level in the univariate analyses and all potential mediating factors which fulfilled the Baron and Kenny mediation model steps 1–3. 30 These multiple logistic regression models sequentially adjusted for individual factors, maternal factors, wider socioeconomic factors, earlier educational performance, IQ and additional mediating factors. Further information is provided in tables 2 and 3. Multiple imputation using chained equations was used to impute missing data for all variables included in the final logistic regression models, including the outcome, and variables that predicted missingness. This technique helps to minimise attrition bias and improve precision of estimates. 31 We imputed data for all 8205 children who attended the research clinic at 7 years and did not meet the exclusion criteria. Twenty imputations were performed. All analyses were carried out using STATA V.15.0. Further information regarding the multiple imputation is provided in appendix C of the online supplementary material. Results Sample characteristics Of the 8205 children who attended the research clinic at 7 years and were eligible for inclusion, 2909 (33.5%) had complete data for hearing and vision, educational outcomes and potential confounding variables (see figure 1). Children attending the research clinic were more likely to come from families of higher socioeconomic class and achieve higher levels of academic attainment at both KS2 and KS4 than children who did not attend the clinic (see online supplementary material, table ST2). Prevalence and causes of hearing and visual difficulties Of the 2909 children with complete data, 261 (9.0%) had hearing difficulties, 189 (6.5%) had visual difficulties and 14 (0.5%) had both hearing and visual difficulties. Types of hearing and visual difficulties are demonstrated in table 1. Conductive hearing loss was identified in 159 children; 145 of these children (91%) had mild hearing loss (air conduction of 21.25–40 dB, mean 27.68 dB), and 14 children had moderate hearing loss (air conduction of 41.25 dB–66.25 dB, mean 46.25 dB). The majority of children with conductive hearing loss had evidence of concurrent OME. The overall prevalence of OME in either or both ears was 6.7%. A higher proportion of children undergoing assessment in winter months had OME compared with those attending clinic in the summer months (8.0% vs 5.6%), but this association was weak (p=0.09). Amblyopia was the most common cause of visual difficulties, affecting 4.4% of all children. There was considerable overlap between amblyopia and strabismus; of the 128 children with amblyopia, 47 (36.7%) also had strabismus. Only seven children had reduced habitual acuity in the best-seeing eye; four children had mildly reduced visual acuity (0.3–0.44 logMAR), and three children had moderately reduced acuity (0.50–0.7 logMAR), with a mean acuity of 0.45 logMAR. These reduced acuities most likely represent uncorrected refractive errors, given that acuity was not assessed with full refractive correction and the exclusion of children with ocular pathology. 4 Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 Hill M, et al. \| \| OR \| 0.88 \| 0.90 \| 0.38 \| \|---\|---\|---\|---\|---\| \| Model 4: model 3 and IQ \| 95% CI \| 0.71 to 1.06 \| 0.68 to 1.11 \| 0.17 to 0.74 \| \| \| OR \| 0.87 \| 0.87 \| 0.36 \| \| Model 3: model 2 and FAI and IMD \| 95% CI \| 0.66 to 0.99 \| 0.64 to 1.03 \| 0.15 to 0.61 \| \| \| OR \| 0.81 \| 0.82 \| 0.30 \| \| Model 2: model 1 and maternal age <25, parity and smoking during pregnancy \| 95% CI \| 0.66 to 0.99 \| 0.64 to 1.02 \| 0.15 to 0.61 \| \| \| OR \| 0.81 \| 0.81 \| 0.30 \| \| Model 1: male, age at testing and SEN at KS2 \| 95% CI \| 0.66 to 0.98 \| 0.62 to 0.99 \| 0.15 to 0.61 \| \| \| OR \| 0.80 \| 0.79 \| 0.30 \| \| Univariate logistic regression \| 95% CI \| 0.66 to 0.92 \| 0.64 to 0.80 \| 0.14 to 0.45 \| \| \| OR \| 0.78 \| 0.66 \| 0.25 \| \| \| \| Hearing difficulties (n=852) \| Visual difficulties (n=573) \| Co-occurring hearing and visual difficulties (n=45) \| BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 \| \| OR \| 0.96 \| 1.37 \| \|---\|---\|---\|---\| \| Model 5: model 4 and IQ \| 95% CI \| 0.76 to 1.17 \| 1.00 to 1.79 \| \| \| OR \| 0.95 \| 1.34 \| \| Model 4: model 3 and KS2 English, Maths and Science performance \| 95% CI \| 0.69 to 1.04 \| 0.92 to 1.56 \| \| \| OR \| 0.85 \| 1.20 \| \| Model 3: model 2 and FAI and IMD \| 95% CI \| 0.68 to 0.99 \| 0.81 to 1.30 \| \| \| OR \| 0.82 \| 1.02 \| \| Model 2: model 1 and maternal age <25, parity and smoking during pregnancy \| 95% CI \| 0.69 to 0.99 \| 0.79 to 1.27 \| \| \| OR \| 0.83 \| 1.00 \| \| Model 1: male, SCBU admission and SEN at KS4 \| 95% CI \| 0.69 to 0.99 \| 0.74 to 1.17 \| \| \| OR \| 0.83 \| 0.94 \| \| Univariate logistic regression \| 95% CI \| 0.68 to 0.94 \| 0.71 to 1.05 \| \| \| OR \| 0.80 \| 0.86 \| \| \| \| Hearing difficulties (n=852) \| Visual difficulties (n=573) \| 5 Children with hearing and visual difficulties had similar characteristics to those with normal hearing and vision (see online supplementary material, table ST3). However, children with visual difficulties were more likely to have mothers who smoked during pregnancy (24.6% vs 18.0%, p=0.03), and children with hearing difficulties were more likely to have been admitted to SCBU in infancy (9.3% vs 5.4%, p=0.01). Educational outcomes and SEN status in primary school The proportion of children in this study achieving level 4 or above at KS2 exceeded the national average; 92.5% and 97.7% of children achieved level 4 or above in KS2 English and Maths tests, respectively, compared with 75% and 73% of children nationally. 32 The proportions of children achieving these targets by hearing and visual status are shown in online supplementary material, table ST4. Children with either hearing or visual difficulties were less likely to achieve level 4 or above at KS2 English tests relative to children with normal hearing and vision (see table 2 for the imputed data set analysis; see online supplementary material, table ST8–10 for the complete cases analysis). However, these relationships were attenuated by adjustment for confounding factors, and further attenuated after adjustment for IQ, suggesting that some of the association is mediated through IQ. In contrast, children with co-occurring hearing and visual difficulties remained less likely to achieve this target after controlling for confounding factors (OR 0.30, CI 0.15 to 0.61). This relationship was not significantly altered by adjustment for IQ or other potential mediating factors. The relationship is similar for performance in KS2 Maths and KS2 Science tests, although hearing difficulties appear to have less of an impact (see online supplementary material, table ST6 and ST7). The proportion of children with visual difficulties receiving SEN support was higher compared with children with normal hearing and vision (11.4% vs 6.2%, p=0.02; see online supplementary material, table ST5). 6 Overall, children with SEN status at KS2 were less likely to achieve level 4 or above in KS2 English, Maths and Science tests than those without formal support (52.6% vs 87.6%, p=0.00). Educational outcomes and SEN status in secondary school Overall, almost three-quarters (72.1%) of the study sample achieved five or more GCSEs (including English and Maths) at A–C grade, which is significantly higher than the national average of 47.6% children achieving this standard the same year. 33 The proportion of children with hearing difficulties achieving this target was lower compared with those with normal hearing and vision (see figure 2). The association between hearing difficulties and poorer performance at GCSEs is attenuated after adjustment for performance at KS2 and IQ, suggesting that the association between hearing and education is mediated through these factors (see table 3 for the imputed data set analysis; see online supplementary material, table ST11 for the complete cases analysis). Children with visual difficulties alone were no less likely to attain five or more GCSEs at A–C; they were in fact more likely to achieve this target after adjustment for confounding variables and IQ. Children with co-occurring hearing and visual difficulties were less likely to achieve the national target even after adjustment for confounding factors, although this association was weak (OR 0.66, CI 0.28 to 1.53). This relationship is attenuated after adjustment for performance at KS2, suggesting that poorer outcomes at KS4 in these children can be partly explained by poorer educational outcomes at primary school. At KS4, the overall proportion of children receiving SEN support was similar to that at KS2 (6.7% vs 6.5%, p=0.76). Children with visual difficulties were almost twice as likely to receive SEN support than those with normal hearing and vision (see online supplementary material, table ST5). Children with SEN provision were less likely to attain five GCSEs at A–C (32.3% vs 74.9%, p=0.00). Discussion Discussion of results In this longitudinal study we have demonstrated that co-occurring mild hearing and visual difficulties in childhood have a negative impact on educational outcomes, greater than the effect of hearing or visual difficulties alone. We have shown a weak association between mild hearing difficulties at age 7 and academic achievement at KS2 and KS4, which may be mediated by IQ. We found no negative association between mild visual difficulties and academic outcomes. In contrast, children with co-occurring hearing and visual difficulties were less likely to attain the expected academic standards at the end of primary school, an effect which is not wholly mediated through IQ, behaviour, attention or social cognition, suggesting a substantial, unexplained educational Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 disadvantage. They were also less likely to achieve five or more GCSEs at KS4, which may be attributable to poor performance at KS2. However, this relationship is weak, likely due to the relatively low prevalence of co-occurring mild sensory difficulties and potential small effect size. A higher proportion of children with visual difficulties had SEN status at both primary school and secondary school relative to those with normal hearing and vision. Common visual difficulties, as defined by this study, are of themselves not sufficient to merit SEN support, suggesting a higher prevalence of additional disabilities among children with visual difficulties. This is consistent with previously reported findings. 34 Children receiving SEN support are less likely to achieve the national targets at both primary school and secondary school compared with those without SEN support, implying SEN status is a proxy indicator of severity of educational difficulties. Strengths and weaknesses The major strength of this study is that it uses a large population-based birth cohort, with an accurate assessment of hearing and vision. Furthermore, it uses standardised national tests as objective outcome measures, and longitudinally collected data on a wide range of confounders. The most important limitation of this study relates to missing data and the under-representation of children from ethnic minorities and those from lower socioeconomic backgrounds. A multiple imputation technique was used to minimise potential bias and improve precision. An additional limitation is the single time-point used to assess hearing, and possible inclusion of children with transient OME as a result, which may have led to underestimation of the effect of persistent OME-related hearing loss on academic attainment. Furthermore, we did not have information regarding which children were treated for their hearing and visual difficulties either prior or following the assessment at age 7. Finally, while we excluded children with known diagnoses of Down's syndrome or cerebral palsy, we did not have full data regarding developmental disorders or medical comorbidities. However, such conditions affect only a small minority of children with hearing or visual difficulties, and this was a population-based study designed to evaluate the impact of common, mild difficulties. 12 35 In the context of other research Previous studies investigating the impact of co-occurring hearing and visual difficulties in childhood have focused on children with severe deficits. Developmental disorders commonly co-occur with severe hearing and visual difficulties, or 'deaf-blindness', 34–36 which often precludes children from attending mainstream schools and has additional implications for their education. To our knowledge, our study is the first to investigate the impact of co-occurring common mild hearing and visual difficulties on academic attainment, in a population of children attending mainstream schools. Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389 The impact of childhood OME on cognition and educational performance has been studied previously by prospective cohort studies, although there is no clear consensus. Data from the longitudinal Dunedin Study demonstrated an association between childhood OME and lower IQ in early teenage years, 2 which is consistent with findings from the Aarhus Birth Cohort which reported hearing loss at 9–11 years was associated with behavioural problems and reading difficulties. 8 In contrast, data from the Danish National Birth Cohort showed no association between childhood OME episodes and school performance, findings supported by a meta-analysis of prospective studies which found little to no association between OME and speech and language development. 6 7 The disparity in these findings is likely explained by the heterogeneity in study design, including inconsistencies in adjustment for confounding variables and consideration of associated hearing loss and persistence of OME. Our findings demonstrated a small effect of OME and/or hearing loss at age 7 on academic performance at age 10–11 and 16 years after adjustment for confounding variables, mediated through IQ. This is consistent with data from the 1970 British Birth Cohort 3 and previously published work using ALSPAC data, which have shown an association between OME and lower IQ, 4 although their results suggest this association diminishes with age. Previous research investigating the impact of common visual difficulties in childhood on educational outcomes has focused largely on refractive errors, which were not included in this study. 22 23 There is, however, convincing evidence from a cross-sectional study involving participants of the Born in Bradford birth cohort study that reduced visual acuity at age 4–5 years is associated with reduced literacy. 1 However, the prevalence of reduced visual acuity was considerably lower in our study (<1% vs 4%, likely due to the different socioeconomic and ethnic demographics of the cohorts). Data from the 1958 British Birth Cohort demonstrated no impact of unilateral amblyopia in childhood on educational tests at age 7, 11 and 16, or on highest educational qualification obtained. 37 Amblyopia was the most common cause of visual difficulties in our study, and our findings are consistent with this. Furthermore, we demonstrated higher rates of SEN among children with visual difficulties; this is consistent with previous research demonstrating that visual difficulties commonly co-occur with developmental disorders. 35 We are, however, unable to explain the observed positive effect of visual difficulties on performance at secondary school after adjustment for confounders and IQ, a finding that has been reported in the context of refractive errors previously. 22 Clinical and research implications This study has important clinical implications. Children with known visual or hearing difficulties should be routinely tested for additional sensory difficulties, as even 7 mild co-occurring visual or hearing deficits are associated with poorer educational outcomes. The impact of co-occurring hearing and visual difficulties on performance at secondary school is largely explained by poor performance at primary school; hence, early identification and intervention is essential. Future research involving larger numbers of participants are required to replicate these findings and elucidate further the factors mediating this association. We recommend that future investigators focus next on the role of reading and language skills as potential mediators which could explain these findings. Acknowledgements We are extremely grateful to all the families who took part in this study, the midwives for their help in recruiting them, and the whole ALSPAC team, which includes interviewers, computer and laboratory technicians, clerical workers, research scientists, volunteers, managers, receptionists and nurses. The authors thank Dr Linda Hollen for providing advice on the statistical methodology. Contributors The study was designed jointly by MH, AME, AH and CW. MH carried out the data analysis and wrote the initial draft. AME, AH and CW contributed equally to revisions of the draft. Funding The UK Medical Research Council, the Wellcome Trust (grant ref: 102215/2/13/2) and the University of Bristol provide core support for ALSPAC. A comprehensive list of grants funding is available on the ALSPAC website: http:// www.bristol.ac.uk/alspac/external/documents/grant-acknowledgements.pdf. Competing interests None declared. Patient consent for publication Not required. Ethics approval Ethical approval for the study was obtained from the ALSPAC Ethics and Law Committee and the local research ethics committee. Provenance and peer review Not commissioned; externally peer reviewed. Open access This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the licence is given, and indication of whether changes were made. See: https://creativecommons.org/ licenses/by/4.0/. References 2. Bennett KE, Haggard MP, Silva PA, et al. Behaviour and developmental effects of otitis media with effusion into the teens. Arch Dis Child 2001;85:91–5. 1. Bruce A, Fairley L, Chambers B, et al. Impact of visual acuity on developing literacy at age 4-5 years: a cohort-nested cross-sectional study. BMJ Open 2016;6:e010434. 3. Bennett KE, Haggard MP. Behaviour and cognitive outcomes from middle ear disease. Arch Dis Child 1999;80:28–35. 5. Archbold SYZ, Harrigan S, Gregory S, et al. Experiences of young people with mild to moderate hearing loss. National Deaf Children's Society 2015. 4. Hall AJ, Maw R, Midgley E, et al. Glue ear, hearing loss and IQ: an association moderated by the child's home environment. PLoS One 2014;9:e87021. 6. Fougner V, Kørvel-Hanquist A, Koch A, et al. Early childhood otitis media and later school performance - A prospective cohort study of associations. Int J Pediatr Otorhinolaryngol 2017;94:87–94. 8. Niclasen J, Obel C, Guldager C, et al. Associations between childhood hearing loss and behavioural and academic difficulties: A Danish cohort study. Int J Pediatr Otorhinolaryngol 2016;90:91–8. 7. Roberts JE, Rosenfeld RM, Zeisel SA. Otitis media and speech and language: a meta-analysis of prospective studies. Pediatrics 2004;113:e238–48. 9. Carlton J, Karnon J, Czoski-Murray C, et al. The clinical effectiveness and cost-effectiveness of screening programmes for amblyopia and strabismus in children up to the age of 4-5 years: a 8 systematic review and economic evaluation. Health Technol Assess 2008;12:xi–194. 11. Robaei D, Kifley A, Gole GA, et al. The impact of modest prematurity on visual function at age 6 years: findings from a population-based study. Arch Ophthalmol 2006;124:871–7. 10. Williams C, Northstone K, Howard M, et al. Prevalence and risk factors for common vision problems in children: data from the ALSPAC study. Br J Ophthalmol 2008;92:959–64. 12. Pathai S, Cumberland PM, Rahi JS. Prevalence of and early-life influences on childhood strabismus: findings from the Millennium Cohort Study. Arch Pediatr Adolesc Med 2010;164:250–7. 14. McGurk H, MacDonald J. Hearing lips and seeing voices. Nature 1976;264:746–8. 13. Erdener D, Burnham D. The relationship between auditory-visual speech perception and language-specific speech perception at the onset of reading instruction in English-speaking children. J Exp Child Psychol 2013;116:120–38. 15. Boyd A, Golding J, Macleod J, et al. Cohort Profile: the 'children of the 90s'--the index offspring of the avon longitudinal study of parents and children. Int J Epidemiol 2013;42:111–27. 17. The British Society of Audiology. Recommended procedure: puretone air-conduction and bone-conduction threshold audimetry with and without masking: The British Society of Audiology, 2011. 16. Fraser A, Macdonald-Wallis C, Tilling K, et al. Cohort Profile: the Avon Longitudinal Study of Parents and Children: ALSPAC mothers cohort. Int J Epidemiol 2013;42:97–110. 18. Midgley EJ, Dewey C, Pryce K, et al. The frequency of otitis media with effusion in British pre-school children: a guide for treatment. ALSPAC Study Team. Clin Otolaryngol Allied Sci 2000;25:485–91. 20. Bluestone CD. Otitis media in infants and children. 4th ed. USA: People's Medical Publishing House-USA LTD, 2006. 19. Daly KA, Hunter LL, Giebink GS. Chronic otitis media with effusion. Pediatr Rev 1999;20:85–94. 21. World Health Organisation. ICD-11 Internation classification of disease for mortality and morbidity statistics: World Health Organisation, 2018. 23. Mutti DO, Mitchell GL, Moeschberger ML, et al. Parental myopia, near work, school achievement, and children's refractive error. Invest Ophthalmol Vis Sci 2002;43:3633–40. 22. Saw SM, Tan SB, Fung D, et al. IQ and the association with myopia in children. Invest Ophthalmol Vis Sci 2004;45:2943–8. 24. Education TDf. National pupil database. Colchester, Essex: UK data archive. 26. Paradise JL, Rockette HE, Colborn DK, et al. Otitis media in 2253 Pittsburgh-area infants: prevalence and risk factors during the first two years of life. Pediatrics 1997;99:318–33. 25. Benton TST. Analysis of use of Key Stage 2 data in GCSE predictions. ARD Research Division 2014. 27. Cumberland PM, Pathai S, Rahi JS. Prevalence of eye disease in early childhood and associated factors: findings from the millennium cohort study. Ophthalmology 2010;117:2184–90. 29. Bowatte G, Tham R, Allen KJ, et al. Breastfeeding and childhood acute otitis media: a systematic review and meta-analysis. Acta Paediatr 2015;104:85–95. 28. Sirin SR. Socioeconomic status and academic achievement: a metaanalytic review of research. Rev Educ Res 2005;75:417–53. 30. Baron RM, Kenny DA. The moderator-mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. J Pers Soc Psychol 1986;51:1173–82. 32. Department for Children, Schools andFfamilies. National curriculum assessments at key stage 2 in England 2008 (Revised. England, 2009. 31. Sterne JA, White IR, Carlin JB, et al. Multiple imputation for missing data in epidemiological and clinical research: potential and pitfalls. BMJ 2009;338:b2393. 33. Department for Children, Schools and Families. GCSE and equivalent examination results in England 2007/08 (Revised). England: Department for Children, Schools and Families, 2009. 35. Kancherla V, Van Naarden Braun K, Yeargin-Allsopp M. Childhood vision impairment, hearing loss and co-occurring autism spectrum disorder. Disabil Health J 2013;6:333–42. 34. Salt A, Sargent J. Common visual problems in children with disability. Arch Dis Child 2014;99:1163–8. 36. NDCS. Prevalence of additional disabilities with deafness: a review of the literature. 2012. 37. Rahi JS, Cumberland PM, Peckham CS. Does amblyopia affect educational, health, and social outcomes? Findings from 1958 British birth cohort. BMJ 2006;332:820–5. Hill M, et al . BMJ Paediatrics Open2019; 3:e000389. doi:10.1136/bmjpo-2018-000389	<urn:uuid:73f8085c-3606-47b8-82ff-a67120412f74>	CC-MAIN-2024-42	https://bmjpaedsopen.bmj.com/content/bmjpo/3/1/e000389.full.pdf	2024-10-14T03:10:52+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00170.warc.gz	116,293,608	8,789	eng_Latn	eng_Latn	0.990972	eng_Latn	0.994822	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4905, 10699, 12812, 16816, 18519, 23503, 29586, 37839 ]	[ 1.4296875, 0.96484375 ]	2	1
Holy Assumption Orthodox Church Celebrating 125 years witnessing to the Apostolic Faith 110 EAST MAIN STREET, Marblehead, OH 43440 V. Rev. Archpriest Peter Tomas, Rector website: Rectory: (419) 798-4591 Father Peter's cell: (607) 206-5523 E-mail: [email protected] Father Peter's email: [email protected] www.holyassumptionmarblehead.org Holy Assumption Orthodox Church is a parish of the Orthodox Church in America, Diocese of the Midwest EPISTLE: 1 Corinthians 16:13-24 Brethren: Watch, stand fast in the faith, be brave, be strong. Let all that you do be done with love. I urge you, brethren – you know the household of Stephanas, that it is the first fruits of Achaia, and that they have devoted themselves to the ministry of the saints – that you also submit to such, and to everyone who works and labors with us. I am glad about the coming of Stephanas, Fortunatus, and Achaicus, for what was lacking on your part they supplied. For they refreshed my spirit and yours. Therefore, acknowledge such men. The churches of Asia greet you. Aquila and Priscilla greet you heartily in the Lord, with the church that is in their house. All the brethren greet you. Greet one another with a holy kiss. The salutation with my own hand – Paul's. If anyone does not love the Lord Jesus Christ, let him be accursed. O Lord, come! The grace of our Lord Jesus Christ be with you. My love be with you all in Christ Jesus. Amen. GOSPEL: Lk 5:1-11 At that time, Jesus stood by the Lake of Gennesaret, and saw two boats standing by the lake; but the fishermen had gone from them and were washing their nets. Then He got into one of the boats, which was Simon's, and asked him to put out a little from the land. And He sat down and taught the multitudes from the boat. When He had stopped speaking, He said to Simon, "Launch out into the deep and let down your nets for a catch." But Simon answered and said to Him, "Master, we have toiled all night and caught nothing; nevertheless, at Your word I will let down the net." And when they had done this, they caught a great number of fish, and their net was breaking. So, they signaled to their partners in the other boat to come and help them. And they came and filled both the boats, so that they began to sink. When Simon Peter saw it, he fell down at Jesus' knees, saying, "Depart from me, for I am a sinful man, O Lord!" For he and all who were with him were astonished at the catch of fish which they had taken; and so also were James and John, the sons of Zebedee, who were partners with Simon. And Jesus said to Simon, "Do not be afraid. From now on you will catch men." So, when they had brought their boats to land, they forsook all and followed Him. ________________________________________________________________________________________________________ FOR YOUR PRAYERS Tony Monastra, 2119 Willow Cove Marblehead, OH 43440; Patti Owens, 311 Woodbridge Road, Vermilion, OH 44089; Basil Glovinsky, 1007 Glendale Drive, Port Clinton, OH 43452; Subdeacon Roger Pinta, P.O. Box 39, Middle Bass, OH 43446; Ed & Irene Vangeloff, 454 Strouse Lane, Sandusky, OH 44870 ________________________________________________________________________________________________________ SEPTEMBER CANDLE SPONSORS Jack Altar Candles: Joe & Valerie Schutt, In memory of Violet Bargdill & LaVerne Schutt ($50); Chandelier: Joe & Valerie Schutt, In memory of Dorothy Czuha (August 23) and Rose Haburt (September 13) ($50); Eternal Light & Icon Screen: Joe & Valerie Schutt, In memory of Gordon Schutt ($25); Candles at the Cross: Laura Kovach, Birthday blessings to Fin and ($20); Candles at St. Tikhon Icon: For Safety and Health of Nicholas, Tikhon, Gleice, Sophie & Chloe($20) ________________________________________________________________________________________________________ SEPTEMBER REPOSED George Mazur (1937) No date provided; George Mazurik (1940) No date provided; William Rose (1980) No date provided; 2- David Douglas (2015); 4- John Mataleska (1986); 4- Archpriest John Grandziuk (1947) Former Pastor; 5- Archpriest Michael Dziama (1944) Former Pastor; 7- Lisa Monak (2020); 14- Archpriest George Breyan (2009) Former Pastor; 14- Mary Kamiotis (2017); 15- Infant Sloane Swanton (2021); 15- Eileen Libb (2022); 16- John George Mazurik (1997); 18- Bernie Labouda (2018); 19- Peter Rindfleisch (2006); 20- Nora Bird (2017); 21- Joseph Mazur (2002); 26- Pastor Kevin Brown (2020); 27- Michael Ittescu (1968); 27- Alison Pickney (2017); 27- Karen Milano (2017); 28- William Felenchak (1977) ________________________________________________________________________________________________ VIGILS FOR SEPTEMBER 8 Angela Bricker 2 Fr Peter's family and travel, Family intentions Susan Guzy 1 Special intentions Dennis Lapso 2 For Blessed repose of Annette Lapso, Health of Dr George Glorik Laura Kovach 3 For health and/or healing of Matushka Melania, Ron R., Stephanie K., Donnie S., Elaine R., Betty K., David M., Patti O., Jim K., Ruth S., James W., Hannah S., Pauline O., Mark M., Dana M., Bodhi C., Sharon D., John D., Karen D., Kathie J., and Jennifer H. Birthday blessings to Joe Special intentions Sandy Martin 1 Special Intentions Roddie & David Mazurik 1 In loving memory of sister Debbie Natalie Twarek 8 In loving memory of Carrie Sowards, Safe travel and good health for Fr Peter, For the health & recovery of Matushka Melania, For health and recovery of Matushka Michelle's brother Walter, For the health and recovery on Ron and Rodney, For the health and recovery of Betty, Carol, Kayla, Bill, Ruth, Pam, Debbie, Jim, Michelle, Terrie , Clayton, Father Emilian, Patrick and Marty, Mike Heffernan and Barbara Heffernan, Health and healing for Father's dad Michal and Matushka's mom Barbara, For the health of Tony, Bev, Ed, Irene, Father David, Pauline, Judy, Tina, Carole, Gary, Sharon, Tina's dad, Earl, Sonya, Margi & Joe, Jackie, MaryAnn & Bob, Bodhi, Stella, Jake, Pat __________________________________ VIGILS FOR SEPTEMBER 15 Tim Glovinsky 1 In birthday memory of mom Susan Guzy 1 Special intentions Dennis Lapso 2 For Blessed repose of Annette Lapso, Health of Dr George Glorik Laura Kovach 3 For health and/or healing of Stephanie K., Matushka Melania, Bailey C., Ron R., Stephanie K., Donnie S., Betty K., David M., Jim K., Hannah S., Mark M., Dana M., Bodhi C., Karen D., Kathie J., and Jennifer H. Anniversary blessings to Joe & Margi Safe travel for Fr. Peter, Amanda, and Sharon Sandy Martin 1 Special Intentions Natalie Twarek 10 In loving memory of Dad 27 years 9/16, In loving memory of Georgia, Birthday blessing to Braelynn 9/15, Anniversary blessing to Nikki and Sean 9/15, Anniversary blessings to Zach and Amber 9/19, for the health and recovery of Stephanie Kowal, For the health and recovery of Bailey Calhoun, Safe travel and good health for Fr Peter, For the health & recovery of Matushka Melania, For health and recovery of Matushka Michelle's brother Walter, For the health and recovery on Ron, Rodney, Betty, Carol, Kayla, Bill, Ruth, Pam, Debbie, Jim, Michelle, Terrie, Clayton, Father Emilian, Patrick and Marty, Mike Heffernan and Barbara Heffernan, Health and healing for Father's dad Michal and Matushka's mom Barbara, For the health of Tony, Bev, Ed, Irene, Father David, Pauline, Judy, Tina, Carole, Gary, Sharon, Tina's dad, Earl, Sonya, Margi & Joe, Jackie, MaryAnn & Bob, Bodhi, Stella, Jake, Pat ________________________________________________________________________________________________ ATTENDANCE 09/08 Divine Liturgy, 38 attending (17 guests); 09/14 Divine Liturgy, 10 attending (1 guest); 09/15 Divine Liturgy, 28 attending (11 guests) ________________________________________________________________________________________________ PRAYER LIST Parishioners & Family: Rodney Clevenger / Jennifer Heffernan / Tom Hileman / Pam / Jim Twarek / Ed Garrity / Patti Owens / Tony Monastra / Barbara Wroblewski / Michal Tomáš / Ruth Sheller / Basil Glovinsky / Dale / Sophie / Jeanne Smith / Carol / David Martin / Fred Soski / Chris Hannon / Subdeacon Roger Pinta / Ed Vangeloff / Irene Vangeloff / Sonja Rose / Ron Royhab /James Bargdill / John Beadle / Carole Conaway/ Gary Conaway / Sharon Dietrich / Michael Glovinsky / Shirley Gresh / Joseph Habegger / Elaine Hileman / Betty Kovach / Child Stella Miller / William Pipenur / Earl Rindfleisch / Helen Jean Rofkar / George Royhab / Marianne Royhab / Kathy Jacob / the child Bodhi Cassell / Clifford / Gleice, Sophie & Chloe / Carol / Debbie & Marco / Nora. Other Requests: Sharyn Osborne / Christine Zahm / Amy / Bill Byrnes / Michael Heffernan / Susanne / Barbara Heffernan / Rita Mumea / Charles Schlett / Kathy Debevits / Maxwell Chaney / Sidharth Bijilani – friend of Subdeacon Roger and Debbie Pinta / Anthony / Archpriest Ján Čižmár / Archpriest David Lis / Archpriest Emilian & Matushka Laryssa Hutnyan / Donald Gresh / Mark Ludvik / Robert Piznar / Mark Masica / Valerie Ritzenthaler / William / Rick Rowe / Chris. Military: Craig Cassell / Jake Ellithorpe / Jordon Fulton / Justin Issler / Tikhon / Nicholas / & All Military ________________________________________________________________________________________________ SEPTEMBER BIRTHDAYS AND ANNIVERSARIES 10 – Fellar & Kayla Fay Anniversary (1); 11 – David & Roddie Mazurik Anniversary; 11 – Wayne & Heidi Golob Anniversary (42); 13 – Tom & Jean Hileman Anniversary; 19 – Cooper Kowal; 25 – Subdeacon Roger Pinta; 26 – Greg Twarek * ________________________________________________________________________________________________________ READERS LIST Sunday Sep 22 – Joe Sunday Sep 29 – Jake Sunday Oct 6 – Tim Sunday Oct 13 – Joe ________________________________________________________________________________________________ CLEANING SCHEDULE Sep 23, Jean Sep 30, Laura Oct 7, Stephanie Oct 14, Sandy ________________________________________________________________________________________________ CHARITY OF THE MONTH "Support our Seminarians" is the charity we donate to for the month of September. ________________________________________________________________________________________________________ COFFEE HOUR SPONSOR LIST Sep 22 – Jean Sep 29 – Natalia Oct 6 – Greg Oct 13 – Danielle Paull Please sign up to host coffee hour. Signup sheet is located in the Social Hall. _________________________________________________________________________________________ SUNDAY OFFERING Sunday, September 8, 2024 Sunday, September 15, 2024 May the Lord reward you for your financial and spiritual support! ________________________________________________________________________________________________ CHURCH MONTLY INCOME AND EXPENSES Month of AUGUST 2024 Church Donation income was $ 7,059.67 Church Operating Expenses totaled $ 9,831.59 net loss of - $ 2,771.92 ________________________________________________________________________________________________ MARKET DAY Our sincere thanks are extended to the following parishioners who helped with our Market Day yesterday, September 21 st : Tina, Natalie, Susan, Greg, Cliff, Laura, David, Mimi, Tim, Mat. Michelle, and Fr. Peter. The total profit income from the sale was $1,799.20. May Our Lord reward you all for your time and energy with good health, peace, and happiness for Many Happy and Blessed Years! Our next Market Days will take place on Saturday, October 12 th starting with set up at 8:00 AM. We will have perohi, halupki, kielbasa and kraut, spanakopita, and a large variety of baked goods. Your help is greatly appreciated! ________________________________________________________________________________________________________ UP-COMING EVENTS IN OUR PARISH – MARK YOUR CALENDARS _______ Oct 13 th Parish Council Meeting after the Divine Liturgy (Sunday) Nov 3 rd Daylight Saving time ends (Sunday) Nov 15 th Nativity Fast begins (Friday) Nov 21 st Entrance of the Most Holy Theotokos into the Temple (Thursday) Dec 6 th St. Nicholas the Wonderworker (Friday) ________________________________________________________________________________________________ SINCERE THANK YOU Fr. Peter would like to express his sincere thanks to all of you for your prayers during his travels and his stay in Slovakia. He felt God's protecting hand which made the travel easier and more secure. May the Lord reward you all for your care and kindness with His special blessings! ________________________________________________________________________________________________ Hieromartyr Phocas, Bishop of Sinope Commemorated on September 22 Hieromartyr Phocas was born in the city of Sinope. From youth he led a virtuous Christian life, and in his adult years he became Bishop of Sinope. Saint Phocas converted many pagans to faith in Christ. At the time of a persecution against Christians under the emperor Trajan (98-117), the governor demanded that the saint renounce Christ. After fierce torture they enclosed Saint Phocas in a hot bath, where he died a martyr's death in the year 117. In the year 404, the relics of the saint were transferred to Constantinople (July 22). The Hieromartyr Phocas is especially venerated as a defender against fires, and also as a helper of the drowning. ________________________________________________________________________________________________ Apostle Quadratus of the Seventy Commemorated on September 21 Saint Quadratus, Apostle of the Seventy preached the Word of God at Athens and at Magnesia (eastern peninsula of Thessaly), and was Bishop of Athens. His biographer called him "a morning star" among the clouds of paganism. He converted many pagans to the true faith in Christ the Savior, and his preaching aroused the hatred of the pagans. Once, an angry mob fell upon the saint to pelt him with stones. Preserved by God, Saint Quadratus remained alive, and they threw him into prison, where he died of starvation. His holy body was buried in Magnesia. In the year 126, Saint Quadratus wrote an Apologia in defence of Christianity. Presented to the emperor Hadrian (117-138), the Apologia affected the persecution of Christians, since the emperor issued a decree saying that no one should be convicted without just cause. This Apologia was known to the historian Eusebius in the fourth century. At the present time, only part of this Apologia survives, quoted by Eusebius: "The deeds of our Savior were always witnessed, because they were true. His healings and raising people from the dead were visible not only when they were healed and raised, but always. They lived not only during the existence of the Savior upon the earth, but they also remained alive long after His departure. Some, indeed, have survived to our own time." Saint Quadratus is also commemorated on January 4. ________________________________________________________________________________________________ How to Become an Orthodox Christian? by Reader John Malov Sometimes people baptized in a particular faith decide to switch to another confession or even a different religion. Is it a sin to convert? Can a Catholic convert to Orthodoxy? How to convert to Orthodox Christianity? Becoming Orthodox is easy for those who desire it in their hearts. The most important condition for this is professing the faith of the Orthodox Church. Other conditions depend on how far your Christian denomination has departed from the Orthodox faith and tradition. In some cases, it is sufficient to participate in the sacrament of Repentance, while in others it is necessary to be catechized (undergo preparatory instruction in the truths of the Orthodox faith), as well as to be baptized and anointed. Technically, it takes from one day to a much longer period of time to convert to Orthodoxy. Now let us discuss this in more detail. Conversion to Orthodoxy from Catholicism and non-Chalcedonian churches Catholics and non-Chalcedonians can convert to Orthodoxy quicker than representatives of other Christian denominations. All it takes is speaking with a priest (to determine the conformity of your faith to Orthodoxy) and participating in the sacrament of Confession where you must renounce your past beliefs. After Confession, unconfirmed Catholics must undergo the sacrament of Chrismation. The convert's unity with the Orthodox Church is ultimately manifested and affirmed in his participation in the Eucharist. Old Catholics join the Orthodox Church in the same way. Catholicism, like most Christian denominations and other religions, views conversion to Orthodoxy as a sin and betrayal of faith. You may therefore face misunderstanding and condemnation on the part of your former community. Conversion to Orthodoxy from Protestantism Due to the diversity of teachings within Protestantism, the requirements for its converts to Orthodoxy may vary. If your denomination holds faith in the God-manhood of Christ and the Holy Trinity, baptizing in the name of the Father, the Son, and the Holy Spirit with threefold immersion, pouring, or sprinkling of the water, then Repentance and Chrismation will be sufficient for your conversion. However, baptisms performed in certain denominations will not be recognized. For example, Jehovah's Witnesses baptize in the name of the Father, the Son, and the Holy Spirit. At the same time, they neither recognize Jesus as God and the Son of God, nor perceive the Holy Spirit as a separate Divine Person. Such baptism, although outwardly correct, is false in its essential nature and cannot be recognized. For this reason, Jehovah's Witnesses and members of similar communities, where the doctrine of the Trinity and the Divine Humanity is distorted, convert to Orthodoxy by receiving the holy Baptism. Conversion to Orthodoxy from non-Christian Religions The requirements in this case are the same as for the pagans of antiquity. Non-Christians join the Holy Church through Baptism and become confirmed through subsequent participation in the sacraments. As a rule, in such cases, a catechization is necessary before Baptism. Universal Chart If you are still not sure what to do, refer to the following diagram: Christian denominations that have preserved the apostolic succession, correct Baptism and Chrismation: Roman Catholicism, Old Catholicism, ancient Eastern non-Chalcedonian Orthodox churches (the Armenian Apostolic Church, the Coptic Orthodox Church, the Ethiopian Orthodox Church and others). Christian denominations that have preserved the correct Baptism: Baptist, Pentecostal, Lutheran and Anglican churches. Why Convert to Orthodox Christianity? In Matthew 16:18, Christ speaks about building His church that "the gates of Hades will not prevail against". He mentions one Church, not many. The Orthodox Church is the only Church, originally founded by Christ and still retaining the apostolic succession and the undistorted teaching of the Lord and the apostles. Only in it, the truth is preserved in fullness. ________________________________________________________________________________________________ Why Do Children Stop Coming to Church when They Grow Up? Some Thoughts for the Anxious Parents by Priest Andrey Chizhenko God has a plan for all the people who come into this world. He had created this world so each person could fulfil their distinct mission. God wants all of us to be saved and live forever in heaven among His angels and saints. As our children grow, they develop their individuality and personhood. They are preparing to realize their potential so they can fulfil God's plan for them and sing their solo part in the symphony of God's world. They will need to acquire the intellectual, reflective and perceptive capabilities to interact with this world and learn from their experience of doing so. Nobody else can do it for them. As Orthodox parents, you may congratulate yourself on a job well done. You have raised your children in the Orthodox faith, and you have been bringing them to Church for confession and communion. They know how to pray, and they understand the importance of observing God's commandments. Your child is now an adolescent, so it is perhaps time for you as parents to step back and give him more space to form an independent relationship with God and His world. This does not mean leaving your children to their own devices. They still need you as their gentle, kind and considerate guides who can help them avoid unnecessary mistakes or falling into sin. But above all, your children need your prayers and your blessings. They say that parental prayer is your children's gateway to heaven. "When parents give their blessing, they give strength to their children's homes" (Sirach 3:9). One thing you should never do is raise your children as your exact copies. You would only harm your child. You would not be teaching him to look within, where, in the words of our Lord the kingdom of God is found. Instead, by insisting that your children look to you, his prize will be you, but not God's kingdom. Knowing God is always personal. In his wonderful homilies, Theophan the Recluse spoke of prayer as an art. Why are physical prayer practices uncommon for Orthodox Christianity, while in Yoga or Islam they are well established? The holy fathers of the Orthodox Church give this simple answer: prayer is a creative undertaking of an individual who reaches out towards God and of God who reaches out to the individual. Many things are important for such co-working to take place, such as personal space, a secret chamber in one's heart, and the sacred corner in the heart of hearts where man and God meet face to face. It is impossible to put any of these in place for your child. Personal experience and one-on-one communication with God are essential. Frequently, adolescents stop coming to Church because they need the time and space to explore the Truth and to reflect on it by themselves, to test and to learn on their own the tenets of the Church's teachings and its canons. So, your silence and the prayer that comes with it will be more productive than words. Stepping aside and giving freedom to your adolescent is a very important skill that will help him prepare himself for independent life in this world. Parents should learn to keep a lower profile, and keeps their presence in the lives of their adolescent children a little less visible while keeping the hierarchy in the parent-child relationship. This will not diminish your parental authority given to you by God's commandments, but giving your child more space and more independence will better prepare him for his independent journey in this world. Do not let yourselves despair if your child is going to church less frequently than before. They need their chance to find their own way, to learn how to listen to their hearts and to disclose the talents which God had bestowed on them. Many Orthodox churchgoers complain: "My son used to go to church a lot when he was a small boy, he used to assist the priest in the altar, but he has grown up and is no longer doing this". Just imagine what might happen if all the boys who assisted the priest remained in their positions despite sufficient numbers of other children willing to replace them. The altar would be crowded with people. There would be no room left to stand. But why would we need so many assistant priests? Would it not be wiser to let someone who has spent so many months or years in the altar explore other alternatives, benefiting from the rich gift of the holy spirit with which he has already been endowed? Perhaps God has other plans for him – he might become an excellent joiner, welder, teacher or even the president instead. We should give them the freedom to look. We should not expect all of them to become priests. Priesthood is a calling, just like many other careers. When God calls them to the service of a priest, they will respond. Your adolescent has been coming to Church more rarely than before and taking communion less frequently. But he has yet to find his way towards God; he can no longer do this through you. Others are also complaining: "Most people coming to church these days are old ladies". What is the basis of these grievances? Let us recall this fragment from an epistle by Apostle Paul: An unmarried woman or virgin is concerned about the Lord's affairs: Her aim is to be devoted to the Lord in both body and spirit. But a married woman is concerned about the affairs of this world—how she can please her husband (1 Corinthians 7: 34). 7: 34). The priority for a young person is to start a family, gave children to provide for his loved ones and to make their home comfortable. He should take care not to become fully consumed by these tasks, so his heart is in the right place. Still, finding a partner and supporting the family take a very important place in the life of a young person. In later years, as his hair goes grey with age, and he becomes wiser and more experienced, he will remember about God and eternal life, and will return to Church. Older people in our churches are our precious assets. They have wisdom, and wise people will seek out God's Truth. So, seeing so many older people at church is a good sign. As for the parents of today's adolescents, my advice to them will be not to despair. Instead, let us watch with amazement and admiration how our Lord is guiding then on the journey towards His sacred Truth; let us celebrate their progress along this path that is full of joys and sorrows, sadness and happiness, confusion and discovery. Our children are at the start of a great adventure and a spectacular journey.	<urn:uuid:0aa752c5-9541-49e5-9491-74d1d5ce4aa0>	CC-MAIN-2024-42	https://holyassumptionmarblehead.org/files/13th-Sunday-after-Pentecost-----September-22-2024.pdf	2024-10-14T02:33:17+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00171.warc.gz	253,560,468	6,606	eng_Latn	eng_Latn	0.87813	eng_Latn	0.997132	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2727, 3846, 6838, 10207, 11789, 14939, 17835, 18609, 22045, 25681 ]	[ 0.984375, 1.3515625 ]	1	0
Links You can link complete blocks of text using the CMS system, however if you want to link words within a paragraph to another part of the site use the following code <a href=thelinkurl>The Text thet is to be linked</a> To add an email address within the text <a href=mailto:theemailaddressl>The Text thet is to be linked i.e. lick here to email</a> Bold To make the text bold <b>the text</b> Italic To make the text italic <i>the text</i> Link Colour To change the colour of text you need to use website colour references in Hex format. This is a six digit code to represent the colour. See next page for simple colour guide. You must also spell colour COLOR. If you need a specific colour, but can't work out the code, send us a sample and we will use Photoshop to work out the code for you. To make the text red <font color=#FF0000>the text</font> Lists To make an bullet pointed list * Item one * Item 2 * Item 3 * Item Etc <ul><li>Item one <li>Item 2 <li>Item 3 <li>Item Etc</ul> Combos You can combine code as long as you open and close the brackets in the same order. Do not put spaces between the code elements. To make the text bold and red <font color=#FF0000><b>the text</b></font> Colour Chart	<urn:uuid:f0223926-144e-4c4e-b3c8-6f353bc505bc>	CC-MAIN-2024-42	https://www.themanual.co.nz/file/simple-html-tips/open	2024-10-14T03:30:07+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	895,869,302	330	eng_Latn	eng_Latn	0.883943	eng_Latn	0.966309	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 868, 1233 ]	[ 1.59375 ]	1	0
RINGETTE ONTARIO CONCUSSION POLICY AND RETURN TO PLAY PROTOCOL Ringette Ontario is committed to ensuring the safety of everyone participating in the sport of ringette. Ringette Ontario recognizes the increased awareness of Concussion and their long-term effect and believes that prevention of Concussions is paramount to protecting the health and safety of our Participants. Definitions a. "Activity" means all Ringette Canada, Provincial/Territorial Sport Organization (PTSO) and affiliated association/club business and activities. 1. The following terms pertain to this Policy: b. "Concussion" – A brain injury that can result in an alteration in thinking and behaviour as a result of a physical impact to the head, neck, face or body. d. "Member" – As defined in Ringette Ontario By-Laws c. "Participants"- Individuals associated with Ringette Canada activities including but not limited to coaches, athletes, volunteers, and officials; e. "Suspected Concussion" – Any time a Participant appears to have either experienced an injury or impact that may result in a concussion or is exhibiting one or more signs or symptoms that could be the result of concussion. Application 2. This Policy applies to Ringette Ontario, its members, and Participants. It applies to all times wherever an Activity takes place, including Ringette Ontario, or affiliated association/club workplaces as well as all events and activities sanctioned by Ringette Ontario. Purpose 3. The purpose of this Policy is to provide the framework to create a safe and positive sport environment through education and training, and by making Ringette Ontario Members and Participants aware of ringette-specific concussion awareness resources to assist in recognizing and managing a concussion injury. 4. Accompanying Ringette Ontario's Concussion Management Guidelines, this Policy provides the directions to be followed in the event of a Suspected Concussion. Awareness of the signs and symptoms of Concussion and the knowledge of how to properly recognize and manage a Concussion is critical to recovery and helping to ensure the individual does not return to physical activities too soon, risking further health complications. 5. Concussions are a condition that can be assessed by physicians and other licensed / certified health care professionals. The difference being that only physicians can return the individual back to play. RINGETTE ONTARIO Concussion Awareness and Prevention 6. During all events, competitions, and practices, Participants must refer to the Concussion Management Guidelines and use their best efforts to remain aware of incidents that may cause a Concussion and recognize the signs and symptoms of a Suspected Concussion. 7. Signs and symptoms may appear immediately after the injury or within hours or days of the injury and may be different for everyone. For reference, some common signs and symptoms are included in the Concussion Incidence and Response section of the Concussion Management Guidelines. Governance 8. Ringette Ontario will: Develop and maintain a Concussion Policy and related Concussion Management Guidelines including Removal-from-sport and Return-to-sport protocols; Participate in multi-disciplinary working groups on sport-related concussions; Develop and maintain a system for collecting and analyzing concussion injury data; Provide access to concussion education for Members, and Participants; and Develop or communicate concussion awareness resources for Participants; 9. Clubs should: In collaboration with Ringette Canada and other PTSOs, assess data for changes in concussion rates over seasons and identify and, if possible, make recommendations with respect to those training or routine elements that put Athletes in a position of high risk for concussion injury. Follow the Ringette Ontario Concussion Policy and related protocols, which may include an appendix, if necessary, to comply with provincial or territorial legislation and regulations. In collaboration with Ringette Ontario, develop or communicate concussion awareness resources for Coaches, Athletes, and other Participants; and Receive and investigate complaints of any breach of the Ringette Ontario Concussion Policy and Concussion Management Protocol and, where appropriate, determine an appropriate disciplinary response. Removal from Play 10. In the event of a Suspected Concussion, the Participant should be immediately removed from play by designated personnel and not be allowed to return to play that day. 11. The Participant should not be left alone and should be seen by a physician or other licensed healthcare provider as soon as possible. 12. A Participant who has been removed from play due to a Suspected Concussion must not return to play until the Participant has been medically assessed by a physician or other RINGETTE ONTARIO licensed physician healthcare provider, even if the symptoms of the concussion appear to resolve. Return to Play 13. A Participant with any signs or symptoms of a Suspected Concussion will not be permitted to return to play until the Participant has been assessed by a physician or other licensed physician healthcare provider. 14. Prior to returning to play, the Participant must consult and follow the steps outlined in the Return to Play section of the Concussion Management Guidelines to return to play safely. 15. Student Participants must return to school regularly at their pre-injury level of performance and other Participants must have returned to their normal education or work prior to making a full return to play (i.e., stage 5 and 6 of Return to Play). Medical Clearance and Monitoring 16. In following the Return to Play section of the Concussion Management Guidelines, the Participant is required to consult a physician or other licensed physician healthcare provider prior to returning to play. 17. Once the Participant has been given medical clearance by a physician or other licensed physician healthcare provider, the coach, administrator and/or supervisor is required to forward a copy of the medical clearance letter to Ringette Ontario for the purpose of monitoring. Summary of Reporting Obligations and Surveillance The following notifications should be completed online at ringetteontario.com: 18. Ringette Canada must be informed whenever a Suspected Concussion incident occurs, the result of medical assessment by a physician or other licensed healthcare provider, and when the Participant is medically cleared for full return to play. a. Ringette Ontario: Website by RAMP InterActive b. Letter from physician or other licensed healthcare provider indicating that Participant is cleared to resume participating in full ringette activities (i.e., stages 5 and 6 of Return to Play submitted through email to [email protected] Coach/Administrator/Supervisor Responsibilities 19. All members of the Ringette Ontario community (including coaches, trainers, officials, and even parents) must be familiar with their responsibilities under the Concussion Management Guidelines. The Guidelines explain how to recognize signs of a Suspected Concussion, the initial actions that should be taken, the return to play protocols and the reporting responsibilities to Ringette Ontario. RINGETTE ONTARIO 20. Every Suspected Concussion incident must be reported to Ringette Ontario. Policy Review This policy shall be reviewed/approved by the Board of Directors every three years. Date of last review: September 2023	<urn:uuid:e7031546-98cf-4876-9e2b-245763d20e02>	CC-MAIN-2024-42	https://cloud.rampinteractive.com/manversringetteassoc/files/Ringette%20Ontario%20Concussion%20Policy%20and%20Return%20to%20Play%20Protocol%20-%202023%20%281%29.pdf	2024-10-14T03:20:46+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	142,640,845	1,434	eng_Latn	eng_Latn	0.992608	eng_Latn	0.991904	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2411, 4849, 7288, 7522 ]	[ 1.5546875 ]	1	1
An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, pages 229-230 PETER STOLLER lives near the forks of Five and Ten Mile creeks and is one of the prosperous men of Wasco county. His thrift and enterprise have accumulated the property that he now owns as he started without capital. He was born in Switzerland, on November 27, 1862. His father, Peter Stoller, was born in the same country and came to the United States in 1865. He resided in Illinois and Iowa until 1877, when he brought his family to Klickitat county, Washington, and lived there near Trout Lake until 1890 when he moved to Marion county, Oregon, where he resides at the present time. He married Miss Margaret Ritter, a native of Switzerland, who now resides with her husband. She is eighty years of age and her husband is seventy-five. Our subject was educated in Iowa, Illinois, and Klickitat county, Washington, and did farm work during the early days of his life. When about twenty-four, he began raising cattle, having saved his earnings to buy a band of heifers with. He was being prospered nicely at this business until the hard winter swept away his stock leaving him almost penniless. Then he went to work on the farm again, this time in Polk county, until he saved money enough to get another start. Then he came to Wasco county and took a homestead. Later, he traded that for the place where he now resides, having now two hundred and sixty-four acres. He handles some stock, cultivates one hundred acres of land and is a prosperous man. He expects soon to increase the acreage as he wishes the range more exclusively in both farming and stock raising. Mr. Stoller is raising some very nice O.I.C. hogs. On April 21, 1892, at Portland, Mr. Stoller married Louise Mayer, a native of Germany and the daughter of John Mayer, who died in Germany. Mrs. Stoller's mother also died in Germany, when this daughter was but six years of age. Mrs. Stoller has the following named brothers, John, Ludwig and Carl. Mr. Stoller has three sisters, Mrs. Marguerite Stadelman, Mrs. Susan Pearson and Mrs. Lyddia Stoller. To our subject and his wife, two children have been born, Ludwig and Lena. Mr. Stoller is a member of the M.W.A. and they both belong to the Baptist church. He is an active Republican and has served both as school director and road supervisor. Mr. Stoller is a genial man, well spoken of and possessed of integrity and public spirit. The improvements upon his place are tasty and neat and everything indicates a man of thrift and enterprise. [HOME] © Jeffrey L. Elmer RootsWeb is funded and supported byAncestry.com About Us\|Contact Us Corporate Information and our loyal RootsWeb community. \|Copyright \|Privacy\| \|Report Inappropriate Material Terms and Conditions\|CCPA Notice at Collection Learn more.	<urn:uuid:bc3c7506-a90f-46c1-8a4c-08f7c5a4aa38>	CC-MAIN-2024-42	https://orgenweb.atwebpages.com/wasco/cent-or-bios/bpestoll.pdf	2024-10-14T03:03:44+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	394,574,323	650	eng_Latn	eng_Latn	0.998922	eng_Latn	0.998922	[ "eng_Latn" ]	false	docling	[ 2845 ]	[ 1.765625 ]	1	0
1054 Pilgrimage Jack is making a long distance walk with some friends along the old pilgrim road from Vézelay to Santiago de Compostela. Jack administers money for the group. His administration is quite simple. Whenever an amount (e 60, say) has to be paid for the common good he will pay it, and write in his booklet: PAY 60. When needed, Jack will ask every member of the group, including himself, to pay an amount (e 50, say) to the collective purse, and write in his booklet: COLLECT 50. If the group size is 7, he collects e 350 in total. Unfortunately some of the group members cannot participate in the full walk. So sometimes the group will grow, sometimes it will shrink. How does Jack handle these comings and goings of group members in terms of collective money? Suppose, for example, the group size is 7, and that Jack has e 140 in cash, which is e 20 for every group member. If two group members leave, each will receive e 20, and Jack will write in his booklet: OUT 2. If under the same circumstances three new group members arrive, they will each have to pay e 20, and Jack will write: IN 3. In these cases the amount in cash could easily be divided, without fractions. As a strange coincidence, this happened during the whole trip. Jack never had to make calculations with fractional numbers of euros. Near the end of the trip, Jack was joined by all his fellow travelers. Nobody was willing to miss the glorious finale of the trip. It was then that Jack tried to remember what the group size had been during each part of the trip. He could not remember. Given a page of Jack's booklet, could you figure out the size of the group at the beginning of that page? Input The input file contains several test cases. Each test case is a sequence of lines in Jack's booklet. The first line of each test case will give the number N (0 < N ≤ 50) of lines to follow. The next N lines have the format: < keyword > < num >, where ``` < keyword > = PAY \| COLLECT \| IN \| OUT and < num > is a positive integer, with the following restrictions: IN k k ≤ 20 OUT k k ≤ 20 COLLECT k k ≤ 200 PAY k k ≤ 2000 ``` The last case is followed by a line containing a single zero. Output For each test case, print a single line describing the size of the group at the beginning of the part of the trip described in the test case. This line contains: * The word 'IMPOSSIBLE', if the data are inconsistent. * A single number giving the size of the group just prior to the sequence of lines in Jack's booklet, if this size is uniquely determined by the data. * Several numbers, in increasing order, separated by spaces, giving the possible sizes of the group, in case the number of solutions is finite, but the solution is not unique. * A statement in the format: 'SIZE >= N ', giving a lower bound for the size of the group, in case the number of solutions is infinite. Observe that the inequality SIZE >= 1 always applies, since at least Jack himself did the whole trip. Sample Input ``` 5 IN 1 PAY 7 IN 1 PAY 7 IN 1 7 IN 1 COLLECT 20 PAY 30 PAY 12 IN 2 PAY 30 OUT 3 3 IN 1 PAY 8 OUT 3 1 OUT 5 0 ``` Sample Output ``` IMPOSSIBLE 2 3 7 SIZE >= 6 ```	<urn:uuid:f09ba9a4-59b6-439b-bd4e-b8a0717c2b71>	CC-MAIN-2024-42	http://reh101.hpc.lsu.edu/uva/10/1054.pdf	2024-10-14T03:10:11+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	28,170,374	782	eng_Latn	eng_Latn	0.994359	eng_Latn	0.998829	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2556, 3153 ]	[ 1.59375 ]	2	1
The great challenge before young leaders and my personal experiences Dr. Yasushi Akashi At this point in our shared global and Asia-Pacific histories it may seem as though we are adrift in unknown seas of change without a compass and trekking along treacherous paths without a guide for the youth who are entrusted to lead forward to a better day. The pole our Asian-Pacific compass seeks is the commitment to sharing and reciprocity in multilateral mutually beneficial partnerships in the realms of social systems and economy and technology. The guide for youth is youth itself, mentored by their experienced seniors. Universities are in a central position in our societies to refine methods to secure the inclusive human resources we need on and off campuses to address our most urgent community issues and needs. An open and energetic Asia-Pacific can make the bold vision of the United Nations Sustainable Development Goal Agenda a reality – "Leave No One Behind." A wide range of partnerships and cooperation among academia, economic circles, the media, and civil society can act to close unfortunate gaps in our economic and social systems that cause some people to feel misunderstood and disrespected. It is crucial that we learn how to interpret different situations from different perspectives. The most important thing is to listen to the views of people who are different from us, whether in terms of nationality, culture, or any other aspect. The responsibility to make steady patient efforts to promote peace in our region and the world depends on young people learning to be active in communities at home and abroad. We will place our trust in today's youth and urge them to keep their eyes set on the horizon and their feet planted on the ground. Today's youth will become tomorrow's leaders by being today's leaders in community engagement projects. We will urge our talented and promising young people to dream big and to make those dreams a reality by moving ahead one step at a time. It is true that we all have to struggle, as the United Nations does, in a new totally unanticipated regional and world community. I am confident that Asia-Pacific universities will respond by seeking leadership roles for their faculty, staff, and students as harmonizers and reconcilers in collaboration with United Nations efforts in the forms of community engagement peacekeeping, development, human rights and the environment - that will make our world a better place for all of us.	<urn:uuid:45c2f2cb-a308-4a30-8c94-e53da72b3394>	CC-MAIN-2024-42	http://ucec2017.kufs.ac.jp/items/akashi_abstract.pdf	2024-10-14T02:50:49+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	27,007,195	464	eng_Latn	eng_Latn	0.998777	eng_Latn	0.998777	[ "eng_Latn" ]	false	docling	[ 2490 ]	[ 1.359375 ]	1	2
2024 U.S. NATIONAL CHEMISTRY OLYMPIAD NATIONAL EXAM PART II Prepared by the American Chemical Society Chemistry Olympiad Examinations Task Force OLYMPIAD EXAMINATIONS TASK FORCE Seth N. Brown, Chair, University of Notre Dame, Notre Dame, IN Monica Marie Arroyo, Pontifical Catholic University of Puerto Rico, Ponce, PR James Ayers, Colorado Mesa University, Grand Junction, CO Jerry Bell, Simmons University, Boston, MA (retired) Jesse Bernstein, Miami Country Day School, Miami, FL (retired) Alan D. Crosby, Newton South HS, Newton, MA (retired) Mark DeCamp, University of Michigan, Dearborn, MI (retired) James Dohm, University of Pennsylvania, Philadelphia, PA Kimberly Gardner, United States Air Force Academy, CO Paul Groves, South Pasadena HS, South Pasadena, CA (retired) Nicolas Hamel, Clackamas Community College, Oregon City, OR (retired) John Kotz, State University of New York, Oneonta, NY (retired) Mariusz Kozik, Canisius College, Buffalo, NY Sarah Leite, Hopkins School, New Haven, CT Michael A. Morgan, Francisco Bravo Medical Magnet HS, Los Angeles, CA Jane Nagurney, Scranton Preparatory School, Scranton, PA (retired) Anne O'Connor, Cleveland State University, Cleveland, OH DIRECTIONS TO THE EXAMINER Part II of this test requires that student answers be written in this test booklet in the spaces provided underneath the questions. Part II test booklet and scratch paper should be made available to the student only during the examination period. All testing materials including scratch paper should be collected from students after the examination. Only test booklets should be shipped to the USNCO office immediately after the national exam and no later than April 22, 2024. When the student has completed Part II, or after one hour and forty-five minutes have elapsed, the student must turn in Part II of the testing materials and all scratch paper. Be sure that the student has supplied the same identification number used for Part I has been used again for Part II. There are three parts to the National Olympiad Examination. You have the option of administering the three parts in any order, and you are free to schedule rest breaks between parts. A periodic table and other useful information are provided on page two for student reference. Students should be permitted to use only non-programmable calculators. The use of a programmable calculator, cell phone, or any other device that can access the internet or make copies or photographs during the exam is grounds for disqualification. DIRECTIONS TO THE EXAMINEE - DO NOT TURN THE PAGE UNTIL DIRECTED TO DO SO. Part II requires complete responses to questions involving problem-solving and explanations. One hour and forty-five minutes are allowed to complete this part. Be sure to use the same identification number you used for Part I and write it on top of each page in the indicated fields. Use separate sheets for scratch paper and do not attach your scratch paper to this examination. When you complete Part II (or at the end of one hour and forty-five minutes) you must turn in all testing materials and scratch paper. STUDENT USNCO ID: 20036 All rights reserved. Printed in U.S.A. \| ABBREVIATIONS AND SYMBOLS \| \| \| \|---\|---\|---\| \| amount of substance n ampere A atmosphere atm atomic mass unit u Avogadro constant N A Celsius temperature °C centi– prefix c coulomb C density d electromotive force E energy of activation E a enthalpy H entropy S equilibrium constant K \| Faraday constant F free energy G frequency ν gas constant R gram g hour h joule J kelvin K kilo– prefix k liter L measure of pressure mm Hg milli– prefix m molal m molar M \| molar mass M mole mol Planck’s constant h pressure P rate constant k reaction quotient Q second s speed of light c temperature, K T time t vapor pressure VP volt V volume V year y \| EQUATIONS PERIODIC TABLE OF THE ELEMENTS R CONSTANTS R= 8.314 J mol –1 K = 0.08314 L bar mol –1 –1 F= 96,500 C mol –1 F= 96,500 J V N A –1 mol = 6.022x10 h= 6.626 c x –1 23 mol 10 –34 –1 J s = 2.998x10 8 m s –1 0 °C = 273.15 K 1 atm = 1.013 bar = 760 mm Hg Specific heat capacity of H 2 O = 4.184 J g –1 K –1 K –1 1. [10%] An unknown salt MX2 is a group 2 metal halide. a. 10.00 g MX2 dissolves in 50.0 g water to give a homogeneous solution. The freezing point of this solution is –4.50 °C. What is the molar mass of MX2? For water, Kf = 1.86 °C/m. b. 10.00 g Na2CO3 and 10.00 g MX2 are mixed in 200.0 mL of water. A precipitate of MCO3 forms. What is the pH of the supernatant? The Ka of H2CO3 is 4.3 ´ 10 -7 and the Ka of HCO3 – is 4.7 ´ 10 -11 c. A solution of 10.00 g MX2 in water is treated with excess silver nitrate. The precipitate is dried; the mass of the dried compound is 15.2 g. What is the identity of MX2? d. A sample of 10.00 g MX2 dissolved in 50 mL water is treated with increasing amounts of Na2SO4 up to 10 g in total. How will the mass of precipitate formed vary with the mass of added Na2SO4? Graph your answer on the grid provided. e. What color flame test does MX2 give? 2. [13%] A sample of solid calcium fluoride is suspended in water in an unreactive container and stirred until it achieves equilibrium. The pH of the solution is lowered by careful addition of nitric acid, and the pH and concentration of Ca 2+ (aq) are noted at several points as shown on the graph below. Note that the units on the y axis are millimoles per liter. a. Determine the Ksp of CaF2 from the data provided. b. Qualitatively, what is the cause for the increase in solubility of CaF2 at low pH? c. From the data provided, determine the Ka of HF. d. How many moles of HNO3 must be added to the CaF2/water mixture to achieve a pH = 3.00 in this experiment? The volume of solution is 1.00 L. e. Carbon dioxide dissolves in water at 25 °C and 1 atm pressure to the extent of 0.0345 mol L -1 . An aliquot of the solution taken from the above experiment at pH = 5 is stirred under 1 atm CO 2 and the pH slowly raised by addition of solid NaOH until CaCO 3 just begins to precipitate. What is the pH of the solution at this point? The K sp of CaCO 3 is 8.7 ´ 10 -9 , the K a of aqueous CO 2 (“H 2 CO 3 ”) is 4.3 ´ 10 -7 , and the K a of HCO 3 – is 4.7 ´ 10 -11 . 3. [13%] Ethene, C2H4, can react in the gas phase in the presence of radicals R to form polyethylene as shown in the equation below. Here n is the degree of polymerization. The forward reaction is second-order while the reverse reaction is first-order. The values of these rate constants are independent of the degree of polymerization n and the identity of R. a. A sample of polyethylene has an average degree of polymerization n = 1200. How many polymer chains are present in 1.0 g of this material? b. Calculate ∆H° and ∆S° for the polymerization reaction. USNCO ID Number: c. The bond dissociation enthalpy (BDE) for a typical carbon-carbon single bond is 345 kJ mol -1 . From the data given, what is the BDE of the carbon-carbon double bond in ethene? d. Ethene is charged to a fixed vessel at 25 bar and 720 K. Traces of radical are then added to initiate polymerization. What is the percent conversion of ethene into polymer at equilibrium under these conditions? e. In the presence of a catalyst for the polymerization reaction, the forward rate constant as a function of temperature is ln(kf) = –3050(1/T) + 21.0. By what factor does the catalyst accelerate the rate of the forward reaction at 500 K? f. By what factor does the catalyst change the rate of the reverse reaction at 500 K? 4. [13%] Copper(II) forms a complex ion with ammonia, Cu(NH3)4 2+ , with Kf = 1.7 ´ 10 13 . An electrochemical cell is set up as shown below at 298 K. Half-cell A contains 100 mL of 1.00 M Cu(NO3)2, while half-cell B contains 100 mL of a solution that contains a small amount of copper(II) and is 0.100 M in NH3. A solution of nitric acid is slowly added to half-cell B and the potential measured by the voltmeter is recorded as a function of the added volume of HNO3. a. Which half-cell is the cathode and which is the anode? Justify your answer. USNCO ID Number: b. Qualitatively explain the shape of the graph. c. What is the total concentration of copper(II) in the solution in half-cell B? d. What is the concentration of nitric acid in the buret? e. Suppose that the experiment is set up again with silver metal in place of copper metal and silver(I) ion in place of copper(II) ion, but with all concentrations and all other reagents identical. What would the graph of E vs. mL added HNO3 look like in this experiment? Sketch your result on the grid below (the graph shown above is redrawn for your convenience), and explain your answer. Silver(I) forms a complex ion with ammonia, Ag(NH3)2 + , with Kf = 1.7 ´ 10 7 . USNCO ID Number: 5. [12%] Write net equations for each of the reactions below. Use appropriate ionic and molecular formulas and omit formulas for all ions or molecules that do not take part in a reaction. Write structural formulas for all organic substances, and clearly show stereochemistry where relevant. You need not balance the equations or show the phase of the species. a. Aqueous ammonia and acetic acid are mixed. b. Sodium iodate is added to an excess of hydriodic acid. c. Manganese(IV) oxide is added to concentrated aqueous hydrochloric acid. d. Propyl benzoate is heated with aqueous sodium hydroxide. e. Calcium oxide and graphite are heated to 2200 °C. f. Iodine-124 undergoes radioactive decay by electron capture. 6. [14%] Consider the properties of the group 1 elements, whose valence shell electron configuration is ns 1 , in the table below. \| Element M \| n \| First ionization energy, kJ mol-1 \| Energy required to excite the valence electron to the (n+1)s orbital, kJ mol-1 \| Molar density of solid MCl, mol cm-3 \| \|---\|---\|---\|---\|---\| \| H \| 1 \| 1312 \| 984 \| 0.0403 \| \| Li \| 2 \| 520 \| 325 \| 0.0507 \| \| Na \| 3 \| 496 \| 308 \| 0.0371 \| \| K \| 4 \| 420 \| 252 \| 0.0266 \| \| Rb \| 5 \| 403 \| 241 \| 0.0232 \| \| Cs \| 6 \| 376 \| 222 \| 0.0237 \| a. Rationalize the observed trend in first ionization energies with increasing n. b. Suppose a hydrogen atom were excited to its 2s 1 state. If that excited state atom were to transfer its electron to Cs + to form a ground-state Cs atom, how much energy would that reaction absorb or release? c. All but one of the atoms listed in the table have an excited state that is significantly lower in energy than the (n+1)s 1 state described in the table. Explain this observation, noting which atom is the exception and why. d. All but one of the atoms listed in the table have an excited state that is modestly higher in energy (38 – 55 kJ mol -1 ) than the (n+1)s 1 state described in the table. Explain this observation, noting which atom is the exception and why. e. The compounds MCl(s) show a smooth decrease in their molar densities, except that HCl(s) is less dense than expected from the trend and CsCl(s) is more dense than expected. Explain this periodic trend, and give reasons for the two exceptions to the trend. f. 137 Cs (136.9070895 amu) undergoes radioactive decay to give a stable product whose atomic mass is 136.9058274 amu. What type of radioactive decay is this, and what is the identity of the decay product? g. Calculate the energy, in kJ mol -1 , released by the radioactive decay of 137 Cs. 7. [13%] Flash vacuum pyrolysis of carbonyl azide (CON6) at 420 °C gives low yields of a cyclic compound, diazirinone, as shown in the equation below. Note that the illustrations of carbonyl azide and diazirinone correctly show the connectivity of the atoms but are NOT correct Lewis structures. The bond dissociation enthalpies (BDE, in kJ mol -1 ) of various bonds among carbon, oxygen, and nitrogen are given in the table. a. Draw complete Lewis structures for carbonyl azide and for diazirinone, including all lone pairs and nonzero formal charges. You need only draw one Lewis structure for each molecule, even if there are multiple possible resonance structures. b. Diazirinone decomposes in the gas phase over the course of several days at room temperature to give carbon monoxide and nitrogen gas. Based on the given BDEs, calculate ∆H° for this decomposition reaction. \| Bond \| BDE, kJ mol-1 \| Bond \| BDE, kJ mol-1 \| Bond \| BDE, kJ mol-1 \| Bond \| \|---\|---\|---\|---\|---\|---\|---\| \| C–O \| 350 \| C–N \| 290 \| N–N \| 160 \| N–O \| \| C=O \| 741 \| C=N \| 615 \| N=N \| 418 \| N=O \| \| CºO \| 1080 \| CºN \| 891 \| NºN \| 949 \| \| USNCO ID Number: c. The actual ∆H° for the decomposition of diazirinone is –347 kJ mol -1 . Comment on any discrepancy you find between this value and the value you determined in part b. Be sure your comment addresses the direction of deviation of the two values. d. Will ∆G° for decomposition at 298 K be algebraically greater than, less than, or equal to ∆H° for decomposition? Briefly justify your answer. e. There is an isomer of diazirinone that has a chain structure with the connectivity NCNO. Draw a Lewis structure for this molecule and clearly describe or sketch its geometry. f. Would you expect acyclic NCNO to be more or less stable than diazirinone? Clearly justify your prediction. 8. [12%] Consider the three isomers of C4H9NO2 shown below: a. Which compound is the most basic? Justify your answer. b. Draw the structures of the conjugate acids of the three compounds. c. Draw the structure of a chiral isomer of C4H9NO2. Consider the two nitrogen heterocycles shown below: 3 d. Which compound is more basic? Draw the structure of its conjugate acid. e. Which compound is more reactive towards Br2? Explain why it is more reactive and draw the structure of a major product of its reaction with Br2. This page is intentionally left blank This page is intentionally left blank	<urn:uuid:92290404-2cd7-43f3-8647-fb4e46396345>	CC-MAIN-2024-42	https://www.pianetachimica.it/giochi/nazioni/USA_2024_Nat_Exam_Part2.pdf	2024-10-14T01:21:26+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00176.warc.gz	816,483,592	3,743	eng_Latn	eng_Latn	0.938602	eng_Latn	0.993869	[ "eng_Latn", "swe_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 3186, 4190, 4810, 5086, 5594, 6262, 6827, 7571, 8125, 8334, 8809, 9552, 10596, 11396, 12518, 13224, 13470, 13753, 13792, 13831 ]	[ 1.484375 ]	1	0
Exhibition proposal - "Luminous" By Amanda Buschmann Art from the 16th century was heavily shaped by Baroque influence, an artistic current that originated in Italy in the early 1600s and spread to most of Europe until the 17th century. Some of the well known artists from this period are Johannes Vermeer, Sanchez Cotan and Pieter Hendricksz de Hooch; the paintings taken into consideration represent different subjects and scenarios, however they reflect the current's formal characteristics and ideals, offering a particular attention and focus on the use of light. The artists use it in order to create and define atmosphere in their work as well as highlighting the action being carried out by the subject. During the Baroque period, which followed the Renaissance, Humans and their daily activities acquired more significance, virtue was found in individualism and there was a decreasing concern regarding the future. Therefore life and the present were to be cherished and recognized, often through visual representations. Johannes Vermeer was born in 1632. He was a Dutch innkeeper, art dealer and painter who created a small number of pieces that were mainly commissions for a restricted group of patrons in Delft, where the artist was born and lived for most of his life. 1 Most of Vermeer's work portrays women in their homes carrying out daily activities such as playing an instrument or writing; the still images evoke an aura of mystery and quiet, which appears to be frozen in time just like the subject and the paintings themselves. Another recurrent element is a soft light which enters from the window on the left of the rooms he depicts. The light varies in its intensity, creating a balance between the different aspects of each composition, hugging the figures and illuminating them in order to illustrate them in a carefully weighted atmosphere. In the painting "Girl Reading a Letter at an Open Window" a young woman stands in front of the window, alone, reading a letter. The setting may initially appear static, due to the fact that these paintings were staged, Vermeer's way of weaving a narrative was therefore idealistic rather than natural. However the visible reflection of the girl's face in the window's glass, suggests a deeper and more significant type of movement which refers to an action involving both her body and soul, thinking. The reflection only exists because of the artist's use 1 Metmuseum.org. (2019) of light, as the girl reads the letter, the viewer is able to imagine how the girl is stimulated by the words as feelings and memories start to arise in her. The artist's use of color instead affects the atmosphere, the presence of different tonalities of red, brown and yellow creates a feeling of warmth. However his choice of green and blue tones, also used in his white brush strokes, stimulate a feeling of coldness. This element creates harmony in the way the painting looks but it leads to conflicting feelings in terms of the way it is perceived by the viewer, who may or may not feel partially detached from the scenario, given the great contrast in hues. His brush strokes are careful and precise with an extreme attention to defining details such as the pattern of the rug, the fruit in the bowl and the folds in the curtain on the left. Vermeer's mark making also contributes to the successful use of chiaroscuro, which functions as an interplay between dim light and darkness, making the atmosphere dramatic. The artist's use 2 of light is one of the most emblematic elements of his technique and style. It creates a guide for the public's experience of viewing his work and puts emphasis on everyday settings which become both delicate and intriguing. It also to an extent forms an imaginary pedestal, for the subject but most of all, for the action that is being carried out. Pieter Hendricksz de Hooch painted "Mother lacing her bodice beside cradle" with very similar parameters. He was also a Dutch artist, his work became very popular between 1655 and 1662 and most of his paintings were commissioned in Amsterdam and Delft. The artist depicted many interiors or courtyards with small groups of people, occupied in domestic daily activities and his style resembles Vermeer's, which Scholars believe de Hooch was in contact with. The 2 Encyclopedia Britannica (2019). habit and choice of depicting rooms, which often had windows, suggest to the viewer that it was a way for the Baroque artists of fabricating a frame in which the subjects represented, and background or meaning, associated with them, could exist. The painting selected for this exhibition features a particularly calm and spacious environment, which is created by the artist's manipulation of light, followed by the use of color and attention to complex perspective. The mother's figure is highlighted by the light pouring in from the window on the upper right corner of the room, allowing the viewer to observe the details. There is an intentional focus on the woman's bodice and her hands, which hold the laces while she also tends towards the cradle, she had no one to assist her. The painting's title and this aspect of the work suggest that the action portrayed is an important subject of the representation, it conveys a feeling of humility, representing the social context and status the subjects are part of. However, the viewer's attention is also directed towards the little girl, portrayed standing still, 3 looking outside, in the shadow of a semi-opened door. Her face is completely hidden from the public as the painter only allows the viewer to see the girl's back, this element makes the subject mysterious and stimulates curiosity. The use of light mirrors Vermeer's but it is also in a way, reversed, as the little girl's image isn't directly lit up by the door. De Hooch purposely uses perspective to position her in the soft darkness, which fills the rest of the room, producing an atmosphere that is delicate but also highly enigmatic and inscrutable. Juan Sanchez Cotan's painting "Quince, Cabbage, Melon, and Cucumber" has also often been defined as inscrutable and mysterious, not like the other works explored, this still life shows a quince and a fresh cabbage hanging from a thread while the melon, partially cut into, and the 3 Wieseman, M. and Vermeer, J. (2011). cucumber lay on a dark colored surface. Throughout his life he was heavily influenced by Catholic mysticism that was present in Toledo at the time which brought him to ultimately become a Carthusian lay brother, in a Segovian monastery where he died in 1612. 4 reflects the common idea of the Baroque style dim lit room but also resembles a void in terms of suggests that the painter wanted to give importance and cherish the simplicity and beauty of such still lifes, which repeatedly appear in his paintings. The "Quince, Cabbage, Melon, and Cucumber" painting features a specific use of light as well as attention to the use of volume and depth. Like both Vermeer and de Hooch, Cotan's perspective technique allows the public to view detailed realism. The latter is a kind of realism that is different from the decorative and exuberant Dutch still lifes which were being created at the time, depicting trumpeting flowers and colors (Independent). Unlike the latter and the other 5 works taken into consideration, the artist uses suspension and composition in order to create a scenario and consequently an associated atmosphere. Although people are mostly aware that hanging fruits and vegetables helps arresting decay, the disposition and sequence of objects themselves appear rather curious and peculiar and the viewer is stimulated to wonder about it. The same doubts exist for Cotan's choice in terms of the surface chosen, on which both the melon and the cucumber lay, it appears as a window or a plain table top, dominated by dark shades of green and black. His use of light originates an extremely dramatic atmosphere, it the foreground . The high contrast between the well lit detailed objects and the foreground 6 4 Encyclopedia Britannica. (2019). 5 Anon, (2019). 6 Nga.gov. (2019). Given that the focus of this exhibition is light and the way artists have used it through their different techniques, I will hang the works with light directed at them from different angles and in different intensities. "Quince, Cabbage, Melon and Cucumber" will be placed on the wall nearest to the entrance, this will introduce the public to the still live current and how artists such as Cotan were able to manipulate light in order to create realistic details, "Mother lacing her bodice" will be hanging, instead, inside an elevated space resembling a room, which the viewer will be able to access through a short flight of stairs. The latter alludes to the artists' recurrent choice of setting and idea of scenario. "Girl reading a letter" will be disposed on the wall to the left of the elevated space, the viewer will also be able to observe it from an aperture in it, resembling a window, often the source of light for these paintings. The scope of the exhibition is to have the public reflect on both the use of light and setting, equally important and particular style elements of the artists explored in this proposal. Notes: Metmuseum.org. (2019). [online] Available at: https://www.metmuseum.org/toah/hd/verm/hd_verm.htm. [Accessed 23 Nov. 2019]. Encyclopedia Britannica. (2019). Johannes Vermeer \| Biography, Art, & Facts . [online] Available at: https://www.britannica.com/biography/Johannes-Vermeer [Accessed 23 Nov. 2019]. Wieseman, M. and Vermeer, J. (2011). Vermeer's women . New Haven [Conn.]: Yale University Press. Encyclopedia Britannica. (2019). Juan Sánchez Cotán \| Spanish painter . [online] Available at: https://www.britannica.com/biography/Juan-Sanchez-Cotan [Accessed 23 Nov. 2019]. Anon, (2019). [online] Available at: https://www.independent.co.uk/arts-entertainment/art/great-works/great-works-still-life-with-qui [Accessed 23 Nov. 2019]. Nga.gov. (2019). Artist Info . [online] Available at: https://www.nga.gov/collection/artist-info.1403.html [Accessed 23 Nov. 2019]. Bibliography Archive.bridgesmathart.org. (2019). [online] Available at: https://archive.bridgesmathart.org/2018/bridges2018-459.pdf [Accessed 23 Nov. 2019]. Encyclopedia Britannica. (2019). Johannes Vermeer \| Biography, Art, & Facts . [online] Available at: https://www.britannica.com/biography/Johannes-Vermeer [Accessed 23 Nov. 2019]. Stockstad, M. and Cothren, M. (2016). Art history . 6th ed. Pearson, pp.762-763. Images cited 1. Anon, (2019). [online] Available at: https://www.independent.co.uk/arts-entertainment/art/great-works/great-works-still-lifewith-qui [Accessed 23 Nov. 2019]. 2. Anon, (2019). [online] Available at: https://www.researchgate.net/figure/Johannes-Vermeer-Girl-Reading-a-Letter-at-an-Ope n-Window-c-1657-oil-on-canvas-83_fig11_268019555 [Accessed 24 Nov. 2019]. 3. Wga.hu. (2019). Web Gallery of Art - Image Viewer . [online] Available at: https://www.wga.hu/support/viewer_m/z.html [Accessed 24 Nov. 2019].	<urn:uuid:0ac18bb8-d965-4116-bf9b-a51cad640b27>	CC-MAIN-2024-42	https://parsons.edu/undergrad/wp-content/uploads/sites/3/2020/08/Amanda_Buschmann_002.pdf	2024-10-14T02:41:29+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	399,507,641	2,522	eng_Latn	eng_Latn	0.771087	eng_Latn	0.99737	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "dag_Latn" ]	false	docling	[ 518, 2461, 4358, 6359, 8169, 9301, 10195, 11154 ]	[ 1.828125 ]	1	0
Instructions for using Oxford Owl Oxford Owl has resources for: * Read Write Inc. (Page 2) * Extra reading books for children on Accelerated Reader (Page 4) * Read Write Inc. Spelling Activities (Page 6) Scroll to the appropriate page to find instructions on how to use. For your child's login details, see Teams, or speak to your class teacher. To access Read Write Inc Books Visit www.oxfordowl.co.uk Click on 'Log In' at top of page Ensure you are on the 'Students' tab. You can find details of your logon from your class teacher. Click on Read Write Inc. eBook Library To find a particular book, you can either scroll through the page, or organise by colour by clicking on 'Levels'. Click on the book you would like to read. Use the navigation arrows at the bottom of the screen to move through the book. For children on Accelerated Reader There are also books appropriate for children on Accelerated Reader and many are also possible to quiz on. To do this you need to search for the book title on your child's Accelerated Reader account to find out if it has a linked quiz. To access these books, login following the instructions above, then: Click on 'Oxford Owl eBook Library' Search by Age Groups to find books appropriate to your child's reading age Click on the book you would like to read. Use the navigation arrows at the bottom of the screen to move through the book. There is also the option to use audio on some of the books if you would like to listen to one of the stories. Once you have read a book, some have Activities to do. Click on the buttons at the top of page to do these. To access Spelling Resources Visit www.oxfordowl.co.uk Click on 'Log In' at top of page Ensure you are on the 'Students' tab. You can find details of your logon from your class teacher. Click on 'Read Write Inc. Spelling' Activities can be organised by Year group or activity type: After clicking on the activity that you would like to do you may need to click on answers or type in boxes. By clicking on the green sound button, you will be able to hear a word or instruction.	<urn:uuid:c14e4dd4-4b9e-4d25-8db2-c04b4d4f1fb6>	CC-MAIN-2024-42	https://homelearning.education/images/Documentation/help_guides/How_to_use_Oxford_Owl_for_Reading_Books.pdf	2024-10-14T02:14:57+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	255,711,127	474	eng_Latn	eng_Latn	0.996813	eng_Latn	0.999117	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 349, 581, 819, 1318, 1618, 1845, 2102 ]	[ 2.21875 ]	1	3
Department of Mathematics Fall 2014 Colloquium Series Models of Human Locomotion: Walking vs. Running Thursday, September 25, 2014 Behavioral and Social Sciences Building Room 204, 4 p.m. Walking and running are two of the most common forms of locomotion used by humans. From the time we are children to late in life people walk… and even run. Over the past 50 years scientist have developed several models to explain both the mechanics and energetics of walking and running. In this talk, we will explore how the inverted pendulum model of walking has been used to understand the fundamental determinants of walking energetics and how the spring mass model has been used to understand how the body adjusts to barefoot running in order to maintain similar body mechanics. Justus Ortega is an Associate Professor in the HSU Department of Kinesiology.	<urn:uuid:6711d51e-0d9d-45e9-890f-49383ee6f84f>	CC-MAIN-2024-42	https://math.humboldt.edu/sites/default/files/Colloquium%20Sept%2025%202014.pdf	2024-10-14T02:53:52+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	335,998,598	185	eng_Latn	eng_Latn	0.998256	eng_Latn	0.998256	[ "eng_Latn" ]	false	docling	[ 856 ]	[ 1.4140625 ]	2	1
CHAPTER II THEORETICAL FRAMEWORK A. Literature Reviews 1. Definition of Translation The concept of translation was explained by Catford (1974: 20) as a process of moving a textual material from the source language into a textual material that is commensurate in the target language. The same thing was also stated by Bell (1991: 6) that the translation process is "the replacement of the representation of a text in one language by representation of an equivalent text in a second language". Meanwhile, according to Koller (1995: 196), translation is a product of text processing via the transferring of source language text into the target language text. Between the target text and the source text, there is a connection which he called as a comparison. In other words, the following descriptions above indicate that a translation process is a process of transferring materials, meanings, or representations from one language to another which involves equivalence in the translation process. In the translation process, meaning is a component of the materials that the translators must move from the source language into the target language. According to House (2001: 243), there are three definitions of „meaning‟ which are meant as a concept in the head of the speaker and the translation is the intuition and interpretation. However, according to the behaviorists and functionalists, „meaning‟ is a response towards an „input‟, the evaluation includes the response-based method. In addition to the meaning, there is cultural equivalence. Hatim and Mason (1997: 1) explained that the translation process is "an act of communication which attempts to relay, across cultural and linguistic boundaries, another act of communication which may have been intended for different purposes and different readers". Every country has different cultures, causing certain things that can be found or understood in the source-speaking countries but cannot be found or understood in the target-speaking countries. By paying attention to this, the task of translators is to find the equivalence, in this case the cultural equivalence, so that the results of the translation can be accepted and understood well by the target readers. This is in line with Toury‟s statement (in Shuttleworth and Cowie, 1997: 182) who stated that, "a translation is taken to be a target language utterance which is presented in the target culture, or whatever ground". In other words, the translators cannot ignore the cultures of the target language-speaking country because the manifestation of a communication process between the two countries is also influenced by the cultures of those two countries. From the various translation definitions described above, it can be concluded that translation is a process of transferring the representation of meaning from the source text into the target text, as well as the process of transferring the representation of cultural entities in the source language-speaking country into the target language as a form of two-way communication. 2. Processes of Translation In short, a translation process can be interpreted as a process of transferring messages from the source language into the target language that occurs in the mind of translators. Holmes (1994: 96) explained that the translation process is "a multi-level process. While we are translating sentences, we have a map of the original text in our minds and at the same time a map of the kind of text we want to produce in the target language". In other words, in the translator‟s mind, there are two kinds of text description, namely the text that will be translated and the translated text that appear simultaneously during the translation process. This was reinforced by the explanation of Machali (2000: 9) who stated that the translation process is a process that the translators must face before coming up with a final result, which are the translation results. These things are the steps of what the translators have to go through, what procedures and methods the translators should use, and why they choose both of these. Therefore, to achieve the final result of translation process, the translators will go through a series of activity inside the mind. However, Nababan (2007) stated that there is a bound between the translation process and the product of translation, which includes the role of the translator. If we want to know how the translation process occurs, we can take a look at the translation product which also directly expose the translator‟s method, strategy and techniques in translating the text. Before discussing the translation process, there are some translation approaches that need to know. Translation approach is a method used by translators to recognize the source text, in relation to how the translators address problems that can directly affect the quality of the translation produced. According to Newmark (1988: 21) there are two types of translation approaches, which are the bottom-up and the top-down approaches. In the bottom-up approach, translators start by translating each sentence, whereas in the top-down approach, they start by reading the text as a whole two or three times to find the purpose, register, tone, and mark the words or sentences which are difficult, then translate it entirely. According to Nababan (2004), the top-down approach is the most ideal approach to use because it is inclined to the process of transferring the highest level of linguistic unit which is the text, but it cannot always be applied in any translation processes. The steps of a translation process can be described as follows: According to Nida and Taber (1974: 33), when the translator receives and then read the source text, the translator will carry out analysis activities which are understanding the content of the text as a whole, capturing the details which are the uses of word related to the syntax, semantics, and pragmatics, and determining the type of text, method, and translation strategies that will be used to translate the text. Furthermore, the translator will carry out the transferring activity, such as diverting the contents of the source text into the target language by using the predetermined translation procedures during the analysis process. At this step, the translator has a complete translation text in the mind of the translator, and then the translator performs a restructuring activity, namely tidying the pieces of the translation in the mind of the translator, thus can produce a balanced and equivalent translation, according to the original text. Finally, the translator produce the descriptions of the translation into a written form, resulting in a complete translation. However, Larson (1998: 3-4) had its own definition to describe the translation process. To make it easier to understand the description of Larson‟s translation process, it can be seen through the figure below: Figure 2. Larson‟s Translation Process Text to be Translated Translation MEANING SOURCE LANGUAGE Discover the Meaning RECEPTOR LANGUAGE Re-express the Meaning According to Larson (1998: 3-4), in the first step of the translation process, the translator identifies the meaning of the text. Then, the translator transfers the meaning by referring to the target language rules; the translator uses appropriate representation terms, with appropriate grammatical structures, and adjusts the cultural background of the target-speaking country. Based on the two explanations about the translation process, there are similarities in the steps of the process that the translator usually goes through, which are analyzing, transferring, and structuring. When the translator receives a source text, the translator will carry out general and specific text analysis in the forms of lexicons, grammatical structures, goals, and background, and the translator will determine what methods, strategies and translation techniques that are suitable for translating the text. Second, the translator conducts translation activities, namely transferring the meaning and interweaving the words into the target language. The translator has already had matching equivalents in the target language for each word contained in the source text. Then, the translator composes the translation by using the correct grammatical rules of the target language, so that it becomes a complete, correct, and legible translation. 3. Translation Methods There are eight translation methods proposed by Newmark. Those translation methods are a combination of two groups of translation methods, namely the methods in which the translator gives emphasis in the source language, and gives emphasis in the target language. The purpose of the translator giving emphasis in the source language is that the translator tries his best to produce meaning as closely as possible with the source text eventough there are many syntactic and semantic obstacles in the target language. On the other hands, the purpose of the translator giving emphasis in the target language is that the translator tries to produce meaning as closely as possible with the source text, but the translator also considers the impact in the target language, so that the translation also is based on the target language rules. The followings are eight translation methods proposed by Newmark: a. Translation of Word-per-Word Newmark (1988: 45-46) explained that the translation of word-per-word was done by listing or writing a word in the target language just below the source word. The structures of words and sentences in the source language were maintained and the words were translated by using literal translation, even if out of context. Words that were culturally charged were literally translated. The words would be borrowed to be re-included in the target text (pure borrowing). In general, the translation of word-per-word occurs in the early stage of a translation process. At the text analysis stage, the translator applies the method of translating word-per-word in his mind. b. Literal Translation Literal translation is done by finding the closest grammatical equivalent for a sentence, but to translate each word contained in the sentence, the translator still does not pay attention to the context (Newmark, 1988: 46). Therefore, the translations produced through this method generally have no meaning. As with the word-per-word translation method, this translation method generally occurs in the early stage of a translation process, which is at the analysis stage of the source text. c. Faithful Translation The translator starts to pay attention to the context that accompanies the text in this translation method, resulting in readable sentences. However, the translator who uses this faithful translation method is still too fixated on the grammatical structure of the source language (Newmark, 1988: 46), so that eventough it can be read, the translation still feels stiff. Therefore, to produce a translation that is not rigid and familiar to the target readers; the translator needs to change the sentence structures a little from its grammatical or lexical aspect. d. Semantic Translation Semantic translation is done in almost the same way as faithful translation, the translator pays attention to the grammatical, lexical, and accompanying context, but the translator also considers the aesthetic elements contained in the source text, and the translations are more flexible to be accepted by the target readers (Newmark, 1988: 46). For terms that contain the elements of culture, the translator who uses the semantic translation method uses neutral terms or describes the function of the terms in the sentence. In addition, the semantic translation method is usually used to translate legal texts. e. Adaptation Adaptation translation method is done by adapting important elements to the target text. However, this method does not sacrifice important and major aspects in the source text such as themes, characters, or story lines. This translation method is usually used to translate drama or poetry texts (Newmark, 1988: 46). The translator translates the text by maintaining all the characters, plot, theme, and storyline, but the dialogues derived from the source text are changed slightly to be acceptable to the target readers. f. Free Translation Free translation method is done by sacrificing the form of the source text and paying more attention to its contents. The translator who uses this translation method usually does paraphrasing, so that the translation results can be shorter or longer than the source texts (Newmark, 1988: 46-47). This translation method is usually used in the mass media. Some experts do not define the results of this translation method as a translation because the sentence result forms are very different from the source text. g. Idiomatic Translation Idiomatic translation method is done by using idiomatic expressions in the target language (Newmark, 1988: 47). If in the source text there is a sentence that has an idiomatic equivalent in the target language, the translators will tend to use the idiomatic equivalent rather than translate it as it is as contained in the source text. h. Communicative Translation Communicative translation method is done by reproducing the contextual meaning similar to the source text, as well as paying attention to the aspects of language and content in the target language. Therefore, the translation results from the communicative translation method can be directly accepted and understood by the target readers (Newmark, 1988: 47). The communicative translation is considered the best translation method to use in addition to the c. semantic translation method. The translation results of this translation method are the final products that can already be read. 4. Translation Techniques There are differences in the use of term between Newmark and MolinaAlbir to explain some types of translation techniques. Newmark used the term „procedure‟ to replace the term „technique‟ which was officially used by Molina and Albir. Newmark explained that there are 17 types of translation procedure can be used to translate terms in a foreign language. The translation procedures are: a. Transference Transference is a process of translating by transferring a term in the source language into the target language, including the transliteration/ transcription (Newmark, 1988: 81). For example, the word „syariah‟ is adopted or loaned in the target text. b. Naturalization Naturalization is the adaptation of a word in the source language with normal pronunciation into normal morphology in the target language (Newmark, 1988: 82). For example, „amputation‟ becomes „ amputasi ‟ in Indonesia. Cultural Equivalent Cultural equivalent is the replacement of a culturally charged word in the source language into the target language eventough the translation becomes 19 inaccurate (Newmark, 1988: 82-83). For example, „asosiasi buruh‟ becomes „fair labor association‟. d. Functional Equivalent Functional equivalence is a translation procedure in which the translator uses more neutral culturally charged words in the target language to translate terms in the source language (Newmark, 1988: 83). For example, „bank bookkeeping‟ becomes „pembukuan bank‟. e. Descriptive Equivalent Descriptive equivalent is a translation procedure in which the cultural term is explained by using several words or their functions are explained (Newmark, 1988: 83-84). For example, „pecel‟ becomes „spicy peanut sauce‟. f. Synonymy With synonymy, the translator looks for word equivalents in the target language which are closer to the meaning in the target language (Newmark, 1988: 84). For example, „gentleman‟ becomes „pria baik‟. g. Translation of Word-Per-Word/ Calque Translation of word-per-word is a literal translation procedure where the translator uses common word equivalents, such as organizational names or chemical elements. This translation procedure can be referred to as Calque (Newmark, 1988: 84). For example, „ruang belajar‟ becomes „study room‟. h. Shift or Transposition Shift or transposition procedure involves changing the grammatical structure of the source language into the target language, for example changing from singular to plural. This form change needs to be done if the grammatical structure of the source language is not found in the target language. In addition, there are changes in vocabulary from the source language into the target language, as well as the changes in the type of noun from the source language to the target language (Newmark, 1988: 85-88). For example, „I am ashamed‟ becomes „aku malu‟. i. Modulation The modulation translation procedure occurs when the translator mimics the message contained in the original text to be translated into the target language by adjusting the appropriate target language norms because the source language and target language indicate an inequality in the perspective (Newmark, 1988: 88). For example, „I am ruined‟ becomes „saya hancur‟. j. Recognized Translation With the recognized translation procedure, the translator uses terms in the target language that have been received institutionally such as the terms contained in the dictionary (Newmark, 1988: 89). For example, „kementrian pendidikan‟ becomes „ministry of education‟. k. Translation Label The procedure of translation label is a temporary translation. Usually, new institutional terms that should use an inverse comma, could be drawn secretly by using literal translation (Newmark, 1988: 90). For example, „MPR‟ becomes „MPR, People‟s Consultative Assembly‟. l. Compensation Compensation occurs when the reduction of meaning in a part of a sentence in the source language can be replaced in another part of the target language (Newmark, 1988: 90). For example, „aku sudah muak‟ becomes „I‟m sick of it‟. m. Componential Analysis Componential analysis is comparing terms in the source language with terms in the target language that have the same meaning but not the same in detail by: first, demonstrating the general components, then the components that are different (Newmark, 1988: 90). For example, „smooth talker‟ becomes „pembicara yang sangat pintar mengambil hati pendengar‟. n. Reduction or Expansion In the reduction translation procedure, the translator keeps a word only in the translator‟s mind and does not write it in the target text because it might be a bad target text writing technique. In addition, in the expansion translation procedure, the translator ignores the displacement of an unusual grammatical structure (Newmark, 1988: 90). For example, „mas, apa yang sedang kamu lakukan?‟ becomes „what are you doing?‟ o. Paraphrase In this translation procedure, the translator gives an explanation on one sentence segment by adding certain words to explain (Newmark, 1988: 90). For example, „hukum itu berdasarkan pada fatwa‟ becomes „the law is based on fatwa. Fatwa is a religious edict from Board of National Syariah of the Indonesian Ulama Council‟. p. Couplets The couplet procedure is used by combining two different types of translation procedures (Newmark, 1988: 91). For example, „nasi pecel‟ becomes „pecel rice‟. q. Notes, Additions, and Glosses This translation procedure is used by providing additional information in the target language (Newmark, 1988: 91). For example, „nasi pecel‟ becomes „nasi pecel (a rice topped with various parboiled vegetables and covered with spicy peanut sauce)‟. Besides Newmark with several types of translation procedure, there are Molina and Albir (2002: 509-511) who classified several translation techniques commonly used by the translators when doing the translation process into 18 types as follows: a. Adaptation If the translator does not find the right equivalent word in the target language to describe a word or term in the source language, then the translator can use an equivalent word or term in the target language that has more or less the same function. For example, the term „nujuh bulanan‟ in Indonesian is translated as „baby shower‟ in English. The term „nujuh bulanan‟ in Javanese culture means a series of procession or watering activities for a mother who is in seven months pregnant, while the term „baby shower‟ for people in England or America means a small party for a pregnant mother with a purpose to welcome the presence of a baby who will soon be born. b. Amplification The translator provides additional information in the target language if the term is deemed unclear in its source language. For example, „Gajah Mada‟ in the history of Hindu Buddhist kingdom on Java Island is translated as „Gajah Mada minister‟. The translator adds the word „minister‟ to provide additional information that someone named Gajah Mada is a minister. c. Borrowing The translator takes and then returns the term contained in the source text into the target text. Molina and Albir divided this technique into two types, namely naturalized borrowing and pure borrowing. Pure borrowing is a term borrowing process without changing the phoneme and morphological structure of the word (pecel → pecel). Naturalized borrowing is a term borrowing process with a slight change on the phonemes and morphology of the word (tape → tapai). d. Calque The translator translates a phrase literally from the source language into the target language. For example, „manajemen sampah‟ is translated into „waste management‟. e. Compensation If there is information from a term that cannot be transferred to the target language or its location, it needs to be transferred into another form or place. For example, the sentence "dia sudah makan asam garam kehidupan" is translated into "he has many life experiences". In Indonesian, the idiom "makan asam garam kehidupan" means that the person has a lot of experiences about life. f. Description The translator provides an overview or describes the form or function of the term. For example, the word „lempeng‟ (a type of cracker, made from dried rice, and its shape is square or round and flat) is translated into „dried rice based cracker‟. g. Discursive Creation If the translator finds a term which meaning is out of context if it is translated into the target language, the translator needs to find an equivalent term. This generally happens when the translator translates poetry, songs, or literary texts. For example, the novel „Harry Potter and the Philosopher‟s Stone‟ was translated into „Harry Potter dan Batu Bertuah‟. h. Common Equivalent The translator uses terms or expressions that can be found in the dictionaries or everyday life. For example the word „curah hujan‟ is translated into „rainfall‟. i. Generalization The translator uses terms that are more general or have been known by the public to translate. For example, the word „kue‟ is translated into „cake‟. j. Linguistic Amplification The translator adds a linguistic element when translating a term, phrase, or sentence. This translation technique is generally used when the translator does dubbing or interpreting. For example, the word „Madiun‟ is translated into „Madiun City‟. k. Linguistic Compression The translator synthesizes the linguistic elements in the target language, and usually this translation technique is used when conducting stimulant interpreting and sub-titling activities. For example, the word „ngomongngomong‟ is translated into „btw‟ (read: by the way). l. Literal Translation The translator switches a word, sentence, or expression from the source text into the target text word-per-word. For example, "jangan menilai sebuah buku dari sampulnya" is translated into "don‟t judge a book from its cover." m. Modulation This translation technique involves shifting meaning into the target language because of the change in perspective that occurs between the writer and the translator. Usually this shift occurs in the lexical order or structure. For example, the sentence "jariku terbakar!" is translated into "I burn my finger!" n. Particularization The translator uses more specific terms to translate terms in the target language to clarify the meaning. For example, the sentence "dia baru saja beli mobil baru (a BMW-branded car)" is translated into "he just bought a new BMW". o. Reduction This translation technique is the opposite of the amplification translation technique. The translator compresses or reduces the terms or expressions written in the source text into the target language. For example, the sentence "saya mencintaimu, Dik" is translated into "I love you". p. Substitution The translator transforms the linguistic elements into paralinguistic elements in the target text. For example, the word „selamat datang‟ is translated into „he swung his hand to let them in‟. q. Transposition The translator changes or replaces the grammatical category of a word, phrase, or sentence that is in the source text to the target text. For example, the sentence "aku sedang mendiskusikan sesuatu" is translated into "I am having a discussion about something". r. Variation The translator changes the linguistic and paralinguistic elements that affect the aspects of linguistic variation, such as changing dialects or language styles. This translation technique is generally used when translating a drama text or literary work. For example, the sentence "kamu jomblo ya?" is translated into "are you single?" From the two types of translation procedure/ technique described by Newmark (1988) and Molina-Albir (2002), the researcher used the translation techniques proposed by Molina and Albir with the consideration that Molina and Albir‟s theory of translation technique has more varieties and more specifically described changes in the form of translation for units of analysis that could not be covered by Newmark‟s translation procedure theory. In that way, the problems of translation and the translator‟s attitudes towards particular terms could be identified more clearly if the variation of translation techniques used as a basis for this research was also more diverse. 5. Translation Quality According to Schaffner, in the discussion about a translation as a product and a translation as a process, the matter of translation quality became the major priority (1997:1). The translation quality contains the element of „value‟ which is supposed to be the same between the source text and translated text (Lauscher, 2000: 151). To describe the level of comparison optimization, there must be a comparison in the matters of text type, language characterization, and extra linguistic factors. The text type refers to the type of text, the language characterization refers to the semantic, grammatical, and stylistic characterization, and the extra linguistic factors refer to the verbalization strategies. When a researcher discuss a translation as a product, the researcher, in the same time, will also discuss the translation as a process, in the form of the ideology, methods, translation techniques, the aspect of translation quality will be brought up eventually, and to measure the translation quality, the researcher needs to arrange criteria to assess the translation quality (Honig, 1997). The success of a translation in carrying out its function as a two-way communication tool is influenced by the translator‟s competence which automatically affects the translator in making decisions about terms or sentence structures that are the most appropriate when translating a source text (Nababan, 2012: 46). Taking into account the background of the previous target readers, the translators are required to be able to produce translations that are well received by the target readers. The translation quality assessment actually has been debated since a long time ago, but there has not been any clear and objective criteria to evaluate the product of translation (Al-Qinai, 2000: 498). The objective criteria were first submitted by Nida and Taber in 1964, then Newmark in 1988, Machali in 2000, and the recent was Nababan, Nuraeni, and Sumardiono in 2012. The decision of using Nababan‟s translation quality assessment is based on the newness of the theory which was designed to improve upon the previous assessments. According to Nababan, Nuraeni, and Sumardiono (2012: 44), there are three aspects that need to be observed when assessing the quality of a translation result, which are accuracy, acceptability, and readability. a. Accuracy Accuracy, according to Nababan, Nuraeni, and Sumardiono (2012: 44), is the equivalence of the source text with the target text. The following equivalence refers to the compatibility of contents and text messages. In addition, Shuttleworth and Cowie (1997: 3) also defined accuracy as a translation which was matched with the original text, the information from the source text was maintained well in the target text, the translation methods used by the translators must be more inclined to literal translation than free translation, and the meaning of the original translation contained in the target text must be appropriate or equivalent to what was contained in the source text including the grammatical accuracy, suitability of meaning, and pragmatic equivalence. The accuracy parameter of a translation consists of three categories (Nababan, Nuraeni, and Sumardiono, 2012: 50), which are: 1) Accurate if the meaning of words, technical terms, phrases, clauses, sentences, or the source text are transferred accurately into the target language and there is no distortion of meaning at all. 2) Less accurate if most of the meaning of words, technical terms, phrases, clauses, sentences, or the source text have been transferred accurately into the target language, but there is still a distortion of meaning, translation of multiple meanings, or omitted meanings which then interfere with the wholeness of message. 3) Inaccurate if the meaning of words, technical terms, phrases, clauses, sentences, or the text of the source language are inaccurately transferred to the target language or omitted. The accuracy parameter was used to assess the quality of the translation result of the sale and purchase agreement letter of PT BRI Syariah Madiun with the consideration that the agreement letter is a type of legal letter. A legal letter produces a bond based on the law between the writer and the reader. However, the translation of legal letter must be fully inclined to the source text considering that the law in effect at the time the text was written is the law of the source-speaking country. Therefore, the aspects of acceptability and readability are not much cared for by the translator because the main focus in the translation process is the accuracy between the source text and the target text. No matter whether the words or sentences are uncommon or unusual for the target readers, the translator will translate the text as it is. b. Acceptability Acceptability is the naturalness of a translation for the target readers related to the language and culture system of the target language user. Nababan, Nuraeni, and Sumardiono (2012: 44-45) explained that, "acceptability refers to whether a translation has been disclosed, in accordance with the rules, norms and culture that apply in the target language or not, both at the micro level and at the macro level". The essence of the following statement is that the translation produced by a translator must be adapted to the culture prevailing in the target-speaking country, so that the target readers will feel comfortable when the reading process occurs. The acceptability parameter of a translation consists of three categories (Nababan, Nuraeni, and Sumardiono, 2012: 51), which are: 1) Acceptable if the translation feels natural, the technical terms used are common for the target readers, as well as phrases, clauses, and sentences used are in accordance with the target language rules. 2) Less acceptable if the translation generally feels natural, but there is little error in the use of technical terms, such as grammatical errors. 3) Not acceptable if the translation does not feel natural when it is read. The technical terms used do not feel familiar to the target readers, as well as the phrases, clauses, and sentences used are not in accordance with the target language rules. The acceptability parameter was used to measure the translation quality of the profile booklet of Madiun City with the consideration that the profile booklet of Madiun City contains information related to Madiun City and the purpose of making the booklet is to introduce Madiun City to foreign tourists. In connection with the purpose of making the booklet, the translator needs to pay attention to the specific terms that appear in the booklet whether they are available in the target language too or not, if it is not, the translator must use specific strategies in translating, so that those specific terms become acceptable to the target readers. The aspects of accuracy and readability were not taken into account in this translation quality assessment because the main focus of the translation is the information contained in it, whether it is acceptable or not for the target readers. The translator is not bothered by the ease of the readers in reading the text in one reading and the accuracy aspect of the source text. The translator may become explorative with the sentence structures, word choices, and may provide a long description if necessary to convey the information contained in the source text more acceptable. c. Readability Richard explained that the readability aspect referred to how easily a translation text can be understood by the target readers (Nababan, 1999: 62). The purpose of the word „easy‟ is that when the reading process occurs, the readers do not need to do repetition to be able to understand the meaning of a word, phrase, or sentence. The readability parameter of a translation consists of three categories (Nababan, Nuraeni, and Sumardiono, 2012: 51), which are: 1) High readability, if words, technical terms, phrases, clauses, sentences, or the translation text can be easily understood by the readers. 2) Moderate readability, if in general the translation can be understood by the readers, but there are certain parts that must be read more than once to understand the translation. 3) Low readability, if the translation is difficult to understand by the readers. The readability parameter was used to assess the quality of the short story of „Banyuwangi‟. The short story of „Banyuwangi‟ is a children‟s story, so the dictions used in the short story of „Banyuwangi‟ are the most easily understood and the most familiar for school-age children. In addition, the smoothness of the target readers in reading the narrative text is very much considered by the translator, so that the target readers can quickly capture the text content and not dwell on one part of the text that makes them have to read it repeatedly to capture its meaning. The accuracy and acceptability are not the main focus for the translator because the translator is given the freedom to explore the grammatical aspects but the word choices are the one that best represents or approaches the source text, as well as the easiest. d. Content and Face Equivalence In addition to the accuracy, acceptability, and readability parameters, there is content and face equivalence that was used by the researcher to assess the quality of the translations produced by International Language Institute of Universitas Indonesia (LBI UI). If the accuracy parameter was only used to assess the quality of the translation text of the sale and purchase agreement letter of PT BRI Syariah Madiun, the acceptability parameter for the profile booklet of Madiun City, and the readability parameter for the short story of „Banyuwangi‟, the parameter of content and face equivalence was used to assess the quality of all those three texts. According to Machali (2000: 115), an assessment of translation can be seen through the aspect of content and face validity. The target of content and face validity is the largest unit of a text, namely the text content to the smallest units such as words must match and synergize with each other as in the source language text. Deviation of meaning and intent of the author are not allowed, equivalent words must be appropriate and common, the terms used must be standard, correct, and clear, and the spelling must be correct and in accordance with the rules in the target language (Machali, 2000: 115). Actually, in Nababan‟s parameters also included a number of things that had been mentioned by Machali, but in Nababan‟s parameters, the following aspects were not stated clearly and in detail so that the researcher needed to use one more type of parameter that was general in nature, including things which were not contained in the parameters of Nababan, so it could produce a more accurate quality assessment. If it is associated with the quality assessment of a translation text in general, the content and face equivalence has the greatest role. A translation can be categorized as a nearly perfect translation if the meaning contained in the source text can be transferred well into the target text, in terms of delivery, spelling, semantics, pragmatics, and idioms. If the translation text is equivalent with the source text, then it will give its own value in assessing the quality. Furthermore, the quality of a translation text as a mean of communication can be viewed from the translation product produced. If the meaning (content) can be well received and understood by the target readers, it can be said that the translation product is also included in the perfect category as a mean of communication. Therefore, to score the quality of a translation, an assessment is needed that can be used as a reference and self-reflection for the translators in order to develop their expertise in translation, and to find out the quality of the translation more accurately because the assessment is carried out by the experienced people in the field of translation. This was mentioned by Newmark (1988: 185) which stated that: "Firstly, painlessly improves your competence as a translator, secondly, because it expands your knowledge and understanding of your own and the foreign language as well as perhaps the topic, thirdly, because in presenting you with options, it will help you to short out your ideas about translation." Newmark said that translation quality assessments helped the translators to improve their competencies, develop knowledge of foreign languages, and provided a deeper picture of translation. It cannot be denied that the translation quality assessment has a very significant impact on translator‟s expertise. In this research, in addition to the parameters of accuracy, acceptability, and readability, the researcher decided to use the parameter of content and face equivalence. Therefore, to support the purpose of this research, the researcher directly adapted the translation assessment parameter proposed by Machali (2000) to be used as a parameter of content and face equivalence. The following is the translation assessment parameter proposed by Machali (2000: 119-120): \| Category \| Score \| \|---\|---\| \| Almost Perfect Translation \| 86 – 90 (A) \| \| Very Good Translation \| 76 – 85 (B) \| \| Good Translation \| 61 – 75 (C) \| \| Moderate Translation \| 46 – 60 (D) \| The content and face equivalence parameter above was used to assess the quality of translated text as a whole in the sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟. According to Honig (1997) there are four parties who will get the benefits of translation quality research who are the target readers, the professional translators, the other researchers in the same field of research, and the participants of translation training. With this in mind, the researcher felt an urge to scrutinize the translation quality of a translation service provider, especially International Language Institute of Universitas Indonesia (LBI UI) because this research practically will give needed information for people who are included in this field. 6. Types of Text Reiss (in Munday 2000: 72) stated that there are three types of text and their characteristics: a. Informative Text This type of text is composed of information, opinions, or knowledge. The dimension of language used to divert information is usually logical and referential, and the content of the text or topic discussed in the text is communicatively translated, according to the main purpose of the topic as the main focus of communication. b. Expressive Text The author uses the aesthetic language dimension to produce creative text compositions. The thing that is put forward in this type of text is the form of the message to be conveyed or the message to be conveyed through the text. c. Operative Text This type of text requires an action response, and the purpose of making this text is to seduce or invite the readers to behave or think according to the will of the author. The form of language used is dialogic. Furthermore, here are examples of text based on the types of text described by Reiss (in Munday 2008: 73): Figure 3. Reiss‟s Text Type Pyramid INFORMATIVE REFERENCE REPORT SEMINAR MANUAL BOOK BROCHURE BIOGRAPHY SERMON SPEECH CAMPAIGN DRAMA SATIRE POETRY ADVERTISEMENT EXPRESSIVE OPERATIVE The picture above shows that there are several texts such as poetries (in the expressive text type), advertisements (in the operative text type), and reports (in the informative text type) which can be categorized as expressive, operative, or informative text types as a whole. However, there are also certain texts that can be categorized as a combination of two or three types of text at once, such as biographical texts which are included in the combination of expressive and informative text types, then there is a tourism brochure text that is included in the combination of expressive, informative, and operative text types at once. The tourism brochure generally contains information related to the tourism objects, but usually the writer will use suggestive invitation sentences with the aim to invite the readers in order to visit the tourist attractions. The author also pours his thoughts or opinions on these tourism object brochures by using creative and aesthetic sentences to produce beautiful and interesting tourism brochures to read. In this research, the researcher used three types of text to measure the quality of the translation results. The three types of text were translated by a translator from International Language Institute of Universitas Indonesia (LBI UI). The three types of text are the sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟. 7. Sale and Purchase Agreement Letter of PT BRI Syariah Madiun A sale and purchase agreement (akad) letter is a contract letter issued by a Syariah bank as a substitute for the credit system in a conventional bank. The mechanism of writing a sale and purchase agreement (akad) letter is that the buyer/customer submits an application to the bank to purchase an item (house, motorized vehicle, etc.). If the bank grants the request, the bank will buy the item and then resell it to the buyer/ customer with the payment system in the form of monthly installments. At this time, the sale and purchase agreement (akad) letter is made to then be used as a material for negotiation between the bank and the buyer/ customer until it reaches an agreement on the price of the sale and purchase of the item. The ownership of the item is addressed to the bank until the buyer/ customer has successfully repaid the installments. If the buyer/ customer succeed in paying off the installment, the ownership of the item will change hands to the buyer/ customer. Based on the explanation above, the sale and purchase agreement letter of PT BRI Syariah Madiun is included in the category of informative text. The sentences used in the text were neutral; the author did not use expressive or suggestive sentences as required by a text to be categorized as an expressive text or operative text. The language dimension of the text of the letter was logical and the aspects to be highlighted in the text were detailed text contents. There were no futile sentences, all sentences were written with prior consideration, and the explanation was made as dense and clear as possible to avoid ambiguity. 8. Profile Booklet of Madiun City In 2016, Madiun City released a city profile booklet containing general and specific information about Madiun. The booklet is used by the government to introduce Madiun City to travelers who are on vacation in Madiun City, honored guests, and the public. The information provided by the author in the booklet includes the geographical and administrative locations, history of Madiun, vision and missions, administrative areas, demography, transportation facilities and infrastructure available in Madiun, health facilities, educational facilities, tourism facilities, hotel facilities, trade facilities, financial service facilities, places of worship, telecommunications, Community Water Utility Company (PDAM), and electricity networks, as well as the regional economies, industries, and investment opportunities. The information is presented in a concise manner to facilitate the readers in understanding its contents. The booklet profile of Madiun City is included in the combination of informative and operative text types. The booklet can be categorized as an informative text because it contains factual information about Madiun starting from the geographical conditions, administration, demographics, then the history of the city, facilities and infrastructure available in the city, facilities related to people‟s life as well as the vision and missions, city development plans, and investment opportunities. In addition, the profile booklet of Madiun City is also included in the category of operative text type because in some parts of the text there are several sentences that contain the elements of invitation to the readers. For example, in the section „Investment Opportunities‟ (Madiun City Regional Secretariat, 2016: 53) there was a sentence: "Posisi Kota Madiun yang strategis sebagai Pusat Satuan Wilayah Pengembangan (SWP) Jawa Timur bagian barat dan didukung dengan sarana prasarana yang memadai maka peluang investasi/bisnis yang dapat ditawarkan antara lain..." Indirectly the sentence was written with the aim to promote and offer any investment opportunities available if the readers live in Madiun. However, mostly the city profile booklet is categorized as an informative text because most of the sections contain information that is neutral or not suggestive. 9. Short Story of 'Banyuwangi' The short story of „Banyuwangi‟ briefly presented a love story between Sidapaksa and Sri Tanjung in Sindureja Kingdom. One day, Sidapaksa was sent by King Sidareja to hunt a deer in the forest. Because he did not get the deer he wanted at the time, he decided to stay overnight at Ki Buyut‟s house. From there, Sidapaksa met Sri Tanjung for the first time and immediately fell in love with Sri Tanjung. Not too long, Sidapaksa and Sri Tanjung got married. He brought Sri Tanjung to live in the palace. Unexpectedly, it turned out that the king also wanted Sri Tanjung. Therefore, the king sent Sidapaksa to go to the Kingdom of Indran with the aim of alienating Sidapaksa from Sri Tanjung. The king planned to make Sidapaksa to be killed in the hands of the genies that lived in the Kingdom of Indran. However, in the end Sidapaksa managed to return to the palace safely. This made the king shocked, so he then slandered Sri Tanjung before Sidapaksa by saying that after he left to go to the Kingdom of Indran, Sri Tanjung had an affair with the palace guards. Instantly, Sidapaksa drew his dagger to kill Sri Tanjung. Before being killed by Sidapaksa, Sri Tanjung said that if the smell of the water became fishy, Sri Tanjung was indeed guilty. However, if the smell of the water turned out to be fragrant, Sri Tanjung was innocent. Then, Sidapaksa unloaded the dagger towards Sri Tanjung. Sri Tanjung fell into the river and immediately the smell of the water turned fragrant. Since then, the name of the area was known by the community as Banyuwangi. When referring to the three types of text proposed by Reiss (in Munday, 2000: 72) above, the short story of „Banyuwangi‟ belongs to the category of expressive text type. The short story is included in the category of expressive text type because the writer expressed a story in expressive and aesthetic sentences, so it is interesting to read. 10. Terms Containing Cultural Elements If you consider the type of text, register, and the purpose of making the sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟, the differences will be revealed. The short story of „Banyuwangi‟ is an expressive type of text, the registers are children and adolescents in the school age, and the text function is to convey a story and to entertain the readers; the profile booklet of Madiun City is a type of informative-expressive text, the register is the public, and the text function is to introduce Madiun City; the sale and purchase agreement letter of PT BRI Syariah Madiun is an informative type of text, the register is the public in the banking activity environment, and the text function is to make agreements and provides binding information. Even so, from those three texts, one thing they have in common is that in those three texts, there are cultural elements contained. Besides being used to tell about the origin of Banyuwangi, the short story of „Banyuwangi‟ is used to introduce the culture in Banyuwangi, it can be seen from some cultural entities listed in the short story, such as „Ki‟, „patih‟, and „banyu‟. In the profile booklet of Madiun City, clearly and in detail, the author listed various cultural entities in Madiun and surrounding areas, remembering that the main purpose of making this text is to show and introduce Madiun as a unit consisting of the aspects of demography, administration, history, economy, tourism, and so on. In the sale and purchase agreement letter of PT BRI Syariah Madiun, the culture of the Islamic community is reflected in the agreement letter, and there are many Arabic terms included in the letter as parts of the agreement, such as „akad‟, „fatwa‟, and „syariah‟. Referring to the three types of text and the characteristic similarities that the authors tried to highlight, the researcher decided to focus this research on the analysis of terms related to the cultural aspects. The guideline used by the researcher to determine which terms belonged to the cultural aspects were based on Newmark‟s (1988) theory which explained that there were several categories of terms that contained elements of material culture such as: a. Foods It consists of terms related to food, drink, or how to present it (Newmark, 1988: 97). As an example in the profile booklet of Madiun City, the food terms that can be found are pecel, and soto. b. Clothes It consists of terms related to traditional clothing, national costumes, and objects related to one‟s appearance or one‟s daily activities, and how to dress (Newmark, 1988: 97). For examples, kemben, jarit, kebaya, and koko clothes are terms in Indonesian that fall into the category of clothes. c. Places of Living It consists of terms related to the residence of a community or public spaces (Newmark, 1988: 97-98). For example, in the Java Island there is pendhopo. d. Transportation It consists of terms related to means of transportation and the transportation systems (Newmark, 1988: 98). For example, the profile booklet of Madiun City contains transportation terms such as becak, delman, and ojek. In addition to terms containing the elements of material culture above, there are terms that contain the elements of social culture. Newmark (1988: 98) described the terms that contained elements of social culture as manifestations of culture in a community that were expressed specifically by using language, resulting in terms that contained foreign cultures for readers or listeners outside the community. The following are some kinds of term category which are included in the elements of social culture: a. Jobs It consists of work-related terms. There are several things that need to be considered in translating job terms. First, the translator needs to know the background of the term, whether it is used to describe the real thing (denotative) or used to liken something (connotative) (Newmark, 1988: 98-99). For example, the word „buruh pabrik‟ in Indonesian is translated into „factory worker‟ in English. In English, the best equivalent for the word „buruh‟ is „laborer‟, but the term „laborer‟ is usually used to describe workers who do physical work outdoors such as construction workers or workers in the mining, while the term „buruh pabrik‟ means workers who work inside the factory. Second, the translator needs to know whether the job term is used to represent a job or as a call to someone. For example, the word „Pak Direktur‟ is translated as „Mr. Chairman‟. This word is not included in the category of job because the purpose of using the word „direktur‟ is to call someone or give a title to someone. b. Leisure Time Activity It consists of terms containing activities carried out in the free time by a particular community (Newmark, 1988: 99). For example, the term „petak umpet‟ refers to one of the traditional games in Indonesia where someone will count numbers that have been agreed upon beforehand while others will hide as long as the counter is counting. This game is usually played by children in their spare time and can be played anywhere. c. Appellation It consists of appellation terms addressed to someone and often used in a particular community. These appellation terms are created based on people‟s physical characteristics, behavior, and jobs. For example, based on the history of Hindu Buddhist kingdoms on Java Island, there is a historical figure named Empu Tantulaar. The word „empu‟ is one type of appellation term based on the job of the person named Tantulaar. Then, the term „Si Jabrik‟ is used to call someone who has a thick and stiff hairstyle like a brush. d. Cultural Event It consists of terms used to name an event or cultural activity that occurs or is carried out by a community or in a particular country. These cultural events relate to organizational, religious, artistic, and special terms related to the concept or idea of life. As an example, the term „halal bi halal‟ in Muslim community in Indonesia is used to describe a gathering with relatives or colleagues with the aim of connecting together or doing reunion together. This cultural event generally occurs once a year after the month of Ramadan. In addition to the categories of material and social cultures, there are categories of organizational, customs, activities, procedures, and cultural concepts that need some attention. These element categories include: a. Politics and Administration According to Newmark (1988: 99) the political and social life of a country is reflected in institutional terms. Several ministries and political institutions can be translated into alternative terms that are more familiar. Even so, if the text to be translated is a serious, professional, or important nuance text such as an academic journal, textbook, or report, then more demands must be met in terms of translation. Administrative categories include administrative terms such as territorial administrative terms namely „kabupaten‟, „kota praja‟, and „karesidenan‟. b. Religion According to Newmark (1988: 100), languages related to religion are translated by adjusting the interests of the target language users and the most common terms tend to be naturalized. For example, the term „vihara‟ in Indonesian refers to the place of worship of Buddhists called „vihara‟ as well. The religious category includes various kinds of terms related to religion, can be in the form of religious events, religious terms, places of worship, and religious entities contained in the scriptures, history, or stories. c. Artistic Newmark (1988: 100) stated that the artistic category includes names of buildings such as museums, theater buildings, opera houses, and other buildings that contain historical and artistic elements. By sticking to the ten categories of terms that contain cultural categories of material, social, as well as organization, customs, activities, procedures, and concepts, the researcher specified this research by only choosing terms that contained the cultural elements mentioned above in the sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟. 11. LBI UI's Profile International Language Institute of Universitas Indonesia (LBI UI) is an academic unit of Faculty of Humanities, Universitas Indonesia. The establishment of this institution is specifically intended to provide language services for the customers. The institution is located in two main sites, which are in Depok Campus and Salemba Campus. However, the main activities are held in Depok Campus. The history of the establishment of the institution was initially based on the conditions of lectures at Universitas Indonesia before the independence era, where some lectures were still given in Dutch. Therefore, in 1951, the Minister of Education decided to launch a regulation which was the use of Indonesian as the intermediate language in the lectures. In addition, in order to provide teaching staff for middle schools, Faculty of Humanities opened an education program which is then now managed by the Teaching and Education Institute (IKIP). From this stage, a language institution of Faculty of Humanities was born, which at its inception was known as Institut voor Taal en Cultuur-Onderzoek/ ITCO) whose initial task was to research Indonesian language and cultures. Then the name was changed into Language and Literature Institute which is now administratively under the authority of the Ministry of Education and Culture, and Faculty of Humanities then established a new institution which is then called International Language Institute (Lembaga Bahasa Internasional/ LBI) which provides Indonesian Language Program for Foreign Speakers (BIPA), Language Services Program (PPB), and Translation Development Program (PPP). Some of the translators from International Language Institute of Universitas Indonesia (LBI UI) are members of Association of Indonesian Translators (Himpunan Penerjemah Indonesia/ HPI), such as Nike Sinta Karina and the former director of International Language Institute of Universitas Indonesia (LBI UI) Christine T. Bachrun. International Language Institute of Universitas Indonesia (LBI UI) has even been selected by the government of DKI Jakarta to conduct a proficiency test for translators for some years. The translators who passed the test would be acknowledged as sworn translators who can work in many particular texts rather than the non-sworn translators. However, the privilege to conduct the proficiency test has been delegated to some ministries, such as the ministry of foreign affairs and the ministry of state secretariat. Besides that, International Language Institute of Universitas Indonesia (LBI UI) has been selected by the ministry of national development planning of Republic of Indonesia to be one of the language service institutions in Indonesia to prepare the human resources who get scholarships to study in the foreign countries and domestic universities. Next, International Language Institute of Universitas Indonesia (LBI UI) also is in corporation with Squline, an online learning platform from Indonesia to open online language class from its customers. B. Relevant Studies Researches on the analysis of translation technique and quality have been carried out by many previous researchers. One of them is Havid Ardi (2010). With the research title "Analysis of Translation Technique and Translation Quality of the Book of the Origins of Modern Minangkabau Elite: Response to XIX/XX Dutch Colonial Ages", the researcher revealed the form and the use of translation technique in the book with the aim of describing the technique, method, ideology, and the impacts of applying the technique on the quality of the translation in terms of accuracy, acceptability, and readability. Another similar research is from Asri Handayani (2009). This research is entitled "Analysis of Translation Ideology and the Assessment of Translation Quality of Medical Terms in Lecture Notes on Clinical Medicine". The purpose of this study is to describe the technique, method, ideology, and the quality of the translations of medical terms in the text. Another relevant research has also been conducted by Andy Banyu Nugroho. S. (2010) with his thesis titled "Translation Technique of Wordplay and the Translation Quality in the Novel Charlie and the Great Glass Elevator by Roald Dahl". This research described the form and function of wordplay in the source text, identified the translation techniques used to translate wordplay which were used in the target text, and revealed the impacts of the translation techniques on the quality of the translation. Etty Ekowati, M.R. Nababan, and Riyadi Santosa (2017) also wrote about the analysis and the quality of a translation but with more specific research subjects. In their journal entitled "Analysis of Translation Technique and Translation Quality of the Metaphoric Expressions in the Novel a Thousand Splendid Suns by Khaled Hosseini", they analyzed the translation techniques used to translate the nominative, predicative, and figurative expressions, and analyzed the shifts in syntactic and figurative language functions as the results of the application of the translation techniques, and the impact of these techniques on the translation quality of the metaphoric expressions, and the impacts of these techniques on the translation quality of the expressions from the aspects of accuracy, acceptability, and readability. Another research is from Priska Meliasari, M.R. Nababan, and Djatmika (2016) with the title "Translation Analysis of Euphemism and Dysphemism Expressions in the BBC Online News Text". This research described how euphemism and dysphemism expressions were translated from English to Indonesian in the text. Roswani Siregar also talked about the translation analysis in her thesis entitled "Translation Analysis and Technical Term Interpreting: A Case Study on the Translation of Contract Documents". There are six contract documents that were used as the products of translation which are accounting, management, and finance. The researcher focused on the analysis of translation methods to get the data. Another research from Rahma Ilyas (2014) entitled "Analysis of Translation Technique and Translation Quality of the Translation of Birth Terms in the book Williams Obstetrics 21st Edition" also described the types of birth terms in the text, describing the translation techniques used, describing the impact of using the translation techniques on the quality of the translation terms in the book. In addition, there is a research from Roswita Silalahi (2009) entitled "The Impacts of Translation Technique, Method, and Ideology on the Quality of Medical-Surgical Nursing Text Translation in Indonesian." The purpose of this research is to analyze the translation techniques applied in translating the text, especially for the medical terms, describe the translation method use, and express the translation ideology, assess the impacts of techniques, methods, and ideology on the quality of the translation. In addition, there is a research from Vibry Andina Nurhidayah (2014) entitled "Analysis of Translation Technique and Translation Quality of Cultural Terms in the Film Percy Jackson and the Olympians Thief". This research examined the cultural terms in the subtitles of the film. The purpose of this research is to find out the various cultural terms in the subtitles of the film, the translation techniques used to translate the term, and describe the quality of the subtitles‟ translation. Another research is from Irta Fitriana (2014) with the title "Analysis of Translation Technique and Translation Quality of Expressive Speech Acts in the Novel Stealing Home by Sherryl Woods. This research analyzed the variety of expressive speech acts in the novel, analyzed the translation technique used to translate the expressions, and analyzed the quality of the translated expressive speech acts by considering the aspects of accuracy, acceptability, and readability. Then, the last research is an academic journal composed by Asmaul Fauziyah, Irhamni, and Ali Ma‟sum entitled "The Accuracy of the Results of Arabic Translations into Indonesian by Using Google Translate". The general purpose of this research is to describe the accuracy of the translation of the Fathul Qarib and La Tahzan books by using the application. C. Conceptual Framework Conceptual framework is a series of thought paths carried out by the researcher from the start of the research until the researcher obtains the final results or conclusions from the research. In this research, the researcher analyzed the translation results of sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟. The three types of text were previously translated by International Language Institute of Universitas Indonesia (LBI UI). After obtaining the translation results from the institution, the researcher handed out the translation texts to the rater to be assessed regarding to the quality of the translation including the accuracy, acceptability, readability, as well as content and face equivalence. Meanwhile, the researcher also sorted out words, terms, or expressions that contained cultural categories of material, social, as well as organization, customs, activities, procedures, and concepts. After the rater gave feedbacks, the researcher analyzed the overall translation quality assessment scores, whether the translations produced by International Language Institute of Universitas Indonesia (LBI UI) were included in the high category for each of its parameters. Then, from a collection of terms that contained cultural categories of material, social, as well as organization, customs, activities, procedures, and concepts that were successfully obtained by the researcher, the researcher analyzed the use of translation techniques in these terms. The next step was to analyze the effects of translation technique towards the quality of the translated cultural terms in the sale and purchase agreement letter of PT BRI Syariah Madiun, profile booklet of Madiun City, and short story of „Banyuwangi‟. In addition, from the results of the analysis of the translation technique and the quality of the translation results, the researcher drew conclusions from the research. For more details, here is a chart of the steps of the mindset in this research: CONCLUSION RESEARCHER TRANSLATION QUALITY CONTENT AND FACE EQUIVALENCE ACCURACY, ACCEPTABILITY, READABILITY CULTURAL TERMS TRANSLATION TECHNIQUE RATER TRANSLATOR (LBI UI) SOURCE TEXT TARGET TEXT EFFECTS OF TECHNIQUE	<urn:uuid:e8ae5fe9-47ef-49ab-97ca-a28262a52bfb>	CC-MAIN-2024-42	http://eprints.uny.ac.id/66242/3/BAB%20II.pdf	2024-10-14T01:55:35+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00177.warc.gz	10,258,443	13,988	eng_Latn	eng_Latn	0.970927	eng_Latn	0.99651	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "fin_Latn" ]	false	docling	[ 1488, 3057, 5584, 6734, 7486, 9299, 10582, 12348, 13733, 14970, 16741, 17715, 19137, 20397, 21965, 23252, 24685, 26198, 27630, 29349, 31032, 32447, 34027, 35665, 37586, 39256, 39842, 41126, 42704, 44150, 45739, 47110, 48846, 50882, 52032, 53800, 55349, 56707, 58988, 59833, 61363, 62997, 64797, 67698, 67915 ]	[ 1.921875, 1.0625 ]	1	0
13078 Feeding chicks The chicks spend all day pecking at the floor of the henhouse to eat the grain they find. You've been several days observing their movements and have found that they all follow a curious pattern based on the tiles in the floor. They wake up looking in one direction (north, south, east, west) and start walking in that direction following a clockwise spiral movement. The ride ends when they get tired (each chick has a different endurance) or run into the edge of the henhouse, where they are stunned and sleep until the next day. For each tile they pass (including the one where they wake up) if there is a grain, they eat it before taking the next step. If there is no grain, they just keep moving forward. Since they are small, when they come together on one point, they eat at the same time without bothering each other and sometimes even sleep in the same place. To get your chicks grow as quickly as possible without overspend, you decided to distribute the grains in the henhouse so that in every step each chick finds a grain and can eat it. You know the direction in which the chicks wake up, and the number of steps they can take in the spiral before getting tired and stop until the next day. Now you must find the grains that you have to place at each point so that, at the end of the day, none is left and all chicks have eaten as much as possible. Input The input begins with the number of test cases to be processed. Each case begins with three numbers, r, c and n meaning, respectively, the size of the chicken coop in the north-south direction, the size in the east-west direction and the number of chicks (1 ≤ r, c ≤ 50; 0 ≤ n ≤ 500). The next n lines contain the chicks information. The first number, v, means the position in the north-south direction (1 ≤ v ≤ r), the second, h, the position in the east-west direction (1 ≤ h ≤ c), next it is the start direction of the chick (N, S, E, W ) and finally the maximum number of steps before falling sleep (at least one). Output For each test case r lines are written. In each line c values separated by a blank are written, showing the number of grains needed in each point. After each test case write three scripts (---). Sample Input 2 7 8 3 1 2 E 2 6 3 N 25 4 6 E 21 4 3 2 1 1 N 3 4 2 W 3 Sample Output ``` 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 1 1 1 1 1 0 1 1 2 2 1 1 1 0 1 1 1 1 0 0 0 --1 0 0 0 0 0 1 1 0 --- ```	<urn:uuid:d672ed12-3165-496d-9bfa-b8d47f690786>	CC-MAIN-2024-42	http://reh101.hpc.lsu.edu/uva/130/13078.pdf	2024-10-14T01:39:15+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	28,203,872	655	eng_Latn	eng_Latn	0.998292	eng_Latn	0.997451	[ "eng_Latn", "unknown" ]	false	docling	[ 2296, 2424 ]	[ 2.671875 ]	1	1
Out and About Program – "Regular Outing" What is a regular outing? A regular outing is an excursion undertaken on a regular basis. A regular outing means a walk, to and from a destination that St Mary's visits regularly as part of its educational program, and where the circumstances relevant to the required risk assessment are the same on each outing. Regular outings provide valuable opportunities for children to explore the wider community and to extend their educational program. The Approved provider and educators at St Mary's are however, mindful of additional risks that may be present and these outings are conducted in a way that: * ensures the safety, health and wellbeing of the children being educated and cared for by St Mary's Preschool; and * meets the educational and developmental needs of the children being educated and cared for by St Mary's Preschool Authorisation for an excursion that is a regular outing If an excursion is a regular outing the authorisation is required once in every 12 month period however obtaining authorisation in these circumstances more regularly is always considered advisable. St Mary's will obtain authorisation at the beginning of the year on the enrolment form. If there are any changes to the risk assessment surrounding the designated regular outings area St Mary's will seek additional authorisation. All authorisations for excursions will be kept in the enrolment records for each child enrolled at St Mary's. As in the case for all excursions, St Mary's will take a list of emergency contacts for all children with them on these regular outings in case there is a need to contact the parent/guardian. Regular Outings Risk Assessment Plan This Risk Assessment Plan has been developed in consultation with staff and the management committee for St Mary's Preschool. This document will be monitored and reviewed regularly and we are keen to incorporate any ideas, suggestions or concerns not already addressed in the register. Should you have any questions relating to an out and about then please contact your child's teacher. St Mary's Preschool Out and About Program Risk Management Plan \| \| Regular Outing Details \| \|---\|---\| \| Date(s) of regular outings Not specified \| \| Contact number of excursion coordinator Name of Co coordinators Penguin Group Emma Rowe, Annie Xu, Lisa Amiet and Robyn Greenhalgh Koala Group Tammy Silber, Heather Atkinson & Karen Revill Mobile contact number St Mary’s Preschool mobile number will be given to all families to ensure contact can be made at anytime while outside of the kindergarten. Number of Children attending excursion The maximum number in each group is 28 Number of educators/parents/ volunteers 2 - 3 educators (2 if 22 group size) (3 if group size above 22) + parent or volunteer if required Educator to child ratio, including whether this excursion warrants a higher ratio? Please provide details. Session time in our Nature garden area, and walk around our local streets require standard 1:11 ratio educator. Visits to our local shops, St Finbars, and local parks (Lucas St & Dendy Park) require additional support of at least 1 parent or volunteer. Excursion Details First Aid Kit List of adults participating in the excursion List of children attending the excursion Contact Information for each adult Medical information for each child with medical alert Mobile phone / other means of communication with the service and emergency services Medical devices for children with medical alert Other items, please list Emergency contact of parents for children attending the excursion Lucas Street Park A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world. Facilities * Children will be taught road safety and the importance of looking carefully before crossing the road, at all times STOP LOOK LISTEN THINK * Children will be instructed to walk hand in hand with their partner to ensure the group stay connected at all times * Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed. * Educators will walk at a pace that enables the group to stay together at all times. and to cater for those slower children. At Destination: * A head count will be regularly taken to ensure children are accounted for at all times. * Educators will be present at all times when the children are participating in organised activities * Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident. * A mobile telephone will be carried at all times if there is a need to contact a parent/guardian or make an emergency call. * First aid is carried at all times in case of a fall or accident. * Educators will walk the boundaries with the children every time they go to the park and explain where they are allowed to play. * Staff will also be on the lookout for any potentially dangerous objects that may be found in the parks such as broken bottles and syringes. * Educators will educate and reinforce the children about the dangers of picking up objects in the park and if they see something strange to not touch it. Describe the risk, consequences. Dog bite \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Dog safety awareness to be incorporated into the program annually. Educators to reinforce µ Protocol established for kinder staff to be on alert for ‘dogs off lead’ and to alert staff and \| Unknown \| Moderate \| Unlikely \| Minor \| \| vehicle Child hit by limb/other serious injury \| µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify \| \| \| \| \| \|---\|---\|---\|---\|---\| \| µ Selection of appropriate areas for children to play – safety check µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Staff to take into consideration weather conditions before departure. \| Satisfactory \| Major \| Rare \| Moderate \| Risk Description Describe the risk, consequences. event, causes and Child falls from tree or equipment Litter, Pollution, etc Sunburn/ Heat Extreme Weather Exposure / conditions \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 \| Satisfactory \| Moderate \| Possible \| Moderate \| \| \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Wash hands after contact with plants and dirty water prior to eating µ Avoid ingestion of dirty puddle water by advising children and minimizing splashing near faces \| Satisfactory \| Minor \| Possible \| Moderate \| \| \| µ Monitor weather on the days of planned regular outing. µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. Hats to be worn at all times µ Apply kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. \| Satisfactory \| Minor \| Unlikely \| Moderate \| \| Risk Description Describe the risk, consequences. event, causes and Insect bite / sting. reaction to Ingestion of or plant/other material. Needle stick injury contracting HIV (The risk of (the virus that other blood causes AIDS) or borne viruses by with a needle injuring yourself and syringe is very low) Spider or snake bite \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. \| Satisfactory \| Minor \| Likely \| Low \| \| \| µ Staff to carry out site inspection prior to the program starting. µ Any syringes are removed using tongs and placed securely in a sharps container. µ If a needle is difficult to retrieve, staff to contact council to remove. µ Areas that have dense vegetation will require closer inspection to ensure a needle hasn’t been missed. \| Satisfactory \| Major \| Rare \| Moderate \| \| \| µ Stay a recommended distance from long grassed and bushy areas during summer months µ First Aid Kit and operational mobile to be carried at times. µ First Aid trained staff Level 2 µ Emergency contact number for children and staff \| Satisfactory \| Major \| Rare \| Moderate \| \| Dendy Street Park A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world. Facilities * Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed. * Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children. At Destination: * A head count will be regularly taken to ensure children are accounted for at all times. * Educators will be present at all times when the children are participating in organised activities * Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident. * A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call. * First aid is carried at all times in case of a fall or accident. * Educators will walk the boundaries with the children every time they go to the park and explain where they are allowed to play. * Staff will also be on the lookout for any potentially dangerous objects that may be found in the parks such as broken bottles and syringes. * Educators will educate and reinforce the children about the dangers of picking up objects in the park and if they see something strange to not touch it. Describe the risk, event, causes and consequences. Dog bite Child Getting lost Child being hit by a vehicle \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Dog safety awareness to be incorporated into the program annually µ Protocol established for kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised interactions with dogs where appropriate. \| Unknown \| Moderate \| Possible \| Moderate \| \| \| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) \| Unknown \| Major \| Unlikely \| Moderate \| \| \| µ Adult / child ratio and constant supervision. µ Selection of location away from parking areas. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Practice crossing the road at every possible chance \| Satisfactory \| Major \| Rare \| Moderate \| \| Child hit by limb/other serious injury Child falls from tree or equipment Litter, Pollution, etc Sunburn/ Heat Exposure / Extreme Weather conditions \| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of The designated areas and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify \| Satisfactory \| Major \| Possible \| High \| \|---\|---\|---\|---\|---\| \| µ Selection of appropriate areas for children to play µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 \| Satisfactory \| Major \| Rare \| Moderate \| \| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 \| Satisfactory \| Moderate \| Possible \| Moderate \| \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff – Level 2 µ Wash hands after contact with plants and dirty water prior to eating µ Avoid ingestion of dirty puddle water by advising children and minimizing splashing near faces \| Satisfactory \| Minor \| Possible \| Moderate \| Insect bite / sting. reaction to Ingestion of or plant/other material. Needle stick injury contracting HIV (The risk of (the virus that other blood causes AIDS) or borne viruses by with a needle injuring yourself and syringe is very low) \| µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Apply Kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| µ Protective clothing / education of children as part of regular outing program µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. \| Satisfactory \| Moderate \| Likely \| High \| \| µ Staff to carry out site inspection prior to the program starting Any syringes are removed using tongs and placed securely in a sharps container. µ If a needle is difficult to retrieve, staff to contact council to remove. µ Areas that have dense vegetation will require closer inspection to ensure a needle hasn’t been missed. \| Satisfactory \| Major \| Rare \| Moderate \| Hampton Street: General walks within the designated area. Visit to the local shops in Hampton Street – example veterinary clinic, post office, dentist Designated perimeter – All Streets within this perimeter can be walked during a regular outing Hughes Street Marriage Road Dendy Street Hampton Street St Mary’s Preschool Hampton Street offers many valuable learning experiences such as visiting the post office, veterinary clinic, local fruit shop, etc. Providing opportunities for the children to interact & learn within their own local community. (Quality standard six) Activity / Program Route to Destination Route to Destination Facilities Activities to be undertaken Precaution strategies Road Safety * Educators to wear high visibility vests at all times when crossing the road. * Educators will place themselves at the front and the back of the children to ensure the are being supervised at all times, and no child can move away from the group without being noticed * The parent/volunteer will enter the road first and when it is safe they will instruct the children to cross. * Children will be taught road safety and the importance of looking carefully before crossing the road at all times STOP LOOK LISTEN THINK * Children will be instructed to walk hand in hand with their partner this ensure the group stay connected at all times * Educators will always walk on the road side of the children and encourage children to remain on the footpath at all times and not cross onto the nature strip unless otherwise instructed. * Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children. At Destination: * A head count will be regularly taken to ensure children are accounted for at all times. * Educators will be present at all times when the children are participating in organised activities * Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident. * A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call. * First aid is carried at all times in case of a fall or accident. * Educators will educate and reinforce the children about the dangers of picking up objects on the path and if they see something strange to not touch it. Describe the risk, event, causes and consequences. Child Getting lost Child being hit by a vehicle in driveway Stranger interference \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) \| Unknown \| Major \| Unlikely \| Moderate \| \| \| µ Adult / child ratio and constant supervision. µ Selection of location away from parking areas. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Practice crossing the road at every possible chance \| Satisfactory \| Major \| Rare \| Moderate \| \| \| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of The designated areas and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify \| Satisfactory \| Major \| Possible \| High \| \| Dog bite General fall, limb sprain or break, severe cut or abrasion \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. µ Use of repellent approved by Parents/Kinder Committee. \| Satisfactory \| Moderate \| Likely \| High \| \|---\|---\|---\|---\|---\| \| µ Dog safety awareness of children session µ provided annually. µ Protocol established for Kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised µ interactions with dogs where appropriate. \| Unknown \| Moderate \| Possible \| Moderate \| \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ One educator to administer first aid µ Other educator to seatchildren in a safe location away from road so everyone’s welfare is maintained during the emergency. µ Once children are seated and headcount complete action treatment plan depending on emergency situation. \| Unknown \| Moderate \| Likely \| Moderate \| St Mary's Preschool 'Bush Kinder' – Front Garden A child's ability to access nature and learn outdoors is fundamental within the National Quality Framework. Learning outdoors promotes a child's health (Quality Standard 2) through relaxation, physical activity and spontaneous experiences. By placing children in a natural outdoor setting (Quality Standard 3), they have the opportunity for independent exploration, to learn about the community they live in, and how to care for the natural world. We are very fortunate to have access to our very own 'Bush Kinder' experience onsite. Activity / Program Route to Destination Facilities Activities to be undertaken Precaution Strategies: * Medication bags are left indoors on board – and are easily assessable if needed for a medical emergency. * Ensure side gate to back of kinder is bolted closed * Two – Three staff members outdoors at all times when whole group in attendance (dependant on Group Size) * If only one staff outdoors, best supervision spot is by the ramp stairs. When two (or Three) staff are outdoors ensuring both ends are covered. * Drinks table for drink bottles. Describe the risk, event, causes and consequences. \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Stocked first aid kit located indoors µ Operational Mobile phone carried at all times µ First aid trained staff –Level 2 µ Medcation and action plans located indoors. \| Satisfactory \| Moderate \| Likely \| High \| \|---\|---\|---\|---\|---\| \| µ Stocked first aid kit located indoors µ Operational Mobile phone carried at all times µ First aid trained staff –Level 2 µ One educator to administer first aid \| Unknown \| Moderate \| Likely \| Moderate \| Describe the risk, event, causes and consequences. Child hit by limb/other serious injury Child falls from tree or equipment Sunburn/ Heat Extreme Weather Exposure / conditions \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Staff to maintain, and check nature garden before use. µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times µ First aid trained staff – Level 2 \| Satisfactory \| Major \| Rare \| Moderate \| \| \| µ Adult / child ratio and constant supervision µ Educate children about risk-taking; µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times µ First aid trained staff –Level 2 \| Satisfactory \| Moderate \| Possible \| Moderate \| \| \| µ Monitor weather µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Hats to be worn at all times µ Apply kinder sun safety policy. \| Satisfactory \| Minor \| Unlikely \| Moderate \| \| Insect bite / sting. reaction to Ingestion of or plant/other material. \| µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. \| \| \| \| \| \|---\|---\|---\|---\|---\| \| µ Protective clothing / education of children as part of regular outing program µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Emergency Action Plans and Epi-pens and Asthma Medication for relevant children are located indoors \| Satisfactory \| Moderate \| Likely \| High \| St Finbar's Primary School We are fortunate to be a short walk from St.Finbars Primary School. Providing a link that will benefit all of our children regardless of the primary school that they will attend. Our children will have the opportunity to experience different aspects of school life that will support them in their own school transition. (Quality standard 6) Route to Destination Facilities Activities to be undertaken * Educators will walk at a pace that enables the group to stay together at all times to cater for those slower children. At Destination: * Educators will be present at all times when the children are participating in organised activities * Educators will only choose/ allow activities for the children to participate in that are developmentally appropriate, to reduce the risk of a potential injury and incident. * A mobile telephone will be carried at all times should we need to contact a parent/guardian or make an emergency call. * First aid is carried at all times in case of a fall or accident. * A head count will be regularly taken to ensure children are accounted for at all times. Describe the risk, event, causes and consequences. Child Getting lost Child being hit by a vehicle in driveway \| Existing Control \| Rating \| \| \| \| Treatment \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| \| Priority \| \| Describe any existing policy, procedures, practice or device that acts minimisation a particular risk \| Effectiveness of existing controls \| Risk Consequences \| Risk Likelihood \| Overall Rating \| \| \| µ Adult / child ratio and constant supervision. µ Program planning, selection of appropriate location, mobile phone number and centre details number attached to children’s clothing µ Children to be taught procedure if lost - stay in one place (do not move) and Notify out. \| Unknown \| Major \| Unlikely \| Moderate \| \| \| µ Adult / child ratio and constant supervision. µ Educate children about road safety and identify areas where cars may be a hazard and incorporate this into the normal educational program µ Teach children to STOP LOOK LISTEN THINK µ Practice crossing the road at every possible chance \| Satisfactory \| Major \| Rare \| Moderate \| \| Sunburn/ Heat Exposure / conditions \| µ Adult / child ratio and constant supervision. µ Appropriate interactions with other users of the designated areas, and to limit contact with other parties that could disrupt the program. µ High visibility clothing for staff in the program to be worn at all times for staff, children, and public to easily identify \| Satisfactory \| Major \| Possible \| High \| \|---\|---\|---\|---\|---\| \| µ Monitor weather µ Stocked first aid kit located indoors µ Operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Protective clothing to be worn if the UV rating is really high such as long sleeves µ Kinder program conducted in shaded areas. µ Children bring water bottles and water available. µ Hats to be worn at all times µ Apply kinder sun safety policy. µ Sunscreen provided and parents briefed on need to apply sunscreen and dress children appropriate to weather conditions. \| Satisfactory \| Minor \| Unlikely \| Moderate \| Dog bite General fall, limb sprain or break, severe cut or abrasion \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ Request allergy information from parents as per µ normal Kinder/child care procedure. µ Carry Emergency Action Plans and Epi-pens and Asthma Medication for relevant children. \| Satisfactory \| Moderate \| Likely \| High \| \|---\|---\|---\|---\|---\| \| µ Dog safety awareness of children session provided annually. µ Protocol established for Kinder staff to be on alert for ‘dogs off lead’ and to alert staff and children if a dog is in range. Staff to ensure children follow appropriate procedure – o Stand still o Arms by side o Look down µ Staff to manage controlled and supervised µ interactions with dogs where appropriate. \| Unknown \| Moderate \| Possible \| Moderate \| \| µ Stocked first aid kit and operational mobile phone carried at all times. µ First aid trained staff –Level 2 µ One educator to administer first aid µ Other educator to seat in a safe locator away from road so everyone’s welfare is maintained during the emergency. µ Once children are seated and headcount complete action treatment plan depending on emergency situation. \| Unknown \| Moderate \| Likely \| Moderate \| \| Plan prepared by: \| Reviewed by: Emma Rowe (Educational Leader) & Sophie Craig (Admin Officer) \| \|---\|---\| \| Prepared in consultation with: \| \| \| Communicated to: \| \| \| Venue and safety reviewed and attached \| \| \| Risk assessment communicated to parents \| \| Reminder: Monitor the effectiveness of controls and change if necessary. Review the risk assessment if an incident or significant change occurs. Attachment 1 TREE CLIMBING RISK BENEFIT ANALYSIS Source: 'Benefit-Risk Assessment of Tree Climbing' Mind Stretchers Pty Ltd (October 2009) Benefits of Tree Climbing § Knowledge: tree characteristics (bark/wood/branches), seasonal changes, weather implications § Develop physical motor skills § Build self confidence § Risk Taking \| \| Risks/Hazards and Strategies to \| Precaution \| \|---\|---\|---\| \| \| Mitigate Risk Hazard \| \| \| Material on the floor beneath tree \| \| \| \| Dead wood \| \| \| \| Slippery surfaces \| \| \| \| Drop heights \| \| \| \| Protruding branches \| \| \| St Mary's Preschool – Dogs Policy (Regular Outings Specific) Purpose This policy aims to clearly define: § Procedures for dealing with dogs off leads that may enter the regular outings space § The appropriate medical response to dog bites § Guidelines for dealing with an angry or threatening dog and/or a dog in attack mode § A framework for the appropriate education and training of children, staff, parents/guardians and children on how to live safely with dogs. Values St Mary's Preschool is committed to: 2. Being respectful of the community space that the regular outings offer, including an awareness of dogs being walked on or off leads. 1. Providing a safe and healthy environment for children and staff participating in the Regular outings program 3. Facilitating appropriate communication and education to staff, parents and guardians to minimise the risk of injury of a dog bite to children and staff during these outings. Scope This policy applies to children, parents/guardians, staff, committee members, authorised persons, volunteers and students on placement working at St Mary's Preschool Background and legislation Relevant legislation includes but is not limited to: Education and Care Services National Law Act 2010 Occupational Health and Safety Act 2004 Education and Care Services National regulations 2011 Children's Services Act 1996 (CSA)10 Occupational Health and Safety Regulations 2007 Occupational Health and Safety Act 2004 Occupational Health and Safety Compliance, First Aid in the Workplace (2008) 1. Always supervise children and dogs 2. If you are unable to supervise even for a short time, separate children from dogs. 3. Never approach a strange dog 5. ASK the permission of the owner 4. When approaching dogs, ALWAYS: 6. Always let the dog smell the back of your hand first. 8. Do not pat a dog on its head. 7. Pat dogs gently and calmly from the collar to the tail 9. Stand still if a dog approaches (don't make direct eye contact, hands in fists by your side with thumbs on the inside, stand still, and eyes to the ground) 11. Never disturb a dog that is eating or sleeping 10. Never intervene between dogs that are fighting The Committee is responsible for: Running a 'Living Safely with Dogs' education session for each four year old kinder group, parents and staff. 1. Particular attention in the session is given to recognising the 11 warning signs given by dogs, the correct way to approach a dog and what to do if approached by an aggressive dog 2. Supplying a First Aid Kit to administer first aid in response to dog bites or for any other purpose 3. Encouraging parents, through this policy, to practice safe dog behaviours at home and to teach children on an ongoing basis how to behave around dogs to minimise risk of dog bites. 4. Ensuring staff are appropriately educated on procedures in the event of an aggressive or threatening dog approaches a child and in the event of a dog attack. 5. Following all procedures as set out in the Incident and Medical Emergency Management Policy(including notice of notifiable incidents, appropriate record keeping in the event of an incident, maintain first aid kit etc) Staff are responsible for: 1. If a dog is off a lead Continually educating children on the appropriate behaviours around dogs, including recognising warning signs, the correct way to approach a dog, and what to do if approached by an aggressive dog 3. Follow procedures in the event of a dog in attack mode. 2. administering first aid in the event of a dog attack 4. Ensuring incidents are reported in log 6. Carrying out the following specific procedures in the event of one of the following incidents occurring 5. Ensuring children wash hands if they touch a dog If a dog approaches a child: v Remind children to stand still and not to touch or encourage the dog or make any sudden movements v Locate the owner if possible and encourage the owner to move the dog away from the children and put the dog on a lead If an aggressive and threatening dog approaches v Remind children to keep quiet and still, look down (no eye contact with dog), and put arms by sides with hands in fists with thumbs on the inside v Encourage children to keep calm and not run v Wait until the dog leaves the area before resuming activities v Locate the owner if possible and encourage the owner to put the dog on a lead and move the dog away from the area that the children are in v If staff are concerned please note breed of dog and any identifying details, eg red collar to alert Bayside Council. If a dog attacks a child and bites v The following procedures in response to a dog bite are listed on the Victorian Government's Better Health Channel Website v Calm the child. v If the skin has been broken, wash the area under cold running water. v Apply an antiseptic and cover the bite with a clean dressing. v Notify parents of the need to take the child to the doctor, as a tetanus booster and antibiotics may be necessary. v If a piece of flesh has been bitten off, call an ambulance. v Control the bleeding by applying firm pressure to the wound using a sterile dressing or clean cloth until the ambulance arrives. v If the child is pale or drowsy, lie them down and raise their legs on a pillow or folded blanket. v Do not give the child any food or water. v Staff are to follow procedures as set out in Incident & Medical Emergency Management Policy, including contacting parent/guardian, calling ambulance etc v Parents/guardians are responsible for: v Practising safe dog behaviours at home and outside of the kinder v Teaching children on an ongoing basis how to behave around dogs to minimise risk of dog bites v If possible, attending the 'Living Safely With Dogs' education session as provided by the committee children, parents and staff v Collecting their child as soon as possible when notified of an incident or medical emergency involving their child (such as a dog bite) v Reading and being familiar with the policy v Bringing relevant issues to the attention of both staff and committee Evaluation In order to assess whether the policy has achieved the values and purposes the proprietor (committee) will: Seek feedback regarding this policy and its implementation with parents/guardians of children participating in the regular outing program. This can be facilitated through discussions and the annual centre survey. Ask staff to share their experiences and observations in relation to the effectiveness of this policy. Regularly review the policy and centre practices to ensure they are compliant with any new legislation, research or best practice procedures.	<urn:uuid:dc903e9f-c8f1-45f3-84e6-a76c0c7d4b5b>	CC-MAIN-2024-42	https://www.stmaryspreschool.com.au/_files/ugd/9284f1_29a8091d939e4e2db21053328d436e85.pdf	2024-10-14T01:52:13+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00176.warc.gz	867,856,978	8,015	eng_Latn	eng_Latn	0.965028	eng_Latn	0.998196	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2096, 2249, 3568, 4116, 6282, 6291, 6795, 8455, 10149, 10630, 11940, 13433, 14755, 16221, 16904, 18619, 20070, 21402, 22096, 23351, 24776, 25364, 25798, 27567, 28549, 29815, 30226, 30805, 32992, 35378, 37472 ]	[ 2.171875, 2.546875 ]	2	0
Address by H.E. Stefan Estermann Ambassador of Switzerland to Greece His Eminence, the Metropolitan of Elassona Chariton Dear Governor of Thessaly Mr. Agorastos Dear Mayor of Elassona Mr. Gatsas Distinguished Members of Parliament Esteemed Guests Ονομάζομαι Stefan Estermann και είμαι ο Πρέσβης της Ελβετίας στην Ελλάδα από τον περασμένο Σεπτέμβριο. Από τότε που ανέλαβα τα καθήκοντά μου, ανακαλύπτω μια χώρα με απίστευτη ιστορία, παραδόσεις και πολιτισμό, καθώς και με ομορφιά που κόβει την ανάσα. (My name is Stefan Estermann, and I am the Ambassador of Switzerland to Greece since September of last year. Since I took office, I have been discovering a Country of incredible history, traditions and culture, and of breathtaking beauty.) Greece surprised me in many ways: Being generally known for its deep blue sea, the picturesque islands and the beautiful beaches, I have come to realize that there are also some very serious mountains. They might not be quite as high as the Swiss mountains in absolute terms, but what makes them spectacular is that they rise straight up from sea level, from level zero so to speak. Today, I find myself at the foot of Mount Olympus, in your distinguished company, to commemorate the first ascent of the highest Greek mountain 110 years ago. Two Swiss from Geneva, photographer Frédéric Boissonnas and writer and art historian Daniel Baud-Bovy, accompanied by a Greek guide, shepherd Christos Kakalos, became the first to climb the highest peak of Olympus, Mytikas, at 2917m, on 2 August 1913. Fun fact: Their first attempt, made the day before, on Switzerland's national holiday, failed, the three men having mistakenly climbed another nearby peak. Ladies and Gentlemen Swiss-Greek relations are based on more than 200 years of friendship, with Geneva as an epicenter of the philhellenic movement at the time when Greece fought for its independence from Ottoman rule. Ever since, outstanding personalities have again and again been enthusiastic about Greece and have dedicated their lives and creative energy to this unique country. Fred Boissonnas was one of them. He visited Greece several times between 1900 and 1913 and between 1928 and 1930 and took thousands of photographs. He published numerous albums dedicated to Greece. His photos contributed decisively to the identity of Greece in Europe. They are a unique record of everyday life, monuments, towns and countryside in early 20thcentury Greece. Mount Olympus is not just any mountain. It is Olympus. There is probably no other mountain that is as strongly anchored in European cultural history. In ancient Greek mythology, it was the seat of the gods and its summit was considered a place filled with light. I am very humbled but overwhelmed by the fact that the Swiss flag was raised on this mountain when the first humans came to the top 110 years ago. Thank you!	<urn:uuid:a560ba5c-b85b-4fe2-a429-ca3eccb1c123>	CC-MAIN-2024-42	https://www.fdfa.admin.ch/content/dam/countries/countries-content/greece/en/Speech_Karya_Olympus_04082023_EN.pdf	2024-10-14T03:30:33+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	669,475,390	643	eng_Latn	eng_Latn	0.995314	eng_Latn	0.995991	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2114, 2880 ]	[ 1.78125 ]	2	3
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Ordinary Level HISTORY Paper 1 World Affairs, 1917–1991 Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer five questions. Section A Answer at least one question from this Section. Sections B to F Answer questions from at least two of these Sections. The first part of each question is worth 14 marks and the last part is worth 6 marks. Answer each part of the questions chosen as fully as you can. At the end of the examination, fasten all your work securely together. All questions in this paper carry equal marks. 2158/01 May/June 2010 2 hours 30 minutes 2 Section A International Relations and Developments 1 Describe the aims, structure and membership of the League of Nations during the inter-war years. How far was the League damaged by its policies towards Manchuria in the early 1930s? 2 Describe the policy of appeasement as practised by Britain and France during the years 1936–38. Why did both countries abandon the policy during 1939? 3 Describe three of the following features of the Second World War: (a) Pearl Harbor; (b) El Alamein; (c) Stalingrad; (d) D-Day landings; (e) Hiroshima and Nagasaki. How important for the success of the Allies was the entry of the United States into the war? 4 Give an account of the events leading to the outbreak of war in Korea in 1950 and describe the fighting that took place there in the years 1950–53. Why, during the years after the Korean War, did Korea remain a divided and troubled land (to 1991)? 5 Give an account of the Cold War during the 1970s and 1980s. Why had the Cold War come to an end by 1991? 6 Give important examples of the work done throughout the world in the years 1945–91 to improve standards of: (a) literacy; (b) health. Why were only limited improvements achieved? Section B Western Europe 7 With reference to the years 1919–25, outline the main factors that enabled Mussolini to increase his power within Italy. How far might his rule in Italy after those years be described as 'totalitarian'? 8 Describe the policies of Hitler within Germany during the years 1933–39 towards: (a) the economy; (b) young people; (c) the Jews. Why did Hitler have such strong control over the German people during these years? 9 Either (a) Outline the development and achievements of the Labour party in Britain during the years 1918–31. How do you explain the Labour party being out of office for the rest of the 1930s? Or (b) Outline the main domestic achievements of the Thatcher governments during the years 1979–90. How justified were criticisms made of Margaret Thatcher and her policies? 10 Outline the history of the Federal Republic of Germany (West Germany) from its creation in 1949 to the destruction of the Berlin Wall in 1989. How do you explain the success it achieved during these years in economic growth and political stability? 11 Outline the events that led in the late 1950s to the creation of the Fifth Republic by Charles de Gaulle, and his achievements as President to 1969. Why was de Gaulle's rule subject to criticism both within and outside France during these years? 4 Section C The Americas Section D The Soviet Union and Eastern Europe 17 Write an account of the following features of Russian history during the years 1917–21: (a) the Provisional Government; (b) the Red Army; (c) Lenin’s economic policies. Why had communism triumphed in Russia by 1921? 18 Describe the steps taken by Stalin to: (a) increase his own power within the Soviet Union during the 1920s; (b) increase the economic power of the Soviet Union during the 1930s. How strong was his position as leader of Russia at the end of the 1930s? 19 Describe the rise to power of Khrushchev and indicate the main features of his domestic and foreign policies during the years 1956–64. Why did he fall from power in 1964? 20 Describe how Poland was treated by the victorious Allies at the end of the Second World War and trace the main features of Poland’s history from then until 1991. How do you explain the eventual success of the Poles in removing Soviet dominance from their country? 21 Outline the main features of the internal history of the Soviet Union during the years 1964–85. Why was the Soviet Union so weak towards the end of these years? Section E Africa and the Middle East 22 Give an account of the rise to power and of the foreign and domestic policies pursued by Mustafa Kemal as ruler of Turkey during the years to 1938. Why was his rule so highly regarded by many Turkish people? 23 Describe the main features of the crisis concerning the Suez Canal as they developed during the years 1954–56. Why was the 'Suez Crisis' of 1956 important for the Middle East and for other countries involved in it? 24 Give an account of events in the former Belgian Congo (later Zaire) during the years 1960–65. To what extent was the subsequent rule of Mobutu (to 1991) a dictatorship? 25 Give an account of the progress made in Kenya: (a) towards independence in 1963; (b) towards creating stability and prosperity within Kenya during the years since independence (to 1991). How strong have been relations between Kenya and other ex-colonies in East Africa in the years since independence? 26 Write an account of relations between Israel and its neighbours during the 1970s and 1980s. How important was the influence of the United States and the Soviet Union in these relations during those years? 7 Section F Asia 27 With reference to China in the years before 1945, indicate the main features of: (a) the ideals of Sun Yat-sen; (b) the activities of the warlords; (c) the leadership of Chiang Kai-shek. Why did the Communist party increase its power within China during the 1930s? 28 Outline the main features of the conquests made by Japan in the 1930s and early 1940s. Explain Japan's desire to expand with such vigour during those years. 29 Describe each of the following features in the history of China: (a) the Civil War of 1945– 49; (b) changes in agriculture during the 1950s; (c) the Great Leap Forward (1958). Why did Mao Zedong embark on the Cultural Revolution in the 1960s? 30 Outline the main features in the history of the Indian sub-continent during the 1920s and 1930s. For what reasons did Britain withdraw from the sub-continent in 1947? 31 Describe the part played by Sukarno in: (a) the achievement of independence by Indonesia; (b) ruling an independent Indonesia thereafter. Why was his rule of Indonesia during the years 1950–67 subject to criticism from within and outside the country? 8 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.	<urn:uuid:3b0a2899-8d17-46a1-a310-33a66f504820>	CC-MAIN-2024-42	https://www.pastpapersinside.com/wp-content/uploads/2019/10/2158_s10_qp_1.pdf	2024-10-14T02:05:21+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00173.warc.gz	800,043,566	1,716	eng_Latn	eng_Latn	0.995618	eng_Latn	0.996759	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1048, 2256, 3588, 3616, 4757, 5913, 7049, 7710 ]	[ 2.140625 ]	1	0
An Illustrated History of Central Oregon, Western Historical Publishing Company, Spokane, WA. 1905, page 316 FRANK G. CHURCH resides three miles from town on Belmont street, where he owns a choice fruit farm and a beautiful residence. Everything about his premises shows thrift, good taste, and neatness, and his is one of the choice and happy homes of the valley. Mr. Church has a bright and interesting family and they are all popular people in society and in church work. Frank G. Church was born in Lacrosse, Wisconsin, on June 10, 1858, the son of Archibald L. and Susan (Cheney) Church, natives of Pennsylvania. The father followed carpentering and died at Grand Forks, North Dakota, in 1897, September 26. His ancestors were of English, Scotch and Welsh extraction and were prominent people in colonial days and since. The mother's grandfather, who was a noble Christian worker, was one of the organizers of the First Baptist church in Wisconsin, and preached without pay. The Cheney family is prominent not only in Wisconsin, but also on the Atlantic coast. There are many professional men among them and statesmen as well as commercial operators and bankers. Farther east, they are engaged in manufacturing, and are people of ability and enterprise. Our subject was educated principally in Michigan, wither the family had moved when he was ten years old and when fifteen, he started to assume the responsibilities of life for himself, first following working for wages a few years. When eighteen he went to Iowa and four years later went to Wisconsin again, engaging in a flour mill, and in a store. Later we see him in Minnesota where he resided for twenty years, seventeen of which were spent on the farm and the balance in mercantile pursuits. He lived just across the line in Minnesota from Grand Forks and was employed in a store in that city. In 1900, Mr. Church came to the Hood River valley and bought twenty acres where he now resides. He has the estate well planted to berries and fruits and is one of the prosperous fruit raisers of this section. The place is called the Ideal Fruit Farm, and is certainly a choice spot. On January 5, 1881, Mr. Church married Miss Sarah S. Sproat, the daughter of William C. and Ann (Hoover) Sproat, natives of Vermont and New York, respectively, and both descended from prominent New England families. Mr. Church has one brother, Daniel, while his wife has two brothers, Charles and Boyd, and one sister, Mrs. Jessie Gleason. Mr. Church is a member of the A.O.U.W., while he and his wife belong to the Methodist church, being associated with the Belmont class, of which Mr. Church is a trustee. Two children have come to gladden the home of, Mr. and Mrs. Church, Alice and Ethel, both at home and the latter organist at the Belmont church, and a music teacher. [HOME] © Jeffrey L. Elmer RootsWeb is funded and supported byAncestry.com About Us\|Contact Us Corporate Information and our loyal RootsWeb community. \|Copyright \|Privacy\| \|Report Inappropriate Material Terms and Conditions\|CCPA Notice at Collection Learn more.	<urn:uuid:aa32efb7-d35a-486b-ae09-8eff8b64478d>	CC-MAIN-2024-42	https://orgenweb.atwebpages.com/wasco/cent-or-bios/bfgchurc.pdf	2024-10-14T02:07:38+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00173.warc.gz	380,327,274	687	eng_Latn	eng_Latn	0.998581	eng_Latn	0.998581	[ "eng_Latn" ]	false	docling	[ 3089 ]	[ 1.7421875 ]	1	0
DON'T PROLONG THE PAST January 3, 2011 By Michael Erlewine ([email protected]) The great 19th Century Tibetan master Patrul Rinpoche wrote: Don't prolong the past, Don't speculate about the future, Just dwell in present awareness. The question is how best to do this? How do we not dwell on the past or the future, but somehow be mindful of the present, the one place where a future (and therefore a new past) can be built. The traditional way to do this which has been taught for over 2500 years is Shamata meditation. And there are many, many forms of meditation. Sitting quietly in meditation for a few minutes each day may give me a greater sense of calmness and clarity, but that is not the only or even the main reason to meditate. That is certainly not why I meditate. The primary reason to learn to meditate is to build a mental habit of mindfulness and awareness so I am not so easily distracted and carried away all the time, so that I can be present. The habit of meditation is not just about sitting on a cushion. While it is important to sit, that is not the main reason to meditate. Sitting on a cushion builds a habit that we can then use the rest of the day when we are engaged in our regular life. We sit and meditate to learn mindfulness and to make it a strong habit, but we use that mindfulness that we learn while sitting in meditation everywhere else and all the time. We need it. Sitting meditation is about learning to remain mindful and in the present as opposed to being endlessly distracted by thoughts of the past or the future. The first thing most people learn when they begin to meditate is that they are in fact easily distracted, that is: they can't just "let the mind rest." The moment they sit down, the mind is running all over the place. When beginners try to sit in meditation they experience their distraction first hand and are mostly helpless to do anything about it. They have built no meditation habit. Sitting meditation, while it can be nice in itself, is all about building a habit of being in the present. This is why yogis call their meditation "practice." We "practice" meditation and that practice prepares us for the rest of our day, the time we are not meditating on the cushion. And that rest of the day is when we need the habits built through meditation the most. In my opinion many people have meditation just backward. They believe that the relative calm of ten minutes or a half an hour of meditation is why they meditate, when the reality is that those ten minutes are our time to 'practice' meditation, the time when we learn to meditate and the rest of the day is when put that practice to work. Unless we have practiced meditation on a cushion long enough to actually acquire the habit of being mindful and present, we have nothing to help us keep that awareness the rest of the day. It is a Catch-22. We can't just skip meditation on the cushion and expect to have its results in our daily life. We soon just are right back to where we first started, in the midst of our distractions It takes actual time sitting on the cushion to build the habit of being present, of being mindful at the times we are distracted, and then learning to bring our attention back to whatever we are doing. This habit is especially beneficial during our post-meditation time, that is: when we are just living life. I don't know about you, but I get carried away just all the time. I go too far. I say things I don't mean. And I don't always catch myself when I should. Things get out of hand easily for me and I am often not aware of it until somewhere down the road. I lack mindfulness. Sitting meditation is about building a habit of mindfulness that alerts me when I am distracted and allows me to drop that distraction and quickly return to whatever I am doing. It is a simple habit that becomes automatic. However, like all habits it has to actually become a habit. You can't just think it and have it be so. You have to practice meditation until it works. It is no different from practicing a musical instrument, except here the instrument is your own mind and attention. My point is that while sitting on a cushion for a short time each day can be calming and relaxing in itself, that is not the main reason to meditate. The main reason is to practice being mindful, to practice recognizing when you are distracted, and learn to bring your attention back to whatever you are trying to do. This is not to say that you can't just sit and mull things over or let the mind cool out and just run like a quiet stream, or light a candle, some incense, and kick back in the mind. Of course you can. There are many ways of soothing the mind, but the technique I am pointing out here is about being mindful, about mindfulness. Shamata meditation as taught by Tibetan and Zen Buddhists is about being mindful and alert. This takes practice and, like all methods of practice, it is not at first relaxing. It takes effort to meditate effortlessly, if that makes sense. And it takes time. I wish I could tell you that the results of meditation practice are instantaneous and appear the first time you sit, but this is not the case in my experience. Like all habits, meditation and mindfulness has to be built through effort and time. Playing music on a guitar is not the same as practicing scales and fingering. The analogy to meditation is a good one. Meditation is your practice and its results (over time) will affect your whole life. I have found this to be true. I have been meditating for many years and it has been hard work much of the time. For me these habits don't come easily and I am a genius at rationalizing on any given day why I should wait to practice meditation until the next day. The only one I have harmed is myself. It just took me much longer than average for the results of mediation practice to kick in. Enough said. If you are interested in more details about the practice of Shamata Meditation, here is some information. If you have questions, comment on this thread and I will do my best. http://www.kagyu.org/members/forum/pdf_files/Newcomers/KTD/MeditationGuidelinesforweb.pd f Graphic by Michael Erlewine: The image was designed by me, one of many illustrations used in my books on Tibetan Astrology. Just thought you might like to see this. It is too complex to explain here.	<urn:uuid:ff4b927c-d7aa-4c90-babf-a7876a935421>	CC-MAIN-2024-42	http://dharmagrooves.com/pdf/articles/Dharma/DON'T%20PROLONG%20THE%20PAST.pdf	2024-10-14T01:36:05+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	9,148,767	1,371	eng_Latn	eng_Latn	0.998461	eng_Latn	0.998625	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3059, 6367 ]	[ 1.375 ]	3	6
Learning Material Covered in Each Elementary School Cycle \| \| Geometry, pp. 14, 15 and 16 \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\| \| \| A. Space, p. 14 \| \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| Reminder \| \| p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant \| \| p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A-2 Locates objects in a plane p. 14, no. A- 4 Locates points in a Cartesian plane a. in the first quadrant \| \| p. 14, no. A-3 Locates objects on an axis (based on the types of numbers studied) p. 14, no. A- 4 Locates points in a Cartesian plane b. in all four quadrants \| \| \| 1 Learning Material Covered in Each Elementary School Cycle \| \| B. Solids, pp. 14-15 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Reminder \| \| p. 15, no. B-8 Second year of Cycle Two (Grade 2) Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa \| \| p. 15, no. B-8 Matches the net of a. a prism to the corresponding prism and vice versa b. a pyramid to the corresponding pyramid and vice versa p. 15, no. B-7 Constructs a net of a prism or a pyramid \| \| p. 15, no. B-8 Matches the net of c. a convex polyhedron to the corresponding convex polyhedron \| \| There is a difference between matching the net of a solid to the corresponding solid and constructing the net of a solid. When I match, I associate the representation of the net with the representation of the solid, or the corresponding solid. When I construct, I use plane figures to represent the faces of a solid. To develop spatial sense, students must first manipulate and observe objects. \| \| \| \| C. Plane figures, p. 15 \| \| \| \| \| \| \| \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \| Reminder \| \| p. 15, no. C-1 Compares and constructs figures made with closed curved lines or closed straight lines \| \| p. 15, no. C-5 Identifies and constructs parallel lines and perpendicular lines p. 15, no. C-4 Describes convex and nonconvex polygons \| \| \| \| In Cycle One, students construct figures free hand, imprecisely or using graph paper. In Cycle Two, students construct parallel and perpendicular lines using grids, set squares, rulers or tracing paper. Cycle Two students describe and name polygons they see in their environment (e.g. a stop sign is an octagon). Students are expected to be able to identify polygons with 3, 4, 5, 6, 8 and 10 sides. \| \| 2 Learning Material Covered in Each Elementary School Cycle \| \| Cycle One \| \| Cycle Two \| \| Cycle Three \| \|---\|---\|---\|---\|---\|---\| \| p. 16, no. D-2 Observes and produces patterns using geometric figures \| \| p. 16, no. D-2 Observes and produces patterns using geometric figures \| \| \| \| \| \| \| p. 16, no. D-3 Observes and produces frieze patterns and tessellations a. using reflections \| \| p. 16, no. D-3 Observes and produces frieze patterns and tessellations b. using translations \| \| 3	<urn:uuid:2b4acfa2-41fb-4796-bd07-c59c7052d26a>	CC-MAIN-2024-42	https://domaine.recitmst.qc.ca/wp-content/uploads/2017/07/AnglaisCycle_Geometrie.pdf	2024-10-14T01:55:16+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	180,902,546	965	eng_Latn	eng_Latn	0.729092	eng_Latn	0.570501	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 820, 2690, 3189 ]	[ 4.25 ]	1	0
The Generation Study: Is genome sequencing good for babies? July 2024 In December 2022, the UK Government announced the launch of a new genetics project for England, the Newborn Genomes Program, which has now been renamed the Generation Study. 1,2 The study is run by a UK Government-owned company called Genomics England. It aims to sequence the genomes of 100,000 newborn babies. When it was launched in 2023, it was described as a pilot study which could be rolled out to all newborn babies in the future, potentially building the first DNA database of a whole population from birth. 3 Government funding for the study is confirmed until April 2025. 4 A genome is all the chemical letters that make up a person's DNA (around 3 billion pairs). DNA occurs in every cell in a person's body (in blood, saliva, or bodily organs, for example) and is inherited (half from each of a person's biological parents). As well as containing some information that may be relevant to a person's health, whole genomes can be used like a 'genetic fingerprint' to identify people and their relatives (including non-paternity), if they are stored in a genetic database. Many medical professionals are sceptical about the Generation Study, because they doubt it will be good for babies' health or have concerns about how the information might be misused in the future. 5,6 Underlying this is a concern that whole genome sequencing (WGS) is being rolled out to healthy babies because the technology exists – and because some hope to profit from it – rather than because it's in the best interest of these babies. 7 This briefing highlights the key questions that the project raises. 1. Will the study help every baby taking part? The chance that the study directly helps an individual baby is very low. This is because the genetic disorders it is looking for are very rare. The Generation Study estimates that some 500-800 children will have a positive screening result (a 'positive' result means something has been found that might mean the baby has a genetic disorder). 8 This is less than 1 in 100 participants (1,000 out of 100,000 babies in the study). This means that most babies in the study (the 99% or more that receive 'negative' results) will not be helped directly. In addition, a positive screening result does not mean that the baby necessarily has a genetic disorder or will develop any symptoms. In fact, Genomics England expects that only 4 in 500 children who receive a positive screening result using whole genome sequencing (WGS) will actually be diagnosed with a genetic disorder, with the remainder (496 out of 500 babies) receiving 'false positive' results that could lead to unnecessary further tests and perhaps unnecessary treatment (this is discussed in Section 2 below). 9 Thus, only between 4 and 6 out of 100,000 babies in the study are expected to benefit (up to 0.006%, or less than 1 in ten thousand babies tested). 2. Will the study help some babies? "If technology capacity is allowed to drive genetic screening activities in the absence of evidence for benefit, a growing number of asymptomatic individuals will receive a genetic diagnosis yet will remain uncertain about whether their test results represent a legitimate diagnosis, overdiagnosis, or a false positive finding. This will in turn drive additional medical work-up and treatment, resulting in costs to the healthcare system and the risk of iatrogenic [medical] harm". Dr Laberge and Professor Burke. Experts in genetics and bioethics in the USA and Canada, 2017. 10 "It will screen 100,000 newborn genomes starting in 2024 and it's roughly estimated that will lead to about 500 positive results per annum and that will involve quite a lot of work and will emphasise the importance of clinical multi-disciplinary teams to discuss the positive results because it is estimated that it will distil down to 2 positive results a year that will truly inform monogenic [single gene] disease that would be fed back to parents, so there will be quite a lot of filtering of variants that occur and patients that have, if you like, false positive results – variants of unknown significance – that require discussion. That will involve clinical genetics time and genetic counsellors and it's going to be very important to evaluate that in the study to inform newborn screening using these technologies going forward. As emphasised, within this study there are going to be some confirmatory tests for some diseases, such as tandem mass spec [spectrometry] in inherited metabolic disease and it's going to be very important to evaluate both…" Professor Mark Kilby, then Professor of Foetal Medicine at the University of Birmingham, a consultant in foetal medicine at Birmingham Women and Children's NHS Foundation Trust, and (at the time of speaking) a clinical scientist for medical genomic research at Illumina, discussing the Generation Study. 11,12 A so-called 'positive' screening result would mean that a baby has been identified as having a rare genetic variant that could cause one of more than 200 rare diseases. Genetic variants include mutations (a change in a single chemical letter in the DNA), or more complex changes, such as short deletions or insertions of DNA (known as 'indels'), or structural variations (such as copy number variations, where short sections of DNA are repeated multiple times). Sometimes these genetic variants cause a genetic disorder, which can have serious symptoms or even lead to death. However, it is not straightforward to interpret what these genetic variants mean for a baby's health. It is important that babies with rare genetic diseases are diagnosed early because this could help their treatment. But some medical professionals have serious doubts that using whole genome sequencing in a large group of healthy babies is the best way to find the children with these rare diseases. 13 The reason is that this type of testing will not give clear results about which babies are really sick, or, if they are ill, what is wrong with them. In particular, many babies without symptoms (known as 'asymptomatic') will be identified as having a possible genetic disorder, even if they don't. This is because: * Most children with a genetic variant believed to cause disease never develop any symptoms of that disease; * Of the babies who develop symptoms, many will have only a mild form of the condition and, in some cases, treatment could do more harm than good. This means that babies who are identified as potentially having a genetic disorder will have extra tests and medical appointments that could lead to anxiety, uncertainty (because it may not be known whether the genetic variant found is harmful), and over-treatment (which could harm babies who would never have developed symptoms). 14 Because resources are limited, there is also concern that adding these 'asymptomatic' babies to the waiting list may compromise the time and resources available to children who are already ill. 15 Because screening programmes can cause harm (see Box A), medical organisations have developed 'screening criteria' to try to make sure that screening programmes do more good than harm. 16 In the UK, the National Screening Committee normally does careful studies to find out whether a new test should be added to the newborn screening programme. 17 But the Generation Study is bypassing this process, so no assessment has been made of the likely benefits compared to the likely harms. Box A: How screening can cause harm All medical tests work much better in people with symptoms of a disease (known as diagnostic testing) and are much poorer at finding people with a specific disease in a group of healthy people (known as screening). Used in a screening programme, most medical tests will miss some cases of disease (known as 'false negatives') and find some cases of disease that don't really exist (known as 'false positives'). In addition, some people could get very mild versions of the disease that are better left untreated (finding these people is known as 'over diagnosis'). Although some people can benefit from screening programmes, because they get an early diagnosis, many other people can be harmed, due to false positives and over-diagnosis, which can lead to unnecessary anxiety and perhaps unnecessary treatment, which can cause physical harm or nasty side effects. This harm is not rare or unlikely: it is summed up in the quote "All screening programmes do harm; some do good as well, and, of these, some do more good than harm at reasonable cost". 18 An important question is: what is already known about the harms of screening using whole genome sequencing (WGS)? Many genetic disorders are known to be caused by rare genetic variants in specific genes, but finding one of these genetic variants doesn't necessarily mean a person will get sick. The 'penetrance' of a genetic variant is how likely a person with that genetic variant will actually develop the disease. When scientists looked for genetic variants only in families with symptoms of a genetic disease, they thought the penetrance of most genetic variants thought to cause diseases (so-called 'pathogenic' variants) was quite high. But now, they know that the penetrance of these genetic variants in the general population is much lower than originally thought. 19,20 This means that most people with a genetic variant thought to cause disease will never actually develop it. In addition, some people who do develop a condition will have severe symptoms whilst others will have symptoms that are mild – in some cases, these people could be harmed by 'over-treatment'. For example, rare mutations known to cause serious developmental disorders in some families lead to only mild symptoms in others. 21 The scale of this problem is potentially enormous because most people have at least one genetic variant in one of the genes linked to single gene disorders (one of the 500 or more genes which can potentially cause a genetic disorder), that is predicted to alter the gene product. 22,23 A gene product is a biological chemical (such as a protein or a type of molecule called RNA) which plays a role in the human body. For example, one study looked at 'pathogenic' mutations and 'loss-of-function' genetic variants (thought to result in symptoms of some kind) in adults. In this study the average (mean) penetrance in the general population was only 6.9%. 24 This means that, in this study of adults, less than 7 out of 100 people with genetic variants that were expected to be harmful actually developed the expected condition. There is also evidence of the scale of this problem in studies of children. In particular, whole genome sequencing (WGS) is already used for some children with suspected genetic disorders in the NHS. One study looked at 156 cases selected because a strong genetic component was suspected but prior genetic screening had failed to identify any pathogenic (disease-causing) genetic variants. 25 It found multiple unaffected individuals with genetic variants in genes that would have been interpreted as causing a genetic disorder had those individuals presented with symptoms of the disorder in question. For example, 96% of individuals carried at least one genetic variant in genes involved in brain development and function. The authors note, "Every individual carries multiple rare variants that could potentially be assessed as pathogenic for a given disorder on the basis of biological information about the gene, the coding consequence of the variant and its frequency within the population". In addition, they find that filtering out some genetic variants can lead to 'false negatives' (cases in which sick children do not receive a diagnosis). It is important to be aware that although WGS has already helped to diagnose some sick children in the NHS, it currently helps only about a third of patients tested: in most studies diagnostic yield (the proportion of patients given a diagnosis) is typically 25 to 30%, increasing to 35% if more complex genetic changes are considered. 26 This does not mean Whole Genome Sequencing (WGS) is useless, just that it must be used with care. In particular, additional information about the child's symptoms and testing for the same genetic variants within their family are important ways to improve diagnostic accuracy. 27 Using WGS as a screening test in large numbers of healthy babies will significantly increase the number of false positives, over-diagnosis and unnecessary tests and treatments. This is because, in a screening programme, many more abnormal test results will occur in healthy babies. Thus, an important way to limit harms is to select a smaller, higher risk group of babies to have their genomes sequenced: for example, based on their symptoms or because they are thought to be at higher-than-average risk of having a genetic disorder. This is discussed further in Section 3.2. Some studies in the USA have already looked at the problem of false positives that might be expected when using whole genome sequencing (WGS) for newborn screening. Of several different studies that have been reported, only one (the BeginNGS study) has reported attempts to reduce false positive results, restrict the findings to childhood-onset disorders, and demonstrate potential health benefits to sequencing before symptoms develop. 28 This study reports numerous conflicts-of-interest (four of the authors are employees of Illumina, see Section 7, and several are employees and or shareholders of other companies). Nevertheless, the data in the study can give some indication of the number of false positives that might be expected. The study involved developing a whole genome sequencing (WGS) method which was then tested in 4,376 critically ill children (not the mostly healthy children likely to be recruited in the Generation Study) and their parents. The authors argue that if whole genome sequencing had been used earlier in these children, symptoms could have been avoided completely in seven critically ill children in this group, and reduced in others. This study accepts that false positive results are a major problem, so it uses evidence from a study of 454,707 middle-aged people recruited from the general population (UK Biobank) to remove reports of genetic variants that appear to lead to people not showing any symptoms. In this comparison, 2,982 UK Biobank participants were found to have genetic variants relevant to 388 genetic disorders, but only 172 of these people were thought to actually have the disorder (111 with a standard diagnosis and 61 with late onset or mild disease, i.e., 172 'true positives'). To try to reduce false positives, 94 genetic variants in 338 genetic disorders were blocked and thus not reported in the diagnosis, limiting false positives in the UK Biobank population to 1,214 people. 29 By doing this, the authors hope to increase the Positive Predictive Value (PPV) of the tests. The PPV is the proportion of positive results that are true positives (i.e., the proportion of people with the genetic variant who go on to develop symptoms of the disease). After blocking the variants thought to lead to most false positives, the study reports a positive predictive value (PPV) of 12.4% for the 388 genetic disorders in the study (this is the proportion of middle-aged adults with a positive test result that they expect to show symptoms of disease). This PPV means most of the babies receiving positive results (87.6%, or nearly 9 out of ten people) will not go on to develop symptoms of the diagnosed disease. Although the paper argues that the real PPV may be higher, and might be increased further, this illustrates the likely scale of the problem with false positive results, even after many variants known to cause false positives have been removed from the results. In addition, this study could have missed some false positive results because many of the mutations it is looking for are too rare to show up in UK Biobank: for the majority (206) of the 281 genes included in this comparison, no information on false positives was available. 30 This study is not able to assess the problem of false negatives, but other studies have already shown that filtering out potentially harmful genetic variants (to reduce the number of false positives, as done in this study), increases the number of false negatives (i.e., the number of babies who should receive a diagnosis but do not). 31 Thus, there is no simple answer to improving the performance of WGS in a screening programme. To meet its own screening criteria, Genomics England has published a list of the genes and conditions it will look for in the genome sequences it collects in the Generation Study. 32 This list includes more than 200 individual conditions caused by genetic variants in around 500 different genes. Unfortunately, this list does not include a list of the genetic variants that the study will be trying to identify. Because many of the genes are different (only 201 of these genes were also included in the BeginNGS study) and the genetic variants are not identified, it is not possible to compare the Generation Study directly with the BeginNGS study results. However, there is no reason to expect any significant reduction in the number of false positive results. Before filtering out any variants, Genomics England expects that only 4 out of 500 children who receive a positive screening result using whole genome sequencing (WGS) will actually be diagnosed with a genetic disorder. 33 Most of the babies with a 'positive' test result (at least 496 babies in the study, perhaps more, because Genomics England expects 500 to 800 positive results 34 ) may therefore have unnecessary tests (seeking to confirm a suspected disorder that they do not have), and some could receive unnecessary treatments that could do them harm. Although the number of false positives could be reduced by filtering out some variants in a manner similar to the BeginNGS study, this could defeat the purpose of the study by removing variants that do turn out to cause disease in some of the babies who do have one of these rare disorders (i.e., increasing the number of false negative results). 3. Are there better ways to diagnose genetic disorders in babies or young children? Advocates of sequencing babies at birth highlight two potential benefits: (i) Identifying some genetic disorders earlier, when (in some cases) early treatment might prevent serious harm or even death; (ii) Shortening the long time (often years) that parents have to wait for a diagnosis for a child with a genetic disorder (known as the 'diagnostic odyssey)'. However, there are alternative approaches that could help with both these problems, without causing the harm to healthy babies highlighted in Section 2 above, or creating a DNA database of every baby with its associated concerns (see Sections 6 and 7). This means considering the options to: (i) improve the existing screening programme for babies at birth; (ii) speed up diagnosis of genetic disorders in children with symptoms or at high risk. 3.1 Potential to gradually improve the screening programme for babies at birth "..WES [Whole Exome Sequencing] was found to have an overall sensitivity of 88% and specificity of 98.4%, compared to 99.0% and 99.8%, respectively for MS/MS [Tandem Mass Spectrometry], although effectiveness varied among individual IEMs [In-Born Errors of Metabolism]. Thus, WES alone is insufficiently sensitive or specific to be a primary screening test for most of IEMs. As a secondary test for infants with abnormal MS/MS screening results, WES could reduce false- positive results, facilitate timely case resolution or suggest more appropriate or specific diagnosis. Hence, NGS [Next-Generation Sequencing methods] have a potential advantage as a second- tier screening method to verify the primary biochemical testing results. Nonetheless, suitability of WES or whole- genome sequencing (WGS) must be evaluated for each disorder. As a form of screening, sequencing would require weighing of benefits versus costs and societal implications". Researchers at the Institute of Bioinformatics, Bangalore, India, 2021. 35 In the NHS, every baby is offered newborn blood spot screening, also known as the heel prick test, usually when they are 5 days old. 36 Currently, the NHS newborn screening programme looks for one of 9 rare but serious conditions. 37 These include some of the most common genetic conditions (sickle cell disease and cystic fibrosis), congenital hypothyroidism (which sometimes has a genetic cause), and some rarer conditions. These include phenylketonuria (PKU), for which early treatment can help to prevent brain damage. About 1 in 10,000 babies born in the UK has PKU or another condition included in the screening programme known as MCADD. PKU and MCADD are examples of rare genetic disorders known as Inborn Errors of Metabolism (IEMs) in which the body cannot properly turn food into energy. The other conditions in the screening programme are rarer, occurring in 1 in 100,000 to 150,000 babies. Four are IEMs and the other is Severe Combined Immunodeficiency (SCID), which causes severe problems with the baby's immune system. This screening programme uses a method known as 'tandem mass spectrometry' (MS/MS), not genetic tests. 38 This method looks for the expected chemical changes caused by the genetic variant, not for the genetic variant in the DNA itself. In some cases (children who test positive for cystic fibrosis) a genetic test is used to confirm the diagnosis. In other cases, further biochemical tests of blood and urine samples are made to confirm the diagnosis. The existing method used in the UK newborn screening programme (tandem mass spectrometry) could be expanded to identify up to 50 conditions, although it is not suitable for all conditions. 39,40 The reason this has not been done relates to doubts about the benefits versus harms of screening for a large number of rare conditions. 41 This is because all types of tests can give rise to false positives and false negatives, and thus cause more harm than benefit, as described in Section 2. The established way to try to minimise this harm is to allow the National Screening Committee (NSC) to use screening criteria and evidence about each test to weigh up the benefits and harm for each condition. This means potentially expanding the newborn screening programme to include more genetic disorders at birth, if and when evidence becomes available that the benefits outweigh the risks and that this will be cost-effective. This also requires considering what treatments are available and whether they provide benefits from birth. All these aspects need to be carefully considered, specific to each condition, using existing methods (e.g., tandem mass spectrometry), or perhaps new ones. Tests can then be added to identify specific disorders, in cases where this type of screening is assessed as doing more good overall than harm. There is a particular focus on Inborn Errors of Metabolism (IEMs) because the harm caused by these conditions can often be prevented by starting a special diet as soon as possible. However, many IEMs are very rare. Recently a very rare genetic condition, which affects approximately seven babies per year in the UK, has been approved for adding to the newborn screening programme (using tandem mass spectrometry). By doing this, the NSC expects find an additional three babies a year who can be offered drug treatment and a special diet before they become symptomatic, reducing the chance of liver disease and the need for liver transplantation. 42 Tandem mass spectrometry, like any screening test, can still lead to some false positive and false negative results. However, there are generally far fewer of these problems than if whole genome sequencing (WGS) is used. 43,44 This is not surprising because biochemical tests, such as tandem mass spectrometry, try to measure early signs of symptoms, whereas genomic tests try to perform the much more difficult task of predicting the consequences of a change in a person's DNA. In addition, tandem mass spectrometry is considerably cheaper than using whole genome sequencing, as discussed below. In general, it makes sense to use cheaper and better performing tests for screening, with more expensive tests used to confirm a diagnosis if needed (in the much smaller number of children suspected to have a genetic disorder). The cost of using whole genome sequencing (WGS) in a newborn screening programme is currently uncertain. However, costs have been analysed for the use of WGS to diagnose rare disease cases in a smaller group of children with symptoms. One study of such testing in Oxford (NHS England) found that each rare disease case cost £7050 per trio (child and their parents) or £2350 per genome. 45 The key cost drivers were sequencing (£4659 per case) and bioinformatics and reporting (£677). The costs might be reduced by economies of scale and bulk buying the chemicals needed, if lots of genomes were sequenced. On the other hand, costs would be increased by researching unknown variants to try to reach a diagnosis in more children. Another study by NHS Scotland has also estimated the costs of using WGS in people referred for a genetic diagnosis because they have symptoms of disease. 46 In this study, the total cost of WGS was £6625 per trio. In both these studies, money might be saved by avoiding the costs of multiple tests and perhaps missed diagnoses in children with symptoms of genetic disorders (although a recent paper does not find these expected cost savings 47 ). However, in a screening programme, costs would be dominated by the costs of testing babies who do not have a genetic disorder and would not have had other unnecessary tests (more than 99% of babies tested). In 2022, there were 605,479 live births in England and Wales 48 , 46,959 in Scotland 49 and 20,837 in Northern Ireland 50 , making 673,275 births in the UK. Assuming a cost of £2350 per genome, sequencing every baby at birth would cost £1.58 billion a year. Additional sequencing (for example, of both a baby's parents), as well as other tests, would then be needed for those babies identified as having a potential genetic disorder. 51 This sequencing would likely still not lead to diagnoses for all children with genetic disorders and, at the same time, would leave many children diagnosed with a suspected genetic disorder who don't really have one (this is the problem with 'false negatives' and 'false positives' discussed in Section 2). In contrast, the cost of existing newborn screening programmes, mostly based on tandem mass spectrometry, are considerably lower. For example, in Europe, the reported cost in 2011 of newborn screening programmes varied from €0.46 (40 pence) per newborn in Serbia (for two conditions) to € 43.24 per newborn (£36.61) in the Netherlands (for 17 conditions). In the UK, the marginal cost of adding four conditions to the newborn screening programme in 2014 was estimated as 50 pence per baby. 52 Additional costs are involved in delivering the results of any newborn screening programme. 53 It is also important to remember that existing newborn screening programmes cannot be replaced by WGS: this is because the screening programme includes some conditions, such as congenital hypothyroidism, which are not usually genetic and therefore cannot be diagnosed by WGS. 54 This means that the costs of the existing newborn screening programme would not be avoided by using WGS. The Generation Study will rely on a separate (additional) blood sample, taken from the umbilical cord at the baby's birth, and will have a slower turnaround time (initially 8 weeks, reducing to 2 weeks by the end of the study). 55 In summary, using whole genome sequencing (WGS) as a screening test in healthy newborn babies means spending precious NHS resources on children who aren't sick. Although tandem mass spectrometry is far from perfect, it provides more reliable answers at less than a hundredth of the cost of WGS. Since Genomics England expects less than 1 in 100 babies to be diagnosed with a genetic disorder, more than 99% of the cost might be avoided if only children thought to have symptoms of a genetic disorder were referred for WGS. Costs could be reduced further if more specific genetic tests were used first, and whole genomes only used when existing tests fail to give an answer – this is discussed further in Section 3.2 below. 3.2 Speeding up diagnosis of genetic disorders Many families with children who have a genetic disorder describe a long journey, often taking years, between finding out that their child as ill and getting a diagnosis. This is sometimes referred to as a 'diagnostic odyssey'. The problem of the 'diagnostic odyssey' could be reduced (but not eliminated) by improving access to better genetic testing for children who are sick. For children with symptoms or who are at high risk, whole genome sequencing (WGS) might be one type of testing that could be made available, but this depends on what is the most effective and/or cost-effective approach to achieving faster diagnoses. In theory, WGS is already available within the NHS through the National Genomic Medicine Service. 56 However, using WGS might not be the best or most cost-effective approach and there are still practical problems and constraints due to limited resources within the NHS. Whole genome sequencing (WGS) should not be chosen automatically as the best type of test, but the pros and cons of using it should be properly weighed up. It is important to realise that using WGS more widely would still leave many people without a diagnosis (because the cause of their condition can't be found), but it could still speed up and improve the process for some people with rare conditions. 57 More studies are still needed to work out all the pros and cons, but research – including some research by Genomics England - suggests that whole genome sequencing (WGS) could be part of the answer for children and babies with an unexplained condition, thought to be genetic, or who are in intensive care. 58 This more focused use of testing (based on better testing of children who are sick) can also take place within families, so that children and their parents, and sometimes brothers and sisters, are tested as well. This considerably improves the chance of a correct diagnosis. 59 Whether WGS is really the best option, even for children who are sick, is yet to be determined. Another option for these children is to use a gene test panel (which only tests for specific genetic variants linked to known genetic diseases), and which could deliver similar information more cost effectively, without the need for sequencing whole genomes. For example, in Sweden, analysis begins with a gene test panel focused on medically relevant genetic variants (mutations and other genetic variants) known to be relevant to the suspected disease of the patient. If a diagnosis is still not obtained, but a rare genetic disease is still suspected, research using whole genome sequencing (WGS) can then be undertaken. 60 Another alternative is to use exome sequencing. Only part of a person's genome, called the exome, is thought to provide the instructions to make proteins, although the rest of the genome plays an important role in which proteins are expressed. In humans, the exome is about 1.5% of the genome. 61 A study by NHS Scotland (using genetic tests to diagnose sick babies, rather than screening healthy ones), found that the cost of whole genome sequencing (WGS) was around three times greater than that for exome sequencing, but using WGS gave very little added benefit in terms of diagnoses, compared to exome sequencing. 62 In all the children in the study (who had symptoms), earlier nongenetic tests had also been conducted, which played a part in finding out their diagnosis. In the USA, a working group of the Medical Genome Initiative (which includes two employees of Illumina, see Section 7) has recommended that whole genome sequencing is used 63 : * For babies in intensive care with an unexplained illness that might be genetic (if the test can be done fast enough); * As an alternative to multiple single gene tests, when a patient's symptoms have a likely genetic cause but no specific disorder has been identified; * When current gene panel tests (which test specific genes) do not include all the known genetic variants that might lead to a suspected genetic disorder; * When patients are being treated for a non-genetic condition that might be better explained by a rare genetic diagnosis. In other cases, the working group recommends more targeted testing of specific genes for a suspected genetic disorder, rather than using WGS. Although these recommendations should be assessed independently of any influence by the company Illumina, they illustrate how WGS might be used in a more targeted way. As well as being more cost-effective, this avoids putting the majority of healthy babies at risk of over-treatment, or creating a DNA database of the whole population, which can be open to misuse (see Sections 6 and 7). All these approaches have the advantage that they focus the use of WGS on the small number of patients most likely to benefit. This saves precious NHS resources that can then be spent on these children's care, rather than on paying to sequence the genomes of large numbers of healthy babies. In 2023, it was reported that families of children with rare genetic disorders were being made to wait more than a year for genome sequencing results in the NHS. 64 In March 2024, only 12% of complex genetic tests (including gene panels of more than 10 genes, whole exome sequencing and whole genome sequencing) in Cambridge (one of the main centres) were being delivered within the target testing time of 84 days. 65 Yet these children (not healthy babies) are the group most likely to benefit from this type of test. In addition, the NHS Genomics Medicine Service (GMS) has been criticised for focusing too much on WGS, which is not needed by most families. A survey of professionals involved in the GMS found that a common viewpoint was that WGS had been given far too much focus by those designing the service where "90% of the discussion are around whole genome sequencing and that makes up maybe 5% of all the work that goes on". 66 This may reflect the role of commercial interests, discussed in Section 7. 4. Won't the study help to find out what works best? "The Generation Study estimates that some 500-800 children will have a positive screening result (less than 1% of participants). For many of the conditions screened for, it is not yet known whether an early genetic diagnosis would ever result in clinically significant disease or lead to the child faring better than if the disease was detected after clinical presentation… The study as currently designed is not set up to answer these questions. It will probably prove the feasibility of detecting health relevant variants through newborn genome screening, but its design does not include a systematic way to learn whether identified babies ultimately benefitted". Geneticists writing in the British Medical Journal, 2023. 67 The Generation Study is using a 'technology-led' approach, which focuses on the use of whole genome sequencing (WGS) in a newborn screening programme. This 'technology led' approach has been criticised because its starting point is how to implement a particular technology, not whether this is the best approach to improving outcomes for children with genetic disorders. 68,69 There is a risk that this puts more emphasis on the interests of the company selling the technology (particularly the US company Illumina, see Section 7), than on the interests of the families involved. The study incorporates an evaluation programme, due to report in late 2025, which will include some important information such as costs. 70 However, there are some major limitations to what this can achieve. Firstly, the evaluation cannot fully compare the study's findings with the use of different approaches or technologies (see Section 3), since alternatives (except the status quo) are not part of the study (although there may be some useful data as a result of using tandem mass spectrometry as a confirmatory test for some diseases). Similarly, although the evaluation says it will follow up 'false positives', it is unlikely be able to resolve the question of whether or not children without symptoms have been wrongly diagnosed (because of the short-term nature of the evaluation and the possibility that children might develop symptoms later). Secondly, although the study will examine whether or not parents experience (short-term) regret about the decision they have made to take part in the study, it cannot assess the much longer-term issue of whether the children themselves will later have regrets about the storage and use of their DNA without their own knowledge or consent. These issues are discussed further in the sections below. 5. Does the study need all this genetic information? The Generation Study is collecting whole genomes from every baby and storing them for life (and maybe longer). Only a tiny proportion of each genome (less than 0.01%, or 1 in 10,000 of the chemical letters in the DNA) will be used to try to identify a genetic disorder in the baby. 71 This means that more than 99.99% of the information that is collected from each baby is only being taken because it might be useful for research. Although the baby's whole genome sequence will be stored, if the child develops possible symptoms of a genetic disorder later on, that require investigation, this will be dealt with by re-testing within the NHS Genomics Medicine Service (GMS), rather than querying the genome that is stored (partly because sequencing technology might have improved by then). 72 Thus, the sequence that is being stored is not expected to be used in the baby's care. 5.1 Will the planned research help other babies in the future, or children growing up? "Little evidence exists supporting the notion that the use of WGS for common complex disorders will result in clinically actionable information other than general health advice urging for a healthy balanced diet, doing physical activity regularly and, in general, abandoning unhealthy behaviour". Ethicists endorsed by committees of the European Society of Human Genetics, the Human Genome Organisation, the Public Health Genomics (PHS) Foundation and the Public Population Project in Genomics (P 3 G), 2015. 73 Because most of the information is being collected for research, it is important to ask whether this could help these children, growing up, or perhaps other babies in the future. It is impossible to be certain about this, because we don't know for sure how the information might be used, or what future research might find out. However, there are reasons to be sceptical about what might be delivered, and to question why DNA for research can't be collected from adults instead, with their fully informed consent, to answer specific research questions (see Section 5.2). We do know that research can be useful for those children who have symptoms that might mean they have a rare genetic disorder. In such cases, understanding more about which genetic variants lead to a disease can result in a diagnosis of a previously undiagnosed rare condition, which can be very important to such families. 74 More new genetic variants are expected to be discovered over time, and more will be understood about known variants (including, as described above, evidence that they may be considerably less harmful than at first believed). However, this type of research can be done without a screening programme, by involving children with symptoms of genetic disorders and their families, and, in some cases, comparing them with healthy adults with the same genetic variants. So, what about the majority of healthy children in the study? In most cases, their genomes are not relevant to the discovery of new diagnoses of genetic disorders in children who are sick, although there may be a few exceptions in the case of children who develop genetic disorders later on (the vast majority will not). Genomics England has provided surprisingly little information about how these stored genomes from healthy babies are expected to be used. There are three main types of research that could be involved: * Looking for statistical links between a person's genome and how their body breaks down medicines, in order to develop tests that help to decide a person's risk of side effects or of the medicine not working (known as 'pharmacogenomic' tests). * Looking for statistical links between numerous genetic variations in a person's genome and their risk of more complex later-onset disorders (such as heart disease, diabetes, cancers and dementia). These conditions involve a person's biology (including their genes), environment (including lifestyle) and an element of chance. This type of study (known as a Genome Wide Association Study, GWAS) might be used to develop computer algorithms to try to predict a person's risk of these conditions (known as 'polygenic risk scores', or 'integrated risk scores'), and/or it might be used as a starting point to try to find clues about what drugs might work as treatments for some of these conditions. * Looking for statistical links between a person's genome and social and behavioural characteristics, such as intelligence or educational attainment, criminality or homosexuality, with the aim of predicting these characteristics from a person's genes. Of these potential applications, pharmacogenomics is not controversial in principle, but is not widely used in clinical practice, despite decades of research. This is because, although many genes appear to play a role in how well drugs work, or whether they cause side effects, these differences are generally not large enough to make a noticeable difference to health outcomes or medical decisions. 75,76 In addition, it is questionable whether it is ethical to use DNA from babies to conduct this type of research (see Section 5.2), when, in most cases DNA from fully consenting adults could be used (who generally take more medications). In some cases, DNA for research could be taken (with consent) solely from specific patient groups who might benefit from this type of research (such as children with cancer). However, in the case of cancer, pharmacogenomic studies focus on the genetic changes that occur in the cancer tumour (which aren't there at birth), so a sample must in any case be collected from the tumour, not from a baby at birth. Polygenic Risk Scores (PRSs) are computer algorithms which attempt to predict the risks of common diseases from millions of small differences in a person's DNA. They are highly controversial because of their poor predictive value and unreliability, and also because their use wrongly implies that only a subset of people (those at supposedly high genetic risk, according to the algorithm) should eat healthily, quit smoking, or avoid polluted environments. 77,78 Major improvements in public health don't need this type of research, because tackling unhealthy products, poverty and pollution does not require individual risk assessments. In fact, there is extensive evidence that the tobacco, food and other (polluting) industries promoted the shift towards genetic research and the idea of individual 'prediction and prevention' of disease, as a means to prevent controls on their products and pollution. 79,80 Integrated Risk Scores (IRSs) try to combine PGSs with other non-genetic risk factors – to decide who might be offered statins, for example - but they are also controversial because they add a lot to costs without improving health outcomes. 81 Developing genetic risk scores to attempt to predict other characteristics such as intelligence or educational attainment, criminality or homosexuality, is highly controversial. However, there is no guarantee that such studies won't take place. For example, UK Biobank, which contains DNA from half a million adults, collected for "health-related research", has allowed studies to take place on the genetics of educational attainment and homosexuality. 82,83,84 If PRSs are used widely in medicine, it is highly likely that PRSs will also be developed for such traits, potentially leading to controversial applications outside of medicine. Many conclusions drawn from developing PRSs for complex social traits are likely to be misleading, but this doesn't mean that they won't be used. 85 There is a long history of attempts to use claims about genetic differences to advance unjust social policies. 86 In all such cases, there is a risk that policies and resources could ultimately be decided based on genetic categories, rather than on a person's own achievements or behaviour. This problem is exacerbated because GWAS and PRSs can wrongly attribute social causes to genetic differences. 87 Less controversially, identifying genetic variants that play a role in common diseases could identify information, such as a new drug target, that could lead to a new treatment for disease. However, despite high expectations, the number of new drugs based on new drug targets has not increased in the years since the collection of genomic data has become commonplace, suggesting this approach has not been productive, despite a few limited successes. 88 Whilst genetic information can sometimes provide clues in drug discovery, it plays a relatively small part in drug development. 89 In the field of drug discovery, "genetics provides hints not answers", according to one industry executive. 90 Millions of potential genetic variants have already been identified in studies using DNA from adults: the main bottleneck in delivering new treatments is understanding what these findings really mean, which requires a lot of painstaking detective work, including related laboratory work (known as 'functional genomics'), and perhaps new computational methods of analysis. 91,92 Because millions of genetic clues have already been identified in adults, but not properly investigated, this type of work does not require a new database of DNA to be collected from babies at birth, who will have no say in how their DNA is used. All of these types of research commonly involve categorising people according to their ethnic group or into a selected number of 'genetic ancestry' groups, which is also controversial. 93,94 This is because this type of study tends to conflate race, which is a social construct, and ancestry, the genomic variation between populations, which cannot in reality be separated into distinct categories. In doing so, differences in health outcomes that may be explained by environmental or socio-economic factors (including racism) may be wrongly attributed to genetic differences. 95,96 5.2 Is the study ethical? "An absolutely trivial amount of good, in terms of clinical pick-up that you can potentially do something about, will come from this programme…We already have mechanisms in place for genetic testing on babies and children who have unexplained symptoms. What the new programme is proposing is wholesale genetic sequencing of individuals who do not have anything wrong with them, and are unlikely to develop a genetic disease, and then keeping hold of their data. I am not sure how ethical all this is. We are talking about parents giving permission for researchers to take DNA from a baby where there is no pressing medical need to do so." Geneticist Professor David Curtis, quoted in the Lancet medical journal. 97 "Storage of genetic information…raises a host of questions, ranging from governance and privacy protection to ensuring stability and accessibility of the data…Moreover, respect of newborns' right to privacy, right not to know and autonomy to give consent once they are of legal age suggests that storing the whole-genome sequence information for further testing in childhood is premature…" Ethicists endorsed by committees of the European Society of Human Genetics, the Human Genome Organisation, the Public Health Genomics (PHS) Foundation and the Public Population Project in Genomics (P 3 G), 2015. 98 Researchers consider established principles when they decide whether a study is ethical. Many have doubts about the Generation Study for several different reasons. 99,100 Standards in medical ethics require that people give "fully informed consent" to this type of study. Although parents can consent on their babies' behalf, this is limited to what is in the best interests of the child. This raises some important questions: * Should parents really be allowed to decide to hand over their baby's whole genome, when most of this information is not needed for their babies' health? * Are parents being misled into agreeing to the project, when testing for specific genetic disorders could be done in other, less intrusive ways, that might also give better outcomes for babies' health? * Should agreeing to the screening tests (which might help find a genetic disorder in some babies) really be linked to agreeing to store the baby's whole genome indefinitely for research? * Have parents really been given enough information about how their child's DNA might be misused, and who might access it in future? It is widely agreed amongst professional ethicists that screening babies for adult-onset diseases is unethical because the child should have a choice whether to know or not when they grow up. 101 All medical testing should be done "in the best interests of the child", which usually means only doing tests that are needed for the baby's health. In this study, at least 99.99% of the information that is being collected is not relevant to the health of the babies in the study. 102 Although Genomics England does not plan to give predictions about the genetic risk of adult-onset conditions to the families who enrol, it is still collecting all this information. In addition, because of the limitations of whole genome sequencing (WGS) as a screening tool, most of the babies in whom a rare genetic variant is identified will not benefit, and will have the potential to be harmed, by unnecessary tests and treatments, because most rare genetic variants do not lead to symptoms (see Section 2). In cases where rare mutations lead to some mild symptoms, and there is no benefit to treatment, some people may want to know about this, whilst others will not (this is known as the "right not to know"). In such cases, it is generally better for the child to wait until they're older, so they can have a say in whether or not to take a genetic test. Most of the genomic information being collected in the Generation Study is not directly relevant to the baby's health, so the main purpose of storing it is to conduct research. However, as noted in Section 5.1, Genomics England has provided almost no information to participants about what research will be done, who will be undertaking this research, and how it will deal with controversial issues such as race, or controversial topics such as the role of genetics in intelligence. The Helsinki Declaration, which applies to all medical professionals worldwide, requires research subjects to give fully informed consent to any research that they take part in. 103 Although parents can give consent on behalf of their children, this is normally limited to circumstances in which the study is in the best interests of the child. The open-ended nature of the Generation Study means that parents cannot really know how their child's genetic information will be used. This also applies to non-research uses, such as access by the police, and sharing of data with commercial companies, or overseas (see Sections 6 and 7). Data minimisation is an important principle in data protection law: this means that data collection should be limited to what is necessary for the stated purpose. 104 Yet, the Generation Study is collecting data that goes far beyond the main aim of diagnosing genetic disorders in the babies that take part. Currently, Genomics England plans to give children a say about whether they wish to continue in the study when they reach the age of 16. 105 There is a process for withdrawal, but Genomics England can't destroy all remnants of the sample or remove data from research that has already taken place. 106 There are some serious reasons to doubt whether promises made about limiting access to stored data and samples can or will be kept in the longer term (See Section 6). Thus, parents are making what could be an irrevocable commitment to their child's whole genome sequence being stored, potentially for life. When invited to join a genetic research project, most adults choose not to do so: for example, of the nine million people invited to take part in the UK Biobank, only 5.5% participated in the study. 107 This suggests that, given the choice, most of the babies being enrolled might not have taken part. Because a whole genome sequence acts like a 'genetic fingerprint', it can also be used to track individuals and identify members of their family (including non-paternity). In addition, groups of people could suffer stigma or discrimination, as a result of identifying genetic differences that may or may not lead to a disease or a supposed association with, e.g., low intelligence, poor behaviour, or a particular ethnic group. Genetic information could also be misused by commercial companies: for example, for misleading marketing. These issues are discussed further below in Sections 6 and 7. There is no information about these issues on the website provided for participants, so it can be questioned whether parents are really 'fully informed' about the risks posed to future generations of collecting everybody's DNA at birth. 108 6. Is the stored genetic information safe and could it be misused? "Someday we'll have a complete pedigree of the entire human population, and everybody will be connected to everybody on a huge family tree that looks like Google Maps". Professor George Church, co-founder of the Human Genome Project, 2009. 109 There will be no secrets about paternity anymore". Professor Sir John Sulston, 2008. 110 "People have to recognise that this horse is out of the barn, and that your genome probably can't be protected, because everywhere you go you leave your genome behind." Dr Jay Flatley, CEO, Illumina, 2009. 111 "In the wrong hands, US genomic data poses serious risks not only to the privacy of Americans, but also to US economic and national security". Michael J. Orlando, Director, National Counterintelligence and Security Center, 2023. 112 Genomics England states that phase 6 of the project is, "If the pilot is successful, implementation into NHS routine care". 113 This would potentially mean every baby born in England having its whole genome sequenced at birth and stored in a vast database. Once started, this database would grow indefinitely, to eventually include the whole population. A person's genome acts like a 'genetic fingerprint', also known as a biometric. A biometric is physical information (such as a fingerprint, iris scan, or DNA) that can be used to identify an individual. Because genetic information is a biometric, it can be used as an identifier, and unlike non-biometric information (such as an NHS number or password), it can't be changed if it is compromised. In addition, genetic information can identify a person's children and grandchildren, as well as non-paternity - hence security is important over the very long term. Although Genomics England says the information will be kept secure, there are several reasons to be doubtful: * Secondly, the risks of identification grow as databases grow larger, data is shared more widely (e.g., with commercial companies to do research), or genetic information is stored in medical records or returned to individuals, as might happen in the longer term. 116,117,118,119, 120,121 * Firstly, data security may be difficult to maintain in the context of new technologies (such as quantum computing, which some believe may compromise encryption, and Artificial Intelligence, which may make it easier to deduce a person's identity from their DNA and other information). 114,115 * Thirdly, promises to keep the data safe can prove meaningless if the law is changed, which can happen very easily. For example, in 2024 a new Data Protection and Digital Information Bill developed by the Conservative Government was dropped because of the July election. This draft law would have ripped up current safeguards and allowed widespread sharing of genetic information – with police and commercial companies, including overseas - without people's knowledge or consent. 122 In 2009, the New Labour government tried to introduce a similar data-sharing law that was quickly dropped due to public outcry. 123 Governments, security services and police will be able to access genetic information, although currently they will need an order from a court. 124, 125 However, as noted above, the law could easily be changed by future governments to allow police and security service access to become routine. There is particular concern about how genetic data might be shared with foreign countries. In the USA, concerns have been raised about potential Chinese state access to the genomes of American citizens. 126 At the same time, privacy groups have warned that the US Government itself has the powers to access data on foreign citizens (including British citizens) held by US companies. 127 The risks of 'genomic surveillance' are relevant not only under foreign or authoritarian regimes but also under democracies. 128 Since genomic data is expected to be shared internationally, individuals (including political dissidents, for example) could be tracked down wherever they are, and their relatives could also be identified and targeted. This is because people leave their DNA wherever they go – for example, on a coffee cup at a meeting – and this can be used to find other information about them by matching this DNA with genetic information stored on a database (just as the police do when they use DNA databases to track criminals, using DNA left at crime scenes). In many countries, women could be in danger if non-paternity is exposed, families could be broken up, vulnerable people (such as people on witness protection schemes or fleeing domestic violence) could have their identities exposed, or powerful people could be blackmailed if children born outside marriage can be identified. 129,130 In addition, categories derived from statistical analysis of genetic data (such as 'genetic ancestry', predicted health risks, or claimed genetic propensities to certain behaviours) can lead to stigma and discrimination (see Section 4). 7. Commercial interests There are concerns that plans to use whole genome sequencing (WGS) in screening programmes are 'technology led', i.e., this is happening just because WGS is a new technology, with powerful advocates, rather than decisions being made in the best interests of the babies involved. 131,132 An important question is: why is WGS being rolled out as a screening tool in newborn babies, when it performs less well, and is much more expensive, than alternatives (see Section 3)? A particular concern is the role that is being played by commercial interests. Companies that sequence genomes have a vested interest in convincing politicians and investors that their technology will one day be used to sequence every individual on the planet. Genomics England has previously partnered with US company Illumina, which sells the machines and chemicals needed to produce whole genome sequences. 133 Illumina is an American company, but the sequencing for Genomics England is performed by Illumina Laboratory Services (ILS) in Cambridge, UK. The high costs of WGS described in Section 3 above are largely due to the costs of Illumina's sequencing machines and the reagents (chemicals) used to do this sequencing. Illumina has a long history of claiming that whole populations – including every baby - will inevitably have their genomes sequenced, and that this will bring great benefits to health: including dubious claims that common diseases such as diabetes and heart disease will be predicted and prevented using genetic tests. 134,135 Illumina is one of several companies that are heavily involved in numerous studies of newborn screening using whole genome sequencing worldwide. 136 Illumina's share price has been falling (losing nearly 4/5 of its value since 2021) and the company has a clear interest in convincing its investors that the market for whole genome sequencing is whole populations, not just a subset of babies with rare genetic disorders. In December 2022, the UK Government awarded £105 million to kickstart the Generation Study. 137 However, as shown in Section 3, at least £1.5 billion every year would be needed to sequence the genome of every baby at birth, not including the costs of feedback of results or of future research projects. It is likely this could only be delivered as a Public-Private Partnership, with commercial companies. Although some of these companies may be interested in drug discovery, others may want to control the algorithms that diagnose or predict disease, because this would give them unprecedented control over the healthcare market. Access to genomes could allow companies to identify individuals and their relatives, and perhaps to use predicted health risks as a tool for direct marketing. For example, Polygenic Risk Scores (see Section 4) could be used as a marketing tool to expand the drug market for healthy, wealthy people, rather than focusing on treating poorer people who are more likely to be sick. 138 Commercial algorithms, unlike NHS doctors, are likely to be biased towards recommending over-treatment because this is likely to be more profitable. Other companies with a commercial interest are big data and computing companies (such as Google, Microsoft and Amazon) that are paid to store vast quantities of data in the cloud and are interested in using new computing methods (sometimes known as Artificial Intelligence, or AI) to analyse vast databases. There is significant potential for commercial exploitation and misuse of genetic data. Because there is no public information about how data stored in the proposed database of DNA collected from babies at birth is intended to be shared and used, there is no way for parents to make informed decisions about the potential for abuse. Conclusions Whole genome sequencing (WGS) appears to be being rolled out to healthy babies because the technology exists – and because some hope to profit from it – rather than because it's in the best interest of these babies. Many children are likely to be harmed by the return of 'false positive' results and by the diversion of resources - from more cost-effective approaches, and from children who are sick. Alternative approaches, including much more targeted use of WGS in a small number of children, are likely to deliver greater benefits to children with genetic disorders, at lower cost, and with far fewer harms to healthy babies. More than 99.99% of the genetic information being collected in the Generation Study is not relevant to diagnosing rare disorders but is going to be stored indefinitely for research. Although children will be asked to re-consent when they are 16, babies at birth have no say in how their genetic information is going to be used. It is unethical to take the DNA of healthy babies – who cannot give their own consent - knowing that most people would not give their DNA to such research when invited to as adults. In addition, parents have not been fully informed of the potential harms that could result, including the potential misuse of DNA to track individuals and their relatives, identify non-paternity, lead to stigma and discrimination, or be commercially exploited for misleading marketing. GeneWatch UK 53, Milton Road, Cambridge, CB4 1XA, UK Phone: +44 (0)330 0010507 Email: [email protected] Website: www.genewatch.org Registered in England and Wales Company Number 03556885 References 1 https://www.genomicsengland.co.uk/initiatives/newborns 2 3 UK launches whole-genome sequencing pilot for babies. (2023). Nature Biotechnology, 41(1), 4–4. https://doi.org/10.1038/s41587-022-01644-0 https://www.generationstudy.co .u k/ 4 Karow, J. (2024, June 25). Genomics England's Generation Study Starts Enrolling First Newborns. GenomeWeb. https://www.genomeweb.com/sequencing/genomics-englands-generation-study-startsenrolling-first-newborns 6 Burki, T. (2022). UK explores whole-genome sequencing for newborn babies. The Lancet, 400(10348), 260–261. https://doi.org/10.1016/S0140-6736(22)01378-2 5 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 7 Laberge, A.-M., & Burke, W. (2017). Avoiding the Technological Imperative: Criteria for Genetic Screening Programs. OBM Genetics, 1(3), Article 3. https://doi.org/10.21926/obm.genet.1703006 8 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 10 Laberge, A.-M., & Burke, W. (2017). Avoiding the Technological Imperative: Criteria for Genetic 9 Professor Mark Kilby, speaking at 52 minutes in: Updates on Genomics England's research study on newborn WGS - webinar recording, January 2024. (2024, January 18). Royal College of Paediatrics and Child Health (RCPCH). https://www.rcpch.ac.uk/resources/updates-genomicsenglands-research-study-newborn-wgs-webinar-recording-january-2024 Screening Programs. OBM Genetics, 1(3), Article 3. https://doi.org/10.21926/obm.genet.1703006 11 Professor Mark Kilby, speaking at 52 minutes in: Updates on Genomics England's research study on newborn WGS - webinar recording, January 2024. (2024, January 18). Royal College of Paediatrics and Child Health (RCPCH). https://www.rcpch.ac.uk/resources/updates-genomicsenglands-research-study-newborn-wgs-webinar-recording-january-2024 12 Prof Mark Kilby's LinkedIn page now states, "I worked as Senior Principal Clinical Scientist, within the Medical Genomics Research Group at Illumina, Cambridge from 2022-2024. Retired as a full-time Professor of Fetal Medicine in August 2022. Still working part-time as a Senior Subspecialist in Fetal Medicine at Birmingham Women's and Children's Foundation Trust, Birmingham, UK". https://uk.linkedin.com/in/mark-kilby-0bab166 13 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 15 Flinter, F. (2023, May 17). Whole Genome Sequencing in newborns: Benefits and risks. The Nuffield Council on Bioethics. https://www.nuffieldbioethics.org/blog/whole-genome-sequencing-innewborns-benefits-and-risks 14 Laberge, A.-M., & Burke, W. (2017). Avoiding the Technological Imperative: Criteria for Genetic Screening Programs. OBM Genetics, 1(3), Article 3. https://doi.org/10.21926/obm.genet.1703006 16 UK National Screening Committee (NSC). (n.d.). Criteria for a population screening programme. GOV.UK. Retrieved 3 April 2024, from https://www.gov.uk/government/publications/evidence-reviewcriteria-national-screening-programmes/criteria-for-appraising-the-viability-effectiveness-andappropriateness-of-a-screening-programme https://www.gov.uk/government/organisations/uk-national-screening-committee 17 18 Gray, J. A. M., Patnick, J., & Blanks, R. G. (2008). Maximising benefit and minimising harm of screening. BMJ : British Medical Journal, 336(7642), 480–483. https://doi.org/10.1136/bmj.39470.643218.94 Kingdom, R., & Wright, C. F. (2022). Incomplete Penetrance and Variable Expressivity: From 20 Chen, R., Shi, L., Hakenberg, J., Naughton, B., Sklar, P., Zhang, J., Zhou, H., Tian, L., Prakash, O., Lemire, M., Sleiman, P., Cheng, W., Chen, W., Shah, H., Shen, Y., Fromer, M., Omberg, L., Deardorff, M. A., Zackai, E., … Friend, S. H. (2016). Analysis of 589,306 genomes identifies individuals resilient to severe Mendelian childhood diseases. Nature Biotechnology, 34(5), 531–538. https://doi.org/10.1038/nbt.3514 19 Clinical Studies to Population Cohorts. Frontiers in Genetics, 13. https://www.frontiersin.org/articles/10.3389/fgene.2022.920390 21 Kingdom, R., Tuke, M., Wood, A., Beaumont, R. N., Frayling, T. M., Weedon, M. N., & Wright, C. F. (2022). Rare genetic variants in genes and loci linked to dominant monogenic developmental disorders cause milder related phenotypes in the general population. The American Journal of Human Genetics, 109(7), 1308–1316. https://doi.org/10.1016/j.ajhg.2022.05.011 23 Lek, M., Karczewski, K. J., Minikel, E. V., Samocha, K. E., Banks, E., Fennell, T., O'Donnell-Luria, A. H., Ware, J. S., Hill, A. J., Cummings, B. B., Tukiainen, T., Birnbaum, D. P., Kosmicki, J. A., Duncan, L. E., Estrada, K., Zhao, F., Zou, J., Pierce-Hoffman, E., Berghout, J., … MacArthur, D. G. (2016). Analysis of protein-coding genetic variation in 60,706 humans. Nature, 536(7616), 285–291. https://doi.org/10.1038/nature19057 22 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 24 Forrest, I. S., Chaudhary, K., Vy, H. M. T., Petrazzini, B. O., Bafna, S., Jordan, D. M., Rocheleau, G., Loos, R. J. F., Nadkarni, G. N., Cho, J. H., & Do, R. (2022). Population-Based Penetrance of Deleterious Clinical Variants. JAMA, 327(4), 350–359. https://doi.org/10.1001/jama.2021.23686 25 Taylor, J. C., Martin, H. C., Lise, S., Broxholme, J., Cazier, J.-B., Rimmer, A., Kanapin, A., Lunter, G., Fiddy, S., Allan, C., Aricescu, A. R., Attar, M., Babbs, C., Becq, J., Beeson, D., Bento, C., Bignell, P., Blair, E., Buckle, V. J., … McVean, G. (2015). Factors influencing success of clinical genome sequencing across a broad spectrum of disorders. Nature Genetics, 47(7), 717–726. https://doi.org/10.1038/ng.3304 27 Taylor, J. C., Martin, H. C., Lise, S., Broxholme, J., Cazier, J.-B., Rimmer, A., Kanapin, A., Lunter, G., Fiddy, S., Allan, C., Aricescu, A. R., Attar, M., Babbs, C., Becq, J., Beeson, D., Bento, C., Bignell, P., Blair, E., Buckle, V. J., … McVean, G. (2015). Factors influencing success of clinical genome sequencing across a broad spectrum of disorders. Nature Genetics, 47(7), 717–726. https://doi.org/10.1038/ng.3304 26 Pagnamenta, A. T., Camps, C., Giacopuzzi, E., Taylor, J. M., Hashim, M., Calpena, E., Kaisaki, P. J., Hashimoto, A., Yu, J., Sanders, E., Schwessinger, R., Hughes, J. R., Lunter, G., Dreau, H., Ferla, M., Lange, L., Kesim, Y., Ragoussis, V., Vavoulis, D. V., … Taylor, J. C. (2023). Structural and noncoding variants increase the diagnostic yield of clinical whole genome sequencing for rare diseases. Genome Medicine, 15, 94. https://doi.org/10.1186/s13073-023-01240-0 28 Kingsmore, S. F., Smith, L. D., Kunard, C. M., Bainbridge, M., Batalov, S., Benson, W., Blincow, E., Caylor, S., Chambers, C., Del Angel, G., Dimmock, D. P., Ding, Y., Ellsworth, K., Feigenbaum, A., Frise, E., Green, R. C., Guidugli, L., Hall, K. P., Hansen, C., … Defay., T. (2022). A genome sequencing system for universal newborn screening, diagnosis, and precision medicine for severe genetic diseases. American Journal of Human Genetics, 109(9), 1605–1619. https://doi.org/10.1016/j.ajhg.2022.08.003 30 Supplementary Table S6 in: Kingsmore, S. F., Smith, L. D., Kunard, C. M., Bainbridge, M., Batalov, S., Benson, W., Blincow, E., Caylor, S., Chambers, C., Del Angel, G., Dimmock, D. P., Ding, Y., Ellsworth, K., Feigenbaum, A., Frise, E., Green, R. C., Guidugli, L., Hall, K. P., Hansen, C., … Defay., T. (2022). A genome sequencing system for universal newborn screening, diagnosis, and precision medicine for severe genetic diseases. American Journal of Human Genetics, 109(9), 1605–1619. https://doi.org/10.1016/j.ajhg.2022.08.003 29 Supplementary Table S6 in: Kingsmore, S. F., Smith, L. D., Kunard, C. M., Bainbridge, M., Batalov, S., Benson, W., Blincow, E., Caylor, S., Chambers, C., Del Angel, G., Dimmock, D. P., Ding, Y., Ellsworth, K., Feigenbaum, A., Frise, E., Green, R. C., Guidugli, L., Hall, K. P., Hansen, C., … Defay., T. (2022). A genome sequencing system for universal newborn screening, diagnosis, and precision medicine for severe genetic diseases. American Journal of Human Genetics, 109(9), 1605–1619. https://doi.org/10.1016/j.ajhg.2022.08.003 31 Taylor, J. C., Martin, H. C., Lise, S., Broxholme, J., Cazier, J.-B., Rimmer, A., Kanapin, A., Lunter, G., Fiddy, S., Allan, C., Aricescu, A. R., Attar, M., Babbs, C., Becq, J., Beeson, D., Bento, C., Bignell, P., Blair, E., Buckle, V. J., … McVean, G. (2015). Factors influencing success of clinical genome sequencing across a broad spectrum of disorders. Nature Genetics, 47(7), 717–726. https://doi.org/10.1038/ng.3304 Genomics England. Conditions list. 32 https://www.genomicsengland.co.uk/initiatives/newborns/choosing-conditions/conditions-listgeneration-study 34 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 33 Professor Mark Kilby, speaking at 52 minutes in: Updates on Genomics England's research study on newborn WGS - webinar recording, January 2024. (2024, January 18). Royal College of Paediatrics and Child Health (RCPCH). https://www.rcpch.ac.uk/resources/updates-genomicsenglands-research-study-newborn-wgs-webinar-recording-january-2024 35 Chandran, J., Bellad, A., Ramarajan, M. G., & Rangiah, K. (2021). Applications of quantitative metabolomics to revolutionize early diagnosis of inborn errors of metabolism in India. Analytical Science Advances, 2(11–12), 546–563. https://doi.org/10.1002/ansa.202100010 36 https://www.nhs.uk/conditions/baby/newborn-screening/blood-spot-test/ 38 Flinter, F. (2023, May 17). Whole Genome Sequencing in newborns: Benefits and risks. The Nuffield Council on Bioethics. https://www.nuffieldbioethics.org/blog/whole-genome-sequencing-innewborns-benefits-and-risks 37 NHS. Newborn blood spot test. https://www.nhs.uk/conditions/baby/newborn-screening/blood-spottest/ 39 Loeber, J. G., Platis, D., Zetterström, R. H., Almashanu, S., Boemer, F., Bonham, J. R., Borde, P., Brincat, I., Cheillan, D., Dekkers, E., Dimitrov, D., Fingerhut, R., Franzson, L., Groselj, U., Hougaard, D., Knapkova, M., Kocova, M., Kotori, V., Kozich, V., … Schielen, P. C. J. I. (2021). Neonatal Screening in Europe Revisited: An ISNS Perspective on the Current State and Developments Since 2010. International Journal of Neonatal Screening, 7(1), 15. https://doi.org/10.3390/ijns7010015 41 Howard, H. C., Knoppers, B. M., Cornel, M. C., Wright Clayton, E., Sénécal, K., & Borry, P. (2015). Whole-genome sequencing in newborn screening? A statement on the continued importance of targeted approaches in newborn screening programmes. European Journal of Human Genetics, 23(12), 1593–1600. https://doi.org/10.1038/ejhg.2014.289 40 Jansen, M. E., Metternick-Jones, S. C., & Lister, K. J. (2017). International differences in the evaluation of conditions for newborn bloodspot screening: A review of scientific literature and policy documents. European Journal of Human Genetics, 25(1), 10–16. https://doi.org/10.1038/ejhg.2016.126 42 Harris, M. (2024, March 14). English government endorses recommendation to screen newborns for tyrosinaemia – UK National Screening Committee. https://nationalscreening.blog.gov.uk/2024/03/14/english-government-endorses-recommendation-toscreen-newborns-for-tyrosinaemia/ 44 Couce, M. L., Bóveda, M.-D., Castiñeiras, D. E., Vázquez-Mosquera, M.-E., Barbosa-Gouveia, S., De Castro, M.-J., Iglesias-Rodríguez, A. J., Colón, C., Cocho, J. A., & Sánchez, P. (2024). A newborn Screening Programme for Inborn errors of metabolism in Galicia: 22 years of evaluation and followup. Orphanet Journal of Rare Diseases, 19, 202. https://doi.org/10.1186/s13023-024-03204-y 43 Chandran, J., Bellad, A., Ramarajan, M. G., & Rangiah, K. (2021). Applications of quantitative metabolomics to revolutionize early diagnosis of inborn errors of metabolism in India. Analytical Science Advances, 2(11–12), 546–563. https://doi.org/10.1002/ansa.202100010 45 Schwarze, K., Buchanan, J., Fermont, J. M., Dreau, H., Tilley, M. W., Taylor, J. M., Antoniou, P., Knight, S. J. L., Camps, C., Pentony, M. M., Kvikstad, E. M., Harris, S., Popitsch, N., Pagnamenta, A. T., Schuh, A., Taylor, J. C., & Wordsworth, S. (2020). The complete costs of genome sequencing: A microcosting study in cancer and rare diseases from a single center in the United Kingdom. Genetics in Medicine, 22(1), 85–94. https://doi.org/10.1038/s41436-019-0618-7 47 Weymann, D., Buckell, J., Fahr, P., Loewen, R., Ehman, M., Pollard, S., Friedman, J. M., StocklerIpsiroglu, S., Elliott, A. M., Wordsworth, S., Buchanan, J., & Regier, D. A. (2024). Health Care Costs After Genome-Wide Sequencing for Children With Rare Diseases in England and Canada. JAMA Network Open, 7(7), e2420842. https://doi.org/10.1001/jamanetworkopen.2024.20842 46 Abbott, M., McKenzie, L., Moran, B. V. G., Heidenreich, S., Hernández, R., Hocking-Mennie, L., Clark, C., Gomes, J., Lampe, A., Baty, D., McGowan, R., Miedzybrodzka, Z., & Ryan, M. (2022). Continuing the sequence? Towards an economic evaluation of whole genome sequencing for the diagnosis of rare diseases in Scotland. Journal of Community Genetics, 13(5), 487–501. https://doi.org/10.1007/s12687-021-00541-4 48 https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/livebirths 49 Vital Events Reference Tables 2022. National Records of Scotland. July 2023. https://www.nrscotland.gov.uk/statistics-and-data/statistics/statistics-by-theme/vital-events/generalpublications/vital-events-reference-tables/2022 https://www.nisra.gov.uk/publications/registrar-general-annual-report-2022-births 50 51 Taylor, J. C., Martin, H. C., Lise, S., Broxholme, J., Cazier, J.-B., Rimmer, A., Kanapin, A., Lunter, G., Fiddy, S., Allan, C., Aricescu, A. R., Attar, M., Babbs, C., Becq, J., Beeson, D., Bento, C., Bignell, P., Blair, E., Buckle, V. J., … McVean, G. (2015). Factors influencing success of clinical genome sequencing across a broad spectrum of disorders. Nature Genetics, 47(7), 717–726. https://doi.org/10.1038/ng.3304 UK Newborn Bloodspot Screening Programme to Include Five Additional Inborn Errors of Metabolism. 53 Fusco, F., Chudleigh, J., Holder, P., Bonham, J. R., Southern, K. W., Simpson, A., Moody, L., Olander, E. K., Chinnery, H., & Morris, S. (2022). Delivering Positive Newborn Screening Results: Cost Analysis of Existing Practice versus Innovative, Co-Designed Strategies from the ReSPoND Study. International Journal of Neonatal Screening , 8 (1), Article 1. https://doi.org/10.3390/ijns8010019 54 Howard, H. C., Knoppers, B. M., Cornel, M. C., Wright Clayton, E., Sénécal, K., & Borry, P. (2015). Whole-genome sequencing in newborn screening? A statement on the continued importance of targeted approaches in newborn screening programmes. European Journal of Human Genetics , 23 (12), 1593–1600. https://doi.org/10.1038/ejhg.2014.289 52 Bessey, A., Chilcott, J., Pandor, A., & Paisley, S. (2020). The Cost-Effectiveness of Expanding the International Journal of Neonatal Screening, 6(4), 93. https://doi.org/10.3390/ijns6040093 55 Dr Katrina Stone, Genomics England, speaking in: Updates on Genomics England's research study on newborn WGS - webinar recording, January 2024. (2024, January 18). Royal College of Paediatrics and Child Health (RCPCH). https://www.rcpch.ac.uk/resources/updates-genomicsenglands-research-study-newborn-wgs-webinar-recording-january-2024 NHS Genomic Medicine Service. 56 57 Pagnamenta, A. T., Camps, C., Giacopuzzi, E., Taylor, J. M., Hashim, M., Calpena, E., Kaisaki, P. J., Hashimoto, A., Yu, J., Sanders, E., Schwessinger, R., Hughes, J. R., Lunter, G., Dreau, H., Ferla, M., Lange, L., Kesim, Y., Ragoussis, V., Vavoulis, D. V., … Taylor, J. C. (2023). Structural and noncoding variants increase the diagnostic yield of clinical whole genome sequencing for rare diseases. Genome Medicine, 15, 94. https://doi.org/10.1186/s13073-023-01240-0 https://www.england.nhs.uk/genomics/nhs-genomic-med-service/ 58 Abbott, M., McKenzie, L., Moran, B. V. G., Heidenreich, S., Hernández, R., Hocking-Mennie, L., Clark, C., Gomes, J., Lampe, A., Baty, D., McGowan, R., Miedzybrodzka, Z., & Ryan, M. (2022). Continuing the sequence? Towards an economic evaluation of whole genome sequencing for the diagnosis of rare diseases in Scotland. Journal of Community Genetics, 13(5), 487–501. https://doi.org/10.1007/s12687-021-00541-4 60 Stranneheim, H., Lagerstedt-Robinson, K., Magnusson, M., Kvarnung, M., Nilsson, D., Lesko, N., Engvall, M., Anderlid, B.-M., Arnell, H., Johansson, C. B., Barbaro, M., Björck, E., Bruhn, H., Eisfeldt, J., Freyer, C., Grigelioniene, G., Gustavsson, P., Hammarsjö, A., Hellström-Pigg, M., … Wedell, A. (2021). Integration of whole genome sequencing into a healthcare setting: High diagnostic rates across multiple clinical entities in 3219 rare disease patients. Genome Medicine, 13, 40. 59 Taylor, J. C., Martin, H. C., Lise, S., Broxholme, J., Cazier, J.-B., Rimmer, A., Kanapin, A., Lunter, G., Fiddy, S., Allan, C., Aricescu, A. R., Attar, M., Babbs, C., Becq, J., Beeson, D., Bento, C., Bignell, P., Blair, E., Buckle, V. J., … McVean, G. (2015). Factors influencing success of clinical genome sequencing across a broad spectrum of disorders. Nature Genetics, 47(7), 717–726. https://doi.org/10.1038/ng.3304 https://doi.org/10.1186/s13073-021-00855-5 https://www.genome.gov/genetics-glossary/Exome 61 62 Hocking, L. J., Andrews, C., Armstrong, C., Ansari, M., Baty, D., Berg, J., Bradley, T., Clark, C., Diamond, A., Doherty, J., Lampe, A., McGowan, R., Moore, D. J., O'Sullivan, D., Purvis, A., SantoyoLopez, J., Westwood, P., Abbott, M., Williams, N., … Miedzybrodzka, Z. (2023). Genome sequencing with gene panel-based analysis for rare inherited conditions in a publicly funded healthcare system: Implications for future testing. European Journal of Human Genetics, 31(2), 231–238. https://doi.org/10.1038/s41431-022-01226-3 64 Devlin, H., & correspondent, H. D. S. (2023, April 3). Backlog in NHS genome service leaves families facing long wait for results. The Guardian. 63 Wigby, K. M., Brockman, D., Costain, G., Hale, C., Taylor, S. L., Belmont, J., Bick, D., Dimmock, D., Fernbach, S., Greally, J., Jobanputra, V., Kulkarni, S., Spiteri, E., & Taft, R. J. (2024). Evidence review and considerations for use of first line genome sequencing to diagnose rare genetic disorders. NPJ Genomic Medicine, 9, 15. https://doi.org/10.1038/s41525-024-00396-x https://www.theguardian.com/society/2023/apr/03/backlog-in-nhs-genome-service-leaves-familiesfacing-long-wait-for-results 65 https://www.eastgenomics.nhs.uk/about-us/quality/service-turnaround-times/ 66 Friedrich, B., Vindrola-Padros, C., Lucassen, A. M., Patch, C., Clarke, A., Lakhanpaul, M., & Lewis, C. (2024). "A very big challenge": A qualitative study to explore the early barriers and enablers to implementing a national genomic medicine service in England. Frontiers in Genetics, 14, 1282034. https://doi.org/10.3389/fgene.2023.1282034 67 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 68 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 69 Laberge, A.-M., & Burke, W. (2017). Avoiding the Technological Imperative: Criteria for Genetic Screening Programs. OBM Genetics, 1(3), Article 3. https://doi.org/10.21926/obm.genet.1703006 70 Lewis, C., Boardman, F., Buchanan, J., Clark, S., Gilchrist, K., Hardelid, P., Hunter, A., Jones, J., Leeson-Beevers, K., Stafford-Smith, B., Vindrola-Padros, C., Vu, M., Wu, W. H., Zylbersztejn, A., & Hill, M. (2024). Exploring the feasibility, acceptability and impact of genomic newborn screening for rare diseases in England: A study protocol for the Generation Study - Process and Impact Evaluation (p. 2024.05.14.24307295). medRxiv. https://doi.org/10.1101/2024.05.14.24307295 71 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 72 Dr Katrina Stone, Genomics England, speaking in the Q&A session: Updates on Genomics England's research study on newborn WGS - webinar recording, January 2024. (2024, January 18). Royal College of Paediatrics and Child Health (RCPCH). https://www.rcpch.ac.uk/resources/updatesgenomics-englands-research-study-newborn-wgs-webinar-recording-january-2024 73 Howard, H. C., Knoppers, B. M., Cornel, M. C., Wright Clayton, E., Sénécal, K., & Borry, P. (2015). Whole-genome sequencing in newborn screening? A statement on the continued importance of targeted approaches in newborn screening programmes. European Journal of Human Genetics, 23(12), 1593–1600. https://doi.org/10.1038/ejhg.2014.289 74 Stranneheim, H., Lagerstedt-Robinson, K., Magnusson, M., Kvarnung, M., Nilsson, D., Lesko, N., Engvall, M., Anderlid, B.-M., Arnell, H., Johansson, C. B., Barbaro, M., Björck, E., Bruhn, H., Eisfeldt, J., Freyer, C., Grigelioniene, G., Gustavsson, P., Hammarsjö, A., Hellström-Pigg, M., … Wedell, A. (2021). Integration of whole genome sequencing into a healthcare setting: High diagnostic rates across multiple clinical entities in 3219 rare disease patients. Genome Medicine, 13, 40. https://doi.org/10.1186/s13073-021-00855-5 75 Eadon, M. T., Rosenman, M. B., Zhang, P., Fulton, C. R., Callaghan, J. T., Holmes, A. M., Levy, K. D., Gupta, S. K., Haas, D. M., Vuppalanchi, R., Benson, E. A., Kreutz, R. P., Tillman, E. M., Shugg, T., Pierson, R. C., Gufford, B. T., Pratt, V. M., Zang, Y., Desta, Z., … Skaar, T. C. (2023). The INGENIOUS trial: Impact of pharmacogenetic testing on adverse events in a pragmatic clinical trial. The Pharmacogenomics Journal, 23(6), 169–177. https://doi.org/10.1038/s41397-023-00315-w 76 Hogarth, S., & Martin, P. (2021). The ratio of vision to data: Promoting emergent science and technologies through promissory regulation, the case of the FDA and personalised medicine. Regulation & Governance, 15(3), 969–986. https://doi.org/10.1111/rego.12360 77 GeneWatch UK (2023) Polygenic risk predictions: health revolution or going round in circles? (September 2023) 13th September 2023. 78 Hingorani, A. D., Gratton, J., Finan, C., Schmidt, A. F., Patel, R., Sofat, R., Kuan, V., Langenberg, C., Hemingway, H., Morris, J. K., & Wald, N. J. (2023). Performance of polygenic risk scores in screening, prediction, and risk stratification: Secondary analysis of data in the Polygenic Score Catalog. BMJ Medicine, 2(1). https://doi.org/10.1136/bmjmed-2023-000554 79 Wallace, H. M. (2009). Big Tobacco and the human genome: Driving the scientific bandwagon? Genomics, Society, and Policy, 5(1). https://doi.org/10.1186/1746-5354-5-1-1 80 History of the Human Genome. GeneWatch UK Briefing. 23rd June 2010. https://www.genewatch.org/uploads/f03c6d66a9b354535738483c1c3d49e4/HGPhistory_2.pdf 81 Hingorani, A. D., Gratton, J., Finan, C., Schmidt, A. F., Patel, R., Sofat, R., Kuan, V., Langenberg, C., Hemingway, H., Morris, J. K., & Wald, N. J. (2023). Performance of polygenic risk scores in screening, prediction, and risk stratification: Secondary analysis of data in the Polygenic Score Catalog. BMJ Medicine, 2(1). https://doi.org/10.1136/bmjmed-2023-000554 82 Okbay, A., Wu, Y., Wang, N., Jayashankar, H., Bennett, M., Nehzati, S. M., Sidorenko, J., Kweon, 400(10348), 260–261. https://doi.org/10.1016/S0140-6736(22)01378-2 ``` H., Goldman, G., Gjorgjieva, T., Jiang, Y., Hicks, B., Tian, C., Hinds, D. A., Ahlskog, R., Magnusson, P. K. E., Oskarsson, S., Hayward, C., Campbell, A., … Young, A. I. (2022). Polygenic prediction of educational attainment within and between families from genome-wide association analyses in 3 million individuals. Nature Genetics, 54(4), Article 4. https://doi.org/10.1038/s41588-022-01016-z 83 Holm, S., & Ploug, T. (2019). Genome studies reveal flaws in broad consent. Science, 366(6472), 1460–1461. https://doi.org/10.1126/science.aaz3797 84 Ganna, A., Verweij, K. J. H., Nivard, M. G., Maier, R., Wedow, R., Busch, A. S., Abdellaoui, A., Guo, S., Sathirapongsasuti, J. F., Team16, 23andMe Research, Lichtenstein, P., Lundström, S., Långström, N., Auton, A., Harris, K. M., Beecham, G. W., Martin, E. R., Sanders, A. R., Perry, J. R. B., … Zietsch, B. P. (2019). Large-scale GWAS reveals insights into the genetic architecture of samesex sexual behavior. Science, 365(6456), eaat7693. https://doi.org/10.1126/science.aat7693 85 Burt, C. H. (2022). Challenging the Utility of Polygenic Scores for Social Science: Environmental Confounding, Downward Causation, and Unknown Biology. Behavioral and Brain Sciences, 1–36. https://doi.org/10.1017/S0140525X22001145 86 Meyer, M. N., Appelbaum, P. S., Benjamin, D. J., Callier, S. L., Comfort, N., Conley, D., Freese, J., Garrison, N. A., Hammonds, E. M., Harden, K. P., Lee, S. S.-J., Martin, A. R., Martschenko, D. O., Neale, B. M., Palmer, R. H. C., Tabery, J., Turkheimer, E., Turley, P., & Parens, E. (2023). Wrestling with Social and Behavioral Genomics: Risks, Potential Benefits, and Ethical Responsibility. Hastings Center Report, 53(S1), S2–S49. https://doi.org/10.1002/hast.1477 87 GeneWatch UK (2023) Polygenic risk predictions: health revolution or going round in circles? (September 2023) 13th September 2023. 88 Penrod, N. M., Cowper-Sal_lari, R., & Moore, J. H. (2011). Systems genetics for drug target discovery. Trends in Pharmacological Sciences, 32(10), 623–630. https://doi.org/10.1016/j.tips.2011.07.002 89 Sun, D., Gao, W., Hu, H., & Zhou, S. (2022). Why 90% of clinical drug development fails and how to improve it? Acta Pharmaceutica Sinica. B, 12(7), 3049–3062. https://doi.org/10.1016/j.apsb.2022.02.002 90 Thornhill, J. (2024, June 27). To cure disease, AI needs more of our data. Financial Times. https://www.ft.com/content/03a636fd-aac4-427e-a393-31b4d08109d1 91 The Francis Crick Institute. (2024, June 5). Major cause of inflammatory bowel disease discovered. Crick. https://www.crick.ac.uk/news-and-reports/2024-06-05_major-cause-of-inflammatory-boweldisease-discovered 92 Penrod, N. M., Cowper-Sal_lari, R., & Moore, J. H. (2011). Systems genetics for drug target discovery. Trends in Pharmacological Sciences, 32(10), 623–630. https://doi.org/10.1016/j.tips.2011.07.002 93 GeneWatch UK (2023) Polygenic risk predictions: health revolution or going round in circles? (September 2023) 13th September 2023. 94 Kozlov, M. (2024). 'All of Us' genetics chart stirs unease over controversial depiction of race. Nature. https://doi.org/10.1038/d41586-024-00568-w 95 Carlos, R. C., Obeng-Gyasi, S., Cole, S. W., Zebrack, B. J., Pisano, E. D., Troester, M. A., Timsina, L., Wagner, L. I., Steingrimsson, J. A., Gareen, I., Lee, C. I., Adams, A. S., & Wilkins, C. H. (2022). Linking Structural Racism and Discrimination and Breast Cancer Outcomes: A Social Genomics Approach. Journal of Clinical Oncology, 40(13), 1407–1413. https://doi.org/10.1200/JCO.21.02004 96 Parab, A. Z., Kong, A., Lee, T. A., Kim, K., Nutescu, E. A., Malecki, K. C., Hoskins, K. F., & Calip, G. S. (2024). Socioecologic Factors and Racial Differences in Breast Cancer Multigene Prognostic Scores in US Women. JAMA Network Open, 7(4), e244862. https://doi.org/10.1001/jamanetworkopen.2024.4862 97 Burki, T. (2022). UK explores whole-genome sequencing for newborn babies. The Lancet, 400(10348), 260–261. https://doi.org/10.1016/S0140-6736(22)01378-2 98 Howard, H. C., Knoppers, B. M., Cornel, M. C., Wright Clayton, E., Sénécal, K., & Borry, P. (2015). Whole-genome sequencing in newborn screening? A statement on the continued importance of targeted approaches in newborn screening programmes. European Journal of Human Genetics, 23(12), 1593–1600. https://doi.org/10.1038/ejhg.2014.289 99 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 100 Burki, T. (2022). UK explores whole-genome sequencing for newborn babies. The Lancet, ``` 101 Knoppers, B. M., Sénécal, K., Borry, P., & Avard, D. (2014). Whole-Genome Sequencing in Newborn Screening Programs. Science Translational Medicine, 6(229), 229cm2-229cm2. https://doi.org/10.1126/scitranslmed.3008494 103 World Medical Association-WMA. (n.d.). Declaration of Helsinki – Ethical Principles for Medical Research Involving Human Subjects. Retrieved 27 February 2019, from 102 Horton, R., Wright, C. F., Firth, H. V., Turnbull, C., Lachmann, R., Houlston, R. S., & Lucassen, A. (2024). Challenges of using whole genome sequencing in population newborn screening. BMJ, 384, e077060. https://doi.org/10.1136/bmj-2023-077060 https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medicalresearch-involving-human-subjects/ 104 https://ico.org.uk/for-organisations/uk-gdpr-guidance-and-resources/data-protection-principles/aguide-to-the-data-protection-principles/the-principles/data-minimisation/ The National Genomic Research Library v5.1. Amendment to The National Genomics Research 105 and Healthcare Knowledgebase v5. 1 April 2020. Issued and approved by the Chief Scientist for Genomics England Page 16. https://files.genomicsengland.co.uk/documents/The-National-GenomicResearch-Library-V5.1.pdf 106 The National Genomic Research Library v5.1. Amendment to The National Genomics Research and Healthcare Knowledgebase v5. 1 April 2020. Issued and approved by the Chief Scientist for Genomics England Page 78-79. https://files.genomicsengland.co.uk/documents/The-NationalGenomic-Research-Library-V5.1.pdf 108 https://www.generationstudy.co.uk/benefits-and-risks 107 Schoeler, T., Speed, D., Porcu, E., Pirastu, N., Pingault, J.-B., & Kutalik, Z. (2023). Participation bias in the UK Biobank distorts genetic associations and downstream analyses. Nature Human Behaviour, 1–12. https://doi.org/10.1038/s41562-023-01579-9 109 Romero D (2009) DNA: the new dotcom? US News. 17th March 2009. Sulston J (2008) Oral Evidence. 2 110 nd July 2008. Genomic Medicine. Volume II. Evidence. House of Lords Science and Technology Committee 2nd Report of Session 2008–09. https://publications.parliament.uk/pa/ld200809/ldselect/ldsctech/107/107ii.pdf 112 Smyth, J., & Sevastopulo, D. (2023, April 18). Chinese genetics company targets US despite political tensions. Financial Times. https://www.ft.com/content/cc905012-f264-4e87-81718e7e243c5d51 111 Henderson, M (2009) Genetic mapping of babies by 2019 will transform preventive medicine. The Times. 9 th February, 2009. https://www.thetimes.co.uk/article/genetic-mapping-of-babies-by-2019-willtransform-preventive-medicine-d593cr6llpx 113 Newborn Genomes Programme. Continuing the conversation about offering whole genome sequencing (WGS) to all newborns. https://files.genomicsengland.co.uk/documents/Newborns-Vision- Final_SEP_2021-11-02-122418_jjne.pdf 114 O'Neill, PH (2021) The US is worried that hackers are stealing data today so quantum computers can crack it in a decade. MIT Technology Review. 3 November 2021. https://www.technologyreview.com/2021/11/03/1039171/hackers-quantum-computers-us-homelandsecurity-cryptography/ . 116 Loukides, G., Denny, J. C., & Malin, B. (2010). The disclosure of diagnosis codes can breach research participants' privacy. Journal of the American Medical Informatics Association : JAMIA, 17(3), 322–327. https://doi.org/10.1136/jamia.2009.002725 115 Tidy, J., & Gerken, T. (2022, August 11). NHS IT supplier held to ransom by hackers. BBC News https://www.bbc.com/news/technology-62506039 117 Erlich, Y., Shor, T., Pe'er, I., & Carmi, S. (2018). Identity inference of genomic data using longrange familial searches. Science, 362(6415), 690–694. https://doi.org/10.1126/science.aau4832 118 Gymrek, M., McGuire, A. L., Golan, D., Halperin, E., & Erlich, Y. (2013). Identifying personal genomes by surname inference. Science (New York, N.Y.), 339(6117), 321–324. https://doi.org/10.1126/science.1229566 120 Shi, C.-M., Li, C., Ma, L., Chi, L., Zhao, J., Yuan, W., Zhou, Z., Yan, J.-W., & Chen, H. (2018). Inferring Chinese surnames with Y-STR profiles. Forensic Science International: Genetics, 33, 66–71. https://doi.org/10.1016/j.fsigen.2017.11.014 119 King, T. E., & Jobling, M. A. (2009). Founders, Drift, and Infidelity: The Relationship between Y Chromosome Diversity and Patrilineal Surnames. Molecular Biology and Evolution, 26(5), 1093–1102. https://doi.org/10.1093/molbev/msp022 121 Kollewe, J. (2024, June 11). Genetic testing company 23andMe investigated over hack that hit 7m users. The Guardian. https://www.theguardian.com/business/article/2024/jun/11/genetic-testing- 23andme-hack-uk-canada 123 https://www.genewatch.org/sub-563487 122 https://www.genewatch.org/sub-578247 124 Kaye, J. (2006). Police Collection and Access to DNA Samples. Genomics, Society and Policy, 2, 16–27. https://www.lancaster.ac.uk/fss/journals/gsp/vol2no1/kayeabstract.htm 125 Dranseika, V., Piasecki, J., & Waligora, M. (2016). Forensic uses of research biobanks: Should donors be informed? Medicine, Health Care, and Philosophy, 19, 141–146. https://doi.org/10.1007/s11019-015-9667-0 127 U.S. Senate must stop the biggest expansion of surveillance power. (2024, April 17). Access Now. https://www.accessnow.org/press-release/u-s-senate-must-stop-risaa2024/ 126 Smyth, J., & Sevastopulo, D. (2023, April 18). Chinese genetics company targets US despite political tensions. Financial Times. https://www.ft.com/content/cc905012-f264-4e87-81718e7e243c5d51 128 Moreau, Y., & Wang, M. (2021). Risks of genomic surveillance and how to stop it. Science, 371(6529), 568–569. 129 GeneWatch UK (2011): DNA databases and human rights. GeneWatch UK briefing. 12th January 2011. Available on: https://dnapolicyinitiative.org/resources/dna-databases-and-human-rights/ or to download from: http://www.genewatch.org/uploads/f03c6d66a9b354535738483c1c3d49e4/infopack_fin.pdf 130 GeneWatch International (2020): Proposals to include DNA in national biometric identification schemes: human rights implications (July 2020). GeneWatch International briefing. 30th July 2020. Available from: http://www.genewatch.org/uploads/f03c6d66a9b354535738483c1c3d49e4/dna-and-biometrics-fin.pdf 132 Pereira, S., & Clayton, E. W. (2018). Commercial Interests, the Technological Imperative, and Advocates: Three Forces Driving Genomic Sequencing in Newborns. The Hastings Center Report, 48 Suppl 2, S43–S44. https://doi.org/10.1002/hast.885 131 Laberge, A.-M., & Burke, W. (2017). Avoiding the Technological Imperative: Criteria for Genetic Screening Programs. OBM Genetics, 1(3), Article 3. https://doi.org/10.21926/obm.genet.1703006 133 Genomics England and Illumina partner to deliver whole genome sequencing for England's NHS Genomic Medicine Service (2020, January 13). Genomics England. https://www.genomicsengland.co.uk/news/genomics-england-and-illumina-sequence-whole- genomes-for-nhs-gms 135 GeneWatch UK (2023) Polygenic risk predictions: health revolution or going round in circles? (September 2023) 13th September 2023. 134 Henderson, M (2009) Genetic mapping of babies by 2019 will transform preventive medicine. The Times. 9 th February, 2009. https://www.thetimes.co.uk/article/genetic-mapping-of-babies-by-2019-willtransform-preventive-medicine-d593cr6llpx 136 Karow, J. (2023, October 9). International Newborn Genome Sequencing Projects Discuss Differences, Future Goals. Precision Medicine Online. https://www.precisionmedicineonline.com/molecular-diagnostics/international-newborn-genomesequencing-projects-discuss-differences-future 138 GeneWatch UK (2023) Polygenic risk predictions: health revolution or going round in circles? (September 2023) 13th September 2023. 137 Over £175 million for cutting-edge genomics research. UK Government PR. 13th December 2022. https://www.gov.uk/government/news/over-175-million-for-cutting-edge-genomics-research	<urn:uuid:fc4b4660-42dd-4cb9-9b24-62ebb2237736>	CC-MAIN-2024-42	https://genewatch.org/uploads/f03c6d66a9b354535738483c1c3d49e4/the-generation-study-fin.pdf	2024-10-14T01:24:10+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00173.warc.gz	229,681,989	24,796	eng_Latn	eng_Latn	0.793363	eng_Latn	0.998678	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "slv_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2937, 7016, 11239, 15969, 19970, 24472, 28638, 32687, 36868, 40688, 44907, 48712, 53330, 56626, 60729, 64396, 68471, 73676, 78610, 83773, 88924, 93773, 98190, 101645 ]	[ 1.6171875, 0.92578125 ]	2	0
National Acadian Day Questions 1. The yearly calendar includes many days that are identified as religious celebrations by particular groups. Why are such celebrations so very important? 2. Consider the close connection between religion and the Acadian culture. Explore how the secular and the sacred intermingle in this photo essay and the celebration it depicts. 3. Music, dancing and laughter are central features of National Acadian Day. In what ways do you see the celebrations as important not only for the group itself but also for the broader culture in which it exists? 4. Which photo in this selection do you think best captures the significance of National Acadian Day?	<urn:uuid:2b8ebe26-69ec-49be-8caa-9eab1c432978>	CC-MAIN-2024-42	https://archive.nonreligionproject.ca/wp-content/uploads/2022/07/national_acadian_day_questions.pdf	2024-10-14T01:09:20+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	87,121,984	129	eng_Latn	eng_Latn	0.996512	eng_Latn	0.996512	[ "eng_Latn" ]	false	docling	[ 680 ]	[ 2.65625 ]	1	4
Central Board of Secondary Education (An autonomous Organisation under the Union Ministry of Human Resource Development, Govt. of India) 'Shiksha Sadan', 17-Rouse Avenue, New Delhi – 110 002 CBSE/EO(SD)/ 2011/ Dated:23.12.11 Circular No. 91 All the Heads of Institutions Affiliated to the Board Dear Principal, With reference to Circular No. 68/2011 dated 16.09.2011, you are already aware that in order to facilitate visually impaired candidates to take Science subjects at Senior Secondary Level, CBSE has decided to provide separate question papers in lieu of Practicals to visually impaired students, containing Multiple Choice Questions, based on practical content, in the subjects of Physics, Chemistry and Biology. You are also aware that this new scheme will be implemented for students of Class XI from 2012 March Examination and for students of Class XII from 2013 Board Examination. In this regard, the guidelines for the question paper in Practicals for visually impaired students in the subjects of Physics, Chemistry and Biology alongwith the list of practicals and a Sample Question Paper is enclosed herewith for ready reference of teachers and students for the present batch of Class XI. It may be reiterated here that this provision of alternate question paper in lieu of practicals at Sr. Secondary level for visually impaired students is given only for CBSE Board Examination. Students should also carefully refer to the requirements of the admitting Organization/College/University for further upward mobility in their academic career related to these subjects. You are requested to disseminate this information to all concerned. Yours faithfully, (Dr. Srijata Das) Education Officer Copy to: 1. The Commissioner, Kendriya Vidyalaya Sangathan, 18-Institutional Area, Shaheed Jeet Singh Marg, New Delhi-110 016. 3. The Director of Education, Directorate of Education, Govt. of NCT of Delhi, Old Secretariat, Delhi-110 054. 2. The Commissioner, Navodaya Vidyalaya Samiti, A-28, Kailash Colony, New Delhi. 4. The Director of Public Instructions (Schools), Union Territory Secretariat, Sector 9, Chandigarh-160 017. 6. The Director of School Education, Govt. of Arunachal Pradesh, Itanagar-791 111 5. The Director of Education, Govt. of Sikkim, Gangtok, Sikkim – 737 101. 7. The Director of Education, Govt. of A&N Islands, Port Blair-744 101. 9. All the Regional Officers of CBSE with the request to send this circular to all the Heads of the affiliated schools of the Board in their respective regions. 8. The Secretary, Central Tibetan School Administration, ESSESS Plaza, Community Centre, Sector 3, Rohini, Delhi-110 085. 10. The Education Officers/AEOs of the Academic Branch, CBSE. 12. The Library and Information Officer, CBSE 11. The Joint Secretary (IT) with the request to put this circular on the CBSE website. 13. EO to Chairman, CBSE 15. PA to Secretary, CBSE 14. PA to CE, CBSE 16. PA to Director (Acad.) 18. PA to HOD (Edusat) 17. PA to HOD (AIEEE) 19. PRO, CBSE (Dr. SRIJATA DAS) EDUCATION OFFICER CHEMISTRY PRACTICALS Class XI Guidelines for preparing question paper In lieu of the practical examination for regular students, visually impaired students will give written exam consisting of 25 MCQ's each of one mark and five marks will be provided for viva voce. - The time duration for the written exam will be 1 hr 30 minute. - Candidates are not required to submit any practical record file at the time of practical examination. - Questions will be based upon the knowledge aquired in the laboratory and understanding of the concepts. - Only the basic details of chemicals , apparatus and theory involved would be included in the MCQ's - Some of the questions should be based on day to day life experiences. - Quantitative calculations would be assessed in such a way that the student is able to do orally. S.No Topic No. of questions List of Practicals 1. Characterization and Purification of Chemical Substances Crystallization of an impure sample of any one of the following: alum, copper sulphate, benzoic acid. 2. Experiments based on pH * Determination of pH of some solutions obtained from fruit juices, varied concentrations of acids, bases and salts using pH paper or universal indicator. Any one of the following experiments: * Comparing the pH of solutions of strong and weak acids of same concentration. 3. Chemical Equilibrium * Study the shift in equilibrium between ferric ions and thiocyanate ions by increasing/decreasing the concentration of either ions. One of the following experiments: * Study the shift in equilibrium between [Co(H2O)6]2+ and chloride ions by changing the concentration of either of the ions. 4. Quantitative estimation Blue Print * Using a chemical balance. * Determination of strength of a given solution of sodium hydroxide by titrating it against standard solution of oxalic acid. * Preparation of standard solution of oxalic acid. * Preparation of standard solution of sodium carbonate. * Determination of strength of a given solution of hydrochloride acid by titrating it against standard sodium carbonate solution. 5. Qualitative Analysis Cations – Pb2+, Cu2+, As3+ Al3+ Fe3+ Mn2+, Ni2+, Zn2+, Co2+Ca2+, Sr2+, Ba2+, Mg2+, NH4+ Determination of one anion and one cation in a given salt Anions – CO3 2- , S 2- , SO3 2- , SO4 2- , NO - 2, NO - 3, CI - , Br - , I - , PO 3- 4, C2O 2- 4, C2O 24, CH3COO - Sample Question Paper- CHEMISTRY PRACTICALS CLASS XI Q1. The given impure sample is purified by dissolving it in water, then filtering and heating the solution in a China dish till saturation followed by cooling to get the pure substance. This technique is called as: b) Crystallisation a) Separation c) Fractional Crystallisation d) Evaporation Q2. We use concentrated sulphuric acid to determine the melting point of the organic compound because b) sulphuric acid is easy to handle a) sulphuric acid is easily available in the laboratory. c) sulphuric acid has low boiling point. d) it has high boiling point and is stable when heated. Q3. Some of the liquid substances have very high boiling points because they have b) low molecular mass and weak intermolecular forces. a) high molecular mass and strong intermolecular forces. c) high molecular mass and weak intermolecular forces. d) low molecular mass and strong intermolecular forces. Q4."Purity" of a substance is best determined by b) boiling point a) melting point c) crystallization point d) freezing point Q5. On adding ammonium chloride to ammonium hydroxide solution, pH of ammonium hydroxide solution will : b) decrease a) increase c) remain same d) none of these Q6.There are four different solutions in four test tubes A, B, C and D. The pH value of these solutions are 12, 5, 7 and 13 respectively. Acid is present in: b) test tube B only a) test tube A and B both. c) test tube C and D only both d) test tube A and D both. Q7. An unknown solution A is taken in the test tube whose pH value has been found to be 12.0. Another solution B is added to the solution A drop by drop. If the pH of the solution A changes to 5 after sometime, then the solution B is: b) base a) water c) acid d) salt Solution. Q8. A complex is formed when HCl is added to a solution containing COCl2 The complex is: b) [COCl4] 2- a) [CO(H2O)6] 2+ c) [COCl4] 2+ d) [CO(H2O)6Cl2] Q9. An equilibrium is attained when we mix 10 ml of 0.1 M cobalt nitrate solution and 10 ml of 0.1 hydrochloric acid. The colour of the solution at equilibrium is pink. What shall be added to the solution to shift the equilibrium to the right direction with the change in colour from pink to blue? b) brine Solution a) water c) hydrochloric acid d) nitric acid Q10. The solution of the complex formed by mixing FeCl3 with KCNs is taken into four test tubes 1, 2, 3 & 4. Then water, Ferric chloride, sodium chloride and sodium sulphate solutions are added to the test tubes respectively. The colour of the solution becomes dark in the test tube: b) 2 a) 1 and 4 c) 1 and 3 d) 4 Q11. The solution which cannot be considered as a primary standard solution is: b) oxalic acid solution a) Mohr's salt solution c) sodium hydroxide solution d) Sodium carbonate solution Q12. The strength of oxalic acid in g/L if 20 ml of M sodium hydroxide is used to neutralize 10 ml of oxalic acid solution will be 10 a) 0.126 g/L c) 0.63 g/L b) 1.26 g/L d) 6.3 g/L. Q13. Following are the given steps of Acid-Base titration: (ii) rinsing of burette or pipette (i) filling of burette or conical flask with acid or base. (iii) titration (iv) addition of indicator to the solution in the conical flask. The correct sequence of steps should be b) (ii), (i), (iv), (iii) a) (i), (ii), (iii), (iv) c) (iv), (iii), (i), (ii) d) (ii), (iii), (iv), (i) Q14. During the titration of oxalic acid and sodium carbonate the indicator which is most suitable to use is: b) phenolphthalein a) methyl orange c) methyl orange and phenolphthalein d) methyl Red Q15. In the titration of oxalic acid with sodium hydroxide, the colour of the solution changes from pink to colourless at the end. The ion which have more concentration in the conical flask is a) H3O + b) OH ˉ c) C2O 4 d) Na + Q16. The quantity of oxalic acid needed to prepare 100 ml of M oxalic acid solution is [Molecular wt. of oxalic acid is 126 u] 10 a) 1.26 gm c) 12.6 gm b) 63 gm d) 6.3 gm Q17. 20 ml of water is added to 20ml of M sodium carbonate solution in the conical 20 flask. The molarity of the solution obtained will be a) M 10 c) M b) M 20 30 d) M 40 Q18. On addition of ammonium chloride to ammonium hydroxide solution, pH of ammonium hydroxide will : b) decrease due to increase in NH + n ion a) increase due to decrease in OH - ion c) remain same as if forms buffer solution d) decrease due to decrease in OH - ion Q19. Lead is included in Ist as well as IInd group of cation analysis because: b) lead does not give Ist group test easily. a) lead Ion is insoluble in dil. HCl. c) lead Chloride is sparingly soluble in dil. HCl. d) none of the above Q20. Original solution is not prepared in conc. HNO3 or H2SO4 because: b) they do not dissolve any salt a) they are strong acids c) they oxidize H2S and form insoluble salts d) none of the above Q21. Sodium carbonate cannot be used in place of ammonium carbonate for the identification of group V radicals. This is because: b) concentration of carbonate ions is very low a) sodium Ions interfere in the detection of group V radicals c) sodium will react with the acid radicals d) magnesium will be precipitated Q22. Only group IInd and IV cations get precipitated as sulphides on passing H2S gas through the solution. But on passing H2S gas in acidic medium cations of only group II get precipitated due to: b) high solubility product of group II sulphides a) high solubility product of group IV sulphides c) low solubility product of group IV sulphides d) low solubility product of sulphides of group II Q23. When an unknown salt is treated with dilute H2SO4 solution, the gas liberated has the smell of rotten eggs which when passed through lead acetate solution turns black. The ion in the unknown salt is b) nitrite ion a) acetate Ion c) carbonate ion d) sulphide ion Q24. The product formed by mixing the solution of potassium ferrocyanide with ferric chloride solution is: b) ferric – Ferro cyanide a) ferro – ferricyanide c) ferri –ferricyanide d) none Q25. During lassiagne's test for identification of nitrogen, sulphur and halogens in the organic compound, the formation of red coloured compound on addition of ferric chloride to Lassaigne's solution indicates the presence of: b) nitrogen and sulphur a) nitrogen only c) sulphur only d) chlorine only Answer Key PHYSICS PRACTICALS – CLASS XI FOR VISUALLY IMPAIRED STUDENTS Guidelines for Practical Question Paper 1. There will be a MCQ based examination in lieu of the conventional Practical examination, for the visually impaired students. 2. The MCQ's will be based on the basic practical aspects and the Simple theory of only the ten practicals listed in the 'Syllabus' for these students. 3. The special examination will be of 30 marks distributed as follows: 25 MCQ's of 1 mark each: 25 marks 'Viva' , on the ten practicals listed in the syllabus: 05 marks 4. The examination will be of 90 minutes duration which time will include the time for reading the question paper. Total: 30 marks 5. Candidates are not required to submit any record, or note book, at the time of this examination. 6. The MCQ's would be designed in broad accordance with the following considerations: (i) The MCQ's will check the student's familiarity, and basic understanding, of the construction, working and simple theory of the instruments/devices relevant to the experiments listed in the syllabus. (ii) The MCQ's would require the students to do only such quantitative calculations that can be done (almost) orally. (iii) The MCQ's based on, or related to, graphs would have the relevant data/details in such a form that makes it easy/straight forward to interpret the nature of the graph or to do the relevant calculations. (iv) The MCQ's can also be based on some familiar daily life situations/devices. These would be related with the basic construction/theory of the instruments/devices used in the listed experiments. (v) All the MCQ's would have four choices only ONE of which would be the correct/best choice. 7. Teachers will explain the basic details of the listed experiments to the students and help them develop the feeling of observation and interpretation through the 'other basic senses" 8. All the MCQ's, and the 'Viva' by the teachers, would be student friendly and in accordance with the special needs of these students. Design & Blue Print A. The 'Weightage', to the ten experiments, listed in the syllabus, would be as follows: TIME: 90 minutes M.M.25 Expt. No.1 and 2 3 or 4 questions 3/ 4marks Expt No.3 and 4 4 or 3 questions 4/3 marks (The total number of questions, from the first 4 experiments would be 7, carrying a total of 7 marks) Expt No. 5 3 questions 3 marks Expt No. 6 3 questions 3 marks marks C. Expt No. 7 3 questions 3 marks Expt No. 8 3 questions 3 marks Expt No. 9 3 questions 3 marks Expt No. 10 3 questions 3 marks Total: 25 questions 25 marks B. The ' broad distribution' of the nature of MCQ's would be approximately as follows: (This distribution is only suggestive in nature) (i) Construction/Apparatus Related: 4 questions 4 marks (ii) Working/Procedure Related : 5 questions 5 marks (iii) (Simple) theory related : 5 questions 5 marks (iv) (Simple) quantitative/calculation related: 5 questions 5 marks (v) Graph related/graph based: 3 questions 3 marks (vi) Daily- life related/concept based : 3 questions 3 marks Total: 25 questions 25 All the MCQ's would have four choices only ONE of which would be the correct/best choice. The students would be required to identify this correct/best choice. D. All MCQ's would be of 1 mark each. BLUE PRINT \| S.No. \| Experiment No. \| Nature of Question \| \| \| \| \| \| \|---\|---\|---\|---\|---\|---\|---\|---\| \| \| \| Construction/Apparatu s related \| Working/Procedure related \| (Simple) Theory related \| Simple quantitative/Calculatio n related \| Graph related/Based \| Daily life related/Concept Based \| \| 1 \| 1,2 \| 1 \| 1 \| \| 1 \| \| 1 \| \| 2 \| 3,4 \| 1 \| 1 \| \| \| \| 1 \| \| 3 \| 5 \| 1 \| \| 1 \| 1 \| \| \| \| 4 \| 6 \| 1 \| 1 \| \| 1 \| \| \| \| 5 \| 7 \| \| \| \| \| 1+1 \| 1 \| \| 6 \| 8 \| \| 1 \| 1 \| 1 \| \| \| \| 7 \| 9 \| \| 1 \| 1+1 \| \| \| \| \| 8 \| 10 \| \| \| 1 \| 1 \| 1 \| \| LIST OF PRACTICALS 1. To measure diameter of a small spherical/cylindrical body using vernier calipers. 2. To measure the internal diameter and depth of a given beaker/calorimeter using vernier calipers and hence find its volume. 3. To measure diameter of given wire using screw gauge. 4. To measure thickness of a given sheet using screw gauge. 5. To determine the mass of a given object using a beam balance. 6. To find the weight of given body using the parallelogram law of vectors. 7. Using a simple pendulum plot L-T and L-T 2 graphs. Hence find the effective length of second's pendulum using appropriate length values. 8. To find the force constant of given helical spring by plotting a graph between load and extension. 9. (i) To study the relation between frequency and length of a given wire under constant tension using a sonometer. (ii) To study the relation between the length of a given wire and tension, for constant frequency, using a sonometer. 10. To find the speed of sound in air, at room temperature, using a resonance tube, by observing the two resonance positions. Time: 1 ½ hours MM: 25 marks SAMPLE MCQ PAPER CLASS XI MM: 25 marks Q1. The least count, of a conventional laboratory vernier caliper, is 0.01 cm. If, in a given measurement, the main scale reading is 2.4 cm and the 5 th division of the vernier scale coincides with a main scale decision, the reading of the vernier caliper, is (a) 2.35cm (c) 2.45cm (b) 2.40 cm (d) 2.50cm Q2. A Student uses a tuning fork of frequency n and observes the first resonance position, for a length l of the air column. The velocity of sound, in air, is then equal to (a) nl (c) 3nl (b) 2nl (d) 4nl Q3. The diameter of a very thin wire is to be measured by finding the thickness of a collection of, say 10, of these wires. The instrument, that should preferred for this purpose, is a (a) measuring tape (c) screw gauge (b) vernier callipers (d) meter scale Q4. The ratio of the spring constant of two springs, of the same material and diameter, is 2:3. If 100 grams mass on is suspended both the springs, the ratio of the extension in the two springs, would be (c) 2:3 (c) 4:9 (d) 3:2 (d) 9:4 Q5. In the experiment, on finding the weight of a given body by the parallelogram law of vectors, the student needs to use (a) Two pulleys and three weights in all (b) Three pulleys and two weights in all (c) Two pulleys and two weights in all (d) Three pulleys and three weights in all Q6. The sliding 'jaws'of a vernier calipers can be used for (a) Measuring the depth of a beaker (b) Measuring the length of a wire (c) Measuring the internal diameter of a hollow cylinder (d) Measuring the diameter of a sphere Q7.In the experiment of a beam balance, a metallic bob is placed in one of the pan and it gets balanced by putting the weights 50g, 1g, 200mg and 1mg. The mass of the bob is (a) 51.201g (b) 51.210g (c) 49.199g (d) 49.190g Q8. In the sonometer experiment, the tension is made four time without changing the length. The frequency of the length of the vibrating wire, would (a) remain same (c) reduce to half its (earlier) value (b) become two times in its earlier value (d) become four times its (earlier) value Q9. The first 'resonance position' in a resonance tube apparatus, is observed to be for a length of 720cm of its air column. The length of the air column for the second 'resonance position' in this sit up, would be nearly (a) 30 cm (c) 50 cm (b) 40 cm (d) 60 cm Q10. The vernier scale of a microscope has 50 divisions. These coincide with 49 divisions on its main scale, which is graduated up to ½ of a mm. The least count of the vernier scale would be (a) 1/50 mm (c) 49/50 mm (b) 1/100 mm (d) 49/100 mm Q11. In the experiment on finding the unknown weight, using the parallelogram law of vectors, the student should (a) lubricate the pulleys and use a cotton thread (b) lubricate the pulleys and use a woolen thread (c) not lubricate the pulleys and use a cotton thread (d) not lubricate the pulleys and use a woolen thread Q12. The wire of a sonometer is made to vibrate by (a) plucking it (b) striking it with a hammer (c) sliding a bow on it (d) touching it with a vibrating tuning fork Q13. A student measures the time period values (T) of a simple pendulum for, different values of its length (L). The graph between the 'L' and 'T' values, would be (a) a straight line parallel to the 'length' axis (b) a straight line parallel to the 'time' axis (c) a straight line inclined to both the axis (d) not a straight line but a curved line Q14. A student observes that a tuning fork of frequency 256 Hz, shows resonance with a sonometer wire when the weight attached to the sonometer wire is W Kg and the length of the wire between the wedges is L cm. For observing resonance, with the same set up, with a tuning fork of frequency 512 Hz, the length between the wedges would need to be adjusted to (a) L/4 (c) 2L (b) L/2 (d) 4L Q15. Given vernier calipers has a zero error of + 0.04 cm. The diameter of a rod, as read by this vernier, is 1.24cm. The corrected diameter of the rod is (a) 1.20 cm (b) 1.20 mm (c) 1.28 mm (d) 1.28 cm Q16. A carpenter, while driving a screw through a wooden block, of thickness 1 cm, observer that he has to rotate the screw 10 times for the purpose. The pitch of the screw is (a) 1/100cm (c) 1 cm (b) 1/10 cm (d) 10cm Q17. The two arms of a defective physical balance have lengths a and b. (a < b). A metallic bob of mass m1 is placed in the pan on the shorter arm and its gets balanced by putting a mass m2 in the longer arm. We would then have (a) m1a=m2b (c) m1+m2=a + b (b) m1b= m2a (d) m2-m1 = b-a Q18. In the resonance tube apparatus set up, the first two resonance positions are observed for length l1 and l2 of the air column. A graph between l1 and l2 values, for different tuning forks, would be (a) a straight line that, when produced, would (almost) pass through the origin. (b) A straight line that, when produced, would not pass through the origin (c) almost a parabolic curve (d) an arbitrary curved line Q19.7 The length of a given helical spring is observed to increase by 1 cm when a mass of 100 g is attached to its lower end. If g= 10m/s 2 , the force constant of the spring equals (a) 1000 N/m (c) 10 Nm -1 (b) 100 Nm -1 (d) 1 N/m Q20. A student measures the time period (T) of a simple pendulum for different values of its Length (L) The student would get a straight line by plotting a graph between (a) 'L' and 'T' values (c) L and T values (b) ' L ' and 'T' values (d) L and T values Q21. Backlash error is usually associated with a (a) meter scale (c) Screw Gauge (b) Vernier caliper (d) Helical Spring Q22. The minimum weights, available in the main 'weight box' and the 'fractional weight box', commonly used in the laboratory are, respectively (a) 1g and 1mg (c) 10g and 1 mg (b) 1mg and 1g (d) 10mg and 1g Q23. In the experiment on finding the weight of a given body by the parallelogram law of vectors, a student observes that he can find the unknown weight by using two equal weights of 100 g each. The unknown weight is likely to have a value of ( nearly) (a) 500 g wt (c) 100 2 g wt (b) 200 g wt (d) 100 g wt Q24. The pendulum, in a wall clock, is a 'seconds pendulum', i.e., has a time period of 2s. The 'effective length' of a simple pendulum, that has the same time period, is nearly (a) 50 cm (c) 150 cm (b) 100 cm (d) 200 cm Q25. The force constant, of a helical spring, is to be increased. For this, spring should be made (a) strong and thick (c) soft and thick (b) strong and thin (d) soft and thin 1. (c) 2. (d) 3. (c) 4. (b) 5. (a) 6. (d) 7. (a) 8. 9. 10. (b) (d) (b) 11. (a) 12. (a) 13. (d) 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. (b) (a) (b) (a) (a) (b) (b) (c) (a) (c) (b) (a) KEY GUIDELINES FOR BIOLOGY PRACTICAL EXAMINATION FOR THE VISUALLY CHALLENGED STUDENTS. 2. There will be 25 questions in all. 1. The question paper will be based on MCQs. 3. The paper will carry 25 marks. 5. The paper will assess. 4. The duration of the paper will be 90 marks. * The ability through touch, small, learning, residual vision. * Familiarity with the apparatus required for various experimental set up. 6. Syllabus for the question will be the same as the list unit of practicals given in the course. There will be atleast one question for each practical. 7. Assessment of the of the practical skill will carry 30 marks and distributed as (i) 25 MCQ - 25 marks (ii) Practical file - 03 marks (iii) Viva - 02 marks List of practicals for class XI will remain the same as given in the syllabus. However, keeping different abilities of the visually challenged candidates, the list may be divided under the following categories. Few practicals suggested in the list need to be excluded. Kindly refer the note attached to the practicals to help in framing the questions The list of practicals of class XI identified in the syllabus can be divided under the following heads. A-1 Study and describe three locally available common flowering plants from each of the following families (Solananceae, Fabaceae and Liliaceae) Types of root (tap or adventitious), stem (herbaceous/woody) leaf arrangement / venation / simple or compound). Specimens & Models B- 1. Study parts of a compound microscope. B-3 Study of specimens and identification with reasons-Amoeba, Hydra, Liverfluke, Ascaris, Leech, Earthworm, Prawn, Silkworm, Honeybee, Cockroach, Snail, Starfish, Shark, Rohu, Frog, Lizard, Pigeon and Rabbit. B-2. Study of the specimens and identification with reasons-Bacteria, Oscillatoria, Spirogyra, Rhizopus, Mushroom, Yeast, Liverwort, Moss, Fern, Pines, one monocotyledon and one dicotyledon and one lichen. B-5 Study of mitosis in onion root tip cells from permanent slides. B-7 Study and identify different types of inflorescences. B-6 Study of different modifications in root, stem and leaves. B-10 To study human skeleton and different types of joints. Physiology experiments Note : The above can be done with the help of actual specimens / models / embossed diagrams. A-3. Study of osmosis by potato osmometer. A-7. Test for the presence of sugar, starch, proteins and fats in suitable plant and animal materials (e.g. wheat, potato, groundnut, milk or other such suitable materials) B-8. Study of imbibitions in seeds/raisins. A-9. To study the rate of respiration in flower buds and germinating seeds. B-9. Observation and comments on the experimental set up on: (b) Phototropism (a) Anaerobic respiration (c) Apical bud removal List of Excluded items: Note : When dealing with physiology experiments they can be done with the help of a peer with low / normal vision. These students can work in teams with peer groups who will follow the procedure and give them the observations and inference. A-2, 4, 5, 6, 8, 10, 11 B-4, 9(d) ------------------------------------------------------------------------------------------------------ BIOLOGY Time 3 hrs Practicals class XI A SAMPLE QUESTION PAPER For Visually Impaired Students General instructions: M. Marks = 30 i) The question paper comprises of 25 questions , each question carries 1 mark. iii) Read the questions carefully and tick mark the correct/most appropriate answer. ii) All are multiple choice questions with only one correct answer. iv) All questions are compulsory. 1. Monocotyledonous plants show which of the following feature: a. leaves show reticulate venation. b. Tap root system. c. always perennial growth. d. flowers are trimerous. 2. Pinus belongs to the group of plants which: a. grow in tropical regions. b. reproduce with the help of cones. c. do not have any mycorrhizae. d. annually growing plants. 3. Name of the characteristic which is true for Spirogyra a. found in marine conditions. b. parasitic in nature. c. Colourless. d. filamentous and spiral shaped chloroplast. 4. Compound microscope a. has two lenses. b. requires ultraviolet source of light. c. used to view only dead organisms. d. requires large room space. 5. Which characteristic is applicable for yeast a. Multicellular. b. has chlorophyll. c. grows in sewage waters. d. used in bakery industry. 6. Osmosis is the phenomenon where a. water moves from its region of higher concentration to lower concentration. b. water moves through a semi-permeable membrane. c. occurs only in salt solution. d. both 'a' and 'b' conditions apply. 7. To demonstrate osmosis which of the following options are important a. Peeled raw potato. b. Unpeeled raw potato. c. Boiled peeled potato. d. Boiled unpeeled potato . 8. Which one of the following options is essential to demonstrate aerobic respiration? a. Dry seeds, KOH in air tight flask. b. Germinating seeds, KOH in air tight flask. c. Dry seeds, KOH in open flask. d. Germinating seeds, KOH in open flask. 9. Which one of the following represent the characteristics of a shark a. Ventral mouth, symmetrical tail. b. Asymmetrical tail, operculum. c. Operculum present and symmetrical tail. d. Dorsal mouth, operculum absent. 10.The stage of mitosis in which spindle formation takes place and chromosomes lie on equatorial plate is a. Telephase. b. Anaphase. c. Metaphase. d. Interphase . 11. The stage of mitosis in which daughter chromosomes become V,J,L or I shaped, depending upon the position of centromere is a. Prophase. b. Telophase. c. Anaphase. d. Interphase. 12.The adventitious roots that arise from few nodes near the base of the aerial stem are known as a. Prop roots. b. Stilt roots. c. Fasciculated roots. d. Tuberous roots. 13.Rhizome is a modified stem because a. it grows vertically upwards in the soil and it has fleshy leaves. b. it has nodes and it has eyes which bears germinating buds. c. it's stem in highly condensed and disc like. d. it has nodes, internodes and has brown scaly leaves. 14.Which one of the following options is characteristic of racemose inflorescence? a. main axis elongated and basipetal succession of flowers. b. main axis terminates in a flower which are in acropetal succession. c. main axis does not terminate into a flower and flowers show basipetal succession. d. main axis is elongated, does not terminate into a flower and flowers are arranged in acropetal succession. 15.Which one of the following food items would you be confirming when you obtain a reddish orange colour by adding 2ml of millon's regent to 2 ml of food solution? a. Starch. b. Sucrose. c. Fat. d. Protein. 16.Ramesh took 2 ml of juice 'A' in a test tube and added 2 ml of Benedicts' solution to it. He obtained orange red precipitate on heating. The test confirmed presence of which of the following in juice A? a. glucose. b. starch. c. protein. d. fat. 17.The identifying features of carrot roots are : a. Conical with small roots. b. Conical without small roots. c. Round with small roots. d. Irregular with no roots. 18.To demonstrate imbibitions in gram the changes observed are : a. The weight of gram seeds increase and surface become smooth. b. The weight of gram seeds increase and their surface remain unchanged. c. The weight of the seed and its surface remain unchanged. d. The weight of the gram seeds remain unchanged and surface becomes wrinkled. 19.Given below is a list of Identifying features i) body surface show distinctly marked segments or rings. ii) body is divided into head, thorax and abdomen. iii) show closed circulatory system. iv) body show bilateral symmetry. The characteristic that are shown by an earthworm are a. i, ii, iii, iv b. i, ii, iv c. Only i, ii d. i, iii, iv 20.Select the feature that is not present in a Asterias ( star fish) a. water vascular system. b. endoskeleton of calcareous ossicles. c. mouth on the ventral side. d. a well developed excretory system. 21.Which of the following features in present in frog. a. two pairs of limbs with 5 toes in each. b. two pairs of limbs with 4 toes in each. c. two pairs of limbs with 4 toes in hind limb are 5 toes in fore limb. d. two pairs of limbs with 4 toes in fore limbs and 5 toes in hind limbs. 22.You are provided a model showing valvate aestivation. Which of the following steps would be required to change it into an imbricate aestivation a. rearrange the edges of one petal completely in and all others remain unchange . b. rearrange the edges of one petal completely in and one petal completely out and others remain unchanged. c. rearrange the edges of one petal completely in, edges of the third petal completely out and of the 4 th petal in twisted arrangement. d. rearrange one petal in twisted from and others remain unchanged. 23.The type of joint present between the humerus and pectoral girdle is a. Hinge Joint. b. Pivot joint. c. Fibrous joint. d. Ball and socket joint. 24. Which type of joint is present between two adjacent vertebrae? a. Synovial joint. b. Cartilaginous joint. c. Fibrous joint. d. Pivot joint. 25.Each Mitotic division ends with formation of a. Two daughter cells. b. Four daughter cells. c. Eight daughter cells. d. Sixteen daughter cells.	<urn:uuid:3a988797-75f6-49bd-9432-fdaf171330e7>	CC-MAIN-2024-42	https://xrcvc.org/docs/cbse-circular-science-practicals.pdf	2024-10-14T01:55:22+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	947,732,087	8,790	eng_Latn	eng_Latn	0.906929	eng_Latn	0.984623	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1714, 3044, 3864, 4743, 5424, 6919, 8409, 9564, 11431, 11735, 11747, 14168, 15166, 15728, 16819, 18959, 21355, 23365, 23601, 26360, 26768, 27694, 31251, 32839 ]	[ 1.5390625, 2.8125 ]	2	5
This document maps the SCARF lesson plans for Reception to Upper Key Stage 2 to the DfE statutory requirements for both Relationships and Health Education (RSHE). Lessons that are not part of the DfE's statutory guidance are included because they ensure a comprehensive PSHE programme. How the mapping works The left hand column has coded DfE topics and end-of-primary statements that are covered in whole or part by the SCARF lesson plans, which are listed in the middle column. You'll find the full 67 statements for these DfE codes on pages 2, 3 and 4. Rows with no codes indicate lesson plans that cover subjects which are not DfE requirements but which are included to ensure a complete PSHE programme, including SMSC and British Values. In the SCARF lesson plan column, 'half-termly unit' refers to the suggested groups of lessons that the SCARF curriculum has been organised into; this is for those schools that prefer a ready-planned, comprehensive PSHE and wellbeing curriculum. Our programme builder and flexible planning tools are available for schools that prefer a more tailored approach. DfE topics and related codes: *See also interactive version of all DfE topics and end-of-primary statements, grouped across all year groups. DfE Statutory Guidance Categories: Relationships Education (Primary) By the end of primary school pupils should know: \| Families and people who care for me (FPC) \| 1. that families are important for children growing up because they can give love, security and stability. 2. the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. 3. that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. 4. that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. 5. that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong. 6. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. \| \|---\|---\| \| Caring friendships (CF) \| 1. how important friendships are in making us feel happy and secure, and how people choose and make friends. 2. the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. 3. that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. 4. that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. 5. how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. \| \| Respectful relationships (RR) \| 1. importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. 2. practical steps they can take in a range of different contexts to improve or support respectful relationships. 3. the conventions of courtesy and manners. 4. the importance of self-respect and how this links to their own happiness. 5. that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. 6. about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. 7. what a stereotype is, and how stereotypes can be unfair, negative or destructive. 8. the importance of permission-seeking and giving in relationships with friends, peers and adults. \| \| Online relationships (OR) \| 1. that people sometimes behave differently online, including by pretending to be someone they are not. \| Being safe (BS) Mental wellbeing (MW) Internet safety and harms (ISH) 2. that the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous. 3. the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. 4. how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. 5. how information and data is shared and used online. 1. what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). 2. about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. 3. that each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. 4. how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. 5. how to recognise and report feelings of being unsafe or feeling bad about any adult. 6. how to ask for advice or help for themselves or others, and to keep trying until they are heard, 7. how to report concerns or abuse, and the vocabulary and confidence needed to do so. 8. where to get advice e.g. family, school and/or other sources. 1. that mental wellbeing is a normal part of daily life, in the same way as physical health. 2. that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. 3. how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings. 4. how to judge whether what they are feeling and how they are behaving is appropriate and proportionate. 5. the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. 6. simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. 7. isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. 8. that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. 9. where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online). 10. it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. 1. that for most people the internet is an integral part of life and has many benefits. 2. about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing. 3. how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private. 4. why social media, some computer games and online gaming, for example, are age restricted. \| \| 5. that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. 6. how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. 7. where and how to report concerns and get support with issues online. \| \|---\|---\| \| Physical health and fitness (PHF) \| 1. the characteristics and mental and physical benefits of an active lifestyle. 2. the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. 3. the risks associated with an inactive lifestyle (including obesity). 4. how and when to seek support including which adults to speak to in school if they are worried about their health. \| \| Healthy eating (HE) \| 1. what constitutes a healthy diet (including understanding calories and other nutritional content). 2. the principles of planning and preparing a range of healthy meals. 3. the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). \| \| Drugs, alcohol and tobacco (DAT) \| 1. the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking. \| \| Health and prevention (HP) \| 1. how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. 2. about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. 3. the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. 4. about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. 5. about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of hand washing. 6. the facts and science relating to allergies, immunisation and vaccination. \| \| Basic first aid (BFA) \| 1. how to make a clear and efficient call to emergency services if necessary. 2. concepts of basic first-aid, for example dealing with common injuries, including head injuries. \| \| \| Reception \| \| \| \|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| \| \| end of primary statements \| \| unit \| \| \| \| \| Me and My Relationships \| \| FPC1, FPC3, RR1, RR4, RR5, CF1 \| \| All about me \| \| \| FPC1, FPC3, RR1, RR3,RR4 \| \| What makes me special \| \| \| FPC1, FPC2, FPC3, CF1, RR1 \| \| Me and my special people \| \| \| FPC1, FPC2, FPC4, FPC6, CF1, CF2, CF3, CF5, BS5, BS8, MW9 \| \| Who can help me? \| \| Reception \| MW2, MW3, MW6, MW7, MW9, CF2, CF5, FPC6 \| My feelings (2) \| \| \|---\|---\|---\| \| \| \| Valuing Difference \| \| RR1, RR4 \| I’m special, you’re special \| \| \| CF1, CF2, CF3, RR1, RR4, RR5, BS6, MW3 \| Same and different \| \| \| FPC1, FPC2, FPC3, FPC4, RR1 \| Same and different families \| \| Reception \| \| \| \| ● Talk about what makes their home feel special and safe; ● Be sensitive towards others. \| \|---\|---\|---\|---\| \| CF2, CF3, RR2, RR3 \| Kind and caring (1) \| \| ● Suggest ways in which we can be kind towards others; ● Demonstrate skills in cooperation with others. \| \| CF1, CF2, CF3, RR1, RR2, RR3 \| Kind and caring (2) \| \| ● Show friendly behaviour towards a peer; ● Build relationships with others. \| \| \| \| Keeping Safe \| \| \| \| \| \| Overarching learning intentions across this unit: Children will be able to: ● Talk about how to keep their bodies healthy and safe; ● Name ways to stay safe around medicines; ● Know how to stay safe in their home, classroom and outside; ● Know age-appropriate ways to stay safe online; ● Name adults in their lives and those in their community who keep them safe. \| \| MW3, HP4, HP5, BS5 \| What’s safe to go onto my body \| \| ● Name things that keep their bodies safe; ● Name things that keep their bodies clean and protected; ● Think about how to recognise things that might not be safe. \| \| HE3, HP3, PHF4, DAT1 \| Keeping myself safe - what’s safe to go into my body (including medicines) \| \| ● Make safe decisions about items they don’t recognise; ● Talk about what our bodies need to stay well; ● Name the safe ways to store medicine and who can give it to children (adults). \| \| FPC1, BS5 \| Safe indoors and outdoors \| \| ● Name some hazards and ways to stay safe inside; ● Name some hazards and ways to stay safe outside; \| \| BS3, BS5, BS6, BS7 RR8 \| Listening to my feelings (1) \| \| \|---\|---\|---\| \| OR3, BS2, BS5, BS6 \| Keeping safe online \| \| \| FPC2, FPC6, BS4, BS5, BS6, BS8 \| People who help to keep me safe \| \| \| \| \| Rights and Respect \| \| FPC1, FPC2, FPC3, FPC4 \| Looking after my special people \| \| \| \| Reception \| \| \| \|---\|---\|---\|---\| \| CF1, CF2, CF3, RR1, RR8, BS6 \| \| Looking after my friends \| \| \| RR2, RR3 \| \| Being helpful at home and caring for our classroom \| \| \| FPC1, RR3 \| \| Caring for our world \| \| \| \| \| Looking after money (1): recognising, spending, using \| \| \| \| \| Looking after money (2): saving money and keeping it safe \| \| \| \| \| \| Being My Best \| \| \| Reception \| \| \|---\|---\|---\| \| MW2, MW3, CF2, RR2 \| \| Bouncing back when things go wrong \| \| MW2, MW3, CF2 \| \| Yes, I can! \| \| HE1, HE2 \| \| Healthy eating (1) \| \| HE1 \| \| Healthy eating (2) \| \| PHF2, HE1, HP3, HP4, HP5 \| \| Move your body \| \| HP3, HP4, HP5 \| \| A good night’s sleep \| \| \| Reception \| \| \| \| \| \|---\|---\|---\|---\|---\|---\| \| \| \| \| \| ● Suggest ways to have a calm evening and bedtime routine. \| \| \| \| \| \| Growing and Changing \| \| \| \| \| \| \| \| Overarching learning intentions across this unit: Children will be able to: ● Understand that there are changes in nature and humans; ● Name the different stages in childhood and growing up; ● Understand that babies are made by a man and a woman; ● Use the correct vocabulary when naming the different parts of the body; ● Know how to keep themselves safe. \| \| \| CAB1 \| \| Seasons \| \| ● Name the different seasons and describe their differences; ● Explain the changes that occur as seasons change; ● Talk about how they have grown in resilience. \| \| \| CAB1 \| \| Life stages - plants, animals, humans \| \| ● To understand that animals and humans change in appearance over time; ● Use relevant vocabulary such as egg, seed, baby, grow, change, old, young (and the names for young animals); ● Make observations and ask questions about living things. \| \| \| FPC2, FPC3, FPC4, FPC5, CAB1, BS3 \| \| \| \| ● Retell a story and respond to questions about it. ● Use the language and describe the different life stages of: baby, child, teenager, adult, older age. ● Talk about their own experience of growing up. \| \| \| FPC1, FPC3, FPC4, RR1, CAB1 \| \| Where do babies come from? \| \| \| \| \| \| \| \| \| \| ● Explain that a baby is made by a woman and a man, and \| \| \| \| \| \| \| grows inside a mother’s tummy. \| \| \| \| \| \| \| ● Understand that every family is different. \| \| \| Reception \| \| \| \| \|---\|---\|---\|---\|---\| \| \| \| \| \| ● Talk about similarities and differences between \| \| \| \| \| \| themselves and others. \| \| FPC1, FPC3, FPC4, RR1, CAB1, HE1, HE3, HP3 \| \| Getting bigger \| ● Talk about how they have changed as they have grown. ● Explain the differences between babies, children, and adults. ● Understand that we are all unique. \| \| \| BS2, BS3, BS7, RR7, RR8 \| \| Me and my body - girls and boys \| ● Name parts of the body (including reproductive parts) using the correct vocabulary. ● Explain which parts of their body are kept private and safe and why. ● Tell or ask an appropriate adult for help if they feel unsafe. \| \| \| \| KS1 Cycle A (23-24) \| \| \| \| \|---\|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| SCARF Lesson Plan Learning Outcomes \| \| \| end of primary statements \| \| unit \| \| \| \| \| \| Me and My Relationships \| \| \| RR2, RR3 \| \| Why we have classroom rules \| \| \| \| RR1, CF2, CF4, CF5 \| \| How are you listening? \| \| \| \| BS5, MW2, MW3, MW4, MW7 \| \| Thinking about feelings \| \| \| \| BS5, MW1, MW2, MW3, MW4, MW7 \| \| Our feelings \| \| \| \| MW2, MW3, MW6, MW7 \| \| Feelings and bodies \| \| \| \| CF1, CF2, CF3 \| \| Good friends \| \| \| \| \| \| \| Valuing Difference \| \| \| FPC3, FPC4, RR1, RR2 \| \| Same or different? \| \| \| KS1 Cycle A (23-24) \| CF2, CF3, CF4, RR5, RR6, MW8 \| Unkind, tease or bully? \| \| \|---\|---\|---\| \| RR3, RR5, BS1 \| Harold’s school rules \| \| \| CF2, CF3, CF4, RR2, RR3 \| It’s not fair! \| \| \| FPC1, FPC2, FPC3, FPC4, MW6 \| Who are our special people? \| \| \| FPC3, FPC4 \| Our special people balloons \| \| \| \| \| Keeping Safe \| \| HP3 \| Super sleep \| \| \| FPC6, CF2, CF3, CF4, RR5, RR6, BS5, MW8 \| Who can help? (1) \| \| \| FPC6, RR8, BS1, BS2, BS5, BS7, BS8 \| Good or bad touches? \| \| KS1 Cycle A (23-24) \| RR8,OR1, OR2, OR3, OR4 OR5, BS1, BS2, BS6, ISH1, ISH3, ISH5, ISH7 \| Sharing pictures \| \| \|---\|---\|---\| \| DAT1 \| What could Harold do? \| \| \| MW2 \| Harold loses Geoffrey \| \| \| \| \| Rights and Respect \| \| CF2, CF4, RR2, RR3, RR5 \| Harold has a bad day \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Around and about the school \| \| \| RR5 \| Taking care of something \| \| \| Wider PSHE curriculum (not covered by DfE statutory \| Harold’s money \| \| KS1 Cycle A (23-24) \| requirements) \| \| \| \|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| How should we look after our money? \| \| \| BFA1, BFA2 \| Basic first aid \| \| \| \| \| Being My Best \| \| HE1, HE2, HE3 \| I can eat a rainbow \| \| \| HE1, HE2, HE3 \| Eat well \| \| \| HP4, HP5 \| Harold’s was up and brush up \| \| \| HP5 \| Catch it! Bin it! Kill it! \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Harold learns to ride his bike \| \| KS1 Cycle A (23-24) \| CF2, CF5, RR1, RR3, RR5 \| Pass on the praise! \| \| ● Demonstrate attentive listening skills; ● Suggest simple strategies for resolving conflict situations; ● Give and receive positive feedback, and experience how this makes them feel. \| \|---\|---\|---\|---\| \| PHF4 \| Inside my wonderful body! (OPTIONAL) \| \| ● Name major internal body parts (heart, lungs, blood, stomach, intestines, brain); ● Understand and explain the simple bodily processes associated with them. \| \| \| \| Growing and Changing \| \| \| PHF1, PHF3, HP3, HP4 \| Healthy me \| \| ● Understand that the body gets energy from food, water and air (oxygen); ● Recognise that exercise and sleep are important parts of a healthy lifestyle. \| \| CAB1 \| Then and now \| \| ● Identify things they could do as a baby, a toddler and can do now; ● Identify the people who help/helped them at those different stages. \| \| FPC2, CAB1 \| Taking care of a baby \| \| ● Identify things they could do as a baby, a toddler and can do now; ● Identify the people who help/helped them at those different stages. \| \| FPC6, CF2, CF3, CF4, RR5, RR6, BS5, MW8 \| Who can help? (2) \| \| ● Explain the difference between teasing and bullying; ● Give examples of what they can do if they experience or witness bullying; ● Say who they could get help from in a bullying situation. \| \| \| KS1 Cycle A (23-24) \| \| \|---\|---\|---\| \| BS3, BS7 \| \| Keeping privates private \| \| \| KS1 Cycle B (24-25) \| \| \| \| \|---\|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| SCARF Lesson Plan Learning Outcomes \| \| \| end of primary statements \| \| unit \| \| \| \| \| \| Me and My Relationships \| \| \| RR2 \| \| Our ideal classroom (1) \| \| \| \| RR3 \| \| Our ideal classroom (2) (OPTIONAL) \| \| \| \| MW2, MW3 \| \| How are you feeling today? \| \| \| \| MW2, MW9 \| \| Let’s all be happy \| \| \| \| CF1, CF2, CF3 \| \| Being a good friend \| \| \| \| RR5, RR6 \| \| Types of bullying \| \| \| KS1 Cycle B (24-25) \| RR5, RR6 \| Bullying or teasing? (OPTIONAL) \| \| \|---\|---\|---\| \| \| \| Valuing difference \| \| RR1, RR2 \| What makes us who we are? \| \| \| FPC1, FPC2, FPC3, FPC4 \| My special people \| \| \| RR2, MW3 \| How do we make others feel? \| \| \| CF3, MW7 \| When someone is feeling left out \| \| \| CF3, RR2, RR3, MW3 \| An act of kindness \| \| \| CF4, CF5 \| Solve the problem \| \| KS1 Cycle B (24-25) \| \| \| Keeping Safe \| \|---\|---\|---\| \| MW3, MW5, DAT1 \| Harold’s picnic \| \| \| BS1, BS3, BS5 \| How safe would you feel? \| \| \| BS1, BS3, BS4 \| What should Harold say? \| \| \| BS3, BS4, MW2, RR8 \| I don’t like that! \| \| \| BS1, BS3, BS5 \| Fun or not? \| \| \| BS1, BS2, BS3, BS5 \| Should I tell? \| \| KS1 Cycle B (24-25) \| \| KS1 Cycle B (24-25) \| \| \| \|---\|---\|---\|---\| \| \| \| \| Being My Best \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| You can do it! \| \| \| MW3, PHF2, HE1 \| \| My day \| \| \| HP5, HP6 \| \| Harold’s postcard - helping us to keep clean and healthy \| \| \| HP4 \| \| Harold’s bathroom \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| What does my body do? \| \| KS1 Cycle B (24-25) \| PHF1, HE1, HP3 \| My body needs… (OPTIONAL) \| \| \|---\|---\|---\| \| BFA1, BFA2 \| Basic first aid \| \| \| \| \| Growing and Changing \| \| CF3 \| A helping hand \| \| \| MW2 \| Sam moves house \| \| \| CAB1 \| Haven’t you grown? \| \| \| BS2, CAB1 \| My body, your body \| \| \| BS2 \| Respecting privacy \| \| \| BS1, BS2, BS3, BS4, MW2 \| Some secrets should never be kept \| \| \| \| LKS2 Cycle A (23-24) \| \| \| \| \|---\|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| SCARF Lesson Plan Learning Outcomes \| \| \| end of primary statements \| \| unit \| \| \| \| \| \| Me and My Relationships \| \| \| ISH4 \| \| As a rule \| \| ● Explain why we have rules; ● Explore why rules are different for different age groups, in particular for internet-based activities; ● Suggest appropriate rules for a range of settings; ● Consider the possible consequences of breaking the rules. \| \| FPC2, CF1, CF2 \| \| Looking after our special people \| \| ● Identify people who they have a special relationship with; ● Suggest strategies for maintaining a positive relationship with their special people. \| \| CF3, CF4, RR1 \| \| How can we solve this problem? \| \| ● Rehearse and demonstrate simple strategies for resolving given conflict situations. \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| Tangram team challenge (OPTIONAL) \| \| ● Define and demonstrate cooperation and collaboration; ● Identify the different skills that people can bring to a group task; ● Demonstrate how working together in a collaborative manner can help everyone to achieve success. \| \| CF1, CF2, CF4, CF5, RR3 \| \| Friends are special \| \| ● Identify qualities of friendship; ● Suggest reasons why friends sometimes fall out; ● Rehearse and use, now or in the future, skills for making up again. \| \| RR1, RR2, RR3 \| \| ‘Thunks’ \| \| ● Express opinions and listen to those of others; ● Consider others' points of view; ● Practice explaining the thinking behind their ideas and opinions. \| \| \| LKS2 Cycle A (23-24) \| \| \| \|---\|---\|---\|---\| \| BS1 \| \| Dan’s dare \| \| \| MW2, MW3, MW4 \| \| My special pet (OPTIONAL) \| \| \| \| \| \| Valuing Difference \| \| RR1, RR3 \| \| Respect and challenge \| \| \| FPC1, FPC2, FPC3, FPC4, FPC6, RR7 \| \| Family and friends \| \| \| MW5 \| \| My community \| \| \| RR1, RR2 \| \| Our friends and neighbours \| \| LKS2 Cycle A (23-24) \| FPC3, RR1, RR2, RR6, OR2, MW8, ISH5 \| Let’s celebrate our differences \| \| \|---\|---\|---\| \| RR1, RR2, RR3, RR5, RR6, RR7, OR2, MW8, ISH5 \| Zeb \| \| \| \| \| Keeping safe \| \| BS1, BS4, BS5, BS6, BS7, BS8 \| Safe or unsafe? \| \| \| BS4 \| Danger or risk? \| \| \| BS2, BS5 \| The Risk Robot \| \| \| OR3, OR4, OR5, ISH1, ISH3, ISH6 \| Super Searcher \| \| \| HE3, DAT1 \| Help or harm? \| \| \| HE3, DAT1 \| Alcohol and cigarettes: the facts \| \| LKS2 Cycle A (23-24) \| OR5, BS1, BS6, ISH2, ISH6 \| Raisin Challenge (1) (OPTIONAL) \| \| \|---\|---\|---\| \| \| \| Rights and Respect \| \| BS8 \| Helping each other to stay safe \| \| \| OR4, ISH6 \| Recount task \| \| \| MW5 \| Our helpful volunteers \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Can Harold afford it? \| \| LKS2 Cycle A (23-24) \| covered by DfE statutory requirements) \| \| \| ● Understand that the amount people get paid is due to a range of factors (skill, experience, training, level of responsibility etc.). \| \|---\|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Harold’s environment project \| \| ● Define what is meant by the environment; ● Evaluate and explain different methods of looking after the school environment; ● Devise methods of promoting their priority method. \| \| \| Let’s have a tidy up (OPTIONAL) \| \| \| \| \| \| Being My Best \| \| \| HE1, HE2, HE3 \| Derek cooks dinner! \| \| ● Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body; ● Explain what is meant by the term 'balanced diet'; ● Give examples what foods might make up a healthy balanced meal. \| \| HP5, HP6 \| Poorly Harold \| \| ● Explain how some infectious illnesses are spread from one person to another; ● Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses; ● Suggest medical and non-medical ways of treating an illness. \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Body team work \| \| ● Name major internal body parts (heart, blood, lungs, stomach, small/large intestines, liver, brain); ● Describe how food, water and air get into the body and blood. \| \| RR1, RR2, RR3 \| For or against? \| \| ● Develop skills in discussion and debating an issue; ● Demonstrate their understanding of health and wellbeing issues that are relevant to them; ● Empathise with different viewpoints; ● Make recommendations, based on their research. \| LKS2 Cycle A (23-24) \| OR1 \| I am fantastic! \| \| \|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Top talents \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Getting on with your nerves! (OPTIONAL) \| \| \| \| \| Growing and Changing \| \| CF1, CF2, CF5, OR2 \| Relationship Tree \| \| \| BS3, BS7 \| Body space \| \| \| OR1, OR2, OR3, OR4, OR5, BS1, BS4, BS5, MW3, MW4, ISH3, ISH5, ISH7, RR8 \| None of your business! \| \| \| \| LKS2 Cycle A (23-24) \| \| \| \|---\|---\|---\|---\| \| \| \| \| ● Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs. \| \| BS2, RR8 \| \| Secret or surprise \| ● Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; ● Recognise how different surprises and secrets might make them feel; ● Know who they could ask for help if a secret made them feel uncomfortable or unsafe. \| \| BS7, CAB1, CAB2 \| \| My changing body \| ● Recognise that babies come from the joining of an egg and sperm; ● Explain what happens when an egg doesn’t meet a sperm; ● Understand that for girls, periods are a normal part of puberty. \| \| BFA1, BFA2 \| \| Basic first aid \| ● See link to external resources for further information \| \| \| LKS2 Cycle B (24-25) \| \| \| \|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| \| \| end of primary statements \| \| unit \| \| \| \| \| Me and My Relationships \| \| RR2 \| \| Human machines \| \| \| CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR5, MW3, HE3 \| \| Ok or not ok? (1) \| \| \| CF2, CF4, CF5, RR1, RR4, RR5, OR1, OR2, MW3, HE3 \| \| Ok or not ok? (2) \| \| \| CF2, CF3, MW3, MW6, MW7 \| \| An email from Harold! \| \| \| MW1, MW2, MW3, MW4 \| \| Different feelings \| \| \| MW3, MW4 \| \| When feelings change (OPTIONAL) \| \| \| RR1, RR6, MW8, ISH5 \| \| Under pressure \| \| LKS2 Cycle B (24-25) \| \| \| \| risky way might come from. \| \|---\|---\|---\|---\| \| \| \| Valuing difference \| \| \| CF1, CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR5, OR2, OR4 \| Can you sort it? \| \| ● Define the terms 'negotiation' and 'compromise'; ● Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise. \| \| FPC3, CF4, CF5, RR1, RR2, RR3, RR5, RR6, BS1 \| What would I do? \| \| ● List some of the ways that people are different to each other (including differences of race, gender, religion); ● Recognise potential consequences of aggressive behaviour; ● Suggest strategies for dealing with someone who is behaving aggressively. \| \| FPC3, CF3, RR1, RR2, RR5 \| The people we share our world with \| \| ● List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals); ● Define the word respect and demonstrate ways of showing respect to others' differences. \| \| RR7, OR5, ISH2, ISH5, ISH6 \| That is such a stereotype! \| \| ● Understand and identify stereotypes, including those promoted in the media. \| \| FPC1, FPC2, CF1, CF2, RR1 \| Friend or acquaintance? \| \| ● Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances); ● Give examples of features of these different types of relationships, including how they influence what is shared. \| \| CF5, RR8, BS1, BS3, BS5, MW4 \| Islands \| \| ● Understand that they have the right to protect their personal body space; ● Recognise how others' non-verbal signals indicate how they feel when people are close to their body space; ● Suggest people they can talk to if they feel uncomfortable \| LKS2 Cycle B (24-25) \| \| \| \| with other people's actions towards them. \| \|---\|---\|---\|---\| \| \| \| Keeping Safe \| \| \| OR4, BS4, BS5, ISH2, PHF3, HE1, HE3, DAT1, HP2 \| Danger, risk or hazard? \| \| ● Define the terms 'danger', 'risk' and 'hazard' and explain the difference between them; ● Identify situations which are either dangerous, risky or hazardous; ● Suggest simple strategies for managing risk. \| \| CF5, RR4, RR6, OR2, BS1, BS6, MW4 \| How dare you! \| \| ● Define what is meant by the word 'dare'; ● Identify from given scenarios which are dares and which are not; ● Suggest strategies for managing dares. \| \| CF3, CF5, RR4, RR6, OR3, DAT1 \| Keeping ourselves safe \| \| ● Describe stages of identifying and managing risk; ● Suggest people they can ask for help in managing risk. \| \| OR5, BS1, ISH2, ISH6 \| Raisin Challenge (2) \| \| ● Understand that we can be influenced both positively and negatively; ● Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way. \| \| OR3, OR5, ISH3, ISH5 \| Picture Wise \| \| ● Identify images that are safe/unsafe to share online; ● Know and explain strategies for safe online sharing; ● Understand and explain the implications of sharing images online without consent. \| \| DAT1, HP5 \| Medicines: check the label \| \| ● Understand that medicines are drugs; ● Explain safety issues for medicine use; ● Suggest alternatives to taking a medicine when unwell; ● Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines). \| \| HE3, DAT1 \| Know the norms (formerly Tell Mark II) \| \| ● Understand some of the key risks and effects of smoking and drinking alcohol; \| LKS2 Cycle B (24-25) \| \| (OPTIONAL) \| \| ● Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory). \| \|---\|---\|---\|---\| \| OR3, OR5, ISH3 \| Traffic lights (OPTIONAL) \| \| ● Identify strategies for keeping personal information safe online; ● Describe safe behaviours when using communication technology. \| \| \| \| Rights and respect \| \| \| PHF4 \| Who helps us stay healthy and safe? \| \| ● Explain how different people in the school and local community help them stay healthy and safe; ● Define what is meant by 'being responsible'; ● Describe the various responsibilities of those who help them stay healthy and safe; ● Suggest ways they can help the people who keep them healthy and safe. \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| It’s your right \| \| ● Understand that humans have rights and also need to respect the rights of other; ● Identify some rights and also need to respect the rights of others that come with these rights. \| \| RR3, RR5, OR2, OR3, BS2 \| How do we make a difference? \| \| ● Understand the reason we have rules; ● Suggest and engage with ways that they can contribute to the decision making process in school (e.g. through pupil voice/school council); ● Recognise that everyone can make a difference within a democratic process. \| LKS2 Cycle B (24-25) \| RR5, RR6, BS7 \| Safety in numbers \| \| \|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Harold’s expenses (OPTIONAL) \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Why pay taxes? \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Logo quiz (OPTIONAL) \| \| \| \| \| Being My Best \| \| RR1, RR2, RR4 \| What makes me ME! (formerly Diversity World) \| \| \| CF2, RR1, OR4 \| Making choices \| \| LKS2 Cycle B (24-25) \| PHF1, PHF2, HE1, HE2, HE3, HP3, ISH2, ISH3 \| SCARF hotel (formerly Diversity World Hotel) \| \| \|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Harold’s Seven Rs \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| My school community (1) \| \| \| BFA1, BFA2 \| Basic first aid \| \| \| \| \| Growing and Changing \| \| MW2, MW3, MW9 \| Moving house \| \| \| \| LKS2 Cycle B (24-25) \| \| \|---\|---\|---\| \| BS7, CAB1 \| \| All change! \| \| CAB1, CAB2 \| \| Preparing for changes at puberty (formerly Period positive) \| \| RR8, BS1, BS2, BS3, BS4, BS5, BS7, MW2, MW3 \| \| Secret or surprise? \| \| FPC3, FPC4, FPC5, CF1, CF2, CF4, CF5, RR1 \| \| Together \| \| \| UKS2 Cycle A (23-24) \| \| \| \|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| \| \| end of primary statements \| \| unit \| \| \| \| \| Me and My Relationships \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| Collaboration Challenge! \| \| \| CF2, CF3 \| \| Give and take \| \| \| OR2, OR3, MW8 \| \| Communication (OPTIONAL) \| \| \| CF1, CF2, CF3, CF4, MW1, MW2, MW3 \| \| How good a friend are you? \| \| \| CF2, CF3, CF4, CF5, RR3, RR4, RR5 \| \| Relationship cake recipe \| \| \| MW2, MW3, MW4, MW9, MW10 \| \| Our emotional needs \| \| \| CF2, CF3, CF5, RR1 \| \| Being assertive \| \| UKS2 Cycle A (23-24) \| \| \| \| assertive behaviours; ● Understand and rehearse assertiveness skills. \| \|---\|---\|---\|---\| \| \| \| Valuing Difference \| \| \| CF1, CF2, CF3, CF4, CF5, RR1, RR2, RR3, RR4, RR5 \| Qualities of friendship \| \| ● Define some key qualities of friendship; ● Describe ways of making a friendship last; ● Explain why friendships sometimes end. \| \| RR1, RR2, RR4, RR5 \| Kind conversations \| \| ● Rehearse active listening skills; ● Demonstrate respectfulness in responding to others; ● Respond appropriately to others. \| \| RR1, RR2, RR3, RR4, RR5, RR6, RR7 \| Happy being me \| \| ● Recognise some of the feelings associated with feeling excluded or ‘left out’; ● Give examples of ways in which people behave when they discriminate against others who are different from them; ● Understand the importance of respecting others, even when they are different from themselves. \| \| FPC3, CF3, RR1, RR2, RR4, RR5 \| The land of the Red People \| \| ● Identify and describe the different groups that make up their school/wider community/other parts of the UK; ● Describe the benefits of living in a diverse society; ● Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this. \| \| RR1, RR2, RR6, RR7, OR2, OR3, OR4, OR5, BS1, ISH2, ISH3, ISH5, ISH6 \| Is it true? \| \| ● Understand that the information we see online either text or images, is not always true or accurate; ● Recognise that some people post things online about themselves that aren’t true, sometimes this is so that people will like them; ● Understand and explain the difference sex, gender identity, gender expression and sexual orientation. \| \| \| \| \| ● Give examples of how bullying behaviours can be stopped. \| \|---\|---\|---\|---\| \| CF1, CF2, CF3, CF5 \| It could happen to anyone (OPTIONAL) \| \| ● Identify the consequences of positive and negative behaviour on themselves and others; ● Give examples of how individual/group actions can impact on others in a positive or negative way. \| \| \| \| Keeping Safe \| \| \| RR1, RR6, OR1, OR2, OR3, OR5, MW8, ISH4, ISH5 \| Spot bullying \| \| ● Demonstrate strategies to deal with both face-to-face and online bullying; ● Demonstrate strategies and skills for supporting others who are bullied; ● Recognise and describe the difference between online and face-to-face bullying. \| \| OR1, OR2, OR3, OR4, OR5, BS1, BS4, ISH1, ISH2, ISH3, ISH5, ISH7 \| Play, Like, Share \| \| ● Reflect on what information they share offline and online; ● Recognise that people aren’t always who they say they are online; ● Know how to protect personal information online. \| \| CF5 \| Decision dilemmas \| \| ● Recognise which situations are risky; ● Explore and share their views about decision making when faced with a risky situation; ● Suggest what someone should do when faced with a risky situation. \| \| CF5, RR2, RR4, RR5, RR8, BS1, BS2 \| Ella’s diary dilemma \| \| ● Define what is meant by a dare; ● Explain why someone might give a dare; ● Suggest ways of standing up to someone who gives a dare. \| UKS2 Cycle A (23-24) \| \| Vaping: healthy or unhealthy? \| \| \| \|---\|---\|---\|---\| \| BS1 \| Would you risk it? \| \| ● Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks; ● Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these. \| \| DAT1 \| ‘Thunking’ about habit (OPTIONAL) \| \| ● Explain what a habit is, giving examples; ● Describe why and how a habit can be hard to change. \| \| DAT1 \| Drugs: true or false? (OPTIONAL) \| \| ● Understand some of the complexities of categorising drugs; ● Know that all medicines are drugs but not all drugs are medicines; ● Understand ways in which medicines can be helpful or harmful and used safely or unsafely. \| \| ISH6, DAT1 \| Smoking: what is normal? (OPTIONAL) \| \| ● Understand the actual norms around smoking and the reasons for common misperceptions of these. \| \| \| \| Rights and Respect \| \| \| ISH6, PHF2, PHF3, HE1 \| What’s the story? \| \| ● Identify, write and discuss issues currently in the media concerning health and wellbeing; ● Express their opinions on an issue concerning health and wellbeing; ● Make recommendations on an issue concerning health and wellbeing. \| \| OR4, ISH6 \| Fact or opinion? \| \| ● Understand the difference between a fact and an opinion; ● Understand what biased reporting is and the need to think critically about things we read. \| \| MW5 \| Mo makes a difference \| \| ● Explain what we mean by the terms voluntary, community and pressure (action) group; ● Give examples of voluntary groups, the kind of work they do and its value. \| UKS2 Cycle A (23-24) \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Rights, respect and duties \| \| \|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Spending wisely \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Lend us a fiver! \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Local councils (OPTIONAL) \| \| \| \| \| Being My Best \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| It all adds up! \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Different skills \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| My school community (2) \| \| \| BS1 \| Independence and responsibility \| \| UKS2 Cycle A (23-24) \| ISH4 \| Star qualities \| \| \|---\|---\|---\| \| BFA1, BFA2 \| Basic first aid, including Sepsis Awareness \| \| \| DAT1 \| Getting fit (ARCHIVED) \| \| \| \| \| Growing and Changing \| \| MW2, MW3, MW4 \| How are they feeling? \| \| \| RR5, BS1, BS3, BS4, BS5, BS7, BS8 \| Taking notice of our feelings \| \| \| BS2, BS4, BS5, BS6, BS7, BS8 \| Dear Ash \| \| \| FPC6, BS2, BS3, CAB1, \| Growing up and changing bodies \| \| \| \| UKS2 Cycle A (23-24) \| \| \|---\|---\|---\| \| CAB2 \| \| \| \| BS7, CAB1 \| \| Changing bodies and feelings \| \| FPC2, FPC4, RR1, RR2, RR3, RR4, CAB1 \| \| Help, I’m a teenager…get me out of here! \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| Dear Hetty (OPTIONAL) \| \| \| UKS2 Cycle B (24-25) \| \| \| \|---\|---\|---\|---\| \| \| DfE Statutory Requirements - \| \| SCARF Lesson Plan title & half-termly \| \| \| end of primary statements \| \| unit \| \| \| \| \| Me and My Relationships \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| Working together \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| \| Let’s negotiate (OPTIONAL) \| \| \| CF2, CF3, CF4, CF5 \| \| Solve the friendship problem \| \| \| FPC1, FPC2, CF1, CF2, CF3, MW1, MW2, MW3, MW4, CAB1 \| \| Dan’s day (OPTIONAL) \| \| UKS2 Cycle B (24-25) \| CF5, RR2, RR4, RR5, RR8 \| Assertiveness Skills \| \| ● List some assertive behaviours; ● Recognise peer influence and pressure; ● Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure. \| \|---\|---\|---\|---\| \| FPC3, FPC4, FPC5, FPC6, RR1, RR5, RR8, BS3, BS4, BS5, BS7 \| Don’t force me \| \| ● Describe ways in which people show their commitment to each other; ● Know the ages at which a person can marry, depending on whether their parents agree. \| \| RR5, RR6, BS1, BS2, BS3, BS4, BS5, BS6, BS7, BS8 \| Acting appropriately \| \| ● Recognise that some types of physical contact can produce strong negative feelings; ● Know that some inappropriate touch is also illegal. \| \| \| \| Valuing Difference \| \| \| CF2, RR1, RR6, BS1, MW3 \| Ok to be different \| \| ● Recognise that bullying and discriminatory behaviour can result from disrespect of people's differences; ● Suggest strategies for dealing with bullying, as a bystander; ● Describe positive attributes of their peers. \| \| RR1, RR5, RR6, OR2 \| We have more in common than not \| \| ● Know that all people are unique but that we have far more in common with each other than what is different about us; ● Consider how a bystander can respond to someone being rude, offensive or bullying someone else; ● Demonstrate ways of offering support to someone who has been bullied. \| \| RR1, RR2, RR3, RR5 \| Respecting differences \| \| ● Demonstrate ways of showing respect to others, using verbal and non-verbal communication. \| \| RR1, RR2, RR5 \| Tolerance and respect for others \| \| ● Understand and explain the term prejudice; ● Identify and describe the different groups that make up their school/wider community/other parts of the UK; \| UKS2 Cycle B (24-25) \| FPC1, FPC4, CF1, CF2, CF3, CF4, CF5, MW6 \| Advertising friendships! \| \| \|---\|---\|---\| \| RR1, RR2, RR6, RR7, ISH2, ISH6 \| Boys will be boys? Challenging gender stereotypes \| \| \| \| \| Keep Safe \| \| RR8, OR2, OR3, OR4, BS1, ISH4, ISH5 \| Think before you click! \| \| \| RR8, OR2, OR3, OR4, OR5, BS1, BS2, BS4, ISH1, ISH3, ISH4, ISH5, ISH7 \| It’s a puzzle (OPTIONAL) \| \| \| OR1, OR3, OR5, BS1, BS2, BS3, BS5, BS7, ISH3, ISH5, ISH7 \| To share or not to share? \| \| UKS2 Cycle B (24-25) \| MW1, MW3, MW4, MW5, MW6, MW7, MW9, MW10, HE3, DAT1 \| Rat Park \| \| \|---\|---\|---\| \| HE3, DAT1 \| What sort of drug is…? \| \| \| HE3, DAT1 \| Drugs: it’s the law! \| \| \| HE3, DAT1 \| Alcohol: what is normal? \| \| \| CF2, CF3, CF5, RR1, RR4, MW4, MW6, MW7, HE3, BS4, BS6, BS7 \| Joe’s story (part 1) (OPTIONAL) \| \| \| FPC1, CF1, CF2, CF3, CF4, RR5, OR1 \| Joe’s story (part 2) (OPTIONAL) \| \| \| \| \| Rights and Respect \| \| RR7, ISH6 \| Two sides to every story \| \| UKS2 Cycle B (24-25) \| RR8, OR1, MW1, ISH4, ISH6 \| ‘Fakebook’ Friends \| \|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| What’s it worth? \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Jobs and taxes (OPTIONAL) \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Happy shoppers \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Project Pitch (parts 1 & 2) (OPTIONAL) \| \| ● That they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; ● Continue to develop the skills to exercise these responsibilities. \| \|---\|---\|---\|---\| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Democracy in Britain 1 - Elections \| \| ● Why and how rules and laws that protect them and others are made and enforced; ● Why different rules are needed in different situations and how to take part in making and changing rules; ● Begin to understand the way in which democracy in Britain works. \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Democracy in Britain 2 - How (most) laws are made \| \| ● Why and how rules and laws that protect them and others are made and enforced; ● Why different rules are needed in different situations and how to take part in making and changing rules. \| \| \| Community art (OPTIONAL) \| \| \| \| \| \| Being My Best \| \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| This will be your life! \| \| ● Identify aspirational goals; ● Describe the actions needed to set and achieve these. \| \| Wider PSHE curriculum (not covered by DfE statutory requirements) \| Our recommendations \| \| ● Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues. \| \| CF2, CF3, CF5, RR1, RR4, RR6, BS1, BS5, DAT1 \| What’s the risk? (1) \| \| ● Identify risk factors in a given situation (involving alcohol); ● Understand and explain the outcomes of risk-taking in a given situation, including emotional risks; ● Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these. \| UKS2 Cycle B (24-25) \| FPC1, OR1, OR3, BS1, BS2, BS4, ISH6, CAB1 \| What’s the risk? (2) \| \| ● Identify risk factors in a given situation; ● Understand and explain the outcomes of risk-taking in a given situation, including emotional risks; ● Recognise that some situations can be made less risky e.g. only sharing information with someone you trust. \| \|---\|---\|---\|---\| \| BFA1, BFA2 \| Basic first aid \| \| ● See link to external resources for further information \| \| MW1, MW5, MW6, MW7, ISH2, PHF2, PHF3, PHF4, HP1, HP3, HP4, HP6, BFA1, BFA2 \| Five Ways to Wellbeing project \| \| ● Explain what the five ways to wellbeing are; ● Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives. \| \| \| \| Growing and Changing \| \| \| RR1, RR2, RR4, RR6, OR2, MW3, ISH2, CAB1 \| I look great! \| \| ● Understand that fame can be short-lived; ● Recognise that photos can be changed to match society's view of perfect; ● Identify qualities that people have, as well as their looks. \| \| RR1, RR4, RR7, OR1, ISH2, ISH5 \| Media manipulation \| \| ● Define what is meant by the term stereotype; ● Recognise how the media can sometimes reinforce gender stereotypes; ● Recognise that people fall into a wide range of what is seen as normal; ● Challenge stereotypical gender portrayals of people. \| \| OR1, OR3, OR4, OR5, OR6, BS1, BS3, BS4, BS5 \| Pressure online \| \| ● Understand the risks of sharing images online and how these are hard to control, once shared; ● Understand that people can feel pressured to behave in a certain way because of the influence of the peer group; ● Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be. \| \| FPC2, FPC6, MW2, MW4, \| Helpful or unhelpful? Managing \| \| ● Recognise some of the changes they have \| \| \| UKS2 Cycle B (24-25) \| \| \|---\|---\|---\| \| MW6, MW9 \| \| change \| \| RR1, BS7, CAB1, CAB2 \| \| Is this normal? \| \| FPC3, FPC4, BS3, BS6, BS7, BS8, CAB1, CAB2 \| \| Making babies \|	<urn:uuid:19496c6b-d3e3-4721-a24b-680e190dd022>	CC-MAIN-2024-42	https://www.trealesceprimary.org/serve_file/19977740	2024-10-14T01:15:29+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00175.warc.gz	901,520,837	14,145	eng_Latn	eng_Latn	0.997987	eng_Latn	0.997146	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown" ]	false	docling	[ 1135, 4531, 8201, 10648, 11115, 11413, 12903, 13192, 13580, 13875, 15436, 16110, 16787, 17271, 17770, 18269, 19602, 19690, 20234, 20623, 20942, 20963, 21381, 21761, 23400, 23749, 24202, 24545, 26210, 26688, 27513, 28122, 29873, 31555, 32924, 33422, 33851, 34141, 34790, 36453, 37834, 39483, 40257, 40682, 40975, 41532, 43283, 43769, 44250, 44608, 46499, 48363, 48546 ]	[ 3.96875, 3.453125 ]	2	0
DEFINITIONS Health Inequities Climate Change and Health Equity Climate Change Will Not Affect All Communities in the Same Way The unfair and avoidable differences in health status seen within and between populations and places. Built Environment Environments in which people live, work, and play, including buildings, parks, transportation systems, and air and water quality. Mitigation As related to climate change: reducing greenhouse gas emissions to slow or lessen climate change. Readiness (also called Adaptation) As related to climate change: actions to increase readiness for the impacts of unavoidable climate change and to increase community resilience to confront these impacts. Senate Bill 375 2008 California law requiring each region to prepare a Sustainable Communities Strategy to 1) reduce carbon dioxide (CO 2 ) emissions from cars and light duty trucks, primarily by building more compact communities with better access to mass transit and other amenities; and 2) house 100% of the region's projected 25 year population growth. Whether through sea level rise, droughts, or heat waves, the populations most vulnerable to climate-related health impacts are the same communities that experience health inequities, the unjust and avoidable disparities in health outcomes. These include the elderly, children, communities of color, and those unable to afford food, quality shelter, fuels for cooling and transportation, or lacking alternatives to contaminated drinking water. i, ii Co-benefits of Mitigation Strategies Can Support Health Equity Efforts Substantially reducing greenhouse gas (GHG) emissions is essential to reduce the impact of further climate change. Actions to mitigate further climate change can also help to reduce health inequities. More than 60% of adults do not achieve the recommended amount of regular physical activity. The highest rates of physical inactivity are seen among California's low-income households and communities of color that have the least access to safe places to exercise and play. Rates of associated chronic diseases such as diabetes and heart disease are also highest among these communities. iii California's climate change mitigation law, Senate Bill 375, requires regional transportation, housing, and other land use planning to lower greenhouse gas emissions. As a result, regional agencies are planning for built environments that are more bikeable and walkable with jobs, affordable housing, schools, and basic services located close to one another and easily accessible by public transportation, thus encouraging residents to drive less. Placing jobs, enriched public schools, and neighborhood goods and services, such as grocery stores, with housing that is affordable for all income groups provides increased opportunities for physical activity and can help decrease health inequities. Spotlight on West Oakland The community of West Oakland is challenged by neighborhood disinvestment, neglect of public services, and by pollution from the movement of goods through the Port of Oakland and surrounding freeways. Air pollution exposure can lead to asthma attacks, chronic bronchitis, reduced lung functioning, emphysema, heart attack, stroke, premature deaths, and abnormal lung development in children. iv Rising temperatures and other weather conditions that are associated with global warming increase smog formation and the likelihood of these serious health effects. As extreme weather events become more common, West Oakland residents will also face increasing risks from floods and sea level rise v (Figure 1). Flooding is expected to occur throughout low-lying areas in the Bay Area, but for residents with fewer resources and affordable housing options and the daily stress of living with poverty and racism, this risk poses an even greater hazard. vi Proper Planning for Equitable Results: Mitigation and Readiness Planning Without proper planning, the climate change mitigation efforts described in the previous page can worsen existing inequities. Unless affordable housing is provided in service-rich neighborhoods near transportation, low-income residents will likely be displaced to neighborhoods that have fewer health-enhancing amenities, which could lead to health inequities. By focusing mitigation efforts on existing lowincome neighborhoods, we can reduce the health impacts of segregation, racism, and poverty that already exist. viii Other strategies that are proposed to encourage residents to lower their individual GHG contribution include investing in fuelefficient car ownership. These strategies will do little to improve equity, since many low-income residents cannot afford to purchase and maintain these cars. Rather, public health practitioners need to encourage investments in the public transit system that low-income communities depend on, and in sidewalk and bicycle infrastructure so that all communities can be mobile and have access to jobs, schools, and health-supportive services. ix Readiness Planning Despite the GHG reduction efforts that are underway, further changes in climate are unavoidable. In the United States and in California, we are already seeing the impacts of rising global temperatures, shifting patterns of precipitation, rising sea levels, and other climate changes that are affecting communities, livelihoods, and health. Readiness planning is necessary to prepare for ensuing weather changes, limit the damage caused by climate change, and reduce the costs of responding to climate-related damage. This planning needs to address the particular vulnerability of communities that experience health inequities. i Vulnerable Populations Low-income and minority populations disproportionately live in neighborhoods with the worst air quality and housing conditions, unsafe streets, and least access to healthy food, good jobs and green spaces. x, xi Climate change is already exacerbating these inequities. For instance, low-income residents and many communities of color that are economically segregated in inner-city neighborhoods are particularly vulnerable to what is known as the "heat island effect". xii Greater amounts of concrete, buildings, and less tree cover trap heat, causing urban regions to become warmer than rural areas. As a result, these communities are more vulnerable to increasing air conditioning costs, air pollution, heat-related illness and mortality, and poor water quality. Urban communities need increased trees for shade and green spaces in neighborhoods, building design requirements and investments that include improved weatherization and cool roofs, and street design that includes pavements that trap less heat. The public health sector has an important role to play in ensuring that strategies are put in place to reduce the health and equity impacts of climate change on the most vulnerable populations and that these communities are ready for the impacts of climate change. xiii Public Health as a Resource Climate change reduction, readiness, and resilience efforts all offer important opportunities to ensure and promote community health and well-being. Public health agencies can be a valuable resource for engaging communities in climate change planning. Our long-standing relationships within low-income and ethnically diverse communities and our expertise in community engagement and education can be leveraged to achieve both health and climate change mitigation goals. Public health can bring this expertise to work across sectors to ensure that the result of these efforts produce positive health outcomes for all residents and do not increase health inequities. It is the mission of the Bay Area Regional Health Inequities Initiative to transform public health practice for the purpose of eliminating health inequities using a broad spectrum of approaches that create healthy communities. For more information, contact: Bay Area Regional Health Inequities Initiative (BARHII) 180 Grand Ave Suite 750 Oakland, CA 94612 (510) 302-3367 http://www.barhii.org [email protected] REFERENCES i. R. Morello-Frosch, M. Pastor, J. Sadd, and S. Shonkoff. The Climate Gap: Inequalities in How Climate Change Hurts Americans & How to Close the Gap. 2010. University of Southern California, Program for Environmental and Regional Equity (PERE). Retrieved 1/11/12, from http://college.usc.edu/ pere/documents/ClimateGapReport_full_report_web.pdf ii. Karl, T.R., J.M. Melillo, and T.C. Peterson, eds. Global Climate Change Impacts in the United States. New York, NY: Cambridge University Press, 2009, p 89-98. iii. National Center for Chronic Disease Prevention and Health Promotion. Physical Activity and Health: A Report of the Surgeon General. Retrieved 1/11/12, from http://www.cdc. gov/nccdphp/sgr/ataglan.htm. iv. American Lung Association. Global Warming: Public Health Impacts and Key Mitigation Strategies. June 11, 2009. Retrieved 1/11/12, from http://www.lungusa.org/associations/ states/california/assets/pdfs/advocacy/alac-position-on-global. pdf. v. Bay Area Air Quality Management District, California Air Resources Board Draft Comprehensive Health Risk Assessment, March 2008. http://baaqmd.gov/Divisions/Planning-andResearch/CARE-Program.aspx or http://www.arb.ca.gov/ch/ communities/ra/westoakland/westoakland.htm vi. Sea-Level Rise for the Coasts of California, Oregon, and Washington: Past, Present, and Future, Committee on Sea Level Rise in Claifornia, Oregon, and Washington; Board on Earth Sciences and Resources; Ocean Studies Board; Division on Earth and Life Studies; National Research Council, 2012 vii. Figure 1 from Contra Costa Public Health, Injury Prevention and Physical Activity Promotion Project , July 2012. Source: U.S. Census Bureau, 2006—10 American Community Survey. USGS. viii. Bay Area Regional Health Inequities Initiative. Health Inequities in the Bay Area. Retrieved 1/11/12, from http:// www.barhii.org ix. G.S. Lovasi, M.A. Hutson, M. Guerra, and K.M. Neckerman. "Built environments and obesity in disadvantaged populations". Epidemiology Review 2009;31:7-20. x. California Department of Public Health and the Public Health Institute. Public Health Impacts of Climate Change in California: Community Vulnerability Assessments and Adaptation Strategies. Report No. 1: Heat-Related Illness and Mortality. Retrieved 1/11/12, from http://www.phi.org/pdflibrary/Heat_Vulnerability_2007.pdf xi. A. J. Schulz, D. R. Williams, B. A. Israel, and L. B. Lempert. "Racial and spatial relations as fundamental determinants of health in Detroit." The Milbank Quarterly 2002,. 80(4): 677–707. xii. D. R. Williams and C. A. Collins. "Racial residential segregation: A fundamental cause of racial disparities in health." Public Health Reports / September–October 2001 / Volume 116. Retrieved 1/11/12, from http://www.ncbi.nlm.nih.gov/ pmc/articles/PMC1497358/pdf/12042604.pdf xiii. California Obesity Prevention Program. 2010 California Obesity Prevention Plan: A Vision for Tomorrow, Strategic Actions for Today, California Department of Public Health, California Obesity Prevention Program, 2010. Retrieved 1/11/12, from www.cdph.ca.gov.	<urn:uuid:7bcc0d42-3fae-455f-83ca-023537224a96>	CC-MAIN-2024-42	https://apha.confex.com/apha/141am/webprogram/Handout/id2198/Handout--Oral_283220.pdf	2024-10-14T01:46:50+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00177.warc.gz	79,596,079	2,270	eng_Latn	eng_Latn	0.988375	eng_Latn	0.990624	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3849, 11173 ]	[ 2.671875 ]	1	9
Weatherization Works! The U.S. Department of Energy's (DOE) Weatherization Assistance Program reduces energy costs for low-income households by increasing the energy efficiency of their homes, while ensuring their health and safety. The Program supports 8,500 jobs and provides weatherization services to approximately 35,000 homes every year using DOE funds. Through the weatherization improvements and upgrades, these households save on average $283 or more every year (National Evaluation). Weatherization In Action Locally-based and professionally trained weatherization crews use computerized energy assessments and advanced diagnostic equipment, such as blower doors, manometers, and infrared cameras, to create a comprehensive analysis of the home to determine the most cost effective measures appropriate and to identify any health and safety concerns. Weatherization providers also thoroughly inspect households to ensure the occupant's safety, checking indoor air quality, combustion safety, carbon monoxide, and identifying mold infestations — which are all indications of energy waste. The auditor creates a customized work order and trained crews install the identified energy efficient and health and safety measures. A certified Quality Control Inspector ensures all work is completed correctly and that the home is safe for the occupants. Impact on Low-Income Americans Low-income households carry a larger burden for energy costs, typically spending 16.3% of their total annual income versus 3.5% for other households (2014 ORNL study). Often, they must cut back on healthcare, medicine, groceries, and childcare to pay their energy bills. Weatherization helps alleviate this heavy energy burden through cost-effective building shell improvements such as insulation and air sealing, heating, ventilation, and air conditioning systems, lighting, and appliances. Weatherizing a home as multiple benefits. In addition to the main goal of creating a more energy efficient dwelling, an investment in weatherization also has a positive impact on local employment and energy costs and generates energy and non-energy benefits for the community. The program improves health and safety by eliminating any energy-related hazards. Once installed, energy-efficient Weatherization measures continue to save money and energy year after year and increase household incomes so funds can go towards key living expenses. Funding & Leveraging DOE provides core program funding to all 50 states, the District of Columbia, Native American Tribes, and the five U.S. territories - American Samoa, Guam, Northern Mariana Islands, Puerto Rico, and the Virgin Islands through formula grants. Once DOE awards the grants, states contract with nearly 800 local agencies nationwide. Community action agencies, other non-profits, and local governments use in-house employees and private contractors to deliver services to the low-income families. In 2017, utilities and states supplemented DOE funding by providing an additional $678 million or $3.04 for every dollar invested by DOE (NASCSP Funding Survey 2017). Impact on Communities Weatherization not only helps households, it also helps revitalize communities by spurring economic growth and reducing environmental impact. Weatherization returns $2.78 in non-energy benefits for every $1.00 invested in the Program (National Evaluation). Non-energy benefits represent tremendous benefits for families whose homes receive weatherization services. After weatherization, families have homes that are more livable, resulting in fewer missed days of work (i.e. sick days, doctor visits), and decreased out of- pocket medical expenses by an average of $514. The total health and household-related benefits for each unit is $14,148 (National Evaluation). Typical Weatherization Measures MECHANICAL MEASURES * Clean, tune, repair, or replace heating and/or cooling systems. * Install duct and heating pipe insulation. * Repair leaks in heating/cooling ducts. * Install programmable thermostats. * Repair/replace water heaters. * Install water heater tank insulation. * Insulate water heating pipes. * Install solar hot water heating system. * Install insulation where needed. * Perform air sealing. * Repair/replace windows/doors. * Install window film, awnings and solar screens. * Repair minor roof and wall leaks prior to attic or wall insulation. BUILDING SHELL MEASURES HEALTH & SAFETY MEASURES * Perform heating system safety testing. * Perform combustion appliance safety testing. * Repair/replace vent systems to ensure combustion gas draft safely outside. * Install mechanical ventilation to ensure adequate indoor air quality. * Install smoke and carbon monoxide alarms when needed. * Evaluate mold/moisture hazards. * Perform incidental safety repairs when needed. Leading the Industry Weatherization is always critical to introducing and deploying technology and facilitating greater industry adoption. An entire industry – the home performance industry – is based on the skills perfected by weatherization. Over the past five years, the weatherization network and the private sector have established the Guidelines for Home Energy Professionals including Standard Work Specifications for Home Energy Upgrades (SWS), and Home Energy Professional certifications along with accreditation of energy-efficiency training programs. Weatherization agencies also create a market for American manufacturing, using products and equipment from local sources, benefitting the business community in the regions they serve. The Weatherization Assistance Program has created an industry, producing new jobs and technologies, all while helping the most vulnerable families in America. ELECTRIC & WATER MEASURES * Install efficient light sources. * Install low-flow showerheads. * Replace inefficient refrigerators with energy-efficient models. CLIENT EDUCATION ACTIVITIES * Educate on potential household hazards such as carbon monoxide, mold & moisture, fire, indoor air pollutants, lead paint and radon. * Demonstrate the key functions of any new mechanical equip ment or appliances. * Discuss the benefits of using energy-efficient products. For more information, visit: energy.gov DOE/1561 • June 2019	<urn:uuid:d80dd1af-08fb-4c26-9ce6-76fffa01f4ad>	CC-MAIN-2024-42	https://caastlc.org/wp2023/wp-content/uploads/2023/05/WAP-Fact-Sheet-2019.pdf	2024-10-14T01:15:20+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00174.warc.gz	124,219,018	1,177	eng_Latn	eng_Latn	0.993479	eng_Latn	0.994115	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3112, 6270 ]	[ 1.90625 ]	9	14
YEAR 8 Shape and Space 4 Area and Circle Geometry Number 4 Standard Form and Approximation Probability 1 Simple Probability and Experimentation Algebra 4 Expressions and Equations Number 5 Fractions Ratio and Proportion 3 Ratios, fractions and linear relationships Shape and Space 5 Pythagoras' Theorem and Surface Area Ratio and Proportion 4 Unitary method Algebra 5 Algebraic Graphs Shape and Space 6 Angles and Transformations Algebra 6 Nth Term Statistics 1 Interpreting and Representing Data Circles Standard Form Probability Solving Equations Adding Fractions Ratios and Fractions Pythagoras Proportion Linear Graphs Angle Properties Nth Term Pie Charts	<urn:uuid:1bd204d1-52a8-41ab-b276-e905e299bd71>	CC-MAIN-2024-42	https://www.harrogategrammar.co.uk/seecmsfile/?id=3022	2024-10-14T01:06:39+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944255355.53/warc/CC-MAIN-20241014005649-20241014035649-00173.warc.gz	687,137,040	190	eng_Latn	eng_Latn	0.519185	eng_Latn	0.519185	[ "eng_Latn" ]	false	docling	[ 660 ]	[ 2.5 ]	1	0
TO HELP THE PLANET and to HONOUR A SPECIAL PERSON or to MARK A MEMORABLE EVENT: – supporting Kenyan women: www.wordforest.org Planting trees in Sussex. Email: [email protected] www.nationaltrust.org.uk/plant-a-tree Or a charity of your choice: The Parish Centre or email: [email protected] Suggested Ways to Plant a Tree All three organisations plant trees suitable for the environment and in keeping with the local wildlife. Word Forest Organisation: www.wordforest.org The Word Forest Organisation is a UK based charity that plants trees, builds classrooms, facilitates education, and supports a women's empowerment group in Kenya. It also raises environmental awareness and plants trees in the UK too. A single tree costs £2.50 and a certificate £2.50. The Society of St Columba: Email: [email protected] This is a new monastic Christian community based at Chanctonbury deep in the heart of the South Downs National Park. The community is open to visitors and you can arrange to plant your own tree. Trees planted are five years old and cost round £35. The National Trust: www.nationaltrust.org.uk/plant-a-tree The National Trust is aiming to plant 20 million native trees by 2030 at various sites across the UK. Trees cost £5 for a sapling and a digital certificate will be issued via email. You can plant a tree for yourself, as a gift to someone special or in memory of a loved one.	<urn:uuid:dcac3107-361e-4ddf-8351-5007443025cb>	CC-MAIN-2021-39	https://www.bognorcatholicparish.co.uk/uploads/1/1/7/9/117943310/tree3_v2.pdf	2021-09-19T20:03:25+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	705,925,648	325	eng_Latn	eng_Latn	0.977453	eng_Latn	0.997425	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 310, 1422 ]	[ 1.8203125 ]	1	0
Documents #1 (d), (e), and (f): Remembering Slavery In the 1930s, the Federal Writer's project of the Works Progress Administration sent people throughout the South to interview former slaves. These interviews, written in the dialect of the ex-slaves, are invaluable sources of information about slavery as remembered by those who experienced slavery firsthand. Document #1 (d) is an interview with Herndon Bogan, who grew up on a plantation in Union County, SC, about 40 miles southwest of Charlotte . Bogan later moved to Charlotte and recalls "witchin'" among the Mecklenburg slaves. Document 1 (e) is an interview of B. E. Rogers of Raleigh, NC, which points out some of the horrors of the slave system. Document 1 (f) is an excerpt from a book by Dr. John Brevard Alexander. Alexander was a Mecklenburg County slaveholder, whose world fell apart after the Civil War. Alexander's memories of slavery are quite different than the memories of Bogan and Rogers. Suggestions for the classroom: These documents will show students that history is often written from sources that contradict each other. The historian needs to interpret sources and try to reconstruct the past. These documents will allow students to act as historians and draw heir own conclusions about slavery based on these reminiscences. The following questions can be discussed: 1. According to Rogers, what were some of the abuses of slavery? 2. Sum up Bogan's memories of slavery. 3. According to Alexander, how did blacks benefit from slavery? 4. Is one of these documents more accurate that another? Can they be reconciled? Do you believe one person more than another? If so, why? 5. Are there any dangers in writing history based on people's memories? What are the advantages of using memories in helping historians to write history? Document #I(d) Ex -Slave Story An interview with Herndon Bogan, 76, of State Prison, Raleigh, NC. "I wus bawned in Union County, South Carolina on de plantation o' Doctor Bogan, who owned both my mammy Issia, an' my pap Edwin. Dar wus six o' us chilluns, Clara, Lula, Joe, Tux, Mack an' me. "I doan 'member much 'bout slavery days 'cept dat my white folkses was good ter us. Dar wus a heap o' slaves, maybe a hundert an' fifty. I 'members dat we wucked hard, but we had plenty ter eat an' w'ar, eben iffen we did w'ar wood shoes. "I kin barely recollect 'fore de war dat I'se seed a heap o' cocks fightin' in pits an' a heap o' horse racin'. When de marster winned be wud give us niggers a big dinner or a dance, but if he lost, oh! "My daddy wus gived ter de doctor when de doctor wus married an' day shore loved each other. One day marstar, he comes in an' he sez dat de Yankees am aimin' ter try ter take his niggers way from him, but dat day am gwine ter ketch hell while dey does hit. When he sez dat he starts ter walkin' de flo'. 'I'se gwine ter leave yore missus in yore keer, Edwin,' he sez. "But pa 'lows, 'Wid all respect fer yore wife sar, she am a Yankee too, an' I'd rutlier go wid you ter de war. Please sar, massa, let me go wid you ter fight dem Yanks.' "At fust massa 'fuses, den he sez, 'All right' So off de goes ter de war, massa on a big hoss, an' my pap on a strong mule 'long wid de blankets an' things. "Dey tells me dat ole massa got shot one night, an' dat pap grabs de gun 'fore hit hits de earth an' lots de Yanks have hit. "I 'members dat dem wus bad days fer South Carolina, we gived all ol' de food ter de soldiers, an' missus, eben do' she has got some Yankee folks in de war, l'arns ter eat cabbages an' kush an' berries. "I 'members dat on de day of de surrender, least-ways de day dat we hyard 'bout hit, up comes a Yankee an' axes ter see my missus. I is shakin', I is dat skeerd, but I bucks up ant I tells him dat my missus doan want ter see no blue coat. "He grins, an' tells me ter skedaddle, an' 'bout den my missus comes out an' so help me iffen she doan hug dat dratted Yank. Atter awhile I gathers dat he's her brothers but at fust I aint seed no sense in her cryin' an' sayin' 'thank God' over an' over. "Well sar, de massa an' pap what had gone off mad an' healthy an' ridin' fine beastes comes back walkin' an' dey looked sick. Massa am white as cotton an' so help me, iffen my pap, who wus black as sin, ain't pale too. 'Atter a few years I goes ter wuck in Spartanburg as a houseboy, den I gits a job wid de Southern Railroad an' I goes ter Charlotte ter nightwatch de tracks. "I stays dar eighteen years, but one night I kills a white hobo who am tryin' ter rob me ol my gol' watch an' chains an' dey gives me eighteen months. I'se been hyar six already. He wus a white man, an' jist a boy, an' I is sorry, but I comes hyar anyhow. "I hyard a ole 'oman in Charlotte tell onct 'bout witchin' in slavery times, dar in Mecklenburg County. She wus roun' ninety, so I reckon she knows. She said dat iffen anybody wanted ter be a witch he would draw a circle on de grount jist at de aidge ol dark an' git in de circle an' squat down. "Dar he had ter set an' talk ter de debil, an' he say, 'I will have nothin' ter do wid "ligion, an' I wants you ter make me a witch.' Atter day he mus' bile a black cat, a bat an' a bunch of herbs an' drink de soup, den him wuz really a witch. "When you wanted ter witch somebody, she said dat you could take dat stuff, jist a little bit of hit an' put hit under dat puson's doorsteps an' dey'd be sick. "You could go thru' de key hole or down de chimney or through de chinks in a log house, an' ride a puson jist lak ridin' a hoss. Dat puson can keep you outen his house by layin' de broom 'fore de do' an' puttin' a pin cushion full of pins side of de bed do', iffen he's a mind to. "Dat puson can kill you too, by drawin' yore picher &an' shootin' hit in de haid or de heart too. "Dar's, a hwap o' ways ter tell fortunes dat she toll me but I'se done forgot now 'cept coffee groun's an' a little of de others. You can't tell hit - wid dem do', case hit takes konwin' how, hit shore does. Document #I(e) Story told by B. E. Rogers Raleigh, North Carolina Worker: Mary E. Hicks Editor: Daisy Bailey Waitt April 20, 1937 "Once, in the month of October, my father and I were gathering the shocks of corn from the low grounds on the river when I, looking over the big meadow, said, 'I bet it was short work for the Negroes to get a crop like this housed in slavery days.' "Father stopped, sat down on a stump, and mopped his brow before answering.' Yes,' he said, 'it was short work, to be sure, but on some plantations any number of negroes would be beaten bloody before the crops were in.' "'Then you're glad it's over?' I asked. "Yes, indeed,' he said indignantly, 'it was a shame to work the Negroes, that is, the way some folks worked them.' "After a little persuasion he told me a number of his experiences as a slave. "'Once, right here on this plantation I saw a Negro man who was sick beat until he dies because he couldn't chop cotton as fast as the others. Once on a neighboring plantation I saw two Negro boys hanged up on the smoke house by the thumbs and beat for leaving the plantation without permission. Their shirts were so bloody they had to be greased before they would come off. Negroes were treated like cows, the weakly ones ruthlessly destroyed. Yes, sir, I have known of a number of deformed Negro babies being killed shortly after they were born. There was very little marrying among the slaves, one big husky Negro being the father of most of the slave children. Another thing was pretty girls bearing children for the white masters, thus mixing white aristocrat blood with Negro blood.' "'What about the sales, did you ever attend one?' "'Yes, I saw one at Raleigh once. About half a dozen Negroes being sold, mostly to women. There was one Negro woman who clutched a child of two or three years in her arms and I will never forget the look of agony and terror on his face. "'Some one bid on the woman but didn't want the child, thereupon the master snatched the child from the Negroes arms and ordered her to step off the block. "'The woman screamed and the other Negroes sobbed in sympathy. A young man pushed from the crowd, I later learned that he was William Holden, and he asked the new owner how much he would take for the mother. "'The owner answered that he would not part from her, neither would he buy the child. "'The young man bought the child and with the owner's permission gave it to the Mother as a free child. "'Years later the owner, who lived in Beaufort County, tried to sell the Negro boy, now nearly grown. I heard later when I was in Raleigh where Mr. Holden, an editor, afterwards governor of North Carolina, employed him."' Document #I(f) This was the time there was affected a wonderful change in the general health of the negro race. All the restraint that was thrown around the race in slavery, was cast aside; a complete metamorphose was effected in him when freedom was thrust upon the race. They no longer had a master or mistress to look after their well-fare. As cold weather approached there was no one to have him supplied with comfortable quarters; wood to keep him warm at night, good clothes to keep him comfortable doing his necessary daily work, suitable food to supply the waste of the body and nourish the tissues that have become exhausted. In slavery they were fed on fat bacon, corn bread, cow peas, buttermilk and all the vegetables they could eat. They were prevented from all manner of dissipation, and required to be in their beds by nine o'clock. A system of patrolling kept them from running about after night, exposing themselves to all kinds of weather, losing sleep, rendering them unfit for work; this system was essential for the welfare of the Negro's health, and for the financial interest of the master. Yes, the spiritual interests of the negroes were not overlooked. The masters who were godly men, would frequently collect their servants with the children of the household, around one common family altar at the evening hour of prayer. It was a common custom to assemble them on a Sunday afternoon and teach them the fundamental plan of salvation, as taught in the Bible. The laws of the State forbade teaching slaves to read and write, but quite a number were taught to read by their master's children, and nothing was said about it. I never knew but one who could not sing, and he was deaf and dumb; but he was a most devoted worshiper of the Supreme Being; and he often reproved members of his own race for misconduct, especially for desecrating the Sabbath. From Reminiscences of the Past Sixty Years by Dr. John Brevard Alexander (Charlotte: Ray Printing Co., 1908).	<urn:uuid:f6baf586-865d-4b0a-a663-288d63548aa5>	CC-MAIN-2021-39	http://landmarkscommission.org/wp-content/uploads/2017/08/Remembering-Slavery-in-Mecklenburg-County.pdf	2021-09-19T20:51:45+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	38,097,949	2,646	eng_Latn	eng_Latn	0.66115	eng_Latn	0.988936	[ "eng_Latn", "jam_Latn", "jam_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2106, 4294, 6137, 8374, 10690 ]	[ 4.15625 ]	1	2
Leonard E. Amborski, Narrator New York State Military Museum Interviewers Mike Russert and Wayne Clark Interviewed on May 6, 2008 at Canisius College, Buffalo, NY INT: Could you give me your full name, date of birth and place birth, please. LA: Leonard Amborski, August 23, 1921, Buffalo, New York. INT: What was your educational background prior to the beginning of World War II? LA: I went to Public School 11, then East High School, then Canisius College, graduated there in 1943. INT: Do you remember where you were and how you heard about Pearl Harbor? LA: I was at my date's house on a Sunday afternoon, we had the radio on and we got the message then. INT: What were your feelings when you heard this? LA: I never heard about Pearl Harbor until then, didn't know where it was. INT: Most people didn't. LA: It didn't take long to find out what happened and so on, further comments on the radio filled us in on the details. INT: Where were you working at the time the war started? LA: I was still a student at Canisius College. INT: What did you do after you graduated from Canisius? LA: I graduated March 1943 and started teaching Army Air Corps cadets who were stationed at the college. They had just started the program, the college training detachment, at that time so I taught them physics and I also taught the civilian classes in physics at Canisius starting in May 1943. The Air Corps students had just arrived that month, there were two hundred of them in the original group. They were taking a fivemonth course, four months were class work and one month they spent learning how to fly. INT: The course you were teaching, was that supposed to be an accelerated course? LA: No, it was an abbreviated course. We taught them pertinent physics subjects that might be important for them to know as flyers in combat. INT: Did you have to design this course or did the Defense Department give it to you? LA: No, we designed the course. We selected the parts that we thought were important for them to know. INT: What were some of the things you taught? LA: We tried to teach them some of the mechanics of airplanes, why they fly, the Bernoulli Principle, what kept the plane up in air. We taught them things on computer, computing distances and time so they would have some idea of instrumentation. We taught them things like electricity, a little bit of meteorology, too. INT: In 1944 you worked with the Carnegie Institute? LA: In May 1944 they were ending the college training detachment program for the Army Air Corps. At that time they had a need for scientists at the Department of Terrestrial Magnetism which is the Carnegie Institute in Washington. There were eight of us on the faculty who went to Washington, DC to work at the Carnegie Institute. We were assigned to various activities, I was doing work on magnetism, studying the magnetic effects of the earth. I also worked on magnetic compasses and compasses for the Air Force, the Navy, and Coast Guard. Of those eight people many of them were sent overseas because we were compiling data on the ionosphere which is related to radio transmission. People were sent as far as Baffin Bay, Alaska, Christmas Island, Trinidad, and they were at these stations where we were compiling magnetic data as well as ionospheric data. Fortunately I happened to be staying in Washington where I worked on the compass work and also on detecting and deactivating mines. We were anticipating invasion of Japan at that time so they brought in a lot of Japanese mines and we were doing research on how to deactivate these particular mines to protect our troops if they were going to invade Japan. INT: Could you go into a little more detail about some of the things you did while you were there? LA: We designed compasses specifically, one of the most detailed ones was for the Air Corps. These compasses were designed to make sure pilots would get to their destination and get back. We also were designing compasses for the Coast Guard and were actually on a Coast Guard ship in Glen Burnie near Baltimore where we were testing these compasses. INT: How were they different than previous compasses? LA: They were automated and they would be recording the data as you went along. Rather than just looking at a compass they would have recording devices. INT: Kind of computerized. LA: Yes, the early stages of computerization. INT: What was your work day or work week like? LA: We worked five and a half days, Monday through Friday and then half a day on Saturday. It was a beautiful setting in Rock Creek Park. The buildings I worked in primarily were non-magnetic buildings because we didn't want the outside influence of the building having any steel or magnetic material. The building that I worked in was a rather unique building in that it was all wood and they used copper nails to put it together. We studied compass deviations and how they might be affected by the outside influences. INT: The job you were doing was probably highly classified and you had a high security clearance? LA: Yes, we were essentially qualified by the War Manpower Commission. They looked at our credentials in terms of training and knowledge and experience so they gave us an exemption from being military people. At one time they considered putting us into the military but they said what's the point, we're doing the same work anyhow, so the War Manpower Commission kept us as civilians. INT: Were you briefed on who you could talk to and who you couldn't as far as what you were doing? LA: We were not allowed to discuss the nature of our work. INT: When you lived in Washington where did you live? Did they provide housing? LA: No, I worked in Rock Creek Park which was northwest Washington but I lived right across the street from the U.S. Capitol building. I got married when I was there and we lived in an apartment directly across the street. If you were in our bathroom on the pot you could look out the window and see the dome of the Capitol. [laughs] INT: Did you have a car? LA: No, we didn't have a car, we used public transportation. For $1.25 we had a pass, you could go anywhere in the city on a trolley or a bus. I also taught night school there. I taught chemistry in one of the public high schools, Theodore Roosevelt High School. So I lived at the other end of town. We had a lot of exciting days because we lived right across from the Capitol and any dignitaries coming in, we'd get a chance to see them. One of the most notable things I remember is seeing President Roosevelt the day he left the White House to go to Warm Springs, Georgia, before he died. He was in an open car with his fedora and I took a picture of him. That was the last time I saw President Roosevelt. INT: How did you feel when you heard about his death? LA: To me he was a hero. I felt very badly about that. We also enjoyed the parades they had when Eisenhower came to Washington and General Wainwright, there was great celebration. We also had a daughter born that year and when the Japanese war ended in August 1945 my wife and I were pushing the baby carriage down Pennsylvania Avenue rejoicing with everybody else. My two-month old daughter was sound asleep in the carriage, she didn't hear anything. INT: With you being in physics and with us dropping the atomic bombs, were you aware that there was research like that going on? LA: No, we knew nothing about it. INT: What did you think when you heard about these weapons? LA: When it happened, having been alerted to the possibility that we might have to invade Japan, knowing the consequences of our people being killed, I was very happy to see that we saved a lot of our own lives. Probably tens of thousands of American lives were saved as a result. INT: Living in Washington during the war, did you have the blackout curtains and all of that? LA: I don't recall any blackout at all. INT: Were your food items rationed? LA: Definitely. My wife used to go to the local store and he'd give her a package. You didn't know what it was you came home with, probably hamburger so you never knew what you got. Butter and meat were very scarce, hard to come by. INT: You said a staple was Spam? LA: We had a lot of Spam. [laughs] INT: Do you still eat it today? LA: No, I don't like it. [laughs] INT: What did you do for entertainment? LA: My wife was pregnant so we did a lot of walking, a lot of sightseeing. We got to see many things in Washington, Glen Echo Park, we went to the Franciscan Monastery, so we got around the town to see what was there. Of course the Lincoln Memorial, we walked around the Tidal Basin, we always enjoyed the cherry blossoms there. So we did a lot of sightseeing around the town, that was our major effort. I don't think we even went to movies in those days, we just did sightseeing. INT: Did you get to meet any dignitaries? LA: On the way to work one day I met, coming out of the apartment building, on Connecticut Avenue, President Truman, the day he took over the office. He lived in an apartment, I saw him come out of his building that morning after Roosevelt died. I also remember seeing General Charles de Gaulle, he was on the street one day. Those are the two dignitaries other than Eisenhower and Wainwright whom I saw in parades. But I got pretty close to President Truman at the time and de Gaulle. INT: You had a brother that served in the Merchant Marine? LA: My brother and I started school together at Cleveland and went through every class together through freshman year at Canisius College. INT: How old was he? LA: He was eleven months older than I was so we were almost like twins. He spent one year at Canisius and then went in the Coast Guard and ultimately went to the Merchant Marine Academy on Long Island. Part of their training was to be on a merchant vessel. He was assigned to a merchant vessel which went to England. On the way back they were torpedoed and that's where he lost his life. I spent four years researching this in recent years and published a book. [The Last Voyage – Maritime Heroes of WWII] INT: Which you donated to our museum, thank you. INT: How did your family feel, especially you being so close to him? LA: That was the most tragic event in my life. I still recall my mother when she screamed when she got the message. All we learned at that time was that he was missing in action. It wasn't until about three months later that my mother got a letter from the mother of one of the survivors of the ship, giving us the details of how it happened. My mother was in a bad state of mind for a long time after that. It did affect the family very strongly. INT: Was your father living at that time? LA: Yes, he was. He kept writing letters trying to find out more information. I still have copies. It was a real tragic event for the whole family. INT: You had a very close cousin that also died in the war? LA: I had a cousin, Arthur Amborski, whose mother and my mother were sisters and our fathers were brothers. They were married in a double wedding. He was like a brother to me. He went to Bergen High School, he was a four star athlete, he was in football and basketball, he was class president, he was honor student. He had an offer to play professional baseball with the Cleveland Indians but when he graduated in 1943, he joined the Air Force and ultimately wound up in Italy and he was a gunner on a plane. They were shot down over Vienna, Austria and he was killed. He was buried in a cemetery in Austria and four or five years later they exhumed his body and he's now buried in Ardennes, Belgium. So I basically lost two brothers in the war. INT: To change the topic a little bit, you said that you surprised some of your cadets one night moonlighting? LA: I was moonlighting at a local tavern and they had attended a dance down the street at Elmira Memorial Hospital, which is now ECMC (Erie County Medical Center), and lo and behold I was behind the bar and all these young fellas came in—my students. They were as surprised as I was. So it was quite interesting. [laughs] INT: Are there any other things you remember about that time period that you want to mention? LA: I remember that we had two basically different groups of cadets there, a group from New York City and a group from Boston. They were very competitive and they would kid each other back and forth which is the better city, Boston or New York City. It was quite a rivalry so we had a lot of fun with them. I used to spend a lot of time in the evenings at their facilities which is now Canisius High School. It was a consistory then. They were housed there, they had their barracks there, and we used to go there and help them with their homework at night. It was rather interesting because they used to march every morning from Delaware Avenue Consistory down Delaware Avenue to Delavan and they'd be marching to the school for classes and of course all the way down the street they'd be singing so it was quite a spectacle to see these young fellas all hepped up going to school. I recall many days going to the Consistory there where we could help the students. INT: Did you ever maintain contact with any of them or run into them after the war? LA: One of them married a local girl. Paul Vlasevich, he changed his name to Rogers when he got married. I saw him occasionally but he passed away a few years after the war. INT: Since you're a graduate of Canisius College and you taught there, and we're there now, what changes have you seen in the university? LA: I've seen tremendous growth of the school and I have fond affection for the school to see how it's progressed. I have great admiration now with the courses they have and the student body. They've done such a great job in developing a faculty. Canisius has come a long way in the fields of business and even science now. INT: After the war you furthered your education? LA: After the war I joined DuPont where I worked forty-four years. During the course of my career at DuPont I went to night school at UB (University of Buffalo) and got my Master's and PhD at night school. I was the first student to do that. I got my PhD in chemistry and worked for DuPont in research and I got to do environmental work. I got to do fitness work and got to be an industrial hygienist. I had to take a training program and pass a certification exam and I was the first certified hygienist in western New York. That entailed my efforts to look after the health of our workers. We tested the area for toxic material, noise, radiation, stress, mechanical stress. I got to be an industrial hygienist as well as a research chemist. INT: How do you think working during WWII in research and development had an effect on your career or life? LA: It's just an inherent interest I had in research, I still have that same interest. Now I do my research in genealogy. [laughs] I'm still researching all the time, I guess that's my nature. I started out that way and I maintained that same interest in looking into new things. INT: Thank you very much for your interview. LA: OK. Enjoyed it.	<urn:uuid:83619839-8035-4677-b053-f389af8ac98b>	CC-MAIN-2021-39	https://museum.dmna.ny.gov/application/files/6715/9464/0028/Amborski_Leonard.pdf	2021-09-19T20:54:57+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00656.warc.gz	452,406,739	3,350	eng_Latn	eng_Latn	0.999551	eng_Latn	0.999673	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1700, 4332, 6827, 8899, 11684, 14481, 15156 ]	[ 2.21875 ]	1	3
SO WHAT DO YOU KNOW ABOUT BATMAN? BATMAN RETURNS follows the success of BATMAN, released in the United Kingdom in 1989. For Warner Bros. the film company that distributed the film, it was their biggest ever box office success. So why make number 2? What do you think were the attractions? BATMAN RETURNS stars Michael Keaton in the title role, repeating his success in the earlier film. But are movies which follow on from an earlier success simply a total repeat of the earlier formula? A company that is distributing and marketing a film needs to know what sort of awareness a potential audience has of a film, or the type of film that it is trying to promote. So, how do you fit into that audience profile? 1. Did you see the 1989 BATMAN film? 2. Apart from the film, where else might you have heard about BATMAN? 3. If you saw BATMAN, what would you be expecting from a film called BATMAN RETURNS? 4. What do you know about Batman as a character? List some of his qualities. Is he similar to any other characters from films or books or comics? 5. What other characters do you associate with Batman? Does he work by himself? Who are his enemies? 6. Where would you expect to find Batman? What country or town? What would you expect the locations to look like? You may find that in your group some of you know a lot about BATMAN, others may know nothing at all. It is the job of a Marketing Department in a film company to attract all of you, both the Batman fans and those who think they would like to see a film and so might want to know more about BATMAN RETURNS what sort of film it is, who is in it. Your answers to the above questions should help you in the work that you are about to do -which is to devise an advertising and publicity campaign for the forthcoming film BATMAN RETURNS. Before you start work on your campaign, however, it is worth thinking about some of the things that attract you to films. After all, you may not be a Batman fan. You will need to be persuaded to go and see the film for different reasons and so we should start by thinking about why you go to see a film. YOU AS A FILM GOER In the box below, write clown as many different things as you can think of which: a) persuade you to go and see a film b) give you information about a film. Some of these things might not influence you in making your decision but they might well be methods by which film companies promote their films and let audiences know that a film is about to open. When you have done this, write down which you think are the three most important things which help persuade you to go and see a film Then, from your list of all of the different ways in which a film company can let you know about a film, divide your list into two sections. Firstly, list all of those things that you think a film company has to pay for (for example advertisements). Then list all of the things that you think that a film company can get for free. You may also find certain things in shops which feature the logo or characters from the film merchandise such as mugs, T shirts, books. When you have completed your listings, you will have an idea of the complexity of the film distributor's job. It is not simply a case of just designing a poster and hoping that people will want to see the film. The job of the Marketing and Promotions Department is to ensure that potential audiences are aware of the film, that they are looking forward to its arrival in their local cinema. Your task will be to devise a campaign for the film BATMAN RETURNS, using as many of the ideas that you have just had in order to come up with a campaign that you think might persuade audiences to come and see the film THE TRAILER All films released at the cinema will have at least one trailer prepared for them which is shown in cinemas well before the film opens. Some films will have two or three different trailers, some quite short (often known as 'teasers'), others longer. The trailer is one of the direct ways that a distributor has of interesting a cinema going audience in a forthcoming film. It can also be used in television advertising, although here a shorter version would be used. Before starting work on your own campaign, it is worth paying close attention to the first trailer for BATMAN RETURNS. This will give you some information about the possible storyline and also some of the characters within the story. It will also give you information about who stars in the film. The trailer lasts 2 minutes and ten seconds. In that time 26 different sequences are shown! Because a trailer is very carefully edited together, we must assume that everything within the trailer has been put there for a purpose. It is our first task to carefully study the trailer and to think why each of the short sequences was included in the two minutes and ten seconds. 2D TASKS 1. View the trailer once through without stopping. This will give you an overall feel for the image that it is trying to put across. Alter this viewing, write down what sort of film you think BATMAN RETURNS will he. Can you remember what information you are given? What do you think will happen in the story? This first exercise will give you the impression that a cinema audience has when it sees the film. Compare what you have written down with others in your group. How similar are your ideas? What was not included in the trailer? 2. You will now examine the trailer in more detail. We have already, said that there are 26 sequences in the trailer. On the breakdown chart provided, we have already included some of the scenes. What you should do is complete the sequence breakdown. Then complete the other sections of the chart. These include sound sections and also timing sections. You will notice that certain sequences occur more than once - Bruce Wayne with the woman at the party for example. However, for the purpose of this exercise, make sure that every time there is a cut from one scene to another you list this as a new sequence. 3 When you have completed your breakdown, try to say why you think each sequence was included. What message does each sequence suggest? What are the effects of various edits put one next to the other? Why do you think that the sequence is ordered in the way it is? You might choose to cut up a photocopy of your chart and try to rearrange the various sequences You might choose, for example, to start with the rocket attack on the store. From your re-ordered trailer, does a different image of the film emerge? 4. Instead of 26 sequences you are only allowed 2. These must include the Warner Bros. logo and also the Bat motif Which 12 sequences would you choose and what order would you put them in? Using your photocopy of your original breakdown, construct your 12 sequence trailer. Does this give the same idea as the original trailer? 5 Different audiences. Again using your photocopy of the breakdown try to create two different trailers. One should be for 12 year olds who really like action films, the other should be for old time fans of Batman. You may choose from any of the 26 sequences that you have listed, using as many or as few of the sequences as you wish. When you have completed your two trailers, explain why you have included the sequences that you have and how you see these sequences attracting the defined audiences. WHAT DOES THE TRAILER TELL US? Having completed your work on due trailer, you should now have a fairly clear idea both of what is contained within it and also some idea of wily the various sequences were included. By answering some of the following questions is it possible to make any predictions about what happens in the film? a) Do you think that Batman will 'win' at the end of the film? Give reasons for your answer. b) What do you think the story will be about, considering that we have been introduced to three main characters – Batman, Penguin and Catwoman? Also think that we have also seen two other characters Bruce Wayne and a woman. How will these two characters relate to the other three? c) What sorts of events within the film do you think an audience will be expecting? d) What type of film will the audience be expecting - that is what genre of film? e) At the end of the trailer we are given the names of the three major stars who appear in the film. Have you heard of any of them? If you have, can you remember any other films that they have been in? What sort of roles did they play in these films? Bearing in mind these other roles, do they seem to be playing similar parts in BATMAN RETURNS? From the detailed work that you have done here, you should now have some firm ideas as to what the film is about! What would you say are the major selling points of the film? SEQ NO. 1 \| 2 \| \|---\| \| 3 \| \| 4 \| \| 5 \| \| 6 \| \| 7 \| \| 8 \| \| 9 \| \| 10 \| \| 11 \| \| 12 \| \| 13 \| VISUALS SOUND-MUSIC/SPEECH EFFECTS IDEAS GIVEN SEQ NO. 14 \| 15 \| \|---\| \| 16 \| \| 17 \| \| 18 \| \| 19 \| \| 20 \| \| 21 \| \| 22 \| \| 23 \| \| 24 \| \| 25 \| VISUALS SOUND-MUSIC/SPEECH EFFECTS IDEAS GIVEN BRIEFING By now you should have some ideas about the selling points of the film BATMAN RETURNS and also some ideas about the possible audiences for the film. You are now going to devise a marketing campaign for the film, ranging from posters to press schedules, from radio ads to T-shirts. At each stage of the process you should write down why you have made the decisions that you have. You will have to decide on marketing strategies and create campaigns. In many ways, the level of success of any film relates to ways in which it is 'sold' to the potential audiences. The key points to remember about your campaign are as follows: a) There will be a large audience out there who saw BATMAN and will probably want to see BATMAN RETURNS. b) There are a large number of Batman fans who know about the character and the stories iront having read comics and also seen the television series. You will need to bear in mind, however, that the BATMAN films are very different from the television series. Robin does not appear in the films. The television series was quite amusing. There is nothing worse than raising people's expectations for a film through misleading publicity. Imagine people who have seen the television series and think that Robin must appear in the film. Your job will be to make people realise that the film is different. c) There are other audiences out there who could also be persuaded to see the film. You have to create an awareness of the film for all of these possible audiences. How will you go about it? You have seen the trailer for BATMAN RETURNS and so have a flavour of the film. Perhaps the first thing to do is to write a press release for the film, announcing that it will soon be showing in cinemas. The information that you might choose to give is as follows: The stars - Michael Keaton, Dann DeVito and Michelle Pfeiffer The characters they play - respectively Batman, Penguin and Catwoman Other information to give could be either about the previous film, Batman in general or about the stars. You must write a press release which will interest reporters and film critics. You are not simply looking for reviews. You want to make editors and television researchers phone you up asking for more information. They will be the ones who make the decisions about whether to invite stars of the film onto their programmes or ask writers to do a feature on the film or on the star. So make it short but interesting. Make them want the story. ON RADIO As well as running trailers in cinemas and on television, film distributors may also run a radio campaign using an audio trailer. This will have to be very different from the visual trailer - run the trailer again but close your eyes. What sense can you make of what is happening? What sound clues help you? This might give you an idea of how to go about constructing a radio advertisement for BATMAN RETURNS. TASK You have to produce a 30 second radio trailer. No less, no more than this time. You will have to create an idea of the film which fits in with the one you have chosen from the trailer. You may use sound bites from the visual trailer to use in your radio advertisement. However, you will probably need to use voice-over and so you will need to write a script which gives information to the listeners. How are you going to sum up the film and give the audience some idea of what the story is about? Also, tie in the audience who saw BATMAN and who might want to see the new film? These are some of the problems that you will have to solve in 30 seconds. You call then record your advertisement. You could add background music or sound effects - the choice is up to you. If you cannot actually record it then you could produce a detailed audio script for the advertisement. STARS For the next part of your campaign, we are going to give you the film publicist's dream (and Sometimes their biggest headache!) - the stars. Why a headache? Well, if there are stars in town then everybody from the press will want to meet them. The television chat shows will want them on their show. But you only have a certain amount of time and you might also think that certain types of newspapers or magazines are not suitable for your stars. So you have some very difficult decisions to make. Here is the problem for you to solve. All three stars will he in town during the month before opening. (All at different times) Because each of them is on a tight schedule, they can only appear on one chat show each. Each will only be available for two newspaper and two magazine interviews. You have to decide which will be the best places to use for each star. Don't forget that your want to gain as much coverage arid publicity for the film as possible, so you will need to bear in mind the following points: 1. Looking back at your work on audiences as a whole for the film, what sorts of people are you aiming at in your advertising and marketing? 2. Which type of audience will most appreciate each star? Having decided this, which chat show would most suit that star? 3. Again, thinking about the appeal of each star, which magazine would best deliver that audience to you? You should make sure that you have attempted to cover as many different audiences as possible in your schedule. It is no use aiming all the marketing opportunities at just one section of your target audiences. When you have decided on which chat shows and which newspapers and magazines you are going with, write a letter to the Head of Marketing explaining your choices. You should fill in the schedule below giving details for each of the stars. \| \| TV Chat Show \| \|---\|---\| \| Michael Keaton \| \| \| Danny DeVito \| \| \| Michelle Pfieffer \| \| Of course you can leave nothing to chance when your stars meet reporters or television chat show hosts. They need to be given information about the film itself and also about the stars. So, your next task is to produce press notes on all of these areas. You are going to have to research each of the stars' biographical information, names of other films they have starred in, other stars with whom they have been in films. Also you will need to give the names of the characters that they play and some sort of information about the characters This you will have to get from the trailer. You also have the fact that this is the second BATMAN film of recent time the other having appeared in 1989. Find out some information about this - it may be useful in constructing your press notes. You might also want to include some stills of the stars. On the next page have included publicity stills These were from amongst the first supplied to Warner Bros. in this country Why do you think that these were the first chosen to be supplied to the press? What do they tell us about the film?. How could they be used in the press or in magazines? THE RESULTS For one of the stars that you have scheduled into a magazine interview, you have managed to get a cover story, that is, the star's photo will appear on the front cover of the magazine and you will get a mention of BATMAN RETURNS on that cover. Using either the publicity still given in this pack or if you do not think it appropriate for the magazine that you have chosen try to find a different still and construct the cover of the magazine. You will need to think up a good headline and also consider what else would be shown on that front cover. THE POSTER Look back at your list of the things that persuaded you to go and see a film. We are certain that in your list you will have included either the poster or advertisements. Quite often the same image is used in both. Can you remember the image used for BATMAN back in 1989? Just as a trailer gives us an idea of the film, then so should the poster. It should instantly say something about the film - possibly its genre, its stars. It should also be eyecatching. Similarly, it should not contain so much detail that if it has to shrink in size and be used as a newspaper advertisement, it would look too finicky. You should carefully study a number of film posters or advertisements before you start work on your BATMAN RETURNS poster. Look carefully at the various pieces of information that are included in the poster. You will probably find the names of the stars, the title, and also a tagline - something like a catch phrase. Let's look first of all at the title. What does the title BATMAN RETURNS suggest to you? Note down a few ideas. What does BATMAN suggest? What about the idea of RETURN? How could you use these ideas: a) in deciding what to put in your poster? b) in thinking up a tagline a catch phrase for the film? Look back at the work that you did tin the trailer and all of the ideas that you had about the film. Because your campaign must all fit together your poster should in some ways link in with the trailer. This could be the actual trailer that you were shown or one of the trailers that you made up. You will also be shown the 'teaser poster' for BATMAN RETURNS'. This may not be the final poster. It exists simply to raise people's interest in the film What does it tell you about the film? What expectations does it raise? Your task, having thought through these few questions, is to come up with a final poster design for the film BATMAN RETURNS. We have included two pieces of artwork that you may wish to use. The first is the BATMAN logo and the second is the title. Both are in black and white and so you can colour them as you wish. You do not need to use them if you do not want to. You might have your own idea about what to include and the style of lettering that Would he appropriate for the poster. What you put in the poster is up to you. But remember, it must be eyecatching, give an idea about what the film could be about and most of all, it must endeavour to interest audiences. WARNER BROS. AND BATMAN RETURNS By now your campaign should be complete. But what did the Advertising and Marketing Department at Warner Bros do? How successful were they in creating an awareness of the film? How did they place the film? What audiences do you think they were aiming at? REVIEWS Collect as many film reviews as you can about the film. Look very carefully at all of the reviews, front both national and local papers. Do they have anything in common? What do they say about the film? How does each describe the film? What information is given about the film (don't forget there is a difference between information and comment about the film. Also, see if there was an increase in BATMAN merchandising during this period. What went on sale? How well was it displayed in the shops? Are there any tie-ins? Does the BATMAN logo and mention of the film appear on any other products? Who are these products aimed at? What does this tell you about the type of audience that the Warner Bros. marketing team were aiming at? You should also try to find out how BATMAN RETURNS did at the box office. Was it the the critical and financial success of that summer? How did the press treat the film after it opened?	<urn:uuid:b28943ea-2e46-484a-914a-a4a49422de25>	CC-MAIN-2021-39	http://www.filmeducation.org/pdf/film/BatmanReturns.pdf	2021-09-19T19:12:22+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	86,593,897	4,356	eng_Latn	eng_Latn	0.999641	eng_Latn	0.999654	[ "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2483, 6014, 8762, 8907, 9054, 11962, 14782, 17837, 20156 ]	[ 1.8046875, 0.71875 ]	2	0
XIII VOIVODSHIP COMPETITION OF ZBIGNIEW HERBERT'S POETRY On 25 March 2015 in VISUS club in Zory the XIII Voivodship Competition of Zbigniew Herbert's Poetry took place. Nearly 120 participants from our voivodship took part in the competition, among them students of our middle school: Paulina Burek (the poem The Message of Mr Cogito)- 2 nd Grade, Justyna Wawrzyńczyk (the poem To the River) - 2 nd Grade, Marek Wolny (the poem Speculations about Barabasz) – 1 st Grade. The jury were Polish teachers and instructors who selected twenty of the finalists in two categories – middle schools and high schools. One of our students Marek Wolny was one of the ten finalists. One of the awards for the finalists were theatrical classes leaded by an actor and drama instructor – Michał Skiba. The classes took place on 3 March in the mentioned VISUS club. The participants spent 4 hours learning drama in an interesting way. They had great fun practising voice projection, learning how to present well on the scene and how to overcome stress. They also got a lot of technical advices of how to improve their recital. The official final ceremony was placed in the Culture Centre in Zory on 9 April. The competition was a great event for those who love poetry. Marek received the certificate and the precious book of Zbigniew Herbert's poetry. When preparing for the competition, the students were supervised by their Polish teachers – Mrs. Monika Kowalska and Miss Marta Cieślik. Congartulations to the participants, especially to Marek! Sylwia Probierz	<urn:uuid:9de76c37-b8e8-4da5-bc1d-f162ccbeae6d>	CC-MAIN-2021-39	http://www.zs-mszana.com/images/_gazetka/poezja.pdf	2021-09-19T20:10:11+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	124,547,182	367	eng_Latn	eng_Latn	0.995013	eng_Latn	0.995013	[ "eng_Latn" ]	false	docling	[ 1547 ]	[ 1.453125 ]	1	0
Biological impacts of emerging contaminants in wastewater effluent and treatment processes to reduce risk: Considerations for Arizona's communities and rivers November 1, 2010 To develop a better understanding of the issues and best practices related to the use of treated effluent to help maintain river flows and habitat, the Conservancy commissioned a study to summarize the state of the science. The use of treated wastewater effluent is be coming a more prominent factor in Arizona's overall water management strategy. Treated effluent contains a wide array of chemical and pharmaceutical compounds referred to as emerging contaminants. Because many of the individual compounds in wastewater persist through the treatment process and can cause damage to biological systems, careful consid eration must be given to the design of treatment systems and use of treated wastewater ef fluent. As the state strives to achieve sustainable use of water, treated effluent is one option to supplement human and environmental needs. Understanding tradeoffs between water quantity, quality and the cost of alternative treat ment strategies will require access to the best available information for those working to maintain the conservation, economic and cultural values of our rivers. The Conservancy recognizes that treated wastewater effluent is a valuable resource, but also has associated risks. The literature was summarized in a report by Dr. Catherine Propper and Dr. David Quan rud that examines the biological impacts of exposure to municipal wastewater effluent and ways to reduce exposure through conventional, natural and advanced treatment processes, including a comparison of costs. This summary provides an overview of the report's major findings, including the best practices identified in the scientific literature for treating efflu ent. The full report is available for download at the Conservancy's science website, www.azconservation.org. Emerging Contaminants—What are they and where do they come from? Recent research has widely documented the pres ence in the environment of a wide array of com monly used chemical compounds including: * prescription and non-prescription pharmaceuticals * personal care products * flame retardants * antimicrobials * detergents * pesticides * natural and synthetic hormones * other industrial compounds Most of these compounds originate from con sumer use and indus trial processes. The discharge of munici pal wastewater, either untreated or treated, is a common source of these contaminants to the environment. These compounds altered ratios of male to female fish and impaired reproductive potential within individuals. There are complex interactions among species exposed to wastewater effluent. Understanding which compounds are causing these effects and how mixtures of compounds influence physiological function and community dynamics is challenging. Studies have shown that toxicity and reproductive disruption occurs in wildlife populations exposed to the complex mix of chemicals in wastewater ef fluent even when it is diluted to 10 percent of its full strength. In addition to the complexity of endocrine physi ology and species differences, each wastewater ef fluent mix is different, which makes straightfor ward predictions about outcomes difficult. Many of these compounds accumulate in commercial In a 2002 U.S. Geological Survey study of 139 streams across the United States, 80% contained trace organic contaminants including steroids, non-prescription and prescription drugs, antibiotics, hormones, and personal care have been referred to as emerging contaminants. A subset of emerging contaminants are Endo crine Disrupting Compounds (EDCs)—naturally occurring and synthetic organic compounds that have the ability to alter the normal functioning of the endocrine system, which is responsible for growth, development and general physiological function in vertebrates. EDCs are entering our waterways through direct sources such as wastewater and industrial plant discharges and indirect sources such as runoff from concentrated animal feeding operations and municipal sludge/biosolids applied to land. Biological Effects The literature documents effects of wastewater exposure on survivorship, health and reproduc tion of exposed organisms. Outcomes of exposure range from overt toxicity and increased mortality to impacts on development of reproductive organs and behavior. Fish populations in streams sampled above and below effluent discharge points showed and sport fish used for human consump tion, leading to human exposure. Few stud ies have addressed the complex ecosystem consequences of ex posure to wastewater effluent. Such studies are critical to gaining a full understanding of the potential long-term effects these compounds may have on people and the en vironment. Municipal Wastewater Treatment Systems The fate of EDCs and other emerging organic contaminants during municipal wastewater treat ment has received considerable scientific atten tion in recent years. Studies have shown EDC re moval during conventional wastewater treatment is incomplete; EDCs remain present to some de gree in treated effluent and in biosolids. Removal efficiencies correlate roughly to overall process ef ficiency. That is, the better the removal of conven tional water contaminants during treatment, the better the removal of trace organic constituents. Advanced wastewater treatment technologies such as granular activated carbon, ozonation, ad vanced oxidation processes, or membrane treat ment are capable of removing EDCs to below de tection levels. But capital, operational and energy costs of advanced treatment are significant and may prove to exceed what communities are will ing to pay. Currently, wastewater regulation fo cuses on reduction of common pollutants enter ing the environment, such as nitrates, phosphates, and pathogens. However, some communities may choose increased costs as a tradeoff for increased protection from contaminants entering a river that provides drinking water and/or important aquatic wildlife habitat. Studies have shown that EDC removal efficiency can be improved within the conventional treat ment processes. The most important design pa rameter in the conventional treatment process is the solids retention time (SRT), also known as sludge age. A longer SRT allows for enrichment of more slowly-growing bacteria and broader treat ment capabilities. If a critical sludge retention time can be determined for removal of a specific EDC then increasing SRT to meet or exceed that critical value should result in complete degrada tion of the contaminant. Natural Treatment Systems Natural treatment processes including rapid infil tration (soil-aquifer treatment) and constructed wetlands can remove EDCs and may be useful as part of a multi-barrier treatment system. Infil tration processes that contribute to soil-aquifer treatment have a significant beneficial effect on water quality. At the Tucson Sweetwater Recharge Facility, infiltration through 100 feet of unconsol idated sediment from infiltration basins to moni toring wells at the water table produces significant reductions in both dissolved organic carbon and total estrogenic activity. The loss of estrogenic ac tivity during infiltration is on the order of 90%. The degree of emerging contaminant removal will depend on sediment hydraulic characteris tics. Fractured or highly porous sediment might produce limited removal of EDCs. Soil-aquifer treatment can be an important component of a multi-barrier treatment system for restoring wastewater to near-potable quality. However, the ability of estrogenic contaminants and other trace organics in municipal effluent to partially sur vive conventional wastewater treatment and soil- aquifer treatment suggests the need for continued groundwater quality monitoring during artificial recharge. Reducing Input Another option available to communities that are interested in reducing release of trace organic compounds to the environment is source control. Strategies that local governments can undertake that do not require wastewater treatment facil ity upgrades or changes in operational procedures include pharmaceutical take-back programs and education on proper disposal of unused medica tions and household products. Monitoring and Research Further study of optimization strategies for im proving conventional wastewater treatment and nutrient removal processes for EDC removal is warranted. Increasing the solids retention time (and/or hydraulic residence time) and sequential anaerobic/aerobic sludge digestion plus managed recharge of treated effluent at appropriate loca tions may prove the most viable approach for re ducing contaminant concentration and risk to the environment, at less cost than advanced treatment technologies. Given the thousands of different trace organic compounds in wastewater present at concentra tions of nanograms to micrograms per liter, a comprehensive chemical monitoring program is cost prohibitive. But, monitoring is essential to provide quantitative information pertaining to the fate and transport of contaminants in the environment and to assess impacts to wildlife. A new approach gaining increased attention by re searchers is to identify and monitor an appropri ate set of "indicator" trace organic compounds or surrogates that are then used to predict the fates of other trace compounds that are more difficult and expensive to monitor. Coupling testing of dif ferent treatment processes to studies of impacts on a defined suite of indicators may facilitate un derstanding of how to achieve removal efficien cies that will minimize biological impacts. These studies should be tied to biological assays for eval uating low level contaminant activity on biologi cal systems. Research should consider the effects of complex mixtures of compounds, not just on individual organisms but also at a population scale and on overall ecosystem function. Summary of Best Practices Arizona's rivers provide drinking water, recreation and other uses for people as well as important habitat for fish, birds and other wildlife. Treated wastewater effluent discharged to streambeds has created or increased surface flow downstream from a number of cities. In areas with growing popula tions and important biological resources—such as the Verde and San Pedro river basins—treated ef fluent is being considered to fulfill future water needs of rivers and riparian areas. Recharged ef fluent already is being used to maintain regional groundwater levels as a strategy for maintaining surface flows in the San Pedro River near the City of Sierra Vista.Research has shown impacts to biological systems from exposure to even very low levels of certain emerging contaminants. For effluent that will be used to support river flows and associated habitats, the major findings of this report include the following "best practices" that can reduce risk: Source Reduction: city- and community-spon sored pharmaceutical take-back programs and ed ucation on proper disposal of unused medications and household products. Cost: Low. This strategy works with other approaches because it reduces the problem. Increased solids retention time: increased hold ing time for sewage sludge during secondary treat ment at traditional wastewater treatment plants has been shown to increase removal of emerging contaminants. Cost: Moderate, requires increas ing the storage capacity of wastewater treatment plants. Natural treatment systems: wetland treatment and/or recharge at appropriate locations have been shown to further reduce the concentration of emerging contaminants. Cost: Moderate, depends on land prices and distance from treatment plant. Advanced treatment systems: the highest re moval efficiencies are accomplished using ad vanced methods such as ozonation and advanced oxidation or membrane treatment and activated carbon. However, these methods are expensive and have high energy consumption; thus, a high level of risk reduction must be required for cost effectiveness. Cost: High, for both capital and op erational costs. There remains considerable uncertainty regard ing this complex topic. However, we cannot dis count treated effluent as an important part of the overall water supply. Thus, we can work to reduce risk while maintaining the benefit of treated efflu ent in supporting water needs for people and the environment. About the Authors David M Quanrud, PhD. Dr. Quanrud is an Associate Research Scientist at The University of Arizona. He has specialized in investigating the transport and fate of trace organic contami nants in water and sludge/biosolids during treatment in natural and engineered systems for the past 7 years. Dr Quanrud received his MS and PhD in Hydrology at The University of Arizona. Catherine R. Propper, PhD. Dr. Propper is a Professor of Biological Sciences at Northern Arizona University. She has been investigating the impact of environmental contaminants on development, reproduction and behavior of aquatic vertebrates for the past 15 years. Dr. Propper received her PhD in Zoology with an emphasis on Environmental Endocrinology from Oregon State University. The study was funded by a grant from the Nina Mason Pulliam Charitable Trust.	<urn:uuid:af9a5c79-9b96-469c-963d-6f9259709ba0>	CC-MAIN-2021-39	http://azconservation.org/dl/TNCAZ_Wastewater_Effluent_Executive_Summary.pdf	2021-09-19T21:01:22+00:00	crawl-data/CC-MAIN-2021-39/segments/1631780056900.32/warc/CC-MAIN-20210919190128-20210919220128-00657.warc.gz	7,135,500	2,490	eng_Latn	eng_Latn	0.992806	eng_Latn	0.99331	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1965, 5660, 9923, 13446 ]	[ 1.4609375 ]	1	11

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.